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How did you feel working with this age group of patients? How did you see this resilience? Was their resilience good or bad for them? What concerns did you have about their family?

75 year old Patient with End Stage Renal Disease with a new Diagnosis of Lung Cancer and his resilience to continue to with Chemo therapy

Topic is bout aging and resilience, dying and late in life disorders. The Older Adult, End of Life Issues –

Geriatrics and Pediatrics, Late life disorders, Disordered Cognition, Neurocognitive Disorders, Other Conditions, Physical and Sexual Abuse of Adults, Medication-Induced Movement Disorders

Share a case with us that you found challenging, one that you would like to seek advice on handling. The case must be associated with the theme of resilience in the geriatric or dying patient.

Tell us how you handled it and what your concern is. You may use a case from clinical or a client from your current job, or a client or case that has always stuck with you.

How did you feel working with this age group of patients? How did you see this resilience? Was their resilience good or bad for them? What concerns did you have about their family?

What are the family dynamics for this patient and how does it affect the mental status of this child.What developmental stage should the child be in based on chronological age and is the child in that stage?

Topic: The Psychiatric Diagnostic Evaluation Child11 year old with Anxiety

Use the Worksheet for Psychiatric Diagnostic Evaluation

What diagnostic tests/screening tools would you use for the child?

Include in your treatment plan specific types of therapy that are used when working with children.

Address in your narrative how family structure and dynamics affects the diagnosis and treatment of children.

What are the family dynamics for this patient and how does it affect the mental status of this child.

What developmental stage should the child be in based on chronological age and is the child in that stage?

References are required for this section of your paper and then should be no more than 5 years old unless they are classics (Erikson’s developmental stages). Address parenting styles that you observed with your patient and the family and whether these were working or not working.

How does culture affect the diagnosis and treatment plan for this child?

Essay Question: ​All men, to my mind, conform to one type or the other; one to that of Hamlet, another to that of Don Quixote?’ (Turgenev, ‘Hamlet and Don Quixote’). Consider Turgenev’s argument in relation to your chosen character(s) in Fathers and Sons

Russian Novels: Dysfunctional Families

Essay Question: ​All men, to my mind, conform to one type or the other; one to that of Hamlet, another to that of Don Quixote?’ (Turgenev, ‘Hamlet and Don Quixote’). Consider Turgenev’s argument in relation to your chosen character(s) in Fathers and Sons

The essay is based on the book ‘Fathers and Sons ‘by Turgenev, and the focus is on analysing characters within the book in relation to the quote above.

Do the characters in the book conform to characteristics like

Hamlet and/or Don Quixote.

This is the e-book version of Father and Sons which should be cited using Harvard style formatting

Point, Evidence, Explanation style with loads of quotes from the texts cited in the arguments

Each paragraph should have 3 references,use a lot of quotes and secondary source quotes as well.

Being critical, comparing the characters to Don Quixote and Hamlet

 

Discuss the ideas/issues you have selected, citing at least two (2) peer-reviewed articles as “References” that provided the basis for your paper’s content.

My topic: Irving Independent Sch. Dist. v. Amber Tatro, 468 U.S. 883 (1984)

The paper should be 4 – 5 pages in length and discuss the ideas/issues you have selected, citing at least two (2) peer-reviewed articles as “References” that provided the basis for your paper’s content.

Papers should be written in APA format, including a cover page that indicates your name, date, title, and course #. Pay close attention to your writing conventions, including usage, grammar, punctuation, etc.

My topic: Irving Independent Sch. Dist. v. Amber Tatro, 468 U.S. 883 (1984)

Attached will be my original paper.

How have we changed our focus from process in favor of results? Provide examples of how we have fared in embracing a model of prevention rather than a model of failure? What progress, if any, have we made in considering children with disabilities as general education children first?

Unit 8

Your final discussion board will involve evaluating the progress we’ve made toward the goals set by the President’s Commission on Excellence in Special Education after NCLB was passed in 2002.

As you’ve learned, NCLB has been revised and replaced by ESSA, Every Student Succeeds Act, which was passed by Congress in December of 2015.

In this final discussion board, like you to participate in a conversation regarding how we’ve addressed the 3 major recommendations on pages 8 and 9 of the report over the past 15 years.

1. Review the recommendations on pages 8 and 9 of the report.

2. View each of the Voice Thread presentations by your peers (the link is located in the Unit 8 Module) summarizing the original findings of the Commission on federal regulations and monitoring; assessment and identification; special education finance; accountability, flexibility and parental empowerment; post-secondary results for students with disabilities and effective transition services; teacher and administrator preparation, training and retention; and special education research and dissemination of information from Block 2 which are posted on Canvas.

3. Using information you’ve learned throughout this semester, evaluate the progress we’ve made toward those goals. How have we changed our focus from process in favor of results? Provide examples of how we have fared in embracing a model of prevention rather than a model of failure? What progress, if any, have we made in considering children with disabilities as general education children first?

4. To receive full credit (15 points) for this discussion board, you must address each of these questions with specific information obtained from the video presentations of your peers along with concrete examples from this course as you respond to the thoughts and ideas of your peers within the forum.

Identify and explain why you chose the specific community you will be reaching. How will you integrate the impact of your experience abroad into your project? With which campus departments, student organizations, or community organizations will you collaborate?

Building Mutual Understanding Essay and Follow-on Service Project Proposal Essay

COMMUNITY IMPACT ESSAYS
The two community impact essays are equally important in the selection of Gilman Scholarship recipients. We strongly encourage you to read the Selection Criterion Community Impact Abroad & Student’s Return Home, carefully review your essay, and ask an advisor, faculty member, or others to proofread your essay for spelling, grammar, and content prior to submission.

1. Building Mutual Understanding Essay

Gilman Scholars represent the United States as citizen diplomats in their host communities; they reflect a diversity of values, beliefs, and opinions that is fundamental to providing a balanced representation of the United States abroad.

Gilman Scholars are expected to contribute to the goal of building mutual understanding by sharing what it means to be an American, learning about the host culture, and building meaningful relationships. (max of 3000 characters)

As a U.S. citizen, how will you represent and share what it means to be an American during your program?

How will you seek opportunities to become more culturally engaged and have meaningful interactions with people and cultures different from your own during your abroad program?

2. Follow-on Service Project Proposal

Gilman Scholars are expected to complete the Follow-on Service Project which is to increase awareness of study abroad and the Gilman Scholarship among their peers in their home or campus communities. (max of 3000 characters)

In no particular order, describe your Follow-on Service Project in more detail: What is your project and how will it increase awareness of study abroad and the Gilman Program among your peers in your home or campus community?

Identify and explain why you chose the specific community you will be reaching. How will you integrate the impact of your experience abroad into your project? With which campus departments, student organizations, or community organizations will you collaborate?

See our Frequently Asked Questions for additional information on your Follow-on Service Project Proposal. Upon completion of your Follow-on Service Project, you will be required to submit a final report summarizing and assessing its impact.

Examples of Follow-on Service Projects

Gilman Scholars have proposed and carried out a wide range of Follow-on Service Projects. As long as the applicant’s proposal will meet the goals of the Follow-on Service Project, there are no right or wrong projects. However, we encourage

all applicants to propose a unique Follow-on Service Project that highlights their individual background, experiences, talents and skills. Listed below are some examples of projects Gilman Scholars have carried out. This is by no means an

Exhaustive list and we look forward to continuing to receive unique, individual proposals from all applicants. Remember, all projects must promote international education and the Gilman Scholarship.

K-12 OUTREACH
Conducting presentations on their country of study to local classrooms.

Working with a local teacher to connect with a U.S. classroom while abroad, via photos, letters, emails or Skype sessions, sharing information about their host country, experience abroad and the Gilman Scholarship.

Organizing and/or working with their university K-12 outreach program, to present and share information on their

experience abroad and the Gilman Scholarship.

Participating in their local high school College Night to share information on study abroad opportunities and scholarships.

Working with/giving presentations on study abroad and the Gilman Scholarship to high school language or area studies classes.

Working with/giving presentations on study abroad and the Gilman Scholarship to programs that mentor high school students, such as Upward Bound.
ACADEMIC DEPARTMENT OUTREACH:

Development of a study abroad information page for the department or major website that lists a suggested academic timeline encouraging students to incorporate study abroad into their degree, in consultation with their department and study abroad office.

Organizing information on study abroad programs that offer coursework and academic credit in their field of study and links to Gilman and other scholarships and financial aid information that support these opportunities.

Presentations on study abroad and the Gilman Scholarship at academic club or honor society meetings.

Development of a brochure or informational flyer specific to the student’s academic department or field of study that is then posted in the study abroad office.

Serving as a mentor/peer advisor to potential study abroad students in their field of study.

Submitting an article to their academic department newsletter on their experiences abroad and the Gilman Scholarship either while the student is still overseas or upon their return.

CAMPUS OFFICE OUTREACH:

Students often propose to work with a specific on-campus office including the Diversity/Minority Services offices,

Disability Services offices, Career Centers, Financial Aid offices, Student Leadership offices, and other campus offices. Examples of these projects include:

Promoting and encouraging study abroad opportunities and the Gilman Scholarship through presentations to student clubs and organizations and through office organized events

Posting information on the Gilman Scholarship Program in specific campus offices

Adding a web page to the official website that highlights study abroad opportunities, the Gilman Scholarship, and information that would be of help/interest to students

Serving as an official representative at campus fairs and events by sharing information on study abroad and the Gilman Scholarship

STUDY ABROAD OUTREACH:

This is the most common type of Follow-on Service Project students propose and can be very beneficial to increase study abroad participation at your home institution.

Consider consulting with the study abroad office to address any challenges or needs your home institution faces in order to offer support through your project and positively impact your campus and peers.

Volunteering or working in the study abroad office as a Peer Mentor/Advisor to potential study abroad students, sharing information about the Gilman Scholarship.

Representing the study abroad office and Gilman Scholarship at presentations/information sessions on study abroad.

Ensuring the study abroad office website has a Scholarship Information page and that a link to the Gilman Scholarship Program’s website is provided.

Submitting an article on their experiences abroad and Gilman Scholarship to the Study Abroad office newsletter for distribution or publication, either while they are still abroad or upon their return.

Developing an informational flyer/brochure on university-specific financial aid procedures for study abroad and available scholarships, including the Gilman Scholarship which is then housed in the study abroad office.

Participating in/organizing a Study Abroad Alumni society which assists returned and potential study abroad students, sharing information about the Gilman Scholarship.

Serving as a resource person for a specific country/program/field of study that would advise/assist potential study abroad students, sharing information about the Gilman Scholarship.

OTHER OUTREACH:

Submitting a weekly or monthly article on their experiences overseas to their campus or hometown newspaper while the students are abroad, thereby sharing information with a wide range of readers and including information on the Gilman Scholarship

Submitting an article or series of articles on their experiences abroad and the Gilman Scholarship to their campus or hometown paper upon their return to the U.S.

Working with another local organization to share information on study abroad and the country they studied in with their members

Presenting on study abroad opportunities and the Gilman Scholarship Program at Freshman Orientation or in First-Year

Experiences courses thereby encouraging students to consider study abroad earlier rather than later.

Hosting a photography exhibit on their campus or in their community, sharing about their experience abroad, international opportunities that exist and the Gilman Scholarship

Presenting art created in or focused on their host country on their campus or in their community, including information on international education and the Gilman Scholarship.

COMMUNITY IMPACT ABROAD AND UPON STUDENT’S RETURN HOME

The mission of the U.S. Department of State’s Bureau of Educational and Cultural Affairs is to increase mutual understanding between the people of the United States and the people of other countries by means of educational and cultural exchange.

The Gilman Program plays an essential role in achieving this mission, because study abroad is a form of diplomacy. Gilman Scholars represent the United States as citizen diplomats in their host communities; they reflect a diversity of values, beliefs, and opinions that is fundamental to providing a balanced representation of the United States abroad.

A successful Gilman applicant will articulate how they anticipate contributing to the goal of building mutual understanding by sharing what it means to be an American, learning about the host culture, and building meaningful relationships.

Upon return to the United States, Gilman Scholars have the opportunity to inspire the next wave of students to study or intern abroad through the required Follow-on Service Project.

The goal of the Follow-on Service Project is for Gilman Scholars to increase awareness of study abroad and the Gilman Program among their peers in their home communities and campuses.

A successful Gilman applicant will design a Follow-on Service Project proposal that is feasible, utilizes one’s experience abroad, and connects to diverse groups of Americans.

Home

Critically evaluate leadership and change management within the future direction of occupational therapy (learning outcomes)You are required to submit a 3500-word assignment critically debating an occupational therapy service, which could contribute to the future direction of occupational therapy, providing a critical evaluation of how leadership and change management would mobilise it.

Future Directions for Occupational Therapy

You are required to submit a 3500-word assignment critically debating an occupational therapy service, which could contribute to the future direction of occupational therapy, providing a critical evaluation of how leadership and change management would mobilise it.

The assignment will be written in three sections but submitted as one word document.

There are official guidelines and the work should link back to lectures.

This is a referral assignment which means a completed version of this is available with feedback from the tutor in full;  open document ‘ future directions to individuals who are leaving the armed forces to surveillance roles’.

We have been told the same topic can be chosen which was used in the first assignment a full break down of the feedback from the failed assignment which was handed in first is in the attachment ” future_directions_completed_v6__2_ ”.

Also, if the writer can follow the same format as the assignment handed in for example within that document you can see that section three will have its own reference list as well as a reference list at the end some references will be similar and repeated from section three.

Also reminder completed’ for the full notes.

The writer can use the same topic again which was introduction to occupational therapists too.

See “Important – assignment instructions Full” in detail for instructions of the assignment.

The client has also provided assignment tutorial presentations for further information. The first step should be to read the instructions and then select a topic area.

They have provided examples of topic/service areas to choose but the writer can decide this as they progress for the whole assignment.

The client has been provided with 4 topic areas – sustainability, social prescribing, disaster management and technology.

The slides of this have been included and the writer can pick one of these topics and relate a service which already exists or a new area of development in relation to these to choose a service i.e

Homelessness lack of healthcare devices provided for the individuals due to not having registered addresses, they are restricted to health care needs which may be able to help them access healthcare such as Occupational Therapy input which could bring social prescribing to link homeless people into groups such as arts and crafts. Which links to social prescribing tackles homelessness.

The service can therefore link to these topics such as rural area using technology to connect them together to radiate loneliness or homelessness to use social prescribing techniques to meet social capital which occupational therapists etc.

Structure

Section 1 – 1500 words

Section 2 – 1500 words

Section 3 – 500 words

“Important_-_assignment_instructions_Full_in_detail (2)”

Referencing

Harvard – standard

1. Critically debate the potential future direction of occupational therapy within the global arena.

2. Critically evaluate leadership and change management within the future direction of occupational therapy (learning outcomes)You are required to submit a 3500-word assignment critically debating an occupational therapy service, which could contribute to the future direction of occupational therapy, providing a critical evaluation of how leadership and change management would mobilise it.

The assignment will be written in three sections but submitted as one word document.

have put 16 references needed but this is just vague the writer should use various sources there is no actual limit

What are the differences between leaders and managers? What characteristics are similar and what are different? Provide a total of three examples. First, of someone who has great managerial skills. Second, another individual with great leadership skills.

Leadership and Managing

This week you reflected upon the difference between a “manager” and a “leader” and discussed this concept with your classmates and professor in the discussion board.

In a written essay answer the following questions:

What are the differences between leaders and managers? What characteristics are similar and what are different?
Provide a total of three examples. First, of someone who has great managerial skills. Second, another individual with great leadership skills.

Third, another person with poor managerial skills. These can be made up individuals or examples you have seen without any identifying information. Discuss how the staff of each individual would be affected by the skills of the leader/manager.

Identify one outcome/goal that is reasonable, measurable and realistic. Identify 1 nursing intervention for the outcome and give rationale for the intervention.

Write a 500 word essay addressing each of the following points/questions. Be sure to completely answer all the questions for each bullet point.

Separate each section in your paper with a clear heading that allows your professor to know which bullet you are addressing in that section of your paper.

Support your ideas with at least two (2) sources in your essay. Make sure to cite using the APA writing style for the essay.

The cover page and reference page do not count towards the minimum word amount. Review the criteria for this assignment.

A 68-year-old client lives alone and is independent with all ADLs, has no restrictions for mobility, and is competent, and oriented x4. The client is on a fixed income, but has enough to manage a modest lifestyle.

The client has family and social supports but is very independent and is proud of her self-reliance. The client’s height is 5’ 6”, weight is 210 lb. / 95.25 kg.

Answer the following:

What is the client’s BMI?

Identify what screening tools you would use to assess nutritional and exercise knowledge, and why?
One Outcome/Intervention/Rationale:

Identify one outcome/goal that is reasonable, measurable and realistic. Identify 1 nursing intervention for the outcome and give rationale for the intervention.

Identify what weakness in the client’s life may be impacting the client’s activity and diet?

What referrals would you make and why?

(Use references for your responses, not just opinion.)

What, if anything, should our American federal or state governments do about economic disparities or representational disparities between and among racial groups in society? Why?

1. The statement should be one sentence, clearly stated.

2. Your essay should show an understanding of the main points and
supporting evidence cited by the required sources: Sowell, Williams, textbook, etc.

3. Research does not consist of finding a sentence that agrees with your (what
you’re trying to prove) and citing it—but neglecting or omitting everything else the
source says.

It consists in reading and considering everything the source has to say—
its arguments and supporting evidence—and incorporating these and changing your
in light of this if necessary.

4. Suggested citation format is MLA. You must include the exact page numbers in
the body of your essay. These page numbers should be included for each bit of
information that you have gotten from other sources than your own thinking.

This clarity will give credit to whom credit is due, and it will be required in papers
throughout college.

If you follow this advice, you will have a better outline and essay.
Clear and Conclusion: 15
Sources Cited: 10
Sources Understood: 20
Coherence: 20
Evidence Supporting Argument: 20
Spelling/Grammar (Subject/Verb Agreement)/Punctuation: 15

Bad grammar hurts the coherence of your essay.

Question:

What are the causes of economic disparities or representational disparities between and among racial and ethnic groups in society? Is it only because of negative discrimination (based on race/ethnicity)? What are the other relevant factors discussed by Thomas Sowell and/or Walter Williams?

What, if anything, should our American federal or state governments do about economic disparities or representational disparities between and among racial groups in society? Why?

For your essay, you must discuss the arguments and evidence covered in the Required Sources:

a. Thomas Sowell, Discrimination and Disparities, Chapter 5

or Thomas Sowell, Civil Rights: Rhetoric or Reality? Chapter 6 or Epilogue

Both selections by Sowell will be scanned and available in our Canvas classroom.

b. (Federal Government Textbook) We The People (12th Edition).

Chapter 5, (170-191)

c. Other Sources chosen by you.

d. Other optional sources: Thomas Sowell, Ethnic America, Introduction, Conclusion

Walter Williams, Race and Economics: How Much Can Be Blamed on Discrimination? Chapters 1, 2, or 7