Assignment

Assignment 

 
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Assignment

Assignment

To prepare:

·       Review the Marshall et. al. (2017) Reading Excerpt linked above.

Prompt: What challenges to completion do you anticipate you will encounter in your doctoral program? What strategies for successful completion do you anticipate will be the most useful for you, and how will you work toward implementing these strategies to meet your goals?

The Assignment:

Write a 2-page, double-spaced essay in response to the prompt above. To present your strongest writing skills, submit an essay that:

·       Provides a focused and clear central idea that responds to all questions in the assignment prompt with developed ideas;

·       Integrates relevant and accurate paraphrased and/or quoted and cited evidence from the Marshall et al. (2017) reading excerpt in support of the argument, accompanied by appropriate analysis – you may use your preferred citation style;

·       Organizes ideas with logical structure, clear paragraphs, and transitional words/phrases;

·       Uses grammar and mechanics to effectively communicate meaning to readers;

·       Maintains academic integrity by demonstrating your original work and appropriately paraphrasing and citing relevant information from the Marshall et al. (2017) reading excerpt. Including outside sources beyond the Marshall et al. (2017) reading excerpt provided above is not required for this essay; if you use them, however, then you must cite any information you summarize, paraphrase, or quote in your preferred citation style.

For additional tips as you draft and revise your essay, visit the Doctoral Writing Assessment websiteLinks to an external site. and the Writing Center websiteLinks to an external site.. Note, however, that this assignment is not eligible for the Writing Center’s paper review service.

Please do not write your name on your essay. Instead, save your document in accordance with the directions that follow.

Rubric

Assessment Rubric

Assessment Rubric

Criteria

Ratings

Pts

This criterion is linked to a Learning OutcomeCentral idea of essay…(weight = x1)…Score possible = 0 – 5

5 pts

Assessment score: 5

Central idea is focused, clear, and directly responds to the prompt, and ideas are fully developed

4 pts

Assessment score: 4

Central idea is clear and related to the prompt, and ideas are developed

3 pts

Assessment score: 3

Central idea is clear and connected to the prompt, and ideas are somewhat developed

2 pts

Assessment score: 2

Central idea is muddled or strays from the prompt, and ideas are not fully developed

1 pts

Assessment score: 1

Central idea is unidentifiable or appears unrelated to the prompt, and ideas are not developed

0 pts

Assessment score: 0

Essay does not follow academic integrity standards; or no essay was submitted

5 pts

This criterion is linked to a Learning OutcomeParaphrase and analysis…(weight = x1)…Score possible = 0 – 5

5 pts

Assessment score: 5

Clear, accurate, and relevant paraphrased evidence is integrated from the reading to support the overall argument, accompanied by strong analysis and citation and/or attribution

4 pts

Assessment score: 4

Relevant and accurately paraphrased and/or quoted evidence is provided from the reading to support the overall argument, accompanied by analysis and citation and/or attribution

3 pts

Assessment score: 3

Clear connection to the reading is provided through somewhat accurate paraphrase, quotation, and/or allusion, with an attempt to provide analysis and citation/attribution

2 pts

Assessment score: 2

Vague or inaccurate connection to the reading is provided through paraphrase, quotation, and/or allusion, with weak analysis and inconsistent citation/attribution

1 pts

Assessment score: 1

No evidence (paraphrase, quotation, or allusion) is provided from the reading

0 pts

Assessment score: 0

Essay does not follow academic integrity standards; or no essay was submitted

5 pts

This criterion is linked to a Learning OutcomeOrganization…(weight = x1)…Score possible = 0 – 5

5 pts

Assessment score: 5

Ideas are well organized with logical overall structure, clearly developed paragraphs, and effective transitional words/phrases

4 pts

Assessment score: 4

Ideas are organized with logical structure, clear paragraphs, and appropriate transitional words/phrases

3 pts

Assessment score: 3

Ideas are organized but lack logical structure, clear paragraphs, or appropriate transitional words/phrases

2 pts

Assessment score: 2

Ideas are loosely organized but lack logical structure, clear paragraphs, and/or appropriate transitional words/phrases

1 pts

Assessment score: 1

Ideas are disorganized with unclear structure, paragraphs, and transitional words/phrases

0 pts

Assessment score: 0

Essay does not follow academic integrity standards; or no essay was submitted

5 pts

This criterion is linked to a Learning OutcomeGrammar and Mechanics…(weight = x1)…Score possible = 0 – 5

5 pts

Assessment score: 5

Use of grammar and mechanics skillfully communicates meaning to reader

4 pts

Assessment score: 4

Use of grammar and mechanics is straightforward and effectively conveys meaning to reader

3 pts

Assessment score: 3

Few inaccuracies in grammar and mechanics distract reader from meaning

2 pts

Assessment score: 2

Some inaccuracies in grammar and mechanics limit reader’s access to ideas

1 pts

Assessment score: 1

Multiple inaccuracies in grammar and mechanics impede reader’s access to ideas

0 pts

Assessment score: 0

Essay does not follow academic integrity standards; or no essay was submitted

5 pts

Total Points: 20

Doctoral Writing Assessment: Reading Excerpt

READING EXCERPT

 

Challenges to Completion

Cassuto (2013) identified three different types of doctoral completers: (a) those who cannot complete because of time commitment, lack of research skills, personal challenges, and other outside factors; (b) those who can complete but choose not to, leaving the program for personal or professional reasons; and (c) those who successfully reach dissertation completion. How the personal and professional challenges impact those who do complete the dissertation became the focus of this study.

Personal or Environmental Factors

To successfully reach dissertation completion, the impact of outside factors such as managing work and family (Flynn, Chasek, Harper, Murphy, & Jorgensen, 2012) must be mitigated to ensure student progress. This is particularly true for practitioner scholars who negotiate both the professional and academic spheres. A frequent challenge to completion is the needs of families (Cassuto, 2013; Dominguez, 2006). Another relevant barrier to doctoral degree completion is lack of funding. Dissertating doctoral students may be conflicted with work concerns and money during this final stage in the doctoral process. Financial aid and fellowships for doctoral students are critical resources to ensure completion (Ehrenberg et al., 2009). Flynn et al. (2012) further explained that professional factors such as unemployment were barriers to dissertation completion.

According to Smallwood (2006), many of the issues related to non-completion may be attributed to admission selections. “Academic and affective factors that enter into the admissions process of doctoral students must be focused upon the student’s ability to complete program requirements and ultimately be awarded the doctoral degree” (McCalley, 2015, p. 4). The immutability of these issues spans 3 decades, with doctoral degree candidates reporting similar barriers impacting completion (Bair & Haworth, 2004).

Impostor Syndrome

Clance and Imes (1978) studied high-achieving individuals and observed that high-performing professionals may often struggle with fears of being exposed as an impostor. The groups they identified included persons for whom success came quickly, first-generation professionals, people with high-achieving parents, members of minority groups, and students. Nelson (2011) described impostor syndrome as “the crippling feelings of self-doubt and anticipated failure that haunt people who attribute their success to luck or help from others rather than their own abilities” (p. 129). Sherman (2013) warned that this self-doubt could create a paralyzing fear of failure: “Impostor syndrome can create performance anxiety and lead to perfectionism, burnout, and depression” (p. 31). Hendrikson (2016) noted that impostor syndrome often appears “after an especially notable accomplishment, like admission to a prestigious university, public acclaim, winning an award, or earning a promotion” (p. 1).

Young (2011) clarified that those with impostor syndrome believe erroneously that they lack intelligence, skills, and competencies; consequently, they feel undeserving of success. Young further predicted that times of transition, new challenges, and high-stakes assignments could cause impostor feelings to surface, even in otherwise confident, high-performing adults. Cuddy (2016) opined that impostorism is nondiscriminatory and knows no limits, as she recalled a conversation she had with Pauline Clance: “One more thing, if I could do it all over again, I would call it the impostor experience, because it’s not a syndrome or a complex or a mental illness. It’s something almost everyone experiences” (p. 95). Cuddy further explained that rates of perfectionism, performance anxiety, and societal expectations may contribute to the impostor syndrome. Nonetheless, Cuddy reported that fear of failure was recognized across numerous studies in different disciplines as the root cause of performance paralysis in otherwise highly capable individuals.

Writing Anxiety

Candidates associated anxiety with producing doctoral level work, especially because “explicit instruction in areas such as ‘thesis writing’ and ‘writing for publication’ does not seem to be normal practice in higher education” (Ferguson, 2009, p. 286). Students can feel overwhelmed by feedback for revisions regardless of depth or breadth of the recommendations due to a lack of exposure to academic writing before program admission (Ondrusek, 2012; Thomas, Williams, & Case, 2014). When students can edit their work based upon the feedback of faculty or peers, students lacking research skills are likely to focus primarily on grammatical changes instead of strengthening their overall argument (Ondrusek, 2012).

Becoming a good writer requires a sense of vulnerability and discomfort inherent in the practice during multiple revisions. Additionally, O’Connor (2017) argued that when students face their intellectual inhibitions, it is not simply an issue of confidence in presenting ideas, but a compelling anxiety about the nature of formulating thoughts. Writing is a personal experience and receiving feedback requires a certain level of openness and willingness to take criticism (Ferguson, 2009; Liechty, Schull, & Liao, 2009). “We must recognize that the ability to write from a scholarly perspective is a skill that does not necessarily precede acceptance into a graduate program” (Ondrusek, 2012, p. 185). “Providing for supportive groups or peer review opportunities and providing prompt and meaningful feedback may foster writing efficacy in students” (Lavelle & Bushrow, 2007, p. 817). O’Connor (2017) discussed how writing offers both an opportunity and a threat for students: “In the negotiation with the dissertation, there is a frustration in the inability we meet in ourselves, the lack of fluidity in expression and the sometimes torturous space between what we seek to express and what we actually express” (p. 3). Scholarly writing skills required in doctoral programs emphasize critical thinking, synthesis, and clarity of expression as essential for overall doctoral performance.

Productivity

The final barrier to successful doctoral completion relates to overall productivity. Because graduate students are, on average, older, they often balance expectations of family, friends, community or civic involvement, and careers. Therefore, finding dedicated dissertation time can prove to be a barrier (Ondrusek, 2012). In a study of a predominantly Black female cohort, Holmes, Robinson, and Seay (2010) found that training in self-regulated learning in conjunction with effective mentoring can assure success for all students in the dissertation phase of doctoral study.

Ehrenberg et al. (2009) argued that graduate students who have assistantships and are provided opportunities to engage in research have increased levels of overall productivity and progress more quickly than peers with other jobs. Dominguez (2006) explicated the barriers to graduation linked to productivity as an inability to plan, procrastination, perfectionism, lack of research skills, and trouble selecting a topic.

Supports to Completion

According to the Strategic Intervention for Doctoral Completion project, there are four conditions for optimal doctoral completion (Council of Graduate Schools, 2007). Condition 1 involves recruiting the right people for doctoral study and ensuring they clearly understand the rigors of doctoral education. Condition 2 logically involves admitting only those applicants who are the right candidates for doctoral study. Admissions committees are responsible for properly screening applicants and orienting them to the rigors and expectations of the program. In Condition 3, the study recommends promoting an environment in which students support each other’s endeavors in a manner that prepares them for professional relationships that are collegial in nature. Last, Condition 4 emphasizes forming productive professional relationships between faculty and doctoral students so that doctoral students receive the support and mentorship necessary for completion.

Cohort or Peer Support

Beyond the family, cohorts or writing groups can provide support for doctoral students. External factors tied to success include “advisor motivation, family support, and supervisor/institutional considerations” (Dominguez, 2006, p. 23). According to Varney (2010), the use of the cohort model is a program design option that positively impacts completion rates. Krueger and Peek (2006) noted that interpersonal relationships during the program of study was important for developing of academic skills associated with writing, teaching, and publishing.

Mentors in the Academe

A faculty mentor can provide social and emotional guardianship in addition to the traditional academic support for the doctoral candidate during the dissertation. The dissertation chairperson has been found to be key to productivity as well as timely completion (Barnes, Williams, & Stassen, 2012; Burkard et al., 2014; Spillet & Moisiewicz, 2004). Garger (2011) identified four essential roles of dissertation chairpersons as advocate, manager, leader, and judge, claiming the savvy chairperson applies the role appropriate to the needs of the protégé in varying situations.

Bloom, Propst Cuevas, Hall, and Evans (2007) claimed that the relationship between the chairperson and the candidate is the essential component in determining degree completion and must be based upon genuine care. For this reason, an understanding of selection criteria will help to guide decision making early in the dissertation process. Neale-McFall and Ward (2015) recommended that chairperson selection not be taken lightly, as it may determine the productivity and ultimately whether the candidate completes a doctoral program. The factors identified by students in selecting a chairperson in earlier decades centered around similar research interests, a potential chairperson’s reputation for publishing, and whether the chair was knowledgeable in methodology (Lovitts, 2001; Smart & Conant, 1990). Alternately, current candidates seek a chairperson who is willing to support and nurture over one who is highly credentialed with an impressive research background or reputation (Neale-McFall & Ward, 2015). Chairperson selection based upon genuine care and accessibility will move a student toward success. Additionally, a candidate should consider whether the potential chairperson acts as a role model in professional and personal matters, provides individualized guidance, and proactively integrates students into the profession, all indicators of a successful dissertation mentor.

In a metasynthesis of 118 studies on doctoral attrition, Bair and Haworth (2004) found most frequently that degree completion was directly related to the amount and quality of contact between doctoral students and their chairperson. Collaborative relationships with committee or other faculty members have also been found to positively impact completion results (Dominguez, 2006; Neale- McFall & Ward, 2015). When doctoral candidates can connect with research and learn about publishing, they are more likely to feel connected to the community of the academy (Smallwood, 2006).

When candidates do not complete doctoral programs, along with psychological and economic losses, there are immeasurable voids in research both to the university and to the academe (Gilliam & Kritsonis, 2006; Grasso et al., 2009). After 40 years of research, and despite advancements in technology, pedagogy, and curriculum, the noncompletion rate may still be increasing (Miller, 2013). In this study, the researchers sought to understand the factors that thrust doctoral candidates to completion, whether quickly or on a delayed schedule.

[Methodology and Major Findings sections have been omitted from this excerpt.]

Implications

From the findings, multiple implications inform practice for students, faculty, chairpersons, and doctoral program directors. The associated implications for dissertation completion are not intended to be considered a generic template. Moreover, the findings from this study reinforce the notion that individual students’ motivation, drive, and confidence levels determine the pace toward completion of the doctoral degree. Although common approaches to the dissertation span disciplines and institutions, doctoral students voiced the importance of their unique needs as they reflected on their dissertation completion. For students, self-awareness was essential and communicating their preferred learning style, writing preferences, and support systems were critical to their success.

For Students

Based on the findings, there are multiple implications to inform students as they approach the dissertation. First, students must understand, recognize, and address the insecurities related to impostor syndrome. Rather than allow imposter syndrome to impede their progress, students may increase productivity by creating partnerships with fellow students to serve as an accountability partner support the productivity of the writer (Ferguson, 2009). These partnerships may include setting timelines to which students are held accountable. If, for any reason, a student does not meet the deadline, reflection, discussion, and problem solving should be implemented. Ongoing communication with the chairperson is also essential. Regular, student-initiated contact with the chairperson is critical to student completion. Students must honestly communicate their challenges and insecurities with their chairperson and seek out their guidance and advice.

Next, self-awareness is critical at the dissertation phase. Students need to remain committed to the process by clearly understanding their motivations. Whether it be to make a family member proud or to move to the next professional level, their motivation to complete will keep them moving forward. Additionally, students need to know what works best for them. For example, they need to communicate what they need from their chairperson, know their productive writing times, understand the obstacles that may prevent them from making progress, and implement the rewards systems that keep them making progress.

Last, building writing and research skills throughout the coursework may improve a student’s level of confidence at the dissertation phase. By seeking out research opportunities throughout the degree program, research knowledge and practice increases. Additionally, preparing related literature reviews familiarizes the student with the synthesis process and provides opportunity for feedback on writing.

For Doctoral Program Directors, Faculty, and Chairpersons

In the dissertation completion process, the role of the doctoral program director, faculty, and chairpersons cannot be underestimated. One way to support students in reaching their graduation goal is to build in internal characteristics tied to success to include “planning, personal disposition and communication” (Dominguez, 2006, p. 22). Overcoming impostor syndrome is essential to their completion. The role of faculty is vital. Faculty can help students enhance their dissertation-related skills and confidence by providing regular encouragement, offering constructive feedback, and incorporating meaningful assignments that relate to or inform the dissertation. These assignments can take the form of pilot studies, literature reviews, article critiques, and dissertation reviews. With the early identification of a dissertation topic, students may use course-related assignments to inform their understanding of the topic.

Additionally, the role of the chairperson is critical to a student’s completion. Creating mutually agreed-upon goals and deadlines, with accountability measures are key (Ferguson, 2009). Similar to a classroom setting, by imposing deadlines with consequences, students are more likely produce. We strongly encourage regular communication between the chairperson and student. Gearity and Mertz (2012) offered guidance through an autoethnographical inquiry to inform practice on the student- chair relationship and effective mentoring in the dissertation journey. Understanding that imposter syndrome causes students to withdraw, chairpersons must regularly check in with students to offer encouragement, support, and guidance.

Departmentally, faculty and program directors cannot assume that because students completed their doctoral coursework, they are confident and prepared to write the dissertation. Departmental training in dissertation writing and research is recommended to aid students. This training can come in the form of workshops, additional coursework, or faculty consultations. We found that students often needed just-in-time dissertation information. They needed information and explanation of different components of the dissertation, when they were at that stage. We recommend using technology and the availability of virtual learning environments to provide students with dissertation-related resources including pre-recorded lectures.

 

 

 
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Assignment

Attached

 
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Assignment

1. Read Chapters 11 & 12 of the textbook. 

 

2. Watch the guided Zoom video of the lecture notes. Go to “Lecture Notes” link on Blackboard, click on the folder titled “Video Lecture notes and Supporting Documents” folder and click on Chapters 11 &12 lecture notes folder to access the Zoom guided videos. For Chapters 11 there is 1 video and a map of prisons in NY. For Chapters 12 there are 2 short lecture videos for you to review prior to completing the discussion board.  

3. Initial Response: Answer the following questions in the Discussion Board link on Blackboard. A minimum of 150 words in your response is required (in other words at least 75-word count for your responses to A, B, & C). Re-read your response prior to submitting, please ensure your response is written in standard English. 

A.    Define: Choose from one the following: (1) probation, (2) intermediate sanctions (ie: house arrest, boot camp, electronic monitoring, ISP) (4) prison, or (5) parole.  APA citation required. Reminder, corrections is board and it includes programming and services, supervision, and incarceration.

B.    Issue:  Identify and explain one issue within the punishment you described in Part A. Please use evidence from the textbook/lecture notes to support your position.

C.     Solution/Recommendation: How would you fix the issue you discussed in Part B. Be specific and creative.

 
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Assignment

Four steps are required for full credit for this discussion board.

 

1. Read Chapter 10 of the textbook. Take your own notes.

2. Watch the guided Zoom video of the lecture notes. Go to “Lecture Notes” link on Blackboard, click on the folder titled “Video Lecture notes and Supporting Documents” folder and click on Chapter 10 lecture notes folder to access the Zoom guided videos. There is one short lecture video and supporting documents (History of Corrections chart, Youtube video on the History of Corrections, additional links) for you to review prior to completing the discussion board.

3. Initial Response: Answer the following questions in the Discussion Board link on Blackboard. A minimum of 250 words in your response is required (in other words at least -word count for your responses to A, B, & C). Re-read your response prior to submitting, please ensure your response is written in standard English. This initial response is due Tuesday, 4/25 by 5:00pm.

     A. Definition: Define the term jail. APA citation required. 

     B. Issue: Identify an issue with jail. Please use evidence from the textbook/lecture notes to support your position. 

     C. Solution/Recommendation: How would you fix the issue you discussed in Part A. Be specific and creative.

 

 

https://youtu.be/0ikUWU3cbq8

 
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Assignment

Assignment

 
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Assignment

Check attached

 
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Instructions Corporate Portal Scorecard Research at least five areas of publicly available information (such as the Dow Jones or top search engine results) that help to establish the health and public image of a company. Propose a web-based information system that will interface with this information (for example via RSS feed) and display current details on these areas to an executive; include in your description how each item is relevant to the health of the business. The information presented on the output screen should be succinct and light on technical detail. Business abbreviations (such as stocks) are perfectly acceptable as raw data. Ideally, these categories would all be visible on a single monitor screen without scrolling (if they are articles, then just the headline as a clickable link would be sufficient). Suggest at least two ways in which this system might be useful.

 
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Assignment

Week 4 Project Hide Assignment Information Turnitin:registered: Turnitin:registered: enabledThis assignment will be submitted to Turnitin:registered:. Instructions Understanding DNA This week you read about the role of DNA in the development and function of all living things. In a 1-2 page Word document, explain how DNA can be responsible for human characteristics like eye color, dimples, freckles, allergies, etc. In your submission, be sure to discuss the role of chromosomes, alleles, and dominant and recessive genes.  Please reference your textbook for information. Course textbooks can be found on the Syllabus and Textbooks page of this course via the top navigation bar.

 
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Week 4 Project Hide Assignment Information Turnitin:registered: Turnitin:registered: enabledThis assignment will be submitted to Turnitin:registered:. Instructions Understanding DNA This week you read about the role of DNA in the development and function of all living things. In a 1-2 page Word document, explain how DNA can be responsible for human characteristics like eye color, dimples, freckles, allergies, etc. In your submission, be sure to discuss the role of chromosomes, alleles, and dominant and recessive genes.  Please reference your textbook for information. Course textbooks can be found on the Syllabus and Textbooks page of this course via the top navigation bar.

 
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Hide Assignment Information Turnitin:registered: Turnitin:registered: enabledThis assignment will be submitted to Turnitin:registered:. Instructions Photosynthesis and Cellular Respiration Cellular respiration and photosynthesis form a critical cycle of energy and matter that supports the continued existence of life on earth. In a 1-2 page Word document, describe the stages of cellular respiration and photosynthesis and their interaction and interdependence. Be sure to include the following in your submission:

The raw materials, products, and amount of ATP or glucose produced during each phase. How each process is linked to specific organelles within the eukaryotic cell. How each process and their cyclic interaction contributes to the evolution and diversity of life. Please reference your textbook for information. Course textbooks can be found on the Syllabus and Textbooks page of this course via the top navigation bar.

 
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Assignment

Instructions The Dynamic Cell Eukaryotic cells are more structurally advanced than prokaryotic cells. For this assignment, describe the difference between a prokaryotic and eukaryotic cell, then outline the structure and function of the following eukaryotic organelles listed below.

Nucleus Mitochondria Ribosomes Golgi Apparatus Lysosome Endoplasmic Reticulum Vacuole Please reference your textbook for information. Course textbooks can be found on the Syllabus and Textbooks page of this course via the top navigation bar.

Submission Details: Submit your document to the Submissions Area by the due date assigned. Due Date Oct 3, 2021 11:59 PM

 
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Prompt When it comes to analyzing market efficiency, we must weigh several related concepts. It forces us to look at how we use scarce resources, and it requires that we interrogate and apply many complex economic concepts.

For this assignment, imagine you are trying to pitch a product or service and you’re going to analyze whether a market is efficient or inefficient. Create a 10-slide PowerPoint presentation to present on the following information:

Step 1: Select a product or service that you are interested in. Describe the product or service.  Step 2: Conduct in-depth research and find out which market structure this product or service exists in.  Step 3: Create a presentation about the product or service. Make sure the presentation has at least 10 slides.  Step 4: In your presentation, make sure you answer this question: What are some possibilities for increased efficiency for that product/service or market structure?  Step 5: Make sure there is a References slide at the end of the presentation. This does not count as one of the required ten slides.  Step 6: Add Speaker notes to help you stay on track if you were presenting your pitch.  

Your PowerPoint will need a reference slide with at least 1 citation.

 
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Assignment

Prompt

In the U.S., government intervention in the economy often takes place at the federal and state levels. However, it can take place at the local level, too. Municipal governments can make decisions that help shape the economy of their city, town, or county.

For this assignment, you will create a Word-formatted email to your local government official about a local government policy on spending. In your email, describe the policy and discuss whether you think the policy is good or bad for the local economy. Why do you think it’s beneficial or problematic? What would you change about it, and why? Explain how the free market of the local economy might change depending on the level of involvement of the government.

Assignment Expectations:

The email must be at least 500 words with at least two references.Make sure to submit your Word document formatted as you would send an email to an elected official in your local government.An A-level paper includes reference(s) to outside sources that support your solution.

 
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Assignment

Assignments

 
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Assignment

Prompt Part 1:

Identify a desired healthy behavior and identify the target audience.

Part 2:

Design a health campaign on mental and physical wellness with a PowerPoint presentation. The steps to developing the campaign should include:

An analysis of the current situation Primary target audience Goals and objectives Barriers the target audience is facing Your presentation should be a minimum of ten slides with at least two references and images with author’s notes. Each slide is required to have author’s notes that provide an explanation of the information presented in the PowerPoint.

 
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Assignment

Prompt Part 1: Create the scenario with a practical and respectful approach of how to explain to a non-English speaking patient how to properly administer eye drops. Explain the importance of continuing the application over several days. Explain the scenario in at least 150 words on a Word document.

Part 2: Create an electronic patient education brochure with at least 150 words and images in a Word document demonstrating how you would explain how to properly administer eye drops to a non-English speaking patient.

Use at least 2 citations as references for the assignment.

 
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Assignment

Prompt For this assignment, explore the use of controlled trials for a newer condition.

Step 1: Select a condition, disease, or disorder that has been recently discovered. Step 2: Research what is known about transmission, prevalence, prevention, morbidity, and mortality. Step 3: Create a chart of risk factors and prevalence, insert into a word document. Step 4: Create a minimum 250-word analysis and interpretation of your findings. How can this information help us eradicate the disease?  Your analysis and chart should have a minimum of 2 citations and references.

 
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Assignment

Prompt For this assignment, you will begin building your understanding of epidemiology by quantifying diseases. You will select a communicable disease and examine the mortality associated with the disease. You will build a table of data sets of death rates based on age or location.

Once your table is complete, insert it into a word document and provide a 250-word analysis of your findings. What is the prevalence of death?

Your table and analysis page should have at least two citations and references.

 
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Assignment

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