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  • [Solved] QSO 349 Final Project Guidelines and Rubric

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) ## QSO 349 Final Project Guidelines and Rubric ### Overview The final project for this course asks you to analyze a case study as though you are a project procurement officer. Select one of the provided case s…

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

    ## QSO 349 Final Project Guidelines and Rubric

    ### Overview

    The final project for this course asks you to analyze a case study as though you are a project procurement officer. Select one of the provided case studies. Analyze how the elements of the procurement process address all phases of the expected procurement: conduct, execute, control, and close. Discuss the considerations and analyses you would use to develop a comprehensive procurement management plan.

    Every project requires some amount of procurement to support the activities of the project team. The procurement may be purchasing standard products like computers, software, or furniture for a website development team. Or the procurement may be more complex like developing a custom new rugged, weatherproof, external battery smartphone case. In the first example, the procurement is highly focused on finding the lowest-cost, compliant supplier. In the second example, the procurement is focused on finding the most technically competent supplier. As a procurement professional, you must know the preferred methods to satisfy the requirements for both types of projects.

    The final project is divided into **three milestones**, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in **Modules Two, Three, and Five.** The final project will be submitted in **Module Seven**.

    In this assignment, you will demonstrate your mastery of the following course outcomes:

    – Select appropriate contract types that align with procurement requirements in maximizing value and minimizing risk for the buyer
    – Differentiate procurement processes between the United States and international environments in ensuring compliance with local regulations and adherence to best practices
    – Select appropriate evaluation tools for identifying vendors that best satisfy procurement requirements and provide maximum value
    – Evaluate contracting decisions for the extent to which they satisfy key procurement principles of value for money, ethics, competition, transparency, and accountability
    – Assess the components of a procurement management plan for their ability to satisfy the requirements of the project

    ### Prompt

    Developing a procurement management plan begins with collecting and analyzing inputs from the project. Those inputs could include the following elements:

    – Project scope statement
    – Project schedule
    – Project budget profile
    – Organizational assets (company policies, standard terms, and conditions)
    – Statement of work
    – Technical specification
    – Verification requirements

    Your analysis of project requirements in your chosen case study will help you determine the type of contract, the bid process, and the evaluation process.

    You will analyze and discuss the rationale for choices you made while developing a procurement management plan for the procurement scenario described in the selected case study. Your comprehensive analysis should cover all the considerations for executing an effective procurement from initiation to closure.

    For the final project, you will select one of the Harvard Business Publishing case studies below. You will analyze the case from the perspective of the project’s procurement officer. Your procurement analysis must consider all phases of the expected procurement: conduct, execute, control, and close.

    Use the links in the Harvard Business Publishing area of the course to review the description for each of the case studies:

    – GlaxoSmithKline: Sourcing Complex Professional Services
    – Harley-Davidson Motor Co.: Enterprise Software Selection
    – Sher-Wood Hockey Sticks: Global Sourcing
    – Timber jack Parts: Packaged Software Selection Project

    Specifically, you must address the following criteria in your analysis:

    1. **Overview**of Procurement Management Plans

    1. Discuss the **purpose** of a procurement management plan.
    2. Define the **basic components** of a procurement management plan.
    3. Explain how each major component of a procurement management plan **satisfies** the **project** or organizational **requirements** in the case study.
    2. **Contract Types**
    1. **Define** each type of contract.
    2. Assess contract types for their **suitability** for different types of projects (construction, design, services, and products).
    3. Assess contract types for their ability to maximize **value** and minimize **risk** for the buyer.
    4. **Select** the most appropriate **contract type or types** for the procurement plan in the case study. Be sure to justify your rationale with research.
    3. **Procurement Regulations**in the United States and Abroad

    1. Discuss procurement regulations required by local, regional, and federal governments regarding specific types of procurements executed in the **United States.**
    2. Discuss procurement regulations required by local, regional, and federal governments regarding specific types of procurements executed **internationally.**
    3. Summarize the **differences** between the domestic and international procurement regulations discussed above.
    4. **Determine** which procurement **regulations** would apply to the procurement plan in the case study and explain your reasoning. Will you be required to follow domestic regulations, international regulations, or both? Why?
    4. **Source Selection**
    1. Describe common source selection **criteria** used to evaluate vendor proposals.
    2. **Select** an appropriate vendor **evaluation tool** suitable for identifying vendors for the procurement plan in the case study. You should select a tool that uses appropriate selection criteria and is capable of producing a summary evaluation score.
    3. **Assess** the vendor **evaluation tool** for its effectiveness in satisfying the project requirements and providing maximum value to the buyer in the case study.
    5. **Procurement in Practice**
    1. **Summarize** the **key principles** of value for money, ethics, competition, transparency, and accountability.
    2. Discuss the **importance** of the key principles in effective procurement.
    3. **Evaluate** the **contracting decisions** described in the case study for the extent to which they satisfy key procurement principles of value for money, ethics, competition, transparency, and accountability. For example, consider the field situations or situational decision making.

    ### Milestones

    Milestone One: _Analysis Overview and Contract Selection_

    In Module Two, you will submit a document that identifies the case study you chose to analyze. You will complete the first parts of your analysis. Your document should provide an overview that meets all critical elements in Section I of the final project. You will discuss the reasons a procurement management plan would be useful in the procurement scenario you selected. After writing the overview, you will address all critical elements in Section II of the final project. You will discuss the contract types that could be used to execute the plan for your chosen scenario. Select an appropriate contract type for your case study and justify your choice. **This milestone will be graded with the Milestone One Rubric.**

    Milestone Two _: Procurement Regulations & Source Selection_

    In Module Three, you will submit a procurement regulations and source selection document that continues your analysis of the case study you selected. First, consider the critical elements in Section III of the final project. Discuss the impact of government regulations on procurement, the regulatory differences for procurements between the United States and another country, and potential regulatory effects for your selected procurement scenario. Second, address the critical elements in Section IV of the final project. Analyze and choose a set of parameters that you feel are useful for evaluating vendor proposals. Develop a vendor evaluation tool and assess its usefulness for proposal evaluation  and selection in your scenario. **This milestone will be graded with the Milestone Two Rubric.**

    Milestone Three _: Summary of Procurement Principles_

    In Module Five, you will submit a document with a summary of the key procurement principles, including value for money, ethics, competition, transparency, and accountability. Discuss how a professional procurement process satisfies those principles. Apply this knowledge to evaluate the contracting decisions made in the selected case study. This milestone addresses the critical elements in Section V of the final project. **This milestone will be graded with the Milestone Three Rubric.**

    Final Submission: _Procurement Analysis_

    In Module Seven, you will submit a comprehensive analysis of the case study from the perspective of the project’s procurement officer. It should be a complete, polished artifact analyzing **all** of the critical elements of a procurement management plan as outlined above. You should incorporate the feedback gained throughout the course. **This submission will be graded with the Final Project Rubric.**

    ### What to Submit

    Your procurement analysis must be 10–12 pages in length (plus a cover page, table of contents, and references) and must be written in APA format. Use double spacing, 12-point Times New Roman font, and one-inch margins.

    ### Final Project Rubric

    CriteriaExceeds Expectations (100%)Meets Expectations (85%)Partially Meets Expectations (55%)Does Not Meet Expectations (0%)Value **Overview: Purpose** Exceeds expectations and uses industry-specific language to establish expertiseComprehensively discusses the purpose of a procurement management planDiscusses the purpose of a procurement management plan, but with gaps in detailDoes not discuss the purpose of a procurement management plan5.7 **Overview: Basic Components** Exceeds expectations and definition is well informed and evidences use of scholarly resourcesComprehensively defines the basic components of a procurement management planDefines basic components of a procurement management plan, but with gaps in detailDoes not define basic components of a procurement management plan5.7 **Overview: Satisfaction of Project Requirements** Exceeds expectations and expands explanation to include ways in which the seller may be impacted by the components of the procurement management planComprehensively explains how each major component of the procurement management plan satisfies the project or organizational requirements in the case studyExplains how components of the procurement management plan satisfy the project or organizational requirements in the case study, but with gaps in detailDoes not explain how each major component of a procurement management plan satisfies the project or organizational requirements in the case study5.7 **Contract Types: Definition** Exceeds expectations and uses industry-specific language to establish expertiseAccurately defines each type of contractDefines each type of contract, but with gaps in accuracyDoes not define each type of contract5.7 **Contract Types: Suitability** Exceeds expectations and includes a discussion of why contract types presented are most suitable for each project typeAccurately assesses contract types for their suitability for different types of projectsAssesses contract types for their suitability for different types of projects, but with gaps in accuracyDoes not assess contract types for their suitability for different types of projects5.7 **Contract Types: Value and Risk** Exceeds expectations and expands the discussion of value and risk to implications for the sellerComprehensively assesses contract types for their ability to maximize value and minimize risk for the buyerAssesses contract types for their ability to maximize value and minimize risk for the buyer, but with gaps in detailDoes not assess contract types for their ability to maximize value and minimize risk for the buyer5.7 **Contract Types: Selection** Exceeds expectations and provides detailed explanation of how selected contract type or types will support optimal procurement performanceSelects the most appropriate contract type or types for procurement plan in case study, and justifies rationale with researchSelects contract type or types for procurement plan in case study, but contract type or types are not appropriate, or does not justify rationale with researchDoes not select contract type or types for procurement plan in case study5.7 **Procurement Regulations: United States** Exceeds expectations and expands discussion to multiple types of procurement for each level of government entityDiscusses potential procurement regulations required by local, regional, and federal governments regarding specific types of procurements executed in the United StatesDiscusses potential domestic procurement regulations but with gaps in specificityDoes not discuss potential domestic procurement regulations5.7 **Procurement Regulations: International** Exceeds expectations and expands discussion to include regulations for multiple types of procurement for each level of government entityDiscusses potential procurement regulations required by local, regional, and federal governments regarding specific types of procurements executed internationallyDiscusses potential international procurement regulations but with gaps in specificityDoes not discuss potential international procurement regulations5.7 **Procurement Regulations: Differences** Exceeds expectations and expands discussion to differences in regulations for multiple types of procurements for each level of government entityAccurately summarizes differences between domestic and international procurement regulationsSummarizes differences between domestic and international procurement regulations, but lacks specificity with regard to regulations discussed, or has gaps in accuracyDoes not summarize differences between domestic and international procurement regulations5.7 **Procurement Regulations: Determination of Regulations** Exceeds expectations and provides detailed examples that demonstrate keen insight into procurement regulationsAccurately determines which procurement regulations would apply to the procurement plan in the case study, and explains reasoningDetermines which procurement regulations would apply to the procurement plan in the case study, but with gaps in accuracy, or does not explain reasoningDoes not determine which procurement regulations would apply to the procurement plan in the case study5.7 **Source Selection: Criteria** Exceeds expectations and expands the description of source selection criteria beyond what was provided in class materialsAccurately describes common source selection criteria used to evaluate vendor proposalsDescribes common source selection criteria used to evaluate vendor proposals, but with gaps in accuracyDoes not describe common source selection criteria used to evaluate vendor proposals5.7 **Source Selection: Evaluation Tool** Exceeds expectations and includes definition of the scales used to guide the evaluators in selecting the appropriate criteria measureSelects an appropriate vendor evaluation tool for the procurement plan in the case study that employs suitable selection criteria and is capable of producing a summary evaluation scoreSelects a vendor evaluation tool that is not appropriate for the procurement plan in the case study, or that does not employ suitable selection criteria, or is not capable of producing a summary evaluation scoreDoes not select a vendor evaluation tool5.7 **Source Selection: Evaluation Tool Assessment** Exceeds expectations and expands assessment to include an explanation of any weighting factors used in producing the summary evaluation scoreAccurately assesses vendor evaluation tool for its effectiveness in satisfying project requirements and providing maximum value to the buyer in the case studyAssesses vendor evaluation tool, but does not address satisfying project requirements or providing maximum value to the buyer in the case studyDoes not assess vendor evaluation tool5.7 **Procurement in Practice: Summary of Key Principles** Exceeds expectations and uses industry-specific language to establish expertiseAccurately summarizes the key principles of value for money, ethics, competition, transparency, and accountabilitySummarizes the key principles of value for money, ethics, competition, transparency, and accountability, but with gaps in accuracyDoes not summarize the key principles of value for money, ethics, competition, transparency, and accountability5.7 **Procurement in Practice: Importance** Exceeds expectations and expands the discussion to include implications for the sellerComprehensively discusses the importance of the key principles of value for money, ethics, competition, transparency, and accountability in effective procurementDiscusses the importance of the key principles of value for money, ethics, competition, transparency, and accountability, but does not relate to effective procurementDoes not discuss the importance of the key principles of value for money, ethics, competition, transparency, and accountability in effective procurement5.7 **Procurement in Practice: Evaluation of Contracting Decisions** Exceeds expectations and provides additional discussion of how key procurement principles considered absent or insufficient in a case study could be improvedComprehensively evaluates contracting decisions described in the case study for the extent to which they satisfy key procurement principlesEvaluates contracting decisions described in the case study, but does not address the extent to which they satisfy key procurement principlesDoes not evaluate contracting decisions described in the case study5.7 **Clear Communication** Exceeds expectations with an intentional use of language that promotes a thorough understandingConsistently and effectively communicates in an organized way to a specific audienceShows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understandingShows no evidence of consistent, effective, or organized communication3.1 **Total:** 100%

    – [\
    \
    ProcurementPrinciplesinPractice_Ortiz.docx](https://www.sweetstudy.com/files/procurementprinciplesinpractice-ortiz-docx "ProcurementPrinciplesinPractice_Ortiz.docx")
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    ProcurementRegulationsandSourceSelectionStrategyfortheHarley_Ortiz.docx](https://www.sweetstudy.com/files/procurementregulationsandsourceselectionstrategyfortheharley-ortiz-docx-10500645 "ProcurementRegulationsandSourceSelectionStrategyfortheHarley_Ortiz.docx")
    – [\
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    ProcurementAnalysisandContractSelectionfortheHarley_Ortiz.docx](https://www.sweetstudy.com/files/procurementanalysisandcontractselectionfortheharley-ortiz-docx-10500647 "ProcurementAnalysisandContractSelectionfortheHarley_Ortiz.docx")

  • [Solved] S3LP

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    Executive Solution Overview

    **files (1)** – ## SLP3ins.docx **## SLP3ins.docx** The goal for the Session Long Project is to develop a hypothetical plan to evaluate a program. In each module, you will revise and add various components to the paper. The components are outlined below: SLP 1: Program Overview SLP 2: Purpose and Go…

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    Assignment Prompt & Instructions

    **files (1)**

    – ## SLP3ins.docx

    **## SLP3ins.docx**

    The goal for the Session Long Project is to develop a hypothetical plan to evaluate a program. In each module, you will revise and add various components to the paper. The components are outlined below:

    SLP 1: Program Overview
    SLP 2: Purpose and Goals of the Evaluation

    **SLP 3: Data Collection and Instrumentation**
    SLP 4: Data Analysis
    SLP 5: Distribution of Findings
    *Note: You will not conduct the evaluation, but merely plan for one.

    Read:
    Chapter 7: Phase 3 – Obtaining Information to Answer Evaluation Questions (87-110) in:
    Jason, M. H. (2008).
    _Evaluating programs to increase student achievement_. Thousand Oaks, CA: SAGE Publications, Inc. doi: 10.4135/9781412990264

    Use the reading to compose a 2- to 3-page paper with the following components:

    1. Data Collection Methods

    a. Instruments

    2. Participants

    3. Resources

    4.  Ethical Considerations

    **SLP Assignment Expectations**

    Your paper will be assessed on the following criteria:

    **Assignment-driven criteria:** Demonstrates mastery covering all key elements of the assignment in a substantive way.

    **Critical thinking/Application to professional practice:** Demonstrates mastery conceptualizing the problem and viewpoints. Assumptions of experts are analyzed, synthesized, and evaluated thoroughly. Conclusions are logically presented and applied to professional practice.

    **Scholarly writing:** Demonstrates mastery and proficiency in scholarly written communication to an appropriately specialized audience.

    **Quality of references and organization:** Demonstrates mastery using relevant and quality sources and uses appropriate, relevant, and compelling content to support ideas, and convey understanding of the topic and shape the work.

    **Citing sources:** Demonstrates mastery using in-text citations or sources and properly uses APA format including a full reference list.

    **Timeliness/Professionalism:** Demonstrates excellence in taking responsibility for learning, adhering to the course requirement policies and expectations. Assignment submitted on time or collaborated with professor for an approved extension on due date.

    [Privacy Policy](http://www.trident.edu/privacy-policy) |
    [Contact](http://www.trident.edu/university-information/contact-us)

    **## SLP3ins.docx**

    The goal for the Session Long Project is to develop a hypothetical plan to evaluate a program. In each module, you will revise and add various components to the paper. The components are outlined below:

    SLP 1: Program Overview
    SLP 2: Purpose and Goals of the Evaluation

    **SLP 3: Data Collection and Instrumentation**
    SLP 4: Data Analysis
    SLP 5: Distribution of Findings
    *Note: You will not conduct the evaluation, but merely plan for one.

    Read:
    Chapter 7: Phase 3 – Obtaining Information to Answer Evaluation Questions (87-110) in:
    Jason, M. H. (2008).
    _Evaluating programs to increase student achievement_. Thousand Oaks, CA: SAGE Publications, Inc. doi: 10.4135/9781412990264

    Use the reading to compose a 2- to 3-page paper with the following components:

    1. Data Collection Methods

    a. Instruments

    2. Participants

    3. Resources

    4.  Ethical Considerations

    **SLP Assignment Expectations**

    Your paper will be assessed on the following criteria:

    **Assignment-driven criteria:** Demonstrates mastery covering all key elements of the assignment in a substantive way.

    **Critical thinking/Application to professional practice:** Demonstrates mastery conceptualizing the problem and viewpoints. Assumptions of experts are analyzed, synthesized, and evaluated thoroughly. Conclusions are logically presented and applied to professional practice.

    **Scholarly writing:** Demonstrates mastery and proficiency in scholarly written communication to an appropriately specialized audience.

    **Quality of references and organization:** Demonstrates mastery using relevant and quality sources and uses appropriate, relevant, and compelling content to support ideas, and convey understanding of the topic and shape the work.

    **Citing sources:** Demonstrates mastery using in-text citations or sources and properly uses APA format including a full reference list.

    **Timeliness/Professionalism:** Demonstrates excellence in taking responsibility for learning, adhering to the course requirement policies and expectations. Assignment submitted on time or collaborated with professor for an approved extension on due date.

    [Privacy Policy](http://www.trident.edu/privacy-policy) |
    [Contact](http://www.trident.edu/university-information/contact-us)

  • [Solved] SOAP 3 WENDY

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    TOPIC: I HAVE FATIGUE AND WEAKNESS DX: ASTHMA AGE: 15 Y/O MALE CAN'T HAVE MORE THAN 10% OF PLAGIARISM THIS ASSIGNMENT WILL BE SUBMIT IT VIA TURNITIN. MUST HAVE SCHOLARLY REFERENCES WITHIN THE PAST 5 YEARS WITH DOI # EACH SECTION ON THE TEMPLATE MUST BE COMPLETED IN FULL SENTENCES PLEASE ACCORDINGLY …

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    Assignment Prompt & Instructions

    TOPIC: I HAVE FATIGUE AND WEAKNESS

    DX: ASTHMA

    AGE: 15 Y/O MALE

    CAN'T HAVE MORE THAN 10% OF PLAGIARISM THIS ASSIGNMENT WILL BE SUBMIT IT VIA TURNITIN.

    MUST HAVE SCHOLARLY REFERENCES WITHIN THE PAST 5 YEARS WITH DOI #

    EACH SECTION ON THE TEMPLATE MUST BE COMPLETED IN FULL SENTENCES PLEASE ACCORDINGLY TO A PROPER SOAP NOTE ASSESSMENT

    TEMPLATED AND RUBRIC ATTACHED

    DUE DATE FEBRUARY 19, 2026

    – [\
    \
    SOAPNoteTemplate-1-1.docx](https://www.sweetstudy.com/files/soapnotetemplate-1-1-docx-10500843 "SOAPNoteTemplate-1-1.docx")

  • [Solved] Student affairs career search (2)

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Please see the attachment. **files (1)** – ## SACareerExplorationPartI.pdf **## SACareerExplorationPartI.pdf** Page 1 of 3 Student Affairs Career Exploration: Part I General Instructions The goal of this assignment is to help students: ▪ Become familiar with careers in student affairs. ▪ Explore the…

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    Assignment Prompt & Instructions

    Please see the attachment.

    **files (1)**

    – ## SACareerExplorationPartI.pdf

    **## SACareerExplorationPartI.pdf**

    Page 1 of 3

    Student Affairs Career Exploration: Part I

    General Instructions

    The goal of this assignment is to help students:
    ▪ Become familiar with careers in student affairs.
    ▪ Explore their particular areas of interest in preparing to work in student affairs.
    ▪ Prepare for the job search process in student affairs.

    This assignment has two parts. Part I is worth 100 points, and Part II is worth 100 points for a
    total of 200 points for the project.

    ▪ Part I (100 points): Students will use regional (i.e., University of Alabama, University of
    Southern Mississippi, etc.) and national student affairs job search sites (e.g., NASPA
    Exchange, The Chronicle of Higher Education, Higheredjobs.com) to explore career
    interests in the field of student affairs. Then, students will write a reflection paper on their
    experience job searching in student affairs.

    ▪ Part II (100 points): Students will select one job advertisement during their search and
    complete a ‘mock’ application in which they develop a cover letter, resume, and
    reference list. NOTE: You do not have to submit an actual job/employment application.

    Guidelines for Part 1

    1. Students will review job advertisements in student affairs using at least two national
    search engines/databases and at least two regional job search sites for specific higher
    education institutions (i.e., community colleges, 4-year institutions, etc.). Students
    should identify at least 3-4 job positions of interest. *Note: If you look at a local institution
    and there are no jobs available in student affairs, you must continue looking at the
    employment opportunities at other local colleges or universities until you find jobs
    available in student affairs.

    2. Write a reflection paper on your experience job searching in student affairs. The goal of
    the reflection paper is to provide students with an opportunity to share thoughts on what
    was learned through the review of job advertisements. Questions to consider in writing
    your reflection should include:

    • What did you learn about the job search experience in student affairs?

    • What search engines did you use? List national and regional search sites.

    • Compare and contrast the experience of the national and regional searches.

    • What types of jobs did you see advertised in student affairs? Tell about 3-4 jobs
    that you found that interest you (include at least one from a national search
    engine and one from regional job search sites such as local colleges; see the
    above instruction)

    • What are the job titles? What are the job descriptions? (Paraphrase the
    description; do not or list the actual job description from the website.)

    • How are these positions similar or different (do they all require a similar degree
    or work experience)?

    • How easy was it to find jobs that were of interest to you?

    • Are student affairs jobs limited or in abundance?

    Page 2 of 3

    • What types of qualifications, experience, or knowledge seemed to be commonly
    required for employment in student affairs?

    • From this assignment, what impacted you the most about what you learned
    about the job search? Explain in detail.

    Format: Using a Microsoft Word document, students will prepare a Reflection Paper that is
    double-spaced, 12-point font, with 1-inch margins, and is formatted using APA, 7th Ed Style. The
    paper should have an APA title page. The reflection paper will use 1st person pronouns since
    this paper is based on your personal reflection. Make sure your reflection paper is grammatically
    correct and well organized.

    Undergraduate students in SAL303 will write a 2-3 typed page paper and graduate students in
    SA503 will write a 4- 5 typed page paper, not including the title page or reference page.

    Scoring Guidelines

    Points available: 100.

    Component Unacceptable Acceptable Target

    Content: All guiding
    prompts have been

    addressed in a
    cohesive presentation.

    Delivery not smooth,
    audience’s attention

    lost. The content lacks
    a clear point of view.

    Some of the information
    may not seem to fit.

    Sources used appear
    unreliable. Information
    is missing, incomplete,

    out of date and/or
    incorrect. (0 points)

    Smooth delivery that
    holds audience’s

    attention. The content is
    presented with a logical

    progression of ideas
    and supporting

    information. At least 5
    of the guiding prompts
    have been addressed
    and the information is

    complete and accurate
    or all prompts have

    been addressed, but
    details are limited.

    (20 points)

    Interesting smooth
    delivery that holds the
    audience’s attention.

    The content is
    presented clearly and

    concisely with a logical
    progression of ideas

    and supporting
    information. All guiding

    prompts have been
    addressed, and the

    information is complete
    and accurate.

    (40 points)

    Structure &
    Organization

    No paragraph structure;
    or single, rambling

    paragraph; or series of
    isolated paragraphs.

    (0 points)

    Organization is
    confusing or disjointed;

    weak paragraph
    structure; transitions are
    missing or inappropriate.

    (5 points)

    Clear organizational
    structure; easily followed;

    includes transitions;
    structured format.

    (10 points)

    Audience & Tone

    No awareness of
    appropriate audience for

    assignment; tone is
    inappropriate. (0 points)

    Lacks awareness of
    appropriate audience for
    the assignment; tone is
    inconsistent. (5 points)

    Effective and accurate
    awareness of audience;
    tone is appropriate for

    audience and
    assignment. (10 points)

    Page 3 of 3

    Component Unacceptable Acceptable Target

    Sentence Structure

    Contains multiple and
    serious errors of

    sentence structure: i.e.,
    fragments, run-ons;

    unable to write simple
    sentences. (0 points)

    Formulaic sentence
    patterns or overuse of

    simple sentences; errors
    in sentence structure.

    (5 points)

    Effective and varied
    sentences; errors (if

    present) due to lack of
    careful proofreading.

    (10 points)

    Mechanics

    Writing involves many
    errors (more than 3).

    (0 points)

    Writing involves few
    errors (no more than 2).

    (5 points)

    Writing is free of all
    writing errors.

    (10 points)

    Vocabulary & Word
    Usage

    Vocabulary is
    unsophisticated; or

    subject specific
    vocabulary or

    sophisticated vocabulary
    used incorrectly.

    (0 points)

    Proper, but simple
    vocabulary used; subject
    specific vocabulary used
    infrequently. (5 points)

    Vocabulary is varied,
    specific and appropriate;

    uses subject specific
    vocabulary correctly.

    (10 points)

    APA FORMAT

    Formatting, reference
    listing, and/or in-text

    citations include more
    than 2 APA errors.

    (0 points)

    Formatting, reference
    list, and in-text citations
    follow APA format, with
    no more than 2 errors.

    (5 points)

    Formatting, reference
    list, and in-text citations
    carefully follows APA
    format, with no errors.

    (10 points)

    – Student Affairs Career Exploration: Part I
    – General Instructions
    – Scoring Guidelines

    **## SACareerExplorationPartI.pdf**

    Page 1 of 3

    Student Affairs Career Exploration: Part I

    General Instructions

    The goal of this assignment is to help students:
    ▪ Become familiar with careers in student affairs.
    ▪ Explore their particular areas of interest in preparing to work in student affairs.
    ▪ Prepare for the job search process in student affairs.

    This assignment has two parts. Part I is worth 100 points, and Part II is worth 100 points for a
    total of 200 points for the project.

    ▪ Part I (100 points): Students will use regional (i.e., University of Alabama, University of
    Southern Mississippi, etc.) and national student affairs job search sites (e.g., NASPA
    Exchange, The Chronicle of Higher Education, Higheredjobs.com) to explore career
    interests in the field of student affairs. Then, students will write a reflection paper on their
    experience job searching in student affairs.

    ▪ Part II (100 points): Students will select one job advertisement during their search and
    complete a ‘mock’ application in which they develop a cover letter, resume, and
    reference list. NOTE: You do not have to submit an actual job/employment application.

    Guidelines for Part 1

    1. Students will review job advertisements in student affairs using at least two national
    search engines/databases and at least two regional job search sites for specific higher
    education institutions (i.e., community colleges, 4-year institutions, etc.). Students
    should identify at least 3-4 job positions of interest. *Note: If you look at a local institution
    and there are no jobs available in student affairs, you must continue looking at the
    employment opportunities at other local colleges or universities until you find jobs
    available in student affairs.

    2. Write a reflection paper on your experience job searching in student affairs. The goal of
    the reflection paper is to provide students with an opportunity to share thoughts on what
    was learned through the review of job advertisements. Questions to consider in writing
    your reflection should include:

    • What did you learn about the job search experience in student affairs?

    • What search engines did you use? List national and regional search sites.

    • Compare and contrast the experience of the national and regional searches.

    • What types of jobs did you see advertised in student affairs? Tell about 3-4 jobs
    that you found that interest you (include at least one from a national search
    engine and one from regional job search sites such as local colleges; see the
    above instruction)

    • What are the job titles? What are the job descriptions? (Paraphrase the
    description; do not or list the actual job description from the website.)

    • How are these positions similar or different (do they all require a similar degree
    or work experience)?

    • How easy was it to find jobs that were of interest to you?

    • Are student affairs jobs limited or in abundance?

    Page 2 of 3

    • What types of qualifications, experience, or knowledge seemed to be commonly
    required for employment in student affairs?

    • From this assignment, what impacted you the most about what you learned
    about the job search? Explain in detail.

    Format: Using a Microsoft Word document, students will prepare a Reflection Paper that is
    double-spaced, 12-point font, with 1-inch margins, and is formatted using APA, 7th Ed Style. The
    paper should have an APA title page. The reflection paper will use 1st person pronouns since
    this paper is based on your personal reflection. Make sure your reflection paper is grammatically
    correct and well organized.

    Undergraduate students in SAL303 will write a 2-3 typed page paper and graduate students in
    SA503 will write a 4- 5 typed page paper, not including the title page or reference page.

    Scoring Guidelines

    Points available: 100.

    Component Unacceptable Acceptable Target

    Content: All guiding
    prompts have been

    addressed in a
    cohesive presentation.

    Delivery not smooth,
    audience’s attention

    lost. The content lacks
    a clear point of view.

    Some of the information
    may not seem to fit.

    Sources used appear
    unreliable. Information
    is missing, incomplete,

    out of date and/or
    incorrect. (0 points)

    Smooth delivery that
    holds audience’s

    attention. The content is
    presented with a logical

    progression of ideas
    and supporting

    information. At least 5
    of the guiding prompts
    have been addressed
    and the information is

    complete and accurate
    or all prompts have

    been addressed, but
    details are limited.

    (20 points)

    Interesting smooth
    delivery that holds the
    audience’s attention.

    The content is
    presented clearly and

    concisely with a logical
    progression of ideas

    and supporting
    information. All guiding

    prompts have been
    addressed, and the

    information is complete
    and accurate.

    (40 points)

    Structure &
    Organization

    No paragraph structure;
    or single, rambling

    paragraph; or series of
    isolated paragraphs.

    (0 points)

    Organization is
    confusing or disjointed;

    weak paragraph
    structure; transitions are
    missing or inappropriate.

    (5 points)

    Clear organizational
    structure; easily followed;

    includes transitions;
    structured format.

    (10 points)

    Audience & Tone

    No awareness of
    appropriate audience for

    assignment; tone is
    inappropriate. (0 points)

    Lacks awareness of
    appropriate audience for
    the assignment; tone is
    inconsistent. (5 points)

    Effective and accurate
    awareness of audience;
    tone is appropriate for

    audience and
    assignment. (10 points)

    Page 3 of 3

    Component Unacceptable Acceptable Target

    Sentence Structure

    Contains multiple and
    serious errors of

    sentence structure: i.e.,
    fragments, run-ons;

    unable to write simple
    sentences. (0 points)

    Formulaic sentence
    patterns or overuse of

    simple sentences; errors
    in sentence structure.

    (5 points)

    Effective and varied
    sentences; errors (if

    present) due to lack of
    careful proofreading.

    (10 points)

    Mechanics

    Writing involves many
    errors (more than 3).

    (0 points)

    Writing involves few
    errors (no more than 2).

    (5 points)

    Writing is free of all
    writing errors.

    (10 points)

    Vocabulary & Word
    Usage

    Vocabulary is
    unsophisticated; or

    subject specific
    vocabulary or

    sophisticated vocabulary
    used incorrectly.

    (0 points)

    Proper, but simple
    vocabulary used; subject
    specific vocabulary used
    infrequently. (5 points)

    Vocabulary is varied,
    specific and appropriate;

    uses subject specific
    vocabulary correctly.

    (10 points)

    APA FORMAT

    Formatting, reference
    listing, and/or in-text

    citations include more
    than 2 APA errors.

    (0 points)

    Formatting, reference
    list, and in-text citations
    follow APA format, with
    no more than 2 errors.

    (5 points)

    Formatting, reference
    list, and in-text citations
    carefully follows APA
    format, with no errors.

    (10 points)

    – Student Affairs Career Exploration: Part I
    – General Instructions
    – Scoring Guidelines

  • [Solved] The Impact of Politics, Policy and Science in Nursing

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    Discuss and support with specific theory and evidence what extent you think nursing research has impacted healthcare policy. Give an example. No AI. No Plagiarism. APA format. Posts are a minimum of 250 words, scholarly written, APA formatted (with some exceptions due to limitations in the D2L edito…

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    Assignment Prompt & Instructions

    Discuss and support with specific theory and evidence what extent you think nursing research has impacted healthcare policy. Give an example. No AI. No Plagiarism. APA format. Posts are a minimum of 250 words, scholarly written, APA formatted (with some exceptions due to limitations in the D2L editor), and a minimum of 2 references (which may include the course textbook).

    **Textbook**

    Mason et al. (2021): Chapters 10, 52

    **Web Sites**

    White House Office of Science and Technology Policy:

    [Office of Science and Technology Policy – The White House](https://www.whitehouse.gov/ostp/)

    Policy, Politics, and Nursing Practice

    [http://ppn.sagepub.com/](http://ppn.sagepub.com/)

    Health Affairs

    [www.healthaffairs.org](http://www.healthaffairs.org/)

    RAND Corporation’s Projects

    [www.rand.org/research_areas/](http://www.rand.org/research_areas/)

    ## **Politics, Policy, Science, and Evidence**

    The synergistic, interactional nature of the concepts politics, policy, and science can be conflictual. Understanding the definitions is pertinent to learning the relationship between each:

    1. Politics: process of influencing the allocation of scarce resources;
    2. Policy: deliberate course of action;
    3. Science: study, documentation, and collection of evidence pertaining to observable naturally occurring objects, processes, and phenomenon in ways that can be reproduced objectively to verify the results; and

    Evidence: developed by research such as randomized controlled trials, surveys, polls, systematic reviews, meta -analysis, and data mining (Mason, Leavitt, & Chaffee, 2014, p. 307).

    Inflencing Policy:

    The US government has been involved in scientific research affecting policy since World War II. Examples of this include the National Academy of Sciences and the Environmental Protection Agency. In order to avoid conflict in science and politics knowledge of critiquing research findings, maintaining scientific inquiry, translating research findings to policymaking, and using appropriate data to shape policy is necessary.

    Research is beneficial to policymaking and its inherent nature because it can expose existing problems in politics that need “fixing”. It is challenging to change the mindset of policy makers through strategic agendas, but it is possible with aggressive planning initiatives for advancing nursing healthcare agendas.

    Health service research or HSR focuses on research for improving healthcare systems. Data is available from a multitude of sources.  Box 10.2 and Figure 10.1 (Mason et al., 2021) present an example of the process of data informing policy changes and the impact on reform.  In addition, qualitative measures exist. This research data serves to inform the healthcare decision making processes for advancing health policy and improving quality care and patient safety.

  • [Solved] 2 soap notes rw

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    2 soap notes rw **files (1)** – ## SOAPNoteTemplateonly.docx **## SOAPNoteTemplateonly.docx** | | | | — | — | | **SOAP Note _______**<br>NU___:_________<br>Herzing University | **Name:_________________________**<br>Typhon Encounter #: ________…

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    2 soap notes rw

    **files (1)**

    – ## SOAPNoteTemplateonly.docx

    **## SOAPNoteTemplateonly.docx**

    | | |
    | — | — |
    | **SOAP Note _______**<br>NU___:_________<br>Herzing University | **Name:_________________________**<br>Typhon Encounter #: _____________________<br>**Comprehensive:____Focused:____** |

    | | | |
    | — | — | — |
    | S: SUBJECTIVE DATA |
    | CC: | What are they being seen for? This is the reason that the patient sought care, stated in their own words/words of their caregiver, or paraphrased. |
    | HPI: | Use the “OLDCART” approach for collecting data and documenting findings. [O=onset, L=location, D=duration, C=characteristics, A=associated/aggravating factors, R=relieving factors, T=treatment, S=summary] |
    | PMH: | This should include past illness/diagnosis, conditions, traumas, hospitalizations, and surgical history. Include dates if possible. |
    | ALLERGIES | State the offending medication/food and the reactions. |
    | MEDICATIONS | Names, dosages, and routes of administration along with indication of use. |
    | SH | Related to the problem, educational level/literacy, smoking, alcohol, drugs, HIV risk, sexually active, caffeine, work and other stressors. Cultural and spiritual beliefs that impact health and illness. Financial resources. |
    | FH | Use terms like maternal, paternal, and the diseases along with the ages they were deceased or diagnosed if known. |
    | HEALTH PROMOTION & MAINTENANCE | **Required for all SOAP notes:** Immunizations, exercise, diet, etc. Remember to use the <br>[United States Clinical Preventative Services Task Force (USPSTF)](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations) for age-appropriate indicators. This should reflect what the patient is presently doing regarding the guidelines. Other wellness visits including but not limited to dental and eye exams. |
    | ROS <br>(put N/A in sections not completed day of exam) | Constitutional | |
    | | Head | |
    | | Eyes | |
    | | Ears, Nose, Mouth, Throat | |
    | | Neck | |
    | | Cardiovascular/Peripheral Vascular | |
    | | Respiratory | |
    | | Breast | |
    | | Gastrointestinal | |
    | | Genitourinary | |
    | | Musculoskeletal | |
    | | Integumentary | |
    | | Neurological | |
    | | Psychiatric (screening tools: Ex: PHQ-9, MMSE, GAD-7) | |
    | | Endocrine | |
    | | Hematologic/Lymphatic | |
    | | Allergic/Immunologic | |
    | | Other | |

    | | | | | |
    | — | — | — | — | — |
    | O: OBJECTIVE DATA |
    | VITALS: | HR: | RR: | BP: | Temp: |
    | | SpO2%: | Ht: | Wt: | BMI: |
    | | Age: | LMP: | PAIN: | |
    | PHYSICAL EXAM <br> <br>(Pertinent data related to presenting problem or visit type. Put N/A in sections not completed day of exam) | General Appearance | |
    | | Head | |
    | | Eyes | |
    | | ENT, Mouth | |
    | | Neck | |
    | | Cardiovascular/Peripheral Vascular | |
    | | Respiratory | |
    | | Breast | |
    | | Gastrointestinal | |
    | | Genitourinary Male |
    | | · External Exam | |
    | | · Internal Exam | |
    | | Genitourinary Female |
    | | · External Exam | |
    | | · Internal Exam | |
    | | Musculoskeletal | |
    | | Integumentary | |
    | | Neurological | |
    | | Psychiatric | |
    | | Endocrine | |
    | | Hematologic/Lymphatic | |
    | | Allergic/Immunologic | |
    | | Other | |

    | | | |
    | — | — | — |
    | A: ASSESSMENT AND DIAGNOSIS |
    | | DIAGNOSIS | ICD-10 CODES |
    | PRIORITIZE DIAGNOSIS | 1. | |
    | | 2. | |
    | | 3. | |

    | | | | |
    | — | — | — | — |
    | VISIT CODES | | CPT BILLING CODES | |
    | DIAGNOSTICS | | POC TESTING | |
    | | | TESTS REVIEWED | |

    | | | |
    | — | — | — |
    | P: PLAN |
    | ACTIONS | 1. | Diagnosis: <br>Diagnostics Order: labs, diagnostics testing (tests that you planned for/ordered during the encounter that you plan to review/evaluate relative to your work up for the patient’s chief complaint.)<br>Therapeutic: changes in meds, skin care, counseling, include full prescribing information for any pharmacologic interventions including quantity and number of refills for any new or refilled medications. (Ex: Amoxicillin 500mg, PO, q12h, x 7 days, #14, no refills)<br>Education: information clients need in order to address their health problems. Include follow-up care. Anticipatory guidance and counseling.<br>Consultation/Collaboration: referrals or consult while in clinic with another provider. If no referral made was there a possible referral you could make and why? Advance care planning. |
    | | 2. | Diagnosis:<br>Diagnostics Order:<br>Therapeutic:<br>Education:<br>Consultation/Collaboration: |
    | | 3. | Diagnosis:<br>Diagnostics Order:<br>Therapeutic:<br>Education:<br>Consultation/Collaboration: |
    | PREVENTITIVE <br> <br>(Used for comprehensive exams) | | Enter Guidance, Health Promotion, and/or Disease Prevention for patient, family, and/or caregiver. |
    | FOLLOW UP | | |

    **## SOAPNoteTemplateonly.docx**

    | | |
    | — | — |
    | **SOAP Note _______**<br>NU___:_________<br>Herzing University | **Name:_________________________**<br>Typhon Encounter #: _____________________<br>**Comprehensive:____Focused:____** |

    | | | |
    | — | — | — |
    | S: SUBJECTIVE DATA |
    | CC: | What are they being seen for? This is the reason that the patient sought care, stated in their own words/words of their caregiver, or paraphrased. |
    | HPI: | Use the “OLDCART” approach for collecting data and documenting findings. [O=onset, L=location, D=duration, C=characteristics, A=associated/aggravating factors, R=relieving factors, T=treatment, S=summary] |
    | PMH: | This should include past illness/diagnosis, conditions, traumas, hospitalizations, and surgical history. Include dates if possible. |
    | ALLERGIES | State the offending medication/food and the reactions. |
    | MEDICATIONS | Names, dosages, and routes of administration along with indication of use. |
    | SH | Related to the problem, educational level/literacy, smoking, alcohol, drugs, HIV risk, sexually active, caffeine, work and other stressors. Cultural and spiritual beliefs that impact health and illness. Financial resources. |
    | FH | Use terms like maternal, paternal, and the diseases along with the ages they were deceased or diagnosed if known. |
    | HEALTH PROMOTION & MAINTENANCE | **Required for all SOAP notes:** Immunizations, exercise, diet, etc. Remember to use the <br>[United States Clinical Preventative Services Task Force (USPSTF)](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations) for age-appropriate indicators. This should reflect what the patient is presently doing regarding the guidelines. Other wellness visits including but not limited to dental and eye exams. |
    | ROS <br>(put N/A in sections not completed day of exam) | Constitutional | |
    | | Head | |
    | | Eyes | |
    | | Ears, Nose, Mouth, Throat | |
    | | Neck | |
    | | Cardiovascular/Peripheral Vascular | |
    | | Respiratory | |
    | | Breast | |
    | | Gastrointestinal | |
    | | Genitourinary | |
    | | Musculoskeletal | |
    | | Integumentary | |
    | | Neurological | |
    | | Psychiatric (screening tools: Ex: PHQ-9, MMSE, GAD-7) | |
    | | Endocrine | |
    | | Hematologic/Lymphatic | |
    | | Allergic/Immunologic | |
    | | Other | |

    | | | | | |
    | — | — | — | — | — |
    | O: OBJECTIVE DATA |
    | VITALS: | HR: | RR: | BP: | Temp: |
    | | SpO2%: | Ht: | Wt: | BMI: |
    | | Age: | LMP: | PAIN: | |
    | PHYSICAL EXAM <br> <br>(Pertinent data related to presenting problem or visit type. Put N/A in sections not completed day of exam) | General Appearance | |
    | | Head | |
    | | Eyes | |
    | | ENT, Mouth | |
    | | Neck | |
    | | Cardiovascular/Peripheral Vascular | |
    | | Respiratory | |
    | | Breast | |
    | | Gastrointestinal | |
    | | Genitourinary Male |
    | | · External Exam | |
    | | · Internal Exam | |
    | | Genitourinary Female |
    | | · External Exam | |
    | | · Internal Exam | |
    | | Musculoskeletal | |
    | | Integumentary | |
    | | Neurological | |
    | | Psychiatric | |
    | | Endocrine | |
    | | Hematologic/Lymphatic | |
    | | Allergic/Immunologic | |
    | | Other | |

    | | | |
    | — | — | — |
    | A: ASSESSMENT AND DIAGNOSIS |
    | | DIAGNOSIS | ICD-10 CODES |
    | PRIORITIZE DIAGNOSIS | 1. | |
    | | 2. | |
    | | 3. | |

    | | | | |
    | — | — | — | — |
    | VISIT CODES | | CPT BILLING CODES | |
    | DIAGNOSTICS | | POC TESTING | |
    | | | TESTS REVIEWED | |

    | | | |
    | — | — | — |
    | P: PLAN |
    | ACTIONS | 1. | Diagnosis: <br>Diagnostics Order: labs, diagnostics testing (tests that you planned for/ordered during the encounter that you plan to review/evaluate relative to your work up for the patient’s chief complaint.)<br>Therapeutic: changes in meds, skin care, counseling, include full prescribing information for any pharmacologic interventions including quantity and number of refills for any new or refilled medications. (Ex: Amoxicillin 500mg, PO, q12h, x 7 days, #14, no refills)<br>Education: information clients need in order to address their health problems. Include follow-up care. Anticipatory guidance and counseling.<br>Consultation/Collaboration: referrals or consult while in clinic with another provider. If no referral made was there a possible referral you could make and why? Advance care planning. |
    | | 2. | Diagnosis:<br>Diagnostics Order:<br>Therapeutic:<br>Education:<br>Consultation/Collaboration: |
    | | 3. | Diagnosis:<br>Diagnostics Order:<br>Therapeutic:<br>Education:<br>Consultation/Collaboration: |
    | PREVENTITIVE <br> <br>(Used for comprehensive exams) | | Enter Guidance, Health Promotion, and/or Disease Prevention for patient, family, and/or caregiver. |
    | FOLLOW UP | | |

  • [Solved] Bmgt

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

  • [Solved] Week 6

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    Can someone help me complete this? **files (2)** – ## Week6Instructions.docx – fenn-byrne-2013-the-key-principles-of-cognitive-behavioural-therapy.pdf **## Week6Instructions.docx** Instructions Week 6: CBT a. Discuss Aaron Beck’s cognitive therapy. What are the basic principles and goals of this for…

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    Can someone help me complete this?

    **files (2)**

    – ## Week6Instructions.docx

    – fenn-byrne-2013-the-key-principles-of-cognitive-behavioural-therapy.pdf

    **## Week6Instructions.docx**

    Instructions

    Week 6: CBT

    a. Discuss Aaron Beck’s cognitive therapy. What are the basic principles and goals of this form of therapy?

    b. Discuss the concept of a “collaborative relationship” in the CBT model.

    c. Discuss the application of exposure therapy for anxiety disorders.

    d. Discuss the strengths and limitations of CBT.

    Resources

    [https://www.youtube.com/watch?v=D2wc-K4gDic](https://www.youtube.com/watch?v=D2wc-K4gDic)

    Check the attachment for the second resource.

    [https://www.healthline.com/health/exposure-therapy#conditions](https://www.healthline.com/health/exposure-therapy#conditions)

    **fenn-byrne-2013-the-key-principles-of-cognitive-behavioural-therapy.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/fenn-byrne-2013-the-key-principles-of-cognitive-behavioural-therapy-pdf)

    **fenn-byrne-2013-the-key-principles-of-cognitive-behavioural-therapy.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/fenn-byrne-2013-the-key-principles-of-cognitive-behavioural-therapy-pdf)

    **## Week6Instructions.docx**

    Instructions

    Week 6: CBT

    a. Discuss Aaron Beck’s cognitive therapy. What are the basic principles and goals of this form of therapy?

    b. Discuss the concept of a “collaborative relationship” in the CBT model.

    c. Discuss the application of exposure therapy for anxiety disorders.

    d. Discuss the strengths and limitations of CBT.

    Resources

    [https://www.youtube.com/watch?v=D2wc-K4gDic](https://www.youtube.com/watch?v=D2wc-K4gDic)

    Check the attachment for the second resource.

    [https://www.healthline.com/health/exposure-therapy#conditions](https://www.healthline.com/health/exposure-therapy#conditions)

    **fenn-byrne-2013-the-key-principles-of-cognitive-behavioural-therapy.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/fenn-byrne-2013-the-key-principles-of-cognitive-behavioural-therapy-pdf)

    **## Week6Instructions.docx**

    Instructions

    Week 6: CBT

    a. Discuss Aaron Beck’s cognitive therapy. What are the basic principles and goals of this form of therapy?

    b. Discuss the concept of a “collaborative relationship” in the CBT model.

    c. Discuss the application of exposure therapy for anxiety disorders.

    d. Discuss the strengths and limitations of CBT.

    Resources

    [https://www.youtube.com/watch?v=D2wc-K4gDic](https://www.youtube.com/watch?v=D2wc-K4gDic)

    Check the attachment for the second resource.

    [https://www.healthline.com/health/exposure-therapy#conditions](https://www.healthline.com/health/exposure-therapy#conditions)

    **fenn-byrne-2013-the-key-principles-of-cognitive-behavioural-therapy.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/fenn-byrne-2013-the-key-principles-of-cognitive-behavioural-therapy-pdf)

  • [Solved] Writing

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    – [\ \ IMG_7520.png](https://www.sweetstudy.com/files/img-7520-png-10501433 "IMG_7520.png") – [\ \ IMG_7525.png](https://www.sweetstudy.com/files/img-7525-png-10501435 "IMG_7525.png") – [\ \ IMG_7523.png](https://www.sweetstudy.com/files/img-7523-png "IMG_7523.png") – [\ \ IMG_7524.jpeg]…

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    – [\
    \
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    – [\
    \
    IMG_7525.png](https://www.sweetstudy.com/files/img-7525-png-10501435 "IMG_7525.png")
    – [\
    \
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    – [\
    \
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    – [\
    \
    IMG_7522.png](https://www.sweetstudy.com/files/img-7522-png-10501441 "IMG_7522.png")

  • [Solved] Wk6

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    3 assignments see attachments **files (4)** – IMG_0554.jpeg – IMG_0556.jpeg – IMG_0555.jpeg – Lesterpdf.pdf **IMG_0554.jpeg** This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-0554-jpeg) **IMG_0556.jpeg** This file is too large to display. [View in new…

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    3 assignments see attachments

    **files (4)**

    – IMG_0554.jpeg
    – IMG_0556.jpeg
    – IMG_0555.jpeg
    – Lesterpdf.pdf

    **IMG_0554.jpeg**

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