Brannigan Foods

New health care innovations offer the advanced registered nurse an opportunity to apply emerging technologies in practice to improve quality and patient outcomes. For this assignment, research an emerging health care technology that you think has the potential to overcome current or emerging barriers to care. Write a 500-word brief that provides an overview of the technology, its purpose, and how it would function in a health care setting, including any ethical or legal issues that would accompany the incorporation of the technology. Discuss how this technology could improve access to care and promote patient safety and quality. Refer to the Topic 6 materials for samples and resources to help you construct your brief. You are required to cite three to five sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content. While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance. RUBRIC DescriptionPercentage Unsatisfactory 0.00 % Less than Satisfactory 80.00 % Satisfactory 88.00 % Good 92.00 % Excellent 100.00 % Emerging Technology Brief 100.0 The Emerging Technology, Its Purpose, and How it Would Function in a Health Care Setting, Including Any Ethical or Legal Issues That Would Accompany the Incorporation of the Technology 35.0 A discussion of the emerging technology, its purpose, and how it would function in a health care setting, including any ethical or legal issues that would accompany the incorporation of the technology, is not included. A discussion of the emerging technology, its purpose, and how it would function in a health care setting, including any ethical or legal issues that would accompany the incorporation of the technology, is present, but it lacks detail or is incomplete. A discussion of the emerging technology, its purpose, and how it would function in a health care setting, including any ethical or legal issues that would accompany the incorporation of the technology, is present. A discussion of the emerging technology, its purpose, and how it would function in a health care setting, including any ethical or legal issues that would accompany the incorporation of the technology, is clearly provided and well developed. A comprehensive discussion of the emerging technology, its purpose, and how it would function in a health care setting, including any ethical or legal issues that would accompany the incorporation of the technology, is thoroughly developed with supporting details. How This Technology Improves Access to Care and Promotes Patient Safety and Quality 30.0 A discussion of how this technology improves access to care and promotes patient safety and quality is not included. A discussion of how this technology improves access to care and promotes patient safety and quality is present, but it lacks detail or is incomplete. A discussion of how this technology improves access to care and promotes patient safety and quality is present. A discussion of how this technology improves access to care and promotes patient safety and quality is clearly provided and well developed. A comprehensive discussion of how this technology improves access to care and promotes patient safety and quality is thoroughly developed with supporting details. Required Sources 5.0 Sources are not included. Number of required sources is only partially met. Number of required sources is met, but sources are outdated or inappropriate. Number of required sources is met. Sources are current, but not all sources are appropriate for the assignment criteria and nursing content. Number of required resources is met. Sources are current, and appropriate for the assignment criteria and nursing content. Presentation 10.0 The piece is not neat or organized, and it does not include all required elements. The work is not neat and includes minor flaws or omissions of required elements. The overall appearance is general, and major elements are missing. The overall appearance is generally neat, with a few minor flaws or missing elements. The work is well presented and includes all required elements. The overall appearance is neat and professional. Mechanics of Writing (includes spelling, punctuation, grammar, and language use) 10.0 Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is employed. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. The writer is clearly in command of standard, written, academic English. Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 10.0 Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. Total Percentage 100

Create your cover letter to “apply” to the job/internship/volunteer opportunity posting on the picture. Your cover letter should ascribe to the guidance provided to you in the lectures and the readings. Please use the rubric for further guidance. Please note: Considering your security and safety, you don’t have to use your real contact information on the resume and/or cover letter.

One is writing guideline and requirements. Another is my writing and the professor’s review. Please revise my writing according to guideline and review. Including but not limited to: adding words, adding new topic paragraph if need, using clear “personal experience”, better using sources, adding other sources, etc. About the original source. The latter two sources may not be extended, but must be retained. ENGLISH 1100 – COMPOSITION I WRITING PROJECT 3: WRITING WITH RESEARCH – TOPIC GUIDELINES Word count: 1,500 (about 6 pages) Grade Value: 25% Sources to be used for Writing Project #3: • Your own ideas and experiences from either your Writing Project 1 (Writing from Personal Experience) to illustrate your ideas. Topic and purpose for Writing Project #3: Topic: Looking back on the experiences you described about a community problem in Writing Project 1 (Writing from Personal Experience). In Writing Project #3, you will formulate a claim about the question and argue that claim based on personal experience and fact-based evidence. Purpose: In Writing Project #3, your question—and the answer to that question—will reflect your stance (a “claim”) on the issue you’re addressing in your essay. You will formulate and argue the claim using source material that provides fact-based evidence, and you will illustrate your claim about the issue by using your own personal experience. What Writing Project #3 is not: WP#3 is not an informative essay or a “how-to” essay. You will not address the reader directly or use source material that offers “advice” to the reader. Your essay must argue a claim about an issue. Process for Developing Writing Project #3: Develop and organize your WP3 first version: Using your outline as a template, develop your ideas to create a WP3 first version: • Create an introduction: Refer to your experience you told a story about in Writing Project #1 then transition into the broader issue that this experience raised. Ask your “main” question about the community problem and provide a thesis that states your claim in answer to the question. • Develop supporting paragraphs (from your supporting points in your outline): Introduce each supporting paragraph with a topic sentence about a specific aspect of your claim that you want to explore. After each topic sentence, present information (from your own experience and ideas and from source material, correctly cited) that expands on idea in the topic sentence. • Write a conclusion: Refer back to your experiences in Writing Project 1 and reflect on your own experience and what you learned from your research that can help your community. • Format a works cited listing to include citations for the outside sources, formatted in MLA style. • Follow guidelines for development of ideas and use and citation of source material. Wp3 first versions that do not meet the minimum word requirement (1,500 words) and do not correctly use and cite sources both in-text and in the Works Cited listing will have points deducted. Write your final version of Writing Project 3 (100 points): Based on the comments of your peer review partner(s) and the instructor as well as your own ideas for revision, you will decide if you want to revise to create a WP3 final version. WP3 final versions that do not have correctly cited sources both in-text and in the Works Cited listing will not receive a passing grade; once a final version is submitted, you will not have an opportunity to revise.

Write three considerations to be made in creating a personalized treatment plan for a patient who is suffering from Psychosis. Cite all work and provide at least two references/page

James Lee Hymes (1913-1998), an American “psychologist-educator” in his own words, wrote: “Play for young children is not recreation activity. It is not leisure-time activity nor escape activity. Play is thinking time for young children. It is language time. Problem-solving time. It is memory time, planning time, investigating time. It is organization-of-ideas time, when the young child uses his mind and body and his social skills and all his powers in response to the stimuli he has met.” To what extent can we relate this quotation to second language acquisition/ learning? Mind the structure of your essay! (introduction/ development/ conclusion)

View the following two video clips: Hard Times Generation: Homeless Kids can be found at: https://www(dot)youtube(dot)com/watch?v=ZZj3hr0OZzw (Links to an external site.) (Links to an external site.) Hard times generation homeless kids 60 Minutes YouTube Hard Times Generation: Families Living in Cars can be found at: https://youtu(dot)be/fKJRGU-JrPs (Links to an external site.) (Links to an external site.) Hard Times Generation Families living in cars YouTube According to the narrator, Scott Pelley (NBC 60 Minutes, 2011), close to 25% of children in the US (that is 1 out of 4) live in poverty. In the video, Pelley interviews a number of children (and family members) who have experienced homelessness, living on the streets, in cars, and in shelters. As you reflect on the video and on Chapter 1 of the text Behavior Management: Principles And Practices of Positive Behavior Support, consider how various theorists would assess the needs of children living in poverty. Select two of the following theoretical frameworks: Developmental Psychodynamic Ecological Social Learning Discuss how proponents of each framework would analyze two of the children or families in the videos. What would they want educators to know or be aware of as they structure learning environments for each child? What were some sources of strength for the child (children) or the family? How might teachers make use of those sources of strength in creating educational environments that support learning?

Please write for the CMO or experienced HK marketing manager persona Please reference quotes or stats please refer to this website instead: https://oxygenbuilder(dot)com/blog/ Talk about Neil Patel and Google Analytics, the rest you can google. Watch this video to get more insights.

The next step in the process of acquiring information is to move past what we can think of onto what we can see. That is, we have the way things are done and how to do them but we have not yet touched the work. In this case, we begin by reviewing some information regarding a trend towards bipedalism based on an arbitrary scale. That is, we use diagnostic features we can see and judge for ourselves. Although some may believe arbitrary assessments to be vague or assumptive, this step is sometimes used by those who know about the subject. That is we have spent many weeks getting to the point where you are trained observers. That is what you see matters and you will now “show what you can do with what you know.” This quick step is used to give immediate feedback to guide the path of inquiry. For example, an arbitrary scale can give values which can be interpreted as useful or not. The values can also be added to a graph which may show connections, divergence, and trends. Although the arbitrary assessments may be cursory they can be used to help make predictions. The predictions can aid in a direction of inquiry such as future experimental design to pursue a lead or quickly and simply rule out an assumption. An assumption in science can be either a premise for an idea based on experience, or a prediction based on prior data. That is, the premise from an informed previous statement can lead to inquiry. Informed statements come from experience or existing data. Therefore, an assumption in science is very different from how assumptions are used in daily activities by many non-scientists. Here we may assume that the diagnostics features listed in the drawing plantigrade, digitigrade, unguligrade highlight things of interest in relation to patterns of locomotion, in this case distinctions of speed and power compared to bipedalism. Grade scale x/30 x 20 = score 12.1. Bipedalis.Start with an ABC about each foot grade. Now that we have gone past the basics and the surprise that other animals have very similar skeletal structures it is time to review the basics of locomotion. Later, other forms of locomotion will be investigated in depth, but, for now it is wise to stay with what is familiar and the basic three. On the drawing for anthbiolab.mckendricksj.footgrades.plantigrade.digitigrade.unguligrade above, observe the normal standing postures and note the following for each species A, B,and C: (3 points) On the drawing above note the angle of the hip to the femur by the scribed line(s) down to the caudal line (a line towards the tail) of the hip in connection to the femoral line (of the femur). Estimate the angles of hip to femur by selecting the answer(s) which fits (delete the wrong answers) for each species: Species A what is angle 1 = Near to 180 deg Near to 115 deg. Near to 95 deg. Species B what is angle 1 = Near to 180 deg Near to 115 deg. Near to 95 deg. Species C what is angle 1 = Near to 180 deg Near to 115 deg. Near to 95 deg. (1 point) Note the location of the calcaneus relative to the point of contact at ground level and length relative to the tibia by selecting the answer(s) which fits (delete the wrong answers) for each species: Species A the location of item 2, the calcaneus to the ground is- On the ground and shortest compared to tibia Off the ground and longer compared to tibia Very high off the ground and longest compared to tibia Species B the location of item 2, the calcaneus to the ground is- On the ground and shortest compared to tibia Off the ground and longer compared to tibia Very high off the ground and longest compared to tibia Species C the location of item 2, the calcaneus to the ground is- On the ground and shortest compared to tibia Off the ground and longer compared to tibia Very high off the ground and longest compared to tibia (1 point) Note the relative length of the metatarsals compared to the other species by selecting the answer(s) which fits (delete the wrong answers) for each species; Species A Short Short to medium Very long Species B Short Short to medium Very long Species C Short Short to medium Very long (1 point) Note the position of the pedal phalanges in relation to the metatarsals especially note hooves as on the ground but not the pahalages by selecting the one answer which fits (delete the wrong answers) for each species: Species A On-ground- inline On-ground-not-inline Off-ground-not- inline Species B On-ground- inline On-ground-not-inline Off-ground-not- inline Species C On-ground- inline On-ground-not-inline Off-ground-not- inline (1 point) Note the pedal phalanges in relation to the tiba phalanges by selecting the answer(s) which fits (delete the wrong answers) for each species: Species A On-ground- and 90 deg. On-ground- and greater than 90 deg. Off-ground- and greater than 90 deg. Species B On-ground- and 90 deg. On-ground- and greater than 90 deg. Off-ground- and greater than 90 deg. Species C On-ground- and 90 deg. On-ground- and greater than 90 deg. Off-ground- and greater than 90 deg. (1 point) If a species has an angle of femur to hip bone is closer to 90 deg., then they are better at jumping without a run. Select the species one or more which has that by selecting the answer(s) which fits (delete the wrong answers) best for power related to speed and jumping: A: human B: Dog C: Deer (1 point) If a species has a calcaneus not in contact with the ground and has a longer length relative to the tibia, then they are able to have a burst of speed and jump easily exceeding what humans can do. Select the species, one or more, which has that characteristic by selecting the answer(s) which fits (delete the wrong answers) best for power related to speed and jumping: A: human B: Dog C: Deer (1 point) If a species has a relatively longer calcaneus length when compared to the other species then they are better at jumping without a run. Select the species one or more which has that by selecting the answer(s) which fits (delete the wrong answers) best for power related to speed and jumping: A: human B: Dog C: Deer (1 point) If a species has pedal phalanges in relation to the metatarsals which are not in line and have less contact overlength to the ground then they are able to have a burst of speed and jump easily exceeding what humans can do. Select the species, one or more ,which has that characteristic by selecting the one answer which fits (delete the wrong answers) best for power related to speed and jumping: A: human B: Dog C: Deer 10. (1 point) If a species has the tibia in relation to the pedal phalanges which are in excess of 90 degrees then they are able to have a burst of speed and jump easily exceeding what humans can do. Select the species one or more which have that by selecting the one answer which fits (delete the wrong answers) best for power related to speed and jumping: A: human B: Dog C: Deer 11. (10 points) From questions 1 thru 5 fill in the table to evaluate which species ranks the lowest for power for speed and jumping. Total each time A species scored a 1. 12. (2 points) Questions 1 thru 5 and 11 indicate that Species A is unique. What are they limited by, what can’t they do? 13. (2 points) Questions 6 thru 10 indicate that species B and C have less limitation and can do what? 14. (6 points) Why is this interesting to learn that humans even when compared to dogs and deer, to say nothing about them to top predators, have far less abilities in relation to their bipedalism? 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Change Proposal Technology has been credited with contributing to a safer patient environment. Create a change proposal for a new technology that will contribute to a safer patient environment. Examine human factors including resistance to change into the expanded use of informatics. Be sure to include how your proposed change will impact patient safety, how you will measure the impact of your change, and how you will communicate and implement this change. Submissions Details: Submit your response in a 3- to 5-page Microsoft Word document. APA 6th edition needed. Turnitin has to be below 30% Grading ruburic Criteria No Submission 0 points Emerging (F through D Range) (17-19) 19 points Satisfactory (C Range) (20-22) 22 points Proficient (B Range) (22-25) 25 points Exemplary (A Range) (25-28) 28 points Summarized how proposal will impact patient safety. Student did not submit assignment Did not summarized how proposal will impact patient safety, or the details are vague or nonexistent. Summarized how proposal will impact patient safety, but there is a lack of detail. Summarized how proposal will impact patient safety. Explanations were good but could be more detailed. Thoroughly summarized how proposal will impact patient safety. / 28 This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method. Criteria No Submission 0 points Emerging (F through D Range) (17-19) 19 points Satisfactory (C Range) (20-22) 22 points Proficient (B Range) (22-25) 25 points Exemplary (A Range) (25-28) 28 points Summarized how impact of change will be measured. Student did not submit assignment Did not summarized how impact of change will be measured or the details are vague or nonexistent. Summarized how impact of change will be measured, but there is a lack of detail. Summarized how impact of change will be measured. Explanations were good but could be more detailed. Summarized how impact of change will be measured. Specific, detailed evidence is used to support ideas. / 28 This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method. Criteria No Submission 0 points Emerging (F through D Range) (19-22) 22 points Satisfactory (C Range) (22-25) 25 points Proficient (B Range) (26-28) 28 points Exemplary (A Range) (29-32) 32 points Summarized a communication strategy. Student did not submit assignment Did not summarized a communication strategy, or the details are vague or nonexistent. Summarized a communication strategy, but there is a lack of detail. Summarized a communication strategy. Explanations were good but could be more detailed. Summarized a communication strategy. Specific, detailed evidence is used to support ideas. / 32 This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method. Criteria No Submission 0 points Emerging (F through D Range) (19-22) 22 points Satisfactory (C Range) (22-25) 25 points Proficient (B Range) (26-28) 28 points Exemplary (A Range) (29-32) 32 points Examined the human factors including resistance to change. Student did not submit assignment Did not examine the human factors including resistance to change, or the details are vague or nonexistent. Examined the human factors including resistance to change, but there is a lack of detail. Examined the human factors including resistance to change. Explanations were good but could be more detailed. Examined the human factors including resistance to change. Specific, detailed evidence is used to support ideas. / 32 This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method. Criteria No Submission 0 points Emerging (F through D Range) (12-14) 14 points Satisfactory (C Range) (14-16) 16 points Proficient (B Range) (16-18) 18 points Exemplary (A Range) (18-20) 20 points Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources (i.e., APA); and displayed accurate spelling, grammar, and punctuation. Student did not submit assignment Did not write in a clear, concise, and organized manner; nor demonstrated ethical scholarship in accurate representation and attribution of sources (i.e., APA); and displayed accurate spelling, grammar, and punctuation. Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources (i.e., APA); and displayed accurate spelling, grammar, and punctuation, but there is a lack of details. Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources (i.e., APA); and displayed accurate spelling, grammar, and punctuation. Explanations were good but could be more detailed. Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources (i.e., APA); and displayed accurate spelling, grammar, and punctuation. Specific, detailed evidence is used to support ideas. / 20 Rubric Total Score Total / 140 Overall Score Overall Score No Submission0 points minimum Emerging (F through D Range)96 points minimum Satisfactory (C Range)110 points minimum Proficient (B Range)124 points minimum Exemplary (A Range)140 points minimum

I have to write a feminist literary analysis on the short story Alta’s Place. It is sort of an argumentative critique. This is the link to the story: https://electricliterature(dot)com/altas-place-morgan-thomas/