Tag: Homework Solution

[Solved] MR week 6 soap

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

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Mr week soap

**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 | | |

November 6, 2026
[Solved] Module Six Case Analysis BUS 206

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[>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) see attachment **files (1)** – ## ModuleSixCaseAnalysisGuidelinesandRubric.html.zip **## ModuleSixCaseAnalysisGuidelinesandRubric.html.zip** ## Module Six Case Analysis Guidelines and Rubric.html ## BUS 206 Mo…

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

see attachment

**files (1)**

– ## ModuleSixCaseAnalysisGuidelinesandRubric.html.zip

**## ModuleSixCaseAnalysisGuidelinesandRubric.html.zip**

## Module Six Case Analysis Guidelines and Rubric.html

## BUS 206 Module Six Case Analysis Guidelines and Rubric

### Overview

In the case of Lucy v. Zehmer, Zehmer spent the night drinking with his friend Lucy. During the evening, a piece of paper was signed whereby Zehmer agreed to sell his farm to Lucy. In this assignment, you will review the full case study in your textbook, analyze the contractual elements and ruling, and indicate whether you agree with the ruling.

### Directions

Read the Lucy v. Zehmer case summary in the “Elements of the Offer” section of Chapter 14 in your textbook. Then analyze the case in relation to contract law.

Specifically, you must address the following rubric criteria:

– Contractual Element: Identify the contractual element that Zehmer argued was missing.
– Court Ruling and Reasoning: Summarize the court ruling and explain the reasoning for the ruling.
– Agree or Disagree: Agree or disagree with the ruling and provide a clear rationale to support your ideas.
– Entering Into a Contract: Summarize a personal experience in which you entered into a contract that you did not think of as a binding contract at the time. Consider which elements of the contract were in place and which were missing.

### What to Submit

Submit your case analysis as a Microsoft Word document. Write a 1- to 2-paragraph response for each of the four rubric criteria. Sources should be cited according to APA style.

### Module Six Case Analysis Rubric

| Criteria | Exceeds Expectations (100%) | Meets Expectations (85%) | Partially Meets Expectations (55%) | Does Not Meet Expectations (0%) | Value |
| — | — | — | — | — | — |
| Contractual Element | Exceeds expectations in an exceptionally clear, insightful, or sophisticated manner | Accurately identifies the contractual element that Zehmer argued was missing | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include accurately identifying the contractual element that Zehmer argued was missing | Does not attempt criterion | 20 |
| Court Ruling and Reasoning | Exceeds expectations in an exceptionally clear, insightful, or sophisticated manner | Summarizes the court’s ruling and accurately explains the reasoning for the ruling | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include a more complete summary of the court’s ruling or additional support explaining the reasoning for the ruling | Does not attempt criterion | 20 |
| Agree or Disagree | Exceeds expectations in an exceptionally clear, insightful, or sophisticated manner | Agrees or disagrees with the ruling and provides a clear rationale to support ideas | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include a clearer statement of agreement or disagreement or a more logical description of the reasoning behind the ruling | Does not attempt criterion | 25 |
| Entering Into a Contract | Exceeds expectations in an exceptionally clear, insightful, or sophisticated manner | Summarizes an experience with a personal contract and considers which elements of the contract were in place and which were missing | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include a more complete explanation of the contract or a more accurate identification of the contract elements that were in place or missing | Does not attempt criterion | 25 |
| Clear Communication | Exceeds expectations with an intentional use of language that promotes a thorough understanding | Consistently and effectively communicates in an organized way to a specific audience | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding | Shows no evidence of consistent, effective, or organized communication | 5 |
| Citations and Attributions | Uses citations for ideas requiring attribution, with few or no minor errors | Uses citations for ideas requiring attribution, with consistent minor errors | Uses citations for ideas requiring attribution, with major errors | Does not use citations for ideas requiring attribution | 5 |
| Total: | 100% |

**## ModuleSixCaseAnalysisGuidelinesandRubric.html.zip**

## Module Six Case Analysis Guidelines and Rubric.html

## BUS 206 Module Six Case Analysis Guidelines and Rubric

### Overview

In the case of Lucy v. Zehmer, Zehmer spent the night drinking with his friend Lucy. During the evening, a piece of paper was signed whereby Zehmer agreed to sell his farm to Lucy. In this assignment, you will review the full case study in your textbook, analyze the contractual elements and ruling, and indicate whether you agree with the ruling.

### Directions

Read the Lucy v. Zehmer case summary in the “Elements of the Offer” section of Chapter 14 in your textbook. Then analyze the case in relation to contract law.

Specifically, you must address the following rubric criteria:

– Contractual Element: Identify the contractual element that Zehmer argued was missing.
– Court Ruling and Reasoning: Summarize the court ruling and explain the reasoning for the ruling.
– Agree or Disagree: Agree or disagree with the ruling and provide a clear rationale to support your ideas.
– Entering Into a Contract: Summarize a personal experience in which you entered into a contract that you did not think of as a binding contract at the time. Consider which elements of the contract were in place and which were missing.

### What to Submit

Submit your case analysis as a Microsoft Word document. Write a 1- to 2-paragraph response for each of the four rubric criteria. Sources should be cited according to APA style.

### Module Six Case Analysis Rubric

| Criteria | Exceeds Expectations (100%) | Meets Expectations (85%) | Partially Meets Expectations (55%) | Does Not Meet Expectations (0%) | Value |
| — | — | — | — | — | — |
| Contractual Element | Exceeds expectations in an exceptionally clear, insightful, or sophisticated manner | Accurately identifies the contractual element that Zehmer argued was missing | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include accurately identifying the contractual element that Zehmer argued was missing | Does not attempt criterion | 20 |
| Court Ruling and Reasoning | Exceeds expectations in an exceptionally clear, insightful, or sophisticated manner | Summarizes the court’s ruling and accurately explains the reasoning for the ruling | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include a more complete summary of the court’s ruling or additional support explaining the reasoning for the ruling | Does not attempt criterion | 20 |
| Agree or Disagree | Exceeds expectations in an exceptionally clear, insightful, or sophisticated manner | Agrees or disagrees with the ruling and provides a clear rationale to support ideas | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include a clearer statement of agreement or disagreement or a more logical description of the reasoning behind the ruling | Does not attempt criterion | 25 |
| Entering Into a Contract | Exceeds expectations in an exceptionally clear, insightful, or sophisticated manner | Summarizes an experience with a personal contract and considers which elements of the contract were in place and which were missing | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include a more complete explanation of the contract or a more accurate identification of the contract elements that were in place or missing | Does not attempt criterion | 25 |
| Clear Communication | Exceeds expectations with an intentional use of language that promotes a thorough understanding | Consistently and effectively communicates in an organized way to a specific audience | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding | Shows no evidence of consistent, effective, or organized communication | 5 |
| Citations and Attributions | Uses citations for ideas requiring attribution, with few or no minor errors | Uses citations for ideas requiring attribution, with consistent minor errors | Uses citations for ideas requiring attribution, with major errors | Does not use citations for ideas requiring attribution | 5 |
| Total: | 100% |

November 6, 2026
[Solved] Science

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You are going to take a journey in a Time Machine. Inscribed on the side are the letters MDLS, which stand for McClellan, Dorn, Lloyd, and Silva. When you climb inside you see that there are only eight settings: Greece, Alexandria, China, Islam, "The Enduring East," "The Middle Kingdom," "The New Wo…

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You are going to take a journey in a Time Machine. Inscribed on the side are the letters MDLS, which stand for McClellan, Dorn, Lloyd, and Silva. When you climb inside you see that there are only eight settings: Greece, Alexandria, China, Islam, "The Enduring East," "The Middle Kingdom," "The New World," and "Indus, Ganges, and Beyond." Which one do you select and why? Who do you meet and what do you talk about? What scientific development from this era do you seek out to see for yourself? Why was this scientific development important to the culture of this time period? You will also research scholarly sources in the APUS library to learn more about the time and place you have selected. What did this source teach you that did not appear in our readings?

_**NO WEBSITES ARE ALLOWED IN THIS PAPER. You can ONLY use our course readings and scholarly sources in the APUS library. All work must be cited in proper format.**_

**Paper Outline** **(Use Subheadings for Parts A, B, and C)**:

1. Title Page
2. Part A: Location Selection Answer
3. Part B: Individual Selection Answer
4. Part C: Scientific Development Answer
5. Bibliography

**Length**: 250 to 500 words (not including title page or bibliography).

**Format**: APA, MLA, or Chicago Manual of Style. For assistance visit:

1. [Writing@APUS-APA](https://www.apus.edu/apus-library/resources-services/Writing/writing-center/apa-style-guide-info.html)
2. [Writing@APUS-MLA](https://www.apus.edu/apus-library/resources-services/Writing/writing-center/mla-style-guide-info.html)
3. [Writing@APUS-Chicago-Notes/Bib](https://www.apus.edu/apus-library/resources-services/Writing/writing-center/chicago-style-info-continued.html)

**Paper Requirements**:

1. Cite the readings for the week, indicating how they informed your answer.
2. Cite ONE scholarly source from peer reviewed journals or books found in the APUS library. What is a secondary source? "A secondary source interprets and analyzes primary sources. These sources are one or more steps removed from the event." Web sites are not approved research for this assignment. There is to be NO USE OF WEBSITES in your answer under any circumstances. Scholarly and peer reviewed research only. Click here to [learn what makes a source "scholarly".](https://apus.libanswers.com/faq/44354) Click here for [how you find peer reviewed or scholarly sources](https://apus.libanswers.com/faq/2244 "how you find peer reviewed or scholarly sources"):
3. Include a bibliography.

I will submit all the papers into TurnItIn which is a plagiarism checker. If I find evidence of plagiarism, I will give you a zero for the paper. To ensure this does not happen make sure you familiarize yourself with the meanings of plagiarism (see the policies section of this syllabus), take careful steps in your note taking process to avoid a potential for a mistaken plagiarism, and then finally submit your own paper to TurnItIn prior to the course deadline. This review will serve as an important check for you. To [learn how to avoid plagiarism in your research](https://www.apus.edu/apus-library/resources-services/Writing/writing-center/the-writing-process.html "learn how to avoid plagiarism in your research") and then select "Quoting and Paraphrasing." Read the [university policy on plagiarism on Academic Dishonesty.](https://www.apus.edu/student-handbook/university-policies-and-honor-code/academic-dishonesty.html "university policy on plagiarism on Academic Dishonesty.")

November 6, 2026
[Solved] Module Objective Retrospective

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

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

November 6, 2026
[Solved] What challenges might you face when trying to use or introduce this technology in your future line of work?

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What challenges might you face when trying to use or introduce this technology in your future line of work?

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What challenges might you face when trying to use or introduce this technology in your future line of work?

November 6, 2026
[Solved] Module 5: DQ1

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Executive Solution Overview

What is the rule of law, and why is it important? Read **Chapter 8** of the textbook to learn about **Deviance, Crime and Society**. **Textbook:** _Social Science: An Introduction to the Study of Society._ https://youtu.be/ED7sZbfiP_k?si=rnWY0Xd_cZM7hKiY https://youtu.be/cgolAR5A6hg?si=KGLQqRBR7Cp…

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Assignment Prompt & Instructions

What is the rule of law, and why is it important?

Read **Chapter 8** of the textbook to learn about **Deviance, Crime and Society**.

**Textbook:** _Social Science: An Introduction to the Study of Society._

https://youtu.be/ED7sZbfiP_k?si=rnWY0Xd_cZM7hKiY

https://youtu.be/cgolAR5A6hg?si=KGLQqRBR7CpEP6nh

https://youtu.be/eD7eTxam1ic?si=jpTltV_OP74jCAHv

https://youtu.be/NU9I3nNEtiA?si=DTvTiTGZSsnmhBZT

https://www.numberanalytics.com/blog/deviance-crime-complex-relationship

– [\
\
CE…PPT_8_new.pptx](https://www.sweetstudy.com/files/ce-ppt-8-new-pptx "CE…PPT_8_new.pptx")

November 6, 2026
[Solved] Unit 5 Final Project Part 2

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## Unit 5: Final Project, Part II – **Due** Saturday by 11:59pm – **Points** 90 – **Submitting** a file upload – **Available** after Feb 6 at 12am **Final Project: Part 2** Submit by Saturday 11:59 p.m. (90 points) All final projects must be completed to receive a grade for the course. Failure to co…

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Assignment Prompt & Instructions

## Unit 5: Final Project, Part II

– **Due** Saturday by 11:59pm
– **Points** 90
– **Submitting** a file upload
– **Available** after Feb 6 at 12am

**Final Project: Part 2** Submit by Saturday 11:59 p.m. (90 points)

All final projects must be completed to receive a grade for the course. Failure to complete the final projects will result in a final grade of _F_, no matter what grade you had prior to those final projects being due.

The final project is a culmination of the content knowledge and personal experience of course assignments. You are to use many pieces of data, analysis, synthesis, and evaluation to comprehensively examine a hypothetical set of data (unless instructor-approved usage of current data at your own school). Use “Riverside High School” case study data (Appendix A) to complete all of the artifacts below as part of a portfolio project. Use the downloadable template provided for each artifact found in the Appendices and/or via Canvas. You will submit items in three parts. Section 1 will be submitted in Week 3. Sections 2 and 3 will be submitted in Week 5. Sections 4 and 5 will be submitted in Week 7.

1. Assessment inventory and design
– Fill out Implications forms for each of the following:

– Demographics
– School processes
– Student learning data

( _template found in Appendix C_)

– Aggregate implications across concepts

( _template found in Appendix D_)

1. Vision setting

– Identify 3 problems and why they exist

( _template found in Appendix E_)

– Construct a list questions, and data needed for each of the 3 problems
– Create vision for 4 domains: Curriculum, Assessment, Instruction, and Environment

( _template found in Appendix F_)

November 6, 2026
[Solved] Mitz 2-3 ppr

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Mitz 2/3 ppr ### Instructions You are working in a community health center as an NP. Although you see children for mental health you will also see children for some basic “bridge” care until primary care providers have openings. If the medical issue is complex then the clinic coordinator will escala…

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Assignment Prompt & Instructions

Mitz 2/3

ppr

### Instructions

You are working in a community health center as an NP. Although you see children for mental health you will also see children for some basic “bridge” care until primary care providers have openings. If the medical issue is complex then the clinic coordinator will escalate the referral for quicker appointment scheduling.

Presentation: Makala, who is 7, has come to the clinic with a suspected ear infection and as a referral for her daughter's behaviors. Makala’s mother says that her daughter has been rocking rhythmically and clutching her ear at the same time. There has been some moisture on her pillow in the morning and Makala is reluctant to let her mother investigate what is wrong.

Makala is attempting to rock while she is seated on her mother’s knee and uses the same repetitive vocalization “Don’t wanna go to the shops” over and over again.

She has a history of speech delay but can now complete many full sentences. She has also had some behavior and attention issues in school. She disrupts the teacher often and then gets up from her seat during focus time to go to play centers. She is not easily redirected and becomes argumentative.

She feels hot to touch and will not let healthcare practitioners approach her with any equipment. Her vocalization becomes louder and more insistent when you attempt the examination.

Recognizing possible autism as well as some ADHD diagnosis criteria, discuss the next steps in the answers to the questions.

#### Instructions

Write a 2-3 page paper answering the following questions. Be sure to include a minimum of 2 scholarly articles to support your discussion.

1. Discuss autism and ADHD diagnostic criteria.
2. How should you approach examining Makala as a child, and strive to gain her trust?
3. You suspect that autism may be a possibility. What should you do to ensure that your suspicions are correct and how should you go about referring Makala to the local autism team?
4. Makala is showing signs and symptoms that may overlap between autism and ADHD. How do you differentiate autism from ADHD based on diagnostic criteria?

All work should be original and submitted as a Word document unless otherwise indicated in the assignment instructions. ALL assignments need to be APA 7 format and accompanied title page in APA 7th edition format in order that the work would be properly identified for the student, the course, and the assignment. Work

November 6, 2026
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November 6, 2026
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November 6, 2026