Please Read carfully Assignment: Select a textual representation of (or influenced by) an aspect of nature, science, or
technology (e.g., a novel, film, TV episode/series, advertisements, art work, and/or on-line
videos, images, blogs, comment sections, social media). Drawing on secondary sources to
contextualize your claim, make an argument about how that text represents the relationship
between science and society in a complex way and intervene in a scholory converstaion about an aspect of this text in a new and suprising way. My main focal text is Alias Grace the book. I want to somehow discuss how the world looks at people as eithr
surviors and victims or villians grace is none she is an example of how social structure creates viallans and vitcams and how the book someone makes us see all the men in her life as some what villaness and all the women as innocnent maybe make a play on gender. use Michel Foucault as a lens and find a scholory debate about one of these aspects and intervene maybe about insanity and lastly make sure you start off by fining a moment in the book that “made you” develop this idea present a with the grain understanding and then an againts the grain understanding that helps you to introduce these ideas maybe even discuss atwood and the bible. Feel free to add anything new you think is really instresting or prensent me with a new idea you might want to write but dont add to many aspects about I will paste examples of this kind of essay below (enlightneing dracula the one i like best i put an example of the intro and evidence) the rest are ok examples try to use enlighteing dracual as a good example to mirror not exactly but almost like a guide. Thank You
Author: admin
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“Alias Grace: Unpacking Society’s Construction of Villains and Victims through a Gendered Lens and the Lens of Michel Foucault”
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Portfolio: Understanding Brain Structures and Their Impact on Thought and Behavior Neuroanatomy Portfolio Assignment “Submitting Your Portfolio Assignment to Turnitin”
Portfolio Contents and Instructions
The purpose of this written assignment is to better understand different structures of the brain and how they contribute to thought and behavior.
For this assignment, you will first write on TWO brain/nervous system structures. You must also find two planes (i.e., horizontal, coronal, or sagittal) of the brain structure you have selected. Only MRI, fMRI, or CAT scan images will be accepted; please do not submit drawn or illustrated images. Make sure the two brain/nervous system structure images you choose do not match with regards to the orientation plane (i.e., if one image is a horizontal view, the other image cannot also be a horizontal view; instead, the other image must be either a coronal or sagittal view).
Finally, you must describe what function(s) each of the brain/nervous system structures serve, and what happens when each structure is damaged or absent. Again, you must do all of this for each of the two brain/nervous system structures.
Summarize everything! Please write your assignment in your own words (with the exception of the brain/nervous system structure names).
This assignment should be no less than 4 pages and no more than 6 pages in length, not counting the title page and References page(s). Be sure to write a minimum of 2 FULL pages (or a maximum of 3 pages) for each brain/nervous system structure.
Finding brain/nervous system structures:
All brain/nervous system structures will be assigned to students by the instructor. A list of all student names and assigned structures will be presented at the Announcements section of the course. No brain/nervous system topic substitutions will be accepted.
Below are the requirements for this portfolio assignment:
Name each brain/nervous system structure you will write on
Include two images (i.e., no drawings) of each brain/nervous system structure, with the structure identified in the image (either by you or the creators of that image). Remember: each image must be of a different orientation plane (e.g., horizontal, coronal, sagittal).
Describe the function(s) of each brain/nervous system structure
Describe the behavioral and/or cognitive effects of damage to that brain/nervous system structure
This assignment MUST be written according to APA (American Psychological Association) writing & citation style. Please refer to the “Neuroanatomy Portfolio Essay Information” link at the Modules section of the course for documents on how to write citations within the paper and in the References page according to APA citation style.
If you are unfamiliar with APA writing style, please click and bookmark the following website: OWL Writing Center at PurdueLinks to an external site.
This assignment should be no less than 4 pages and no more than 6 pages in length, not counting the title page and References page(s). Be sure to write a minimum of 2 FULL pages (or a maximum of 3 pages) for each brain/nervous system structure. Also, each brain/nervous system structure should have at least 2 pages of information describing it. For instance, “Primary visual cortex is vision”, may be enticing to write as the “function it serves,” but that alone is not very informative and you will not pass this assignment. So, please elaborate on the information regarding each brain structure.
This assignment should be no less than 4 pages and no more than 6 pages in length, not counting the title page and References page(s). Each brain structure should have at least 2 paragraphs of information describing it. “Primary visual cortex is vision.” – may be enticing to write as the “function it serves,” but that alone is under-informative and you will not pass the assignment. So, please elaborate on the information regarding each brain structure.Links to an external site.Portfolio assignments must have each page numbered throughout, including the Title and References page. Placing the page number at the top right hand corner of the header is required. Please remember that no Abstract or Introduction sections should be included in this assignment; however, including a page header/running head is optional.
Portfolio assignments must be free of ALL quotations (i.e., assignments must contain paraphrasing only). Please address important psychological concepts in your own words. Portfolio assignments which contain quotations will be penalized with 3 points deducted for each quote.
Portfolio assignments must be free of plagiarism. Plagiarism is a serious offense in higher education! Examples of plagiarism include authors inserting material written by others without citing the source, or authors including “word-for-word” passages written by someone else in their own essays. Please see the link on Plagiarism at the “Portfolio Grading Rubric” document at the “Neuroanatomy Portfolio Essay Information” module for further information on plagiarism.
In order to encourage paraphrasing, please rely on a thesaurus when writing your portfolio (MS WORD contains a thesaurus under the “Tools” menu, or you can purchase a thesaurus at virtually any bookstore in the U.S.).
Portfolio assignments must be free of personal opinion. These assignments do not require students to state what they think or feel about a topic. Rather, these assignments require the student to gather facts and present them as a neutral outside party. Students must refrain from using all 1st person (e.g., I, me, we, etc.) and second person (e.g., you, ya’ll) language. Instead, please use third person language (e.g., he, she, it, they) if necessary.
A minimum of three (3) peer-reviewed (research) articles MUST be cited in the References page and in the text of the paper. No books can be cited in this assignment.
When submitting your portfolio assignment through the Modules link, it will automatically be sent to “Turnitin.com”. “Turnitin.com” is a website which reviews essays and reports for possible plagiarism. Do not submit your portfolio assignment to any Turnitin site other than the one found in the Modules section of the course.
Formatting for this assignment:
1” margins throughout (left, right, top, and bottom of each page)
12 pt Times New Roman font
Double-spaced
Title page: Must include your name, course number and section (Psych 2 ….) and the words “Neuroanatomical Portfolio assignment”
The brain images in the portfolio shouldn’t be too big; only a few inches in length. Your two images should not take up more than half a page.
Please submit your assignment as a PDF document through Turnitin at the Modules section of the course.
EXAMPLE OF A BRAIN IMAGE:
Hippocampus (found in the temporal lobe)
(Both images include arrows pointing to the Hippocampus in each brain hemisphere)
Again, each image MUST include the brain structure you are writing about, and the brain structure must be identified by arrows, lines, and/or names. You can label the brain structure in the image yourself, or you can use any arrows or labels that are part of the image already.
IMPORTANT: Lastly, students cannot make use of any artificial intelligence (AI) site or webpage when researching or writing this assignment. This includes, but is not limited to, ChatGPT, Google Bard, GPT-4, Azure, or any other AI chatbot/site. If a student violates this rule, they will earn an automatic F on this assignment PLUS be referred to the Dean of Instruction for possible disciplinary action.
Submission Guidelines
Please follow these instructions when submitting your portfolio assignment:
Be sure to click the “Submit paper” button to upload your portfolio assignment to Turnitin.
Click the scroll button next to “Author” to find your name. Click your name, so that your First and Last name appear under the appropriate titles. If a student cannot find their name listed, then he or she is not enrolled in the course, and must contact the instructor immediately.
Please type a title (such as Neuroanatomy Portfolio assignment) under “Submission title”.
Click the “Browse” button to upload your portfolio assignment into Turnitin. I recommend keeping your portfolio document on your desktop so that it will be easy to locate. When found, click “Upload”.
You will be taken to another window where you should be able to see your document. If so, then click “Submit”. If you cannot see your document, repeat step 4.
After submitting your portfolio, please check to insure that your assignment was submitted properly by clicking the document image found under the “File” column at Turnitin. By clicking and downloading the portfolio assignment, students can make sure it was submitted with proper formatting (page numbers in the right hand header, References page on a separate page, etc.). Remember, this is the version the instructor will grade. If the assignment appears improper in any way, students should make changes to the portfolio assignment and resubmit it before the deadline stated at the Course Schedule.
Originality Report
After submitting the essay, an Originality report depicted with a colored dot will be available for viewing at the Turnitin.com website within 30 minutes. Each color represents a percentage of your essay assignment that is suspected of being plagiarized. Colors blue and green are considered low percentages of possible plagiarism, whereas yellow, orange and red are considered high percentages of possible plagiarism (with red representing 100% confidence the document is plagiarized). ONLY PORTFOLIOS WITH ORIGINALITY REPORTS WITH BLUE OR GREEN DOTS WILL BE GRADED BY THE INSTRUCTOR (NO EXCEPTIONS).
If the Originality report colored dot is yellow, orange, or red: The student can modify and resubmit their assignment to Turnitin until they achieve an acceptable report up until the deadline stated at the Course Schedule (be sure to correct those portions of the portfolio which are highlighted in different colors in the Originality report before resubmission). Be aware that if an assignment is resubmitted a second or third time, it may take up to 24 hours before Turnitin will generate another Originality report. Please keep this in mind when attempting to meet the deadline.
PLEASE NOTE: If you are repeating this course, and have submitted this same assignment to Turnitin previously, your present assignment MAY be marked as plagiarized. Be aware that it is possible to plagiarize yourself! Therefore, it is highly recommended that students re-write much, if not all, of an assignment submitted to Turnitin during a previous academic term.
VERY IMPORTANT: The student is responsible for downloading and keeping EACH Originality report. This means that if a student submits their portfolio assignment to Turnitin twice, (s)he should have downloaded two different Originality reports to keep. Nevertheless, students are not required to submit Originality reports to the instructor unless they are requested. -
Title: Theoretical and Applied Approaches to Problem and Purpose Statements in Educational Research Section 1: Assessment of a Problem Statement from a Dissertation The problem statement from the dissertation “Exploring the Impact of Technology Integration on Student Engagement in High
As you learned this week, most educational areas of topical interest can be the subject of either theoretical (basic/fundamental) or applied research, but the research must align with your degree program.
For this assignment, you will consider your area of interest from both theoretical and applied research approaches. In light of what you learned about the differential focus and scope of EdD and PhD dissertation research and the role of problem and purpose statements in research, write problem statement and purpose statement sentences from both research foci.
Then, make sure to use all of the information you have learned from the course, textbook, and the resources provided for this assignment to develop the statement of the problem into two complete paragraphs of no more than 250-300 words and cite the relevant literature that supports this ongoing problem of inquiry.
Organize your work as follows:
Section 1: Find one dissertation in the library ProQuest database, find the problem statement, then assess the problem statement in one paragraph. Make sure your assessment includes the specific problem sentence and whether this sentence fits the requirements for a strong problem statement as indicated in the lesson materials and resources for the week; be sure to specifically discuss why or why not.
Section 2: A one-paragraph summary of your topical area of interest
Section 3: A side-by-side (example below) presentation of problem and purpose statement sentences for your potential study, from both a theoretical (basic/fundamental-PhD) and applied (EdD and EdS) focus. Theoretical Focus
Applied Focus
First sentence of Problem Statement
First Sentence of Purpose Statement
Section 4: Your full problem statement (2-3 paragraphs) and at least the first sentence of your purpose statement.
Note: This assignment is an exercise in writing a problem statement and purpose statement. Once you get into the dissertation sequence or capstone process, be sure to follow the templates and specific directions provided for that phase of your studies.
Issues to keep in mind as you write the problem statement: Begin the first paragraph with “The problem addressed by this study is….”
Ensure that the problem statement reflects an actual and identifiable problem (i.e., not a purpose, observation, topic, solution, or assertion).
The problem should clearly identify the problem to be addressed by the study (i.e., What problem is your study going to gain insight into?).
Succinctly discuss the problem by providing evidence from current researchers (within the past 5 years) who have found through empirical inquiry its continued existence as a problem and cite those scholarly studies (these citations must be empirical evidence citing findings of the study, not author opinion of a problem) that has found evidence of the problem.
A lack of research alone is not inherently problematic. An inability to find research on your topic might indicate a need to change your focus.
. Both resources are linked in your Books and Resources for this Week
Make sure you identify: Who is impacted by the problem (e.g., individuals, organizations, industries, or society) as described by researchers in the scholarly literature? What is not known that should be known about it as described by researchers in the scholarly literature? What could the potential negative consequences be if the problem is not addressed in this study as described by past researchers in the scholarly literature? Be specific.
Length: 2-3 pages, excluding the title and reference pages.
References: This is a knowledge demonstration check and does not have a specific required number of references; please include references if they are in support of your problem statement -
“Exploring the Intersection of Public Personnel Management and Human Resource Management: A Reflection on Course Material”
Reflection papers allow students communicate with your instructor about how a specific article, lesson, lecture, or experience shapes your understanding of class-related material. Reflection papers are personal and subjective, but they must still maintain a somewhat academic tone and must still be thoroughly and cohesively organized.
The paper should be at least 1-2 pages in length using font size 12- Times New Roman, 1 inch boarders. The cover page and reference page do not count. Proper APA writing procedures should be used.
Both books for this course are on my Kindle.
Book 1. Public Personnel Management
Book 2. Human Recourse Management -
“Exploring the Professional Victim Syndrome: Reflections on Chapter 1 of Polka and Litchka” One scenario that stood out to me in Chapter 1 of Polka and Litchka was the case of Superintendent Paul, who constantly
Read Chapter 1 of Polka and Litchka as an introduction to the study of “Superintendents and the Professional Victim Syndrome” and post your reactions. Pick 1 scenario & tell what would you have done differently to prevent the outcome?
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Title: “Uncovering the Power of Cyber Intelligence: A Comprehensive Review and Analysis of its Significance in Modern Society”
Just do a thesis proposal about the titel of An in-depth review of Cyber Intelligence and its importance in todays society. There will also be a great deal in focus on the types of Cyber Intelligence such as
HUMINT, SIGINT,OSINT,
GEOINT and TECHINT. -
SOAP Note for Jack’s EENT Complaint “Comprehensive SOAP Note and SBAR Report: Assessing and Managing Patient Care” “Improving SBAR Communication: A Case Study Analysis”
Review the Problem-Based Learning: Patients’ Background StoryLinks to an external site. and the Problem-Based Learning: EENT Visit with JackLinks to an external site..http://media.samuelmerritt.edu/N675/pbl/pbl_background/story.html and http://media.samuelmerritt.edu/N675/pbl/pbl_w01_eent_jack/story.html. read both of these links above as mentioned to complete the soap note.
This course mimics a problem-based learning (PBL) style in which you diagnose a patient based on the line of questions asked and symptoms displayed. The patients shown in the case studies are used throughout this course showing different symptoms.
Note: The clinic visit story may not have all the information needed or would normally get during a patient visit. Consider what questions you would ask, or physical exam you would do to the patient in this story while in your clinic. If the story does not have the answers or the necessary physical exam done, come up with your own realistic answers and physical exam that fit the narrative of the story and diagnosis.
Create a SOAP note using the SOAP Note Template for Jack’s chief complaint (CC) for this week.
Submit your SOAP note
Below is the grading rubric for this assignment:
SOAP Note 675 (1)
SOAP Note 675 (1)
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeSubjective
HPI, All histories, Medications, Allergies, ROS
5 pts
Exceeds
Complete and concise summary of pertinent subjective information.
4 pts
Met
Well organized; partial but accurate summary of pertinent information (>80%).
3 pts
Not Met
Poorly organized and/or limited summary of pertinent information (50%-80%); information other than subjective info provided.
0 pts
Not Acceptable
Less than 50% of pertinent information is addressed; or is grossly incomplete and/or inaccurate.
5 pts
This criterion is linked to a Learning OutcomeObjective
Physical Exam, Diagnostics History
5 pts
Exceeds
Complete and concise summary of pertinent objective information.
4 pts
Met
Partial but accurate summary of pertinent objective information (>80%).
3 pts
Not Met
Poorly organized and/or limited summary of pertinent information (50%-80%); information other than objective info provided.
0 pts
Not Acceptable
Less than 50% of pertinent information is addressed; or is grossly incomplete and/or inaccurate.
5 pts
This criterion is linked to a Learning OutcomeDifferential Diagnosis
5 different differential diagnosis (NOT including the actual diagnosis for the patient).
At least 1 differential diagnosis should be a RED Flag diagnosis
10 pts
Exceeds
Complete list of 5 different differential diagnosis. 1 differential diagnosis is a red flag diagnosis. Diagnoses are rationally prioritized. Each diagnosis is thoroughly explained with the information provided in the case/SOAP note, accurate pertinent negatives and positives are listed. No extraneous information or issues listed
8 pts
Met
Complete list of 5 different differential diagnosis. 1 differential diagnosis is a red flag diagnosis. Diagnoses may be partially prioritized. Each diagnosis is explained with the information provided in the case/SOAP note, explanation may have small inaccuracies. No extraneous information or issues listed
6 pts
Not Met
Less than 5 different differential diagnosis are listed OR a red flag diagnosis is note listed. Some of the differential diagnosis are not appropriate. Differential Diagnoses are not rationally prioritized. Only some of the diagnoses Are explained with the information provided in the case/SOAP note, Some of the explanation may be inaccurate.
0 pts
Not Acceptable
Less than 2 differential diagnosis are provided. Explanation for each differential diagnosis is not provided OR most of the explanations are inaccurate.
10 pts
This criterion is linked to a Learning OutcomeAssessment
10 pts
Exceeds
An optimal and thorough assessment is present for each problem. Each diagnosis is a diagnosable ICD 10 diagnosis. Each diagnosis is thoroughly explained with the information provided in the case/SOAP note, accurate pertinent negatives and positives are listed.
8 pts
Met
An assessment is present for each problem listed but not optimal. Each diagnosis is a diagnosable ICD 10 diagnosis. Each diagnosis is explained with the information provided in the case/SOAP note, there may be slight inaccuracies in the explanation of pertinent negatives and positives are listed.
6 pts
Not Met
Assessment is present for 50-80% of problems. Only some (>50%) of the diagnosis are ICD 10 diagnosis. Most diagnoses are explained with the information provided in the case/SOAP note, there may be inaccuracies in the explanation of pertinent negatives and positives are listed, but > 50% is accurate.
0 pts
Not Acceptable
Less than 50% of problems include an appropriate assessment. Most of the diagnosis are ICD 10 diagnosis. Some diagnoses are explained with the information provided in the case/SOAP note, there may be inaccuracies in the explanation of pertinent negatives and positives are listed, 80%). Treatment Plan is complete and appropriate for each identified problem (>80%).
6 pts
Not Met
Appropriate therapeutic goals for a few identified problems (50%-80%). Treatment plan is partially complete and/or inappropriate for a few identified problems (50%-80%); information other than necessary “plan” information is provided.
0 pts
Not Acceptable
Less than 50% of problems have appropriate therapeutic goals. Less than 50% of problems have an appropriate and complete treatment plan.
10 pts
This criterion is linked to a Learning OutcomeCounseling, Referral/Follow Up, Patient Education
5 pts
Exceeds
Specific patient education points, monitoring parameters, follow-up plan and (where applicable) referral plan for each identified problem.
4 pts
Met
Patient education points, monitoring parameters, follow-up plan and referral plan (where applicable) for >80% of identified problems.
3 pts
Not Met
Patient education points, monitoring parameters, follow-up plan and referral plan (where applicable) for a few identified problems (50%-80%).
0 pts
Not Acceptable
Less than 50% of problems include appropriate counseling, monitoring, referral and/or follow-up plan.
5 pts
This criterion is linked to a Learning OutcomeRefences
2.5 pts
Exceeds
All references are appropriately cited via APA. All references are primary sources less than 10 years old *(unless landmark study/paper)
2 pts
Met
Most (>80%) references are appropriately cited via APA. All references are primary sources but may be more than 10 years old
1.5 pts
Not Met
Some (>50-80%) references are appropriately cited via APA. Most references are primary sources but may be more than 10 years old
0 pts
Not Acceptable
Only some (<50%) references are appropriately cited via APA. Only some of the references are primary sources 2.5 pts This criterion is linked to a Learning OutcomeSBAR Report 2.5 pts Exceeds The SBAR report is exceptionally clear, but includes only the necessary pertinent positives and negatives of the case. Information is accurately and succinctly organized following the SBAR format. The SBAR correlates exceptionally well to the SOAP note Report is well-structured, with no major grammatical or spelling errors. 2 pts Met The SBAR report is clear and accurately reflects the case study. Information is organized appropriately according to the SBAR format. Includes all necessary details relevant to the case without unnecessary information. Shows good clinical reasoning and decision-making skills. Report is structured correctly, with minimal grammatical or spelling errors. 1.5 pts Not Met The SBAR report partially reflects the case study but lacks some important details. Some elements of the SBAR format are missing or not clearly presented. The report includes some relevant details but omits others that are crucial for understanding. Clinical reasoning and decision-making skills are not clearly demonstrated. Report structure has several grammatical or spelling errors. 0 pts Not Acceptable The SBAR report does not adequately reflect the case study. Fails to follow the SBAR format or the format is used incorrectly. Lacks critical details necessary for understanding the case, showing poor clinical reasoning. Report is disorganized, with multiple grammatical or spelling errors. 2.5 pts Total Points: 50 -
“Developing a Personalized Self-Leadership Framework for Enhanced Emotional Control: A Comprehensive Approach” “Self-Leadership and Emotional Control: A Comprehensive Exploration and Practical Guide for Personal and Professional Growth”
Instruction:
Throughout this course, students learn about various self-leadership elements. To promote a fuller understanding of self-leadership and its key dimensions, for this assignment, the student will develop a customized, integrative self-leadership framework by synthesizing an array of relevant disciplines, theories, and strategies. This comprehensive self-leadership model is intended to serve the student in their personal and professional lives; its design should capture the student’s unique characteristics and challenges, and be informed by: (1) an understanding of “Self” through the application of self-awareness, in part drawing from ongoing Self-Reflection Journal assignment, (2) desired experiences and goals, and (3) elements and strategies that enable the student to guide their behaviors, thoughts, and emotions toward achieving their personal and professional goals. The student can utilize the sample self-leadership models presented in this class as a baseline to inform their personalized framework, but additional research is required to explore helpful concepts from psychology, neuroscience, and/or organizational behavior (i.e., potential building blocks of the framework) beyond the course materials.
Technical requirement:
The student should provide a visual representation of their self-leadership framework, describe and justify its individual building blocks with references to course concepts and research findings, and explain how each of the key dimensions influences and complements the others in forming a comprehensive framework (a systematic approach to self-leadership in its totality). The analysis should capture the impact of each component of the self-leadership model on the student’s behaviors and thoughts, and ultimately on their personal and team effectiveness. This includes explaining how the framework can help the student to constantly develop their inner game (mindset) and the outer game (action, influence, and impact) with emphasis on leading and guiding others. As part of the depiction of the model, the student should describe at least two of the building blocks through the lens of classical philosophies and schools of thought of their choice and interest (e.g., explaining self-control through Zen Buddhism).
In addition, the student should demonstrate the potential applications of their self-leadership framework. This can be accomplished by selecting a work or organizational challenge from the student’s past experiences, describing and diagnosing the situation using concepts, outlining the factors that contributed to the situation, and discussing how the self-leadership components could have helped the student and/or others deal with the situation more effectively. Furthermore, the student should provide a brief description of their plan to consistently assess and evolve their self-leadership model to ensure its effectiveness and fitness.
This paper will be 15-20 pages (excluding cover page and reference page); APA writing conventions should be followed with a minimum of ten (10) sources referenced and cited.
Synthesize an array of self-cultivation strategies into a comprehensive self-leadership framework: 30%
Application of Framework: 30%
Self-Awareness: 20%
Technical Requirements: 10%
Citations: 10%
Total: 100
Please used this as format for Framework for the essay
Title: Enhancing Emotional Control through Self-Leadership: A Personalized Approach
Introduction
Brief overview of the importance of emotional control in personal and professional contexts.
Introduction to the concept of self-leadership and its relevance to managing emotions effectively.
Understanding Emotional Control
Definition of emotional control and its significance.
Discussion on the impact of emotions on personal and professional outcomes.
Identification of common challenges in controlling emotions.
Self-Leadership: Foundations and Principles
Explanation of self-leadership and its key principles.
Exploration of self-awareness, self-regulation, motivation, and goal-setting as foundational elements of self-leadership.
Discussion on the role of self-leadership in enhancing emotional intelligence.
Assessing Personal Emotional Patterns
Self-reflection exercises to identify personal emotional triggers and patterns.
Utilization of self-assessment tools such as journaling, mindfulness practices, and personality assessments to gain insights into emotional tendencies.
Strategies for Enhancing Emotional Control
Development of a personalized toolkit for improving emotional control.
Exploration of various self-leadership techniques such as cognitive restructuring, stress management, and relaxation techniques.
Integration of mindfulness practices and emotional regulation strategies into daily routines.
Application of Self-Leadership in Professional Settings
Examination of the importance of emotional control in the workplace.
Case studies or examples illustrating the impact of emotional intelligence on professional success.
Strategies for applying self-leadership principles to manage emotions in challenging professional situations.
Implementing Self-Leadership in Personal Life
Exploration of the significance of emotional control in personal relationships and well-being.
Development of strategies for applying self-leadership skills in personal life, including communication, conflict resolution, and self-care practices.
Evaluating Progress and Continuous Improvement
Establishing metrics for tracking progress in enhancing emotional control.
Reflection on personal growth and areas for further development.
Identification of ongoing strategies for maintaining and improving emotional control over time.
Conclusion
Summary of key findings and insights gained from the exploration of self-leadership and emotional control.
Reinforcement of the importance of ongoing self-awareness and intentional practice in managing emotions effectively.
Closing thoughts on the significance of self-leadership in achieving personal and professional fulfillment.
References
List of sources cited throughout the assignment, including academic literature, self-help books, and relevant articles.
This framework provides a structured approach to your assignment, allowing you to delve deeply into the concepts of self-leadership and emotional control while incorporating personalized reflections and practical strategies for application in both personal and professional contexts.
APA Format Style -
Title: Analyzing a Healthcare Related Bill and its Legislative Process: Implications for Nurses and Potential Challenges for Implementation
Government
Module 6 Directed Response Discussion Forum
Using the ‘Resources to explore bills and legislative process related to specific bills’ (see assigned reading), please choose a healthcare related bill, give the full name and HR or S number, aim of the bill and state whether, as a nurse, you support or oppose this bill (you DO NOT need to give a rationale for this choice in this forum). You may choose one of the bills listed or you may use the given search engine to find another bill. You may choose a bill that has already become law, failed to become law, or a bill in the legislature currently (please make the current status of the bill clear in your writing) (one sentence).
Then discuss one point in the legislature process where you feel that political action could be focused to either support or defeat this bill. Please be specific to the bill, the process for this bill and to the legislators and committees most relevant to the bill.
What action would you recommend nurses take relevant to the legislative process for this bill? You may choose a point of action that has already passed or that you anticipate will occur (but should make clear stands). (One paragraph).
Who are your representatives in the House of Representatives and Senate? Describe any involvement or potential involvement in this bill (for example: are they a sponsor, do they sit on any relevant committees?). (One paragraph).
Please discuss actual or potential involvement of the executive branch (including regulatory) or judicial branch with this bill. What challenges may confront this bill, if passed, as it moves into implementation and is translated into regulation? Could you imagine that there would be any judicial challenges to this bill, if passes – please discuss. (One paragraph). -
“Aligning Course Competencies with Program Outcomes and Bloom’s Taxonomy: A Justification for Undergraduate and Graduate Education Levels”
Using the downloaded and provided M5 Curriculum Map Assignment (and template) and Bloom’s Taxonomy, The section below is already completed and uploaded as a resource. I only want the paper portion (1-2 pages) written below.
Make sure your course competencies are aligned with your program outcomes. Identify which of the program outcomes is addressed by each course competency. (Hint: You might only use 3-4 of your program outcomes you created in Module 5. While an academic program may have more than six outcomes, not every course will address every program outcome. It’s also possible you may use the same program outcome in multiple weeks.)
Ensure your competencies are measurable and include both the condition and criteria as well as the taxonomic verbs. One key component to remember: taxonomy level somewhat corresponds to level of education. At the undergraduate junior and senior levels, as well as graduate level, courses should have more course competencies at the mid-to-higher levels of Bloom’s Taxonomy.
After writing your course competencies, in a paper format discuss why you selected these particular competencies, how they align with the program outcomes, and justify why the competencies you selected are appropriate for the course level (i.e., undergraduate freshmen, sophomore, junior or senior levels, or graduate education).
The above section is already completed and uploaded as a resource. I only want the paper portion written below.
The paper portion of this assignment should be 1-2 pages, not including the references page, and follow appropriate 7th edition APA guidelines.