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Category: Writing

  • [ANSWERED] Beverly Muzuki was in preterm labor at 30 weeks of pregnancy. Beverly discounted the symptoms she…

    Beverly Muzuki was in preterm labor at 30 weeks of pregnancy. Beverly discounted the symptoms she was having because she did not think they could be early labor. What are the signs of early labor that you would have liked her to have been more aware of?

  • [ANSWERED] WRITE A PROPER AND LONG ESSAY ON “THE IMPORTANCE OF EDUCATION”

    WRITE A PROPER AND LONG ESSAY ON “THE IMPORTANCE OF EDUCATION”

  • [ANSWERED] Your summative task title should encourage you to answer a question based on the topic you choose…

    Your summative task title should encourage you to answer a question based on the topic you choose. For example, taking the topic ‘Learning Grammar’ you might use as a title ‘Why learning grammar is important’ or ‘How different students learn grammar’.

  • [ANSWERED] NUR2300: Written Assessment2 Task overview Assessment name Written Assessment 2…

    NUR2300: Written Assessment2
    Task overview
    Assessment name
    Written Assessment 2
    Brief task description
    You are to respond to a clinical scenario by applying the key concepts of evidence-based nursing practice.
    Rationale for assessment task
    Contemporary nursing practice requires the use of evidence to improve health outcomes for patients, families, and populations. It is important for nursing students to understand the relationship between the generation of evidence and the delivery of safe and effective nursing care.
    Due Date
    January25, 2021
    by 2355 AEST
    Length
    1500 words +/-10% (Introduction & conclusion required. Word length includes in-text referencing and excludes your reference list and appendices)
    Marks out of:
    Weighting:
    Marks out of:
    40
    Weighting
    : 40%
    Course
    Objectives measured
    Define evidence-based practice and identify key stages, principles, and processes of an evidence-based practice approach in nursing
    Define the research process and identify common research methods within qualitative and quantitative paradigms
    Describe the relationship between research and identify evidence-based nursing praxis
    Evaluate data and research findings
    Determine ways to improve nursing practice and patient outcomes by using an evidence-based practice approach to planning, implementing and evaluating nursing care
    Examine the issues and ethical considerations which impact on nursing and health care research
    Exemplar
    No. Information of a general nature will be posted to Study Desk to facilitate an informed response.
    Task information
    Task detail
    You are to continue using the Scenario you chose in Written Assessment 1:
    Scenario 1
    You attend clinical placement at an aged care home where the Nurse Unit Manager tells you they are wanting to find out best practice for preventing constipation in residents. The research question they want you to answer is: “In adults, what nurse-initiated interventions are effective for treating constipation?”
    Or
    Scenario 2
    You attend clinical placement in a hospital where the Nurse Unit Manager tells you they are wanting to find out best practice for preventing pressure ulcers. The research question they want you to answer is: “In adults, what nurse-initiated interventions prevent the onset of pressure ulcers?”
    TASK
    You are to APPLY evidence that is categorized by the National Health and Medical Research Council as
    Level I
    (systematic reviews/meta-analyses of randomized controlled trials) or
    Level II
    (randomized controlled trials) to answer your research question. This means, you are to include:
    A table of included studies with the following information summarized from each study (Author, Year, Study Design, Population, Intervention Type, Comparison/Control,Outcome)
    APPLY the findings from Level I-II evidence to your scenario, clearly answering your chosen research question.
    Writing Style
    This assessment piece will be written in the form of a structured response using headingswith an introduction and conclusion. Every statement of fact must be supported by a valid reference.
    Referencing/ citations
    For this assessment you will use APA 7
    th
    referencing style.
    Sources:
    You are expected to justify every statement of fact with a valid/peer-reviewed reference.
    In text citations:
    You must include in-text citations in the body of your work. Each new point or piece of evidence must be attributed (via in-text citation) to the source.
    Formatting Style
    Times New Roman, Size 12, 1.5 spaced. Headings are permitted. No graphics, coloured texts or title pages.
    Resources available to complete task
    Refer to the NUR2300StudyDesk
    Submissioninformation
    What you need to submit
    One file in the following format (.doc, .docx, .rtf) that contains the following items:
    Please respond to the assessment task using this sheet.
    Submission requirements
    This assessment task must:
    Use APA and be submitted in an accepted format (.doc, .docx, .rtf)via StudyDesk
    File Name Conventions
    Save and submit your document with the following naming conventions:
    surname_initialORstudentnumber_coursecode_A1.filename
    Moderation
    All staff who are assessing your work meet to discuss and compare grading decisions before marks or grades are finalised as part of an assessment moderation process
    Academic Integrity Statement
    All students are to abide by the relevant USQ policies and procedures related to assessment.
    (10 – 8.5)
    (
    (
    (
    (
    Mark
    COMPREHENSION OF TASK
    Comprehensively addresses all aspects of the assessment task. Thorough comprehension of relevance of content clearly evident.
    Extensively addresses all aspects of the assessment task and effectively comprehends relevance of content.
    Broadly addresses all aspects of the assessment task. Generally demonstrates comprehension of how content is relevant.
    Content basically addresses all aspects of the assessment task. Demonstrates limited comprehension of how content is relevant.
    Content does not address all aspects of the assessment task. Inadequate comprehension of required content.
    /10
    SYNTHESIS OF EVIDENCE
    A comprehensively synthesised range of relevant, contemporary material drawn from various sources that strongly supports the response. No errors in the citation of reference material.
    A wide range of relevant contemporary evidence is synthesised to effectively support the response. Minimal errors in the citation of reference material.
    Mostly relevant contemporary evidence is synthesised to adequately support the response. Few errors in the citation of reference material.
    Some relevant contemporary evidence synthesised to basically support the response. Several errors in the citation of reference material.
    Poor or absent synthesis of evidence. Numerous errors in the citation of reference material.
    /10
    CRITICAL THINKING
    Clear, coherent and convincing critical thought that follows a strong, distinctive analytical path from a starting to a concluding point. Comprehensively inclusive of concepts and evidence.
    Clear, coherent critical thought that is well developed and logically builds each point on the last. Effectively inclusive of both concepts and evidence.
    Clear, critical and logically developed thought presented. Generally inclusive of concepts and evidence.
    Some critical thought evident. Generally demonstrates logical flow although some reliance on descriptive discussion.
    Response is poorly developed or absent. No or minimal evidence of critical thought. Paper is largely descriptive.
    /10
    ACADEMIC PRESENTATION
    Well-constructed response with an effective introduction and conclusion that contributes to the overall structure of the paper. Strong construction of paragraphs and points with each succinctly discussing a distinct issue.No critical typographical, spelling or grammatical errors.
    Adheres to prescribed length.
    Well-constructed, effective introduction and conclusion.
    Effective construction of paragraphs with each discussing a distinct point.
    Minimal critical typographical, spelling or grammatical errors.
    Adheres to prescribed length.
    Introductory and concluding paragraphs used to set context.Construction of paragraphs that aids the flow of the paper.Few critical typographical, spelling or grammatical errors.
    Adheres to prescribed length.
    Introductory and concluding paragraphs adequate.Basic paragraph construction. Several critical typographical, spelling or grammatical errors. Adheres to prescribed length.
    Inadequate introduction and conclusion. Poor paragraph construction.
    Many critical typographical, spelling or grammatical errors.
    Deviates significantly from prescribed length.
    /10
    DEDUCTIONS FOR LATE PENALTY (IF RELEVANT, 5% of the total marks available for the assessment item per working day deducted from total mark gained)
    Attachments:
    5828010_1_nur2300-written-assessment-2-s3-2020-v2–2-.docx

  • [ANSWERED] Write a “problem and solution” paragraph on the following topic. The paragraph must contain Topic…

    Write a “problem and solution” paragraph on the following topic. The paragraph must
    contain Topic Sentence, Example Sentence, Analysis Sentence, and Linking Sentence.
    “How can racism be prevented?

  • [ANSWERED] Case 1: Illustration/Example Essay Length: no less than 700 words, double-spaced, Times New…

    Case 1: Illustration/Example Essay
    Length: no less than 700 words, double-spaced, Times New Roman, 12 pt font size
    This essay is to consist of your own thoughts, words, and ideas. No secondary sources are to be used in this essay.
    The first person “I” is not used in a formal essay.
    For this assignment, you will choose one term from the list below and define the term using illustration and example, making sure that the definition is your own and that it is not simply a paraphrasing of a definition shared elsewhere.
    A well-organized essay has a beginning, a middle, and an end. The beginning, or introduction, should include an
    opening sentence
    to grab your reader’s attention. Follow the opening sentence with a brief background on the topic or situation. The last sentence of the introduction is the
    thesis statement.
    The thesis states the main point of the essay, which in this case, would be the defining of a term.
    A well-supported essay includes
    supporting points,
    details, and examples. An essay with three points may be divided into three body paragraphs, one for each point describing the term. Each body paragraph must begin with a
    topic sentence
    that states the main point of the paragraph.
    The
    conclusion
    typically summarizes the main points of the essay and/or closes with a lasting impression that connects the reader to their world.
    Be sure to proofread your essay and edit for proper grammar, punctuation, diction (word choice), and spelling, as errors in sentence skills will lower a final grade.
    What is
    family
    ?
    Define
    leader.
    What is
    marriage
    ?
    Define
    kindness
    .
    What is a
    patriot
    ?
    Define
    worldview.
    What is an
    optimist
    ?
    Write a definition essay (no less than 700 words in length) that states an original thesis statement.
    Demonstrate the ability to write clearly and cohesively when expressing one’s ideas and/or intended purpose.
    Demonstrate the ability to clearly state and support a thesis in an organized and cohesive essay.

  • [ANSWERED] check attached file – all information is there, what is required and what must be done. I have…

    check attached file – all information is there, what is required and what must be done. I have also attached the marking criteria and necessary sources.

  • [ANSWERED] BHS30003 Development across the Lifespan OVERVIEW OF THE UNIT…

    BHS30003 Development across the Lifespan OVERVIEW OF THE UNIT Contents OVERVIEW OF THE UNIT – Textbook, Lecture topics, weekly readings and assessments p.2 ASSESSMENT 2: Oral Presentation of Journal Article p.4 ASSESSMENT 1: Lab Report Guidelines p.6 OVERVIEW OF THE STUDY p.8 RESULTS FOR THE LAB REPORT p.11 SOME RELEVANT REFERENCES p.13 SMARTPHONE USAGE QUESTIONNAIRE p.16 SMARTPHONE ADDICTION SCALE p.17 LAB REPORT MARKING CRITERIA p.18 2 BHS30003 Development across the Lifespan Overview of the unit – Textbook, Lecture topics, weekly readings and assessments Textbook: Lally, M., & Valentine-French, S. (2017). Lifespan development: A psychological perspective. This is an Open Educational Resource (OER), which means that you can access it for free by following this library link. https://scu.primo.exlibrisgroup.com/permalink/61SCU_INST/hir31i/alma9910128631985 02368 Assessment 1: Lab Report (45%) – see Assessment 2 Lab Report Guidelines & Lab Report Marking Criteria 1750 words plus or minus 10% (excluding reference list and abstract) see p.6 Assessment 2: Oral Presentation of Journal Article (10%) – see Assessment 1 Presentation Guidelines and Marking Criteria see p.4 Assessment 3: Final Exam (45%) Questions will be based predominantly on the lecture content (but also on some of the tutorial material), which also relates back to those particular topics and sections in the textbook. The final exam consists of multiple-choice questions (20%) and short answer questions (25%) and will occur in the exam period. Week Lectures Lecture content Textbook: Relevant chapters Tutorial Assessments/Notes 1 2/3 1 Introduction to unit No Tutorial Decide which tutorial to attend next week –a Blackboard Collaborate online tutorial 2 2 Introduction & Research Methodology Chapter 1 Tutorials commence: Discussion of Assessments Join one of these tutorials in Week 2. 3 3 Heredity, prenatal development, and birth Chapter 2 Lab Report & Revision Questions at the end of Lecture 2. 4 4 Infancy: Physical and Cognitive Development Chapter 3 Lab report and referencing 5 min. article presentations Note: 5 min. article presentations commence (please ensure you have signed up for one with your tutor)
    Attachments:
    5827984_1_overview-of-unit-2020-s3.pdf

  • [ANSWERED] Course Code Class Code Question Title Total Points…

    Course Code
    Class Code
    Assignment Title
    Total Points
    ECS-425
    ECS-425-O500
    Eligibility and Placement Flow Chart
    75.0
    Criteria
    Percentage
    No Submission (0.00%)
    Insufficient (65.00%)
    Approaching (75.00%)
    Acceptable (85.00%)
    Target (100.00%)
    Criteria
    100.0%
    Process Description including People and their Roles
    35.0%
    Not addressed.
    More than one aspect of the description of the assessment, eligibility determination, placement, and IEP development process including the people and their roles involved is presented vaguely or requires further development; or one aspect of the description of the assessment, eligibility determination, placement, and IEP development process including the people and their roles involved is presented incorrectly.
    An aspect of the description of the assessment, eligibility determination, placement, and IEP development process including the people and their roles involved is presented vaguely or requires further development.
    Includes an accurate description of the assessment, eligibility determination, placement, and IEP development process and includes the people and their roles involved in the process.
    Includes a clear, concise, and accurate description of the assessment, eligibility determination, placement, and IEP development process and includes the people and their roles involved in the process.
    Implications Regarding Children with Delays that are ELLs
    25.0%
    Not addressed.
    Not enough implications are included regarding the assessment, eligibility and IEP development for students with delays that are English language learners; or the discussion of more than one implication of assessment, eligibility, and IEP development for students with delays that are English language learners is presented incorrectly.
    The discussion of more than one implication of assessment, eligibility and IEP development for students with delays that are English language learners is presented vaguely or requires further development.
    Adequately discusses more than one implication of assessment, eligibility and IEP development for students with delays that are English language learners.
    Accurately discusses more than one implication of assessment, eligibility and IEP development for students with delays that are English language learners.
    Importance of a Comprehensive Team Assessment Approach
    15.0%
    Not addressed.
    Not enough reasons for a comprehensive team assessment approach for children with exceptionalities are provided; or both of the reasons are presented vaguely or require further development.
    One of the reasons for a comprehensive team assessment approach for children with exceptionalities is presented vaguely or requires further development.
    Provides at least two reasons for a comprehensive team assessment approach for children with exceptionalities.
    Provides at least two sound reasons for a comprehensive team assessment approach for children with exceptionalities.
    Visual Appeal
    5.0%
    Not addressed.
    Color is garish or typographic variations are overused and legibility suffers. Background interferes with readability.
    Adequate use of graphic elements is evident. Elements contribute somewhat to the understanding of concepts, ideas, and relationships. There is some variation in type size and color within the layout.
    Thematic graphic elements are used. Visual connections mostly contribute to the understanding of concepts, ideas, and relationships. Differences in type size and color are used consistently.
    Appropriate and thematic graphic elements are used to make visual connections that contribute to the understanding of concepts, ideas, and relationships. Differences in type size and color are used well and consistently.
    Organization
    10.0%
    Not addressed.
    An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented cannot be reconciled into a cohesive unit.
    The content may be loosely organized or the sequence may require further clarification but the organizational flow does not impede comprehension.
    The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea.
    The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.
    Research Citations (in-text citations, type of sources, reference page, and format)
    5.0%
    Not addressed.
    Many citations are missing where needed; or sources are not credible; or the references page includes numerous errors; or most aspects of the required format are missing or mistaken throughout the entire submission.
    Few citations may be missing but the citations that are provided support the submission; or some sources may not be appropriate; or the references page includes a few errors; or some aspects of the required format are missing or mistaken throughout the submission.
    In-text citations are complete and virtually error free. Sources are credible and adequate for the submission. The references page has very few errors. The required format is utilized for the most part throughout the submission.
    In-text citations are complete, error-free, and arranged appropriately. Sources are credible and strongly support the submission. The references page is free of errors. All aspects of the required format are correct within the submission.
    Mechanics (spelling, punctuation, grammar, and language use)
    5.0%
    Not addressed.
    Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used.
    Submission includes some mechanical errors, but they do not hinder comprehension. A variety of sentence structures is used.
    Submission includes very few mechanical errors. A variety of effective sentence structures are used, as well as some practice and content-related language.
    Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
    Attachments:
    5835347_1_Rubric-Print-Format–6-.xlsx

  • [ANSWERED] Fiction is not only about understanding the genres, pieces, and types of literature, but also…

    Fiction is not only about understanding the genres, pieces, and types of literature, but also what these words mean when they come together.
    What is the author’s purpose?
    What is the tone and mood of a poem, chapter, or book?
    How do the characters grow in their journeys, from beginning to end? What do they learn?
    Not only that, but we, as readers, are also meant to let our brains fill in the gaps, make inferences, and try to make meaning of passing comments or small details that build up to have a bigger impact on the story as a whole. The curiosity to find meaning and make sense of it all awakens our brains, stimulates our imaginations, and makes us passionate about the story and story’s characters! (Think about the last TV show series you watched… didn’t you end each episode predicting what would happen next? Why did this scene pop up? Who was that person? Why do we keep hearing the name…? — If not, watch FARGO (all three seasons) on NetFlix!).
    The purpose of this course is for your imagination to run a marathon, one week at a time is like one mile at a time. (For my math people, that’s mean we will technically be running a half-marathon). You will awaken your minds to fiction, allow yourself the time and space to enter each author’s world as he/she paints it for you.
    We will start with something simple, yet you will need to INFER to what these words mean.
    1) Please take the words of this six-word poem and try to come up with a back story (RESIST USING GOOGLE DURING THIS COURSE!).
    2) Explain how the clues led you to that conclusion (which could be a positive, negative, or neutral story — you are deciding the tone here)
    3) Analyze and explain how your life experience made you draw this conclusion (potentially). Did your creative story come from personal experience or your life journey of other’s experiences? (You can share if you like, but if it is personal, there is no need!)
    4) WRITE YOUR OWN SIX WORD POEM! The person BELOW your post will attempt to guess it’s meaning.