My Blog

Tag: Model Answer

  • [Solved] FINAL PHI

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **files (4)** – ## AssignmentInstructions.pdf – ## GradingRubric.pdf – Syllabus.pdf – SuperVisionandInstructionalLeadershipEbook.pdf **## AssignmentInstructions.pdf** Assignment Instructions: Overarching Question: How does a skilled supervisor use the elements of supervision to build professional ca…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    **files (4)**

    – ## AssignmentInstructions.pdf

    – ## GradingRubric.pdf

    – Syllabus.pdf
    – SuperVisionandInstructionalLeadershipEbook.pdf

    **## AssignmentInstructions.pdf**

    Assignment Instructions:

    Overarching Question:
    How does a skilled supervisor use the elements of supervision to build professional capital among
    staff members and to support an inclusive culture committed to equitable access and opportunity
    for all students?

    Description:
    The philosophy paper is a document, which should demonstrate the candidate’s knowledge of
    supervision and the relationship between building professional capital and building a school
    culture that provides an equitable, inclusive, and culturally responsive environment for all
    members of the school community. Based on this strong knowledge base, the candidate will
    develop a philosophy that captures the values, attitudes, and behaviors appropriate to strong
    leadership and excellent supervisory skills. Your philosophy should demonstrate a deep
    commitment to the ongoing development of the learning community and how to differentiate
    depending on teacher performance and/or experiences. The paper should provide a compelling
    and clear answer to our overarching question. (How does a skilled supervisor use the elements of
    supervision to build professional capital among staff members and to support an inclusive culture
    committed to equitable access and opportunity for all students?). As you include the elements that
    we have discussed in this course, cite at least three resources to outline a platform of beliefs that
    will drive your behaviors as a school leader who supports the growth of the learning
    community. Finally, consider the steps that you might take to address your own professional
    growth needs in order to become a strong culturally responsive supervisor/leader. The paper
    should be well written, follow APA standards, and no more than 3 – 4 pages in length.

    **## GradingRubric.pdf**

    EDL 504
    Assessment 3: Philosophy Paper

    Standard / Component
    Level 1

    Approaching Standard
    0 – 4 Points

    Level 2
    Meets Standard

    5 – 9 Points

    Level 3
    Exceeds Standard

    10 – 13 Points

    Understanding
    (GPS Outcome 4: Knowledge)

    • Demonstrates little understanding
    of current theory and research in
    their field of study.

    • Shows an ability to summarize
    some key foundational ideas but
    misses some important content.

    • Accurately answers a few
    knowledge questions on
    foundational content but misses
    some important questions

    • Demonstrates understanding of
    current and essential theory and
    research in their field of study.

    • Shows an ability to accurately
    summarize key foundational and
    advanced content ideas.

    • Accurately answers most
    knowledge questions on
    foundational content.

    • Demonstrates deep and thorough
    understanding of current and
    essential theory and research in
    their field of study.

    • Shows an ability to accurately
    and cohesively synthesize key
    foundational and advanced
    content ideas in their own words.

    • Accurately and thoroughly answers
    knowledge questions on
    foundational and advanced content.

    Standard / Component
    Level 1

    Approaching Standard
    0-3 Points

    Level 2
    Meets Standard

    4 – 8 Points

    Level 3
    Exceeds Standard

    9 – 12 Points

    Application
    (GPS Outcome 4: Knowledge)

    • Attempts to apply content
    knowledge to practical situations.
    Attempt shows minimal
    understanding of content.

    • Attempts to apply theories,
    methodologies, and knowledge to
    solve some problems or implement
    reasonable action in their primary
    area of study. Attempts show some
    understanding but are occasionally
    unsuccessful.

    • Accurately applies content
    knowledge to practical situations.

    • Critically applies theories,
    methodologies, and knowledge to
    solve some problems or implement
    reasonable action in their primary
    area of study.

    • Accurately and insightfully
    applies content knowledge to
    practical situations.

    • Critically applies theories,
    methodologies, and knowledge to
    accurately solve problems or
    insightfully implement action in
    their primary area of study.

    Standard / Component
    Level 1

    Approaching Standard
    0-1 Points

    Level 2
    Meets Standard

    2 – 3 Points

    Level 3
    Exceeds Standard

    4 – 5 Points
    Effective written and verbal or ASL
    rhetorical construction

    (GPS Outcome 1: Communication
    Component 1)

    Has a central message and purpose
    that is difficult to be deduced and
    may not be explicitly clear or
    developed in the presentation or
    writing. Includes minimal supporting

    Has a clear and understandable
    central message and purpose.
    Includes supporting materials
    (explanations, examples,
    illustrations, statistics, analogies,

    Has a compelling and well
    developed (precisely stated,
    appropriately repeated, memorable,
    and strongly supported) central
    message and purpose. Includes a

    materials which may insufficiently
    reference information or analysis
    and minimally support the
    presentation or establish the
    presenter's or writer’s
    credibility/authority on the topic.

    quotations from relevant authorities)
    that make appropriate reference to
    information or analysis which
    generally supports the presentation
    or establishes the presenter's or
    writer’s credibility/authority on the
    topic.

    variety of types of materials
    (explanations, examples,
    illustrations, statistics, analogies,
    quotations from relevant authorities)
    that make appropriate reference to
    information or analysis which
    significantly supports the central
    message or establishes the
    presenter's or writer’s
    credibility/authority on the topic

    Standard / Component
    Level 1

    Approaching Standard
    0-1 Points

    Level 2
    Meets Standard

    2 – 3 Points

    Level 3
    Exceeds Standard

    4 – 5 Points
    Effective organizational strategies
    and devices
    (GPS Outcome 1: Communication
    Component 2)

    Uses a simplistic organizational
    pattern (specific introduction and
    conclusion, sequenced material
    within the body, and transitions) that
    may be intermittently observable
    within the presentation or writing.

    Uses an organizational pattern
    (specific introduction and
    conclusion, sequenced material
    within the body, and transitions) that
    is clearly and consistently
    observable within the presentation or
    writing.

    Uses an organizational pattern
    (specific introduction and
    conclusion, sequenced material
    within the body, and transitions) that
    is clearly and consistently
    observable, is skillful and makes the
    content of the presentation or writing
    cohesive.

    Standard / Component
    Level 1

    Approaching Standard
    0-1 Points

    Level 2
    Meets Standard

    2 – 3 Points

    Level 3
    Exceeds Standard

    4 – 5 Points
    Appropriate formatting and style
    (GPS Outcome 1: Communication
    Component 5)

    Inconsistently reflects current
    academic practices for use of
    sources and documentation as
    established in the relevant
    professional style (e.g., APA).

    Reflects current academic practices
    for use of sources and
    documentation as established in the
    relevant professional style (e.g.,
    APA).

    Accurately and consistently reflects
    current academic practices for use of
    sources and documentation as
    established in the relevant
    professional style (e.g., APA)

    **Syllabus.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/syllabus-pdf-10499185)

    **SuperVisionandInstructionalLeadershipEbook.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/supervisionandinstructionalleadershipebook-pdf-10499023)

    **SuperVisionandInstructionalLeadershipEbook.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/supervisionandinstructionalleadershipebook-pdf-10499023)

    **## AssignmentInstructions.pdf**

    Assignment Instructions:

    Overarching Question:
    How does a skilled supervisor use the elements of supervision to build professional capital among
    staff members and to support an inclusive culture committed to equitable access and opportunity
    for all students?

    Description:
    The philosophy paper is a document, which should demonstrate the candidate’s knowledge of
    supervision and the relationship between building professional capital and building a school
    culture that provides an equitable, inclusive, and culturally responsive environment for all
    members of the school community. Based on this strong knowledge base, the candidate will
    develop a philosophy that captures the values, attitudes, and behaviors appropriate to strong
    leadership and excellent supervisory skills. Your philosophy should demonstrate a deep
    commitment to the ongoing development of the learning community and how to differentiate
    depending on teacher performance and/or experiences. The paper should provide a compelling
    and clear answer to our overarching question. (How does a skilled supervisor use the elements of
    supervision to build professional capital among staff members and to support an inclusive culture
    committed to equitable access and opportunity for all students?). As you include the elements that
    we have discussed in this course, cite at least three resources to outline a platform of beliefs that
    will drive your behaviors as a school leader who supports the growth of the learning
    community. Finally, consider the steps that you might take to address your own professional
    growth needs in order to become a strong culturally responsive supervisor/leader. The paper
    should be well written, follow APA standards, and no more than 3 – 4 pages in length.

    **## GradingRubric.pdf**

    EDL 504
    Assessment 3: Philosophy Paper

    Standard / Component
    Level 1

    Approaching Standard
    0 – 4 Points

    Level 2
    Meets Standard

    5 – 9 Points

    Level 3
    Exceeds Standard

    10 – 13 Points

    Understanding
    (GPS Outcome 4: Knowledge)

    • Demonstrates little understanding
    of current theory and research in
    their field of study.

    • Shows an ability to summarize
    some key foundational ideas but
    misses some important content.

    • Accurately answers a few
    knowledge questions on
    foundational content but misses
    some important questions

    • Demonstrates understanding of
    current and essential theory and
    research in their field of study.

    • Shows an ability to accurately
    summarize key foundational and
    advanced content ideas.

    • Accurately answers most
    knowledge questions on
    foundational content.

    • Demonstrates deep and thorough
    understanding of current and
    essential theory and research in
    their field of study.

    • Shows an ability to accurately
    and cohesively synthesize key
    foundational and advanced
    content ideas in their own words.

    • Accurately and thoroughly answers
    knowledge questions on
    foundational and advanced content.

    Standard / Component
    Level 1

    Approaching Standard
    0-3 Points

    Level 2
    Meets Standard

    4 – 8 Points

    Level 3
    Exceeds Standard

    9 – 12 Points

    Application
    (GPS Outcome 4: Knowledge)

    • Attempts to apply content
    knowledge to practical situations.
    Attempt shows minimal
    understanding of content.

    • Attempts to apply theories,
    methodologies, and knowledge to
    solve some problems or implement
    reasonable action in their primary
    area of study. Attempts show some
    understanding but are occasionally
    unsuccessful.

    • Accurately applies content
    knowledge to practical situations.

    • Critically applies theories,
    methodologies, and knowledge to
    solve some problems or implement
    reasonable action in their primary
    area of study.

    • Accurately and insightfully
    applies content knowledge to
    practical situations.

    • Critically applies theories,
    methodologies, and knowledge to
    accurately solve problems or
    insightfully implement action in
    their primary area of study.

    Standard / Component
    Level 1

    Approaching Standard
    0-1 Points

    Level 2
    Meets Standard

    2 – 3 Points

    Level 3
    Exceeds Standard

    4 – 5 Points
    Effective written and verbal or ASL
    rhetorical construction

    (GPS Outcome 1: Communication
    Component 1)

    Has a central message and purpose
    that is difficult to be deduced and
    may not be explicitly clear or
    developed in the presentation or
    writing. Includes minimal supporting

    Has a clear and understandable
    central message and purpose.
    Includes supporting materials
    (explanations, examples,
    illustrations, statistics, analogies,

    Has a compelling and well
    developed (precisely stated,
    appropriately repeated, memorable,
    and strongly supported) central
    message and purpose. Includes a

    materials which may insufficiently
    reference information or analysis
    and minimally support the
    presentation or establish the
    presenter's or writer’s
    credibility/authority on the topic.

    quotations from relevant authorities)
    that make appropriate reference to
    information or analysis which
    generally supports the presentation
    or establishes the presenter's or
    writer’s credibility/authority on the
    topic.

    variety of types of materials
    (explanations, examples,
    illustrations, statistics, analogies,
    quotations from relevant authorities)
    that make appropriate reference to
    information or analysis which
    significantly supports the central
    message or establishes the
    presenter's or writer’s
    credibility/authority on the topic

    Standard / Component
    Level 1

    Approaching Standard
    0-1 Points

    Level 2
    Meets Standard

    2 – 3 Points

    Level 3
    Exceeds Standard

    4 – 5 Points
    Effective organizational strategies
    and devices
    (GPS Outcome 1: Communication
    Component 2)

    Uses a simplistic organizational
    pattern (specific introduction and
    conclusion, sequenced material
    within the body, and transitions) that
    may be intermittently observable
    within the presentation or writing.

    Uses an organizational pattern
    (specific introduction and
    conclusion, sequenced material
    within the body, and transitions) that
    is clearly and consistently
    observable within the presentation or
    writing.

    Uses an organizational pattern
    (specific introduction and
    conclusion, sequenced material
    within the body, and transitions) that
    is clearly and consistently
    observable, is skillful and makes the
    content of the presentation or writing
    cohesive.

    Standard / Component
    Level 1

    Approaching Standard
    0-1 Points

    Level 2
    Meets Standard

    2 – 3 Points

    Level 3
    Exceeds Standard

    4 – 5 Points
    Appropriate formatting and style
    (GPS Outcome 1: Communication
    Component 5)

    Inconsistently reflects current
    academic practices for use of
    sources and documentation as
    established in the relevant
    professional style (e.g., APA).

    Reflects current academic practices
    for use of sources and
    documentation as established in the
    relevant professional style (e.g.,
    APA).

    Accurately and consistently reflects
    current academic practices for use of
    sources and documentation as
    established in the relevant
    professional style (e.g., APA)

    **Syllabus.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/syllabus-pdf-10499185)

    **SuperVisionandInstructionalLeadershipEbook.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/supervisionandinstructionalleadershipebook-pdf-10499023)

    **## AssignmentInstructions.pdf**

    Assignment Instructions:

    Overarching Question:
    How does a skilled supervisor use the elements of supervision to build professional capital among
    staff members and to support an inclusive culture committed to equitable access and opportunity
    for all students?

    Description:
    The philosophy paper is a document, which should demonstrate the candidate’s knowledge of
    supervision and the relationship between building professional capital and building a school
    culture that provides an equitable, inclusive, and culturally responsive environment for all
    members of the school community. Based on this strong knowledge base, the candidate will
    develop a philosophy that captures the values, attitudes, and behaviors appropriate to strong
    leadership and excellent supervisory skills. Your philosophy should demonstrate a deep
    commitment to the ongoing development of the learning community and how to differentiate
    depending on teacher performance and/or experiences. The paper should provide a compelling
    and clear answer to our overarching question. (How does a skilled supervisor use the elements of
    supervision to build professional capital among staff members and to support an inclusive culture
    committed to equitable access and opportunity for all students?). As you include the elements that
    we have discussed in this course, cite at least three resources to outline a platform of beliefs that
    will drive your behaviors as a school leader who supports the growth of the learning
    community. Finally, consider the steps that you might take to address your own professional
    growth needs in order to become a strong culturally responsive supervisor/leader. The paper
    should be well written, follow APA standards, and no more than 3 – 4 pages in length.

    **## GradingRubric.pdf**

    EDL 504
    Assessment 3: Philosophy Paper

    Standard / Component
    Level 1

    Approaching Standard
    0 – 4 Points

    Level 2
    Meets Standard

    5 – 9 Points

    Level 3
    Exceeds Standard

    10 – 13 Points

    Understanding
    (GPS Outcome 4: Knowledge)

    • Demonstrates little understanding
    of current theory and research in
    their field of study.

    • Shows an ability to summarize
    some key foundational ideas but
    misses some important content.

    • Accurately answers a few
    knowledge questions on
    foundational content but misses
    some important questions

    • Demonstrates understanding of
    current and essential theory and
    research in their field of study.

    • Shows an ability to accurately
    summarize key foundational and
    advanced content ideas.

    • Accurately answers most
    knowledge questions on
    foundational content.

    • Demonstrates deep and thorough
    understanding of current and
    essential theory and research in
    their field of study.

    • Shows an ability to accurately
    and cohesively synthesize key
    foundational and advanced
    content ideas in their own words.

    • Accurately and thoroughly answers
    knowledge questions on
    foundational and advanced content.

    Standard / Component
    Level 1

    Approaching Standard
    0-3 Points

    Level 2
    Meets Standard

    4 – 8 Points

    Level 3
    Exceeds Standard

    9 – 12 Points

    Application
    (GPS Outcome 4: Knowledge)

    • Attempts to apply content
    knowledge to practical situations.
    Attempt shows minimal
    understanding of content.

    • Attempts to apply theories,
    methodologies, and knowledge to
    solve some problems or implement
    reasonable action in their primary
    area of study. Attempts show some
    understanding but are occasionally
    unsuccessful.

    • Accurately applies content
    knowledge to practical situations.

    • Critically applies theories,
    methodologies, and knowledge to
    solve some problems or implement
    reasonable action in their primary
    area of study.

    • Accurately and insightfully
    applies content knowledge to
    practical situations.

    • Critically applies theories,
    methodologies, and knowledge to
    accurately solve problems or
    insightfully implement action in
    their primary area of study.

    Standard / Component
    Level 1

    Approaching Standard
    0-1 Points

    Level 2
    Meets Standard

    2 – 3 Points

    Level 3
    Exceeds Standard

    4 – 5 Points
    Effective written and verbal or ASL
    rhetorical construction

    (GPS Outcome 1: Communication
    Component 1)

    Has a central message and purpose
    that is difficult to be deduced and
    may not be explicitly clear or
    developed in the presentation or
    writing. Includes minimal supporting

    Has a clear and understandable
    central message and purpose.
    Includes supporting materials
    (explanations, examples,
    illustrations, statistics, analogies,

    Has a compelling and well
    developed (precisely stated,
    appropriately repeated, memorable,
    and strongly supported) central
    message and purpose. Includes a

    materials which may insufficiently
    reference information or analysis
    and minimally support the
    presentation or establish the
    presenter's or writer’s
    credibility/authority on the topic.

    quotations from relevant authorities)
    that make appropriate reference to
    information or analysis which
    generally supports the presentation
    or establishes the presenter's or
    writer’s credibility/authority on the
    topic.

    variety of types of materials
    (explanations, examples,
    illustrations, statistics, analogies,
    quotations from relevant authorities)
    that make appropriate reference to
    information or analysis which
    significantly supports the central
    message or establishes the
    presenter's or writer’s
    credibility/authority on the topic

    Standard / Component
    Level 1

    Approaching Standard
    0-1 Points

    Level 2
    Meets Standard

    2 – 3 Points

    Level 3
    Exceeds Standard

    4 – 5 Points
    Effective organizational strategies
    and devices
    (GPS Outcome 1: Communication
    Component 2)

    Uses a simplistic organizational
    pattern (specific introduction and
    conclusion, sequenced material
    within the body, and transitions) that
    may be intermittently observable
    within the presentation or writing.

    Uses an organizational pattern
    (specific introduction and
    conclusion, sequenced material
    within the body, and transitions) that
    is clearly and consistently
    observable within the presentation or
    writing.

    Uses an organizational pattern
    (specific introduction and
    conclusion, sequenced material
    within the body, and transitions) that
    is clearly and consistently
    observable, is skillful and makes the
    content of the presentation or writing
    cohesive.

    Standard / Component
    Level 1

    Approaching Standard
    0-1 Points

    Level 2
    Meets Standard

    2 – 3 Points

    Level 3
    Exceeds Standard

    4 – 5 Points
    Appropriate formatting and style
    (GPS Outcome 1: Communication
    Component 5)

    Inconsistently reflects current
    academic practices for use of
    sources and documentation as
    established in the relevant
    professional style (e.g., APA).

    Reflects current academic practices
    for use of sources and
    documentation as established in the
    relevant professional style (e.g.,
    APA).

    Accurately and consistently reflects
    current academic practices for use of
    sources and documentation as
    established in the relevant
    professional style (e.g., APA)

    **Syllabus.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/syllabus-pdf-10499185)

    **SuperVisionandInstructionalLeadershipEbook.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/supervisionandinstructionalleadershipebook-pdf-10499023)

  • [Solved] Developing a nursing perspective

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Apply information literacy and library research skills to obtain scholarly information in the field of healthcare. Describe the process for selecting academic peer-reviewed journal articles relevant to a healthcare problem or issue being researched . Locate, retrieve, and critically evaluate peer-re…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Apply information literacy and library research skills to obtain scholarly information in the field of healthcare.

    Describe the process for selecting academic peer-reviewed journal articles relevant to a healthcare problem or issue being researched .

    Locate, retrieve, and critically evaluate peer-reviewed journal articles by using appropriate keywords and library databases, and by assessing each source’s credibility, publication date, peer-review status, and relevance to the healthcare topic.

  • [Solved] COSC 2425- Program Set #1

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Objectives** • Demonstrate best practices of software development including testing, validation, and documentation. **Instructions** – One of the two problems below must be implemented for full credit. Read the 2425 Grading and Program Guide Sheets for additional grading/submission information. Pa…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    **Objectives**

    •    Demonstrate best practices of software development including testing, validation, and documentation.

    **Instructions**

    – One of the two problems below must be implemented for full credit. Read the 2425 Grading and Program Guide Sheets for additional grading/submission information. Partial credit will be given. See attachement below.
    – [Program Set 1](https://canvas.tccd.edu/courses/157835/files/28706356?wrap=1 "2425PS1S26-1.pdf") [Download Program Set 1](https://canvas.tccd.edu/courses/157835/files/28706356/download?download_frd=1) [Open this document with ReadSpeaker docReader](https://docreader.readspeaker.com/docreader/?cid=8249&lang=en_us&url=https%3A%2F%2Finst-fs-iad-prod.inscloudgate.net%2Ffiles%2Ff689c04a-5458-4ac7-8870-dbafd6b15653%2F2425PS1S26-1.pdf%3Ftoken%3DeyJ0eXAiOiJKV1QiLCJhbGciOiJIUzUxMiJ9.eyJpYXQiOjE3NzEwOTUxMjYsInVzZXJfaWQiOm51bGwsInJlc291cmNlIjoiL2ZpbGVzL2Y2ODljMDRhLTU0NTgtNGFjNy04ODcwLWRiYWZkNmIxNTY1My8yNDI1UFMxUzI2LTEucGRmIiwiaG9zdCI6bnVsbCwianRpIjoiNWQzYTk1N2YtYjNkYS00MzlkLWFmZjItZTMzMmRmYTg0YjY0IiwiZXhwIjoxNzcxMTgxNTI2fQ.rCCNT2qJQkfBK-0N0pQdQGy9OEiw4Sf-XGEUKQLPDDbrzD7ciy8JD-c-y7vfH6ru_QFGyj1Ys1LlKRZ7aJDyqg "Open this document with ReadSpeaker docReader")   (Updated 1/30 in purple)

    **Additional Information**

    – [Data Files](https://canvas.tccd.edu/courses/157835/files/28431752?wrap=1 "rounding.txt") [Download Data Files](https://canvas.tccd.edu/courses/157835/files/28431752/download?download_frd=1) [Open this document with ReadSpeaker docReader](https://docreader.readspeaker.com/docreader/?cid=8249&lang=en_us&url=https%3A%2F%2Finst-fs-iad-prod.inscloudgate.net%2Ffiles%2Fc3cc866e-e14f-43e6-825e-dd7108fc0d35%2Frounding.txt%3Ftoken%3DeyJ0eXAiOiJKV1QiLCJhbGciOiJIUzUxMiJ9.eyJpYXQiOjE3NzEwNjIxODAsInVzZXJfaWQiOm51bGwsInJlc291cmNlIjoiL2ZpbGVzL2MzY2M4NjZlLWUxNGYtNDNlNi04MjVlLWRkNzEwOGZjMGQzNS9yb3VuZGluZy50eHQiLCJob3N0IjpudWxsLCJqdGkiOiI0NWEzZDE5NC1lZWU0LTQyYWEtOTEzMC1jMzkyYWMzZGZmY2EiLCJleHAiOjE3NzExNDg1ODB9.e5tCBJmGsubkUAZkpS0Vm9Jgs8FAgYngWyOQrq-7xZVLwvzN9FmfNE905ffrVHeoAkOis2TDR-RyLgTT5Km5Ig "Open this document with ReadSpeaker docReader")
    – [Grading Guidelines](https://canvas.tccd.edu/courses/157835/pages/grading-guidelines-spring-2026 "Grading Guidelines- Spring 2026")
    – [Program Guidelines](https://canvas.tccd.edu/courses/157835/pages/program-guidelines-spring-2026 "Program Guidelines- Spring 2026")
    – [Compiler Information](https://canvas.tccd.edu/courses/157835/pages/compiler-instructions-spring-2026 "Compiler Instructions- Spring 2026")

    **Examples**

    – [Sample Submission](https://canvas.tccd.edu/courses/157835/files/27459273?wrap=1 "Chegwidden-1.zip") [Download Sample Submission](https://canvas.tccd.edu/courses/157835/files/27459273/download?download_frd=1) [Open this document with ReadSpeaker docReader](https://docreader.readspeaker.com/docreader/?cid=8249&lang=en_us&url=https%3A%2F%2Finst-fs-iad-prod.inscloudgate.net%2Ffiles%2F7449cd38-418e-4f5c-aaa6-f0717f70f74b%2FChegwidden-1-1.zip%3Ftoken%3DeyJ0eXAiOiJKV1QiLCJhbGciOiJIUzUxMiJ9.eyJpYXQiOjE3NzEwODg1MTQsInVzZXJfaWQiOm51bGwsInJlc291cmNlIjoiL2ZpbGVzLzc0NDljZDM4LTQxOGUtNGY1Yy1hYWE2LWYwNzE3ZjcwZjc0Yi9DaGVnd2lkZGVuLTEtMS56aXAiLCJob3N0IjpudWxsLCJqdGkiOiJlOTc5ZTQ4Yy0xMDNkLTRhYTQtYTg4OC1jZDlmMDE0ODFiZWEiLCJleHAiOjE3NzExNzQ5MTR9.-Gueo6-z9hVBWyptR22DwfAO5Gsx7Cuck9cmjXjh_YdMLB9TSzeO4FuCQHgxRUN8veImoM0f0FouVyau7Ktv2Q "Open this document with ReadSpeaker docReader")- In C++ (same idea with Java and Python)
    – [Text File examples](https://canvas.tccd.edu/courses/157835/files/27459843?wrap=1 "TextFileExamples-2.zip") [Download Text File examples](https://canvas.tccd.edu/courses/157835/files/27459843/download?download_frd=1) [Open this document with ReadSpeaker docReader](https://docreader.readspeaker.com/docreader/?cid=8249&lang=en_us&url=https%3A%2F%2Finst-fs-iad-prod.inscloudgate.net%2Ffiles%2F68f931f4-f949-4608-aa11-7bd457f1c5a6%2FTextFileExamples-2-1.zip%3Ftoken%3DeyJ0eXAiOiJKV1QiLCJhbGciOiJIUzUxMiJ9.eyJpYXQiOjE3NzEwNjE3MDAsInVzZXJfaWQiOm51bGwsInJlc291cmNlIjoiL2ZpbGVzLzY4ZjkzMWY0LWY5NDktNDYwOC1hYTExLTdiZDQ1N2YxYzVhNi9UZXh0RmlsZUV4YW1wbGVzLTItMS56aXAiLCJob3N0IjpudWxsLCJqdGkiOiJkNWQ3ZDExYy00OTZjLTQxMGYtOTBiNS04ZjdiM2RkMTYxZTUiLCJleHAiOjE3NzExNDgxMDB9.8RWfWOq1wimAwcfdA2K8aynCZzOz5cHrNqKsRqKs1LVvm68-z4HfRN0iMawdULn2d3HlXS09AiWTuzFdrO1uMg "Open this document with ReadSpeaker docReader")  (C++ and Java examples)

    **Additional Help**

    – [PS 1 Help](https://canvas.tccd.edu/courses/157835/files/28628090?wrap=1 "PS1Help2425S26.pdf") [Download PS 1 Help](https://canvas.tccd.edu/courses/157835/files/28628090/download?download_frd=1) [Open this document with ReadSpeaker docReader](https://docreader.readspeaker.com/docreader/?cid=8249&lang=en_us&url=https%3A%2F%2Finst-fs-iad-prod.inscloudgate.net%2Ffiles%2Ff0acf03b-5d91-4718-9564-5835b6f69092%2FPS1Help2425S26.pdf%3Ftoken%3DeyJ0eXAiOiJKV1QiLCJhbGciOiJIUzUxMiJ9.eyJpYXQiOjE3NzEwOTQ2MTUsInVzZXJfaWQiOm51bGwsInJlc291cmNlIjoiL2ZpbGVzL2YwYWNmMDNiLTVkOTEtNDcxOC05NTY0LTU4MzViNmY2OTA5Mi9QUzFIZWxwMjQyNVMyNi5wZGYiLCJob3N0IjpudWxsLCJqdGkiOiJlMTNiNGNmOS05YzVmLTRjOTUtYWRjZS1lMTcwYjQzOTllNmQiLCJleHAiOjE3NzExODEwMTV9.a1WcN1UnJoORCzuvJSbboPDwwxPAQ8kjtKSrWclPLxcK7ZacxyBE1V8MDx2LlAmpZ8xL_lSqiEBQLZ6pn59JRw "Open this document with ReadSpeaker docReader")
    – [PS 1 OverviewLinks to an external site.](https://tccd.instructuremedia.com/embed/8ac79a27-7059-426b-bf1d-a9fac3fa46ec)

    **Other Comments**

    – Student submission comments will not be seen until after the deadline. If you have a question regarding the assignment, please e-mail the instructor beforehand.
    – Upload the appropriate assignment and submit using Canvas. It is your responsibility to verify that you submitted the correct files.

    **Need Help**

    – [Computer Science Lab](https://www.tccd.edu/academics/academic-help/labs-tutoring/#cs)
    – Instructor Email- See Inbox link to the left.
    – Office Hours – via MS Teams Links. Check for particular days.

    Feedback will be provided within 5-7 days after due date.

    **Due Date:**

    – **February 14th @ 11:59PM Central Time.**

    **Programming Rubric (1)** Programming Rubric (1) **CriteriaRatingsPointsCorrectness** view longer description **Full Marks6 pts5 points5 pts4 points4 pts3 points3 pts2 points2 ptsNo Marks0 pts**/6 pts **Code Style and Quality** view longer description **Full Marks2 pts1 point1 ptsNo Marks0 pts**/2 pts **Documentation and Testing** view longer description **Full Marks2 pts1 point1 ptsNo Marks0 pts**/2 pts

    – [\
    \
    2425PS1S26-1.pdf](https://www.sweetstudy.com/files/2425ps1s26-1-pdf "2425PS1S26-1.pdf")
    – [\
    \
    PS1Help2425S26.pdf](https://www.sweetstudy.com/files/ps1help2425s26-pdf "PS1Help2425S26.pdf")
    – [\
    \
    TextFileExamples-2-1.zip](https://www.sweetstudy.com/files/textfileexamples-2-1-zip "TextFileExamples-2-1.zip")
    – [\
    \
    Chegwidden-1-12.zip](https://www.sweetstudy.com/files/chegwidden-1-12-zip "Chegwidden-1-12.zip")
    – [\
    \
    rounding.txt](https://www.sweetstudy.com/files/rounding-txt "rounding.txt")

  • [Solved] Clem discussion reply

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    ### Reply from Clem McConnell **What were the important spiritual practices that the desert fathers and mothers pursued?** **Prayer and Intercession:** Prayer was a common thread of passion, practiced continuously (1 Thes 5:17) as they pressed into union with God, fought evil, and sought guidance fr…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    ### Reply from Clem McConnell

    **What were the important spiritual practices that the desert fathers and mothers pursued?**

    **Prayer and Intercession:** Prayer was a common thread of passion, practiced continuously (1 Thes 5:17) as they pressed into union with God, fought evil, and sought guidance from the Holy Spirit. [[1]](https://regent.instructure.com/groups/3445330/discussion_topics/511672?module_item_id=1703128#_ftn1) Amma Theodora noted that the “wise man practices perpetual prayer,” so he may live peacefully. [[2]](https://regent.instructure.com/groups/3445330/discussion_topics/511672?module_item_id=1703128#_ftn2) Abba Zeno echoed the scripture to love your enemies (Matt 5:44) by making fervent prayer for them the first priority. Abba Elias prayed, beseeching Jesus to save him from the devil, and Amma Syncletic prayed and fasted to resist “evil thoughts.” [[3]](https://regent.instructure.com/groups/3445330/discussion_topics/511672?module_item_id=1703128#_ftn3)

    **Reading the Bible and Christian Books**: Abba Epiphanius noted the importance of the presence and use of “Christian books” in inhibiting the desire to sin, increasing faith, and promoting right living. [[4]](https://regent.instructure.com/groups/3445330/discussion_topics/511672?module_item_id=1703128#_ftn4) Reading the Bible was important for establishing a common foundation of truth because it shaped their culture, standards, and practices, guiding them to pursue holiness and resist sin (Ps. 119:11). Although some followers were illiterate, they overcame this barrier by speaking and singing the Scriptures to memorize the Bible. [[5]](https://regent.instructure.com/groups/3445330/discussion_topics/511672?module_item_id=1703128#_ftn5)

    **Fasting and Deprivation**: They accepted the discipline of fasting from food and adopted a strictly minimalist, poverty-based way of life (1 Cor 9:27). The practice was intended to teach the body to submit to the soul and the soul to the spirit. It helped guard against “luxuries and the materialism of the urban world.” [[6]](https://regent.instructure.com/groups/3445330/discussion_topics/511672?module_item_id=1703128#_ftn6) Abba Daniel viewed an inverse relationship between body and soul, so that body weakness strengthened the soul. Amma Syncletica viewed fasting and prayer as “bitter medicine” to purge the mind of poison. [[7]](https://regent.instructure.com/groups/3445330/discussion_topics/511672?module_item_id=1703128#_ftn7)

    **Contemplation in Quietness Alone**: They practice extended periods of silence for meditation, self-examination, and spiritual reception. [[8]](https://regent.instructure.com/groups/3445330/discussion_topics/511672?module_item_id=1703128#_ftn8) Abba Hyperechius notes the corruption of the soul from listening to the whisperer or from becoming an accuser by slandering a person. He also notes silence as the antidote to the folly of many words, and he warns that uncensored words can lead to sin. Whereas Abba Anthony viewed some benefits of isolation from “hearing, speech, and sight.” [[9]](https://regent.instructure.com/groups/3445330/discussion_topics/511672?module_item_id=1703128#_ftn9) Abba Pambo wisely responds to a prompt to encourage Abba Theophilus, but instead he highlights the instruction gained in silence, saying, “If he is not edified by my silence, he will not be edified by my speech.” [[10]](https://regent.instructure.com/groups/3445330/discussion_topics/511672?module_item_id=1703128#_ftn10) These examples emphasize the value of silence and choosing spoken words carefully (Prov 10:19).

    **Spiritual Warfare and Holiness:** They pursued a life of “asceticism in varying degrees of self-denial” [[11](https://regent.instructure.com/groups/3445330/discussion_topics/511672?module_item_id=1703128#_ftn11)] through the following spiritual practices to “reach the heights of contemplation and spiritual power.” [[12]](https://regent.instructure.com/groups/3445330/discussion_topics/511672?module_item_id=1703128#_ftn12) With the legalization of Christianity, some believed the standard of holiness achieved through persecution was now compromised by the new breed of believers. These fathers and mothers sought to mirror the holy lives of former martyrs. [[13]](https://regent.instructure.com/groups/3445330/discussion_topics/511672?module_item_id=1703128#_ftn13) Amma Theodora recognized that seeking peace summons evil assaults, physical weakness, and spiritual warfare, but vigilant resistance brings it into submission. [[14]](https://regent.instructure.com/groups/3445330/discussion_topics/511672?module_item_id=1703128#_ftn14)

    [[1]](https://regent.instructure.com/groups/3445330/discussion_topics/511672?module_item_id=1703128#_ftnref1) John-Paul Lotz, “Monasticism,” Online Lecture, Church History 1, Lecture 14 (February 2026).

  • [Solved] Applied Sciences Health Information Managment Homework APA Format

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    See attached directions. **files (1)** – ## FreestandingAmbulatoryCare.docx **## FreestandingAmbulatoryCare.docx** No plagiarism and free from detecting AI. APA Format Book used for chapter reading ![Course textbook](https://www.sweetstudy.com/questions/applied-sciences-health-information-managment-…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    See attached directions.

    **files (1)**

    – ## FreestandingAmbulatoryCare.docx

    **## FreestandingAmbulatoryCare.docx**

    No plagiarism and free from detecting AI. APA Format

    Book used for chapter reading

    ![Course textbook](https://www.sweetstudy.com/questions/applied-sciences-health-information-managment-homework-apa-format)

    ISBN: 978-1-285-87171-4

    eTextbook: Comparative Health Information Management

    Author: Peden, Ann.

    Edition: 4th.

    **Freestanding Ambulatory Care:**

    This assignment must be submitted in an APA 7th edition style paper.  Read chapters three and four and complete the critical thinking questions on chapter 3.  Students' submissions must include in-text citations.  Attached the Word document for grading.  This assignment is worth 25 points.

    1. Compare and contrast the fee-for service service and the PFS/RBRVS reimbursement systems

    2. Explain how documentation practices differ from a physician's practice.

    3. Differentiate services and characteristics of programs offered in a non-traditional healthcare setting.

    ## image1.png

    **## FreestandingAmbulatoryCare.docx**

    No plagiarism and free from detecting AI. APA Format

    Book used for chapter reading

    ![Course textbook](https://www.sweetstudy.com/questions/applied-sciences-health-information-managment-homework-apa-format)

    ISBN: 978-1-285-87171-4

    eTextbook: Comparative Health Information Management

    Author: Peden, Ann.

    Edition: 4th.

    **Freestanding Ambulatory Care:**

    This assignment must be submitted in an APA 7th edition style paper.  Read chapters three and four and complete the critical thinking questions on chapter 3.  Students' submissions must include in-text citations.  Attached the Word document for grading.  This assignment is worth 25 points.

    1. Compare and contrast the fee-for service service and the PFS/RBRVS reimbursement systems

    2. Explain how documentation practices differ from a physician's practice.

    3. Differentiate services and characteristics of programs offered in a non-traditional healthcare setting.

    ## image1.png

  • [Solved] Application Navigation and Look/Feel

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    ## **Overview** In this activity, you describe the application navigation and interface look and feel. ## **Instructions** Complete the following: – Describe 8 characteristics of the application's look and feel that would effectively guide a designer to create an effective mock-up. – Create a comple…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    ## **Overview**

    In this activity, you describe the application navigation and interface look and feel.

    ## **Instructions**

    Complete the following:

    – Describe 8 characteristics of the application's look and feel that would effectively guide a designer to create an effective mock-up.
    – Create a complete sitemap for the application that includes all pages/screens and their navigational relationships.

  • [Solved] Law enforcement

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **files (1)** – ## lawenforcement.docx **## lawenforcement.docx** **Part A Law Enforcement** Chapter 5 Discussion Forum (250 words). (Mar) **1.** Several institutes, academies, and education centers across the country are designed to certify and train police officers. Using your web browser, find on…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    **files (1)**

    – ## lawenforcement.docx

    **## lawenforcement.docx**

    **Part A Law Enforcement**

    Chapter 5 Discussion Forum (250 words). (Mar)

    **1.** Several institutes, academies, and education centers across the country are designed to certify and train police officers. Using your web browser, find one of each type of training programs (local, state, and federal) in the United States. Find the training curricula for each program and answer the following questions.

    What types of training do these centers provide?

    What areas are covered in the training?

    Are there any specific topic areas you believe are missing from the training?

    Do any of the institutes offer training that is unique (not offered by other institutes)?

    How are officers evaluated?

    What is required to successfully complete the training (exams, performance evaluations, etc.)?

    Which training institute do you believe offers the best training overall?

    RESOURCES
    You may use any online source, however, I recommend using the official law enforcement department's/institution's website.

    **Part B (Bran)**

    Chapter 6 Discussion Forum (250 words)

    1. Many organizations representing different groups of police officers maintain their own websites. Check out the websites for groups such as the Hispanic American Police Command Association, the International Association of Women Police, the Emerald Society of the Boston Police, and others. Answer the following questions.

    Whom do these organizations represent?

    Do they provide their membership figures?

    What do they do?

    What activities do they sponsor?

    Do they offer any reports or other literature?

    RESOURCES
    You may use any source.

    **## lawenforcement.docx**

    **Part A Law Enforcement**

    Chapter 5 Discussion Forum (250 words). (Mar)

    **1.** Several institutes, academies, and education centers across the country are designed to certify and train police officers. Using your web browser, find one of each type of training programs (local, state, and federal) in the United States. Find the training curricula for each program and answer the following questions.

    What types of training do these centers provide?

    What areas are covered in the training?

    Are there any specific topic areas you believe are missing from the training?

    Do any of the institutes offer training that is unique (not offered by other institutes)?

    How are officers evaluated?

    What is required to successfully complete the training (exams, performance evaluations, etc.)?

    Which training institute do you believe offers the best training overall?

    RESOURCES
    You may use any online source, however, I recommend using the official law enforcement department's/institution's website.

    **Part B (Bran)**

    Chapter 6 Discussion Forum (250 words)

    1. Many organizations representing different groups of police officers maintain their own websites. Check out the websites for groups such as the Hispanic American Police Command Association, the International Association of Women Police, the Emerald Society of the Boston Police, and others. Answer the following questions.

    Whom do these organizations represent?

    Do they provide their membership figures?

    What do they do?

    What activities do they sponsor?

    Do they offer any reports or other literature?

    RESOURCES
    You may use any source.

  • [Solved] Economic

    ✓ Verified Academic Solution Available

    Executive Solution Overview

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

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

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

  • [Solved] Instruction And Assessment For Diverse Learners

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    #### tool kit **files (1)** – ## Untitleddocument1.docx **## Untitleddocument1.docx** ###### **Design a toolkit that can be used as a future reference for instructional planning and implementation. You might be asking yourself, what is a toolkit? Let me start by saying what it is not–it is not an e…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    #### tool kit

    **files (1)**

    – ## Untitleddocument1.docx

    **## Untitleddocument1.docx**

    ###### **Design a toolkit that can be used as a future reference for instructional planning and implementation. You might be asking yourself, what is a toolkit? Let me start by saying what it is not–it is not an essay or any other type of paper. A toolkit is a resource that can short descriptions and links that provide helpful information to someone. The particular platform is your choice: a poster; a brochure; a google document; a prezi; powerpoint; etc. Use your own creativity or your platform of choice.**

    ###### **Be sure an include references.**

    ###### **Remember the purpose of a toolkit is to provide tools.**

    **Include** the following strategies and tools in your toolkit. Be sure to also describe each strategy or tool and its appropriate use in the content area you want to teach.

    ·
    **2–3 teacher-centered instructional strategies**

    ·
    **2–3 student-centered instructional strategies**

    ·
    **2–3 higher-order questioning strategies to encourage student engagement and develop critical thinking skills and student reflection**

    ·
    **2–3 appropriate technology applications, tools, or devices that promote student learning**

    _**Since this is a toolkit, provide links when possible to strategies or technology tools or devices._

    **Identify** a secondary grade level and content area you would like to teach.

    **## Untitleddocument1.docx**

    ###### **Design a toolkit that can be used as a future reference for instructional planning and implementation. You might be asking yourself, what is a toolkit? Let me start by saying what it is not–it is not an essay or any other type of paper. A toolkit is a resource that can short descriptions and links that provide helpful information to someone. The particular platform is your choice: a poster; a brochure; a google document; a prezi; powerpoint; etc. Use your own creativity or your platform of choice.**

    ###### **Be sure an include references.**

    ###### **Remember the purpose of a toolkit is to provide tools.**

    **Include** the following strategies and tools in your toolkit. Be sure to also describe each strategy or tool and its appropriate use in the content area you want to teach.

    ·
    **2–3 teacher-centered instructional strategies**

    ·
    **2–3 student-centered instructional strategies**

    ·
    **2–3 higher-order questioning strategies to encourage student engagement and develop critical thinking skills and student reflection**

    ·
    **2–3 appropriate technology applications, tools, or devices that promote student learning**

    _**Since this is a toolkit, provide links when possible to strategies or technology tools or devices._

    **Identify** a secondary grade level and content area you would like to teach.

  • [Solved] topic 4 dq 2 peer

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    apa style 300 words peers response **files (1)** – ## Topic4DQ2ResptoCodyOhiraInstructions.docx **## Topic4DQ2ResptoCodyOhiraInstructions.docx** Cody Ohira Susan’s situation should be handled with immediate action while still respecting her dignity. Because she is expressing suicidal ideation and ha…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    apa style

    300 words

    peers response

    **files (1)**

    – ## Topic4DQ2ResptoCodyOhiraInstructions.docx

    **## Topic4DQ2ResptoCodyOhiraInstructions.docx**

    Cody Ohira

    Susan’s situation should be handled with immediate action while still respecting her dignity. Because she is expressing suicidal ideation and has access to a firearm, arranging for her to go directly to the hospital is necessary to ensure her safety. Although she does not want her mother informed, the ACA Code of Ethics (2014) explains that confidentiality does not apply when disclosure is required to protect clients from “serious and foreseeable harm” (American Counseling Association [ACA], 2014, B.2.a). At the same time, counselors are expected to protect client privacy (American Counseling Association, 2014, B.1.c), so I would first attempt to gain her consent and only disclose the minimum information necessary.

    Three ethical and legal concerns stand out: duty to protect, limits of confidentiality, and practicing within boundaries of competence when psychiatric referral is warranted (ACA, 2014, C.2.a).

    Standard B.2.a (Serious and Foreseeable Harm and Legal Requirements): “The general requirement that counselors keep information confdential does not apply when disclosure is required to protect clients or identifed others from serious and foreseeable harm or when legal requirements demand that confdential information must be revealed. Counselors consult with other professionals when in doubt as to the validity of an exception. Additional considerations apply when addressing end-of-life issues.”(American Counseling Association [ACA], 2014, B.2.a).

    Standard B.1.c (Respect for Confidentiality): “Counselors protect the confidential information of prospective and current clients. Counselors disclose information only with appropriate consent or with sound legal or ethical justifcation.” (ACA, 2014, B.1.c).

    Standard C.2.a (Boundaries of Competence): “Counselors practice only within the boundaries of their competence, based on their education, training, supervised experience, state and national professional credentials, and appropriate professional experience. Whereas multicultural counseling competency is required across all counseling specialties, counselors gain knowledge, personal awareness, sensitivity, dispositions, and skills pertinent to being a culturally competent counselor in working with a diverse client population.” (ACA, 2014, C.2.a).

    Looking beyond Susan individually, Chapter 13 emphasizes that counselors must address systemic and community trauma (Corey et al., 2024). As part of an interdisciplinary outreach or emergency response team, my role would include advocating for trauma-informed practices, collaborating with school personnel, providing psychoeducation, and supporting long-term community healing efforts—not just crisis stabilization. Overall, our focus should remain on doing what is best for the stakeholder and following legal and ethical practices in doing so.

    American Counseling Association. (2014). ACA Code of Ethics.
    [https://www.counseling.org/docs/default-source/default-document-library/ethics/2014-aca-code-of-ethics.pdf](https://www.counseling.org/docs/default-source/default-document-library/ethics/2014-aca-code-of-ethics.pdf)

    Corey, G., Corey, M. S., & Corey, C. (2024). Issues and ethics in the helping professions (11th ed.). Cengage Learning.
    [https://bibliu.com/app/?bibliuMagicToken=0uN7HmA6JTfaX5SChWaObO0xAIMs7OBf#/view/books/B1B1CU3CGG512/pdf2htmlex/index.html#page_73](https://bibliu.com/app/?bibliuMagicToken=0uN7HmA6JTfaX5SChWaObO0xAIMs7OBf)

    **## Topic4DQ2ResptoCodyOhiraInstructions.docx**

    Cody Ohira

    Susan’s situation should be handled with immediate action while still respecting her dignity. Because she is expressing suicidal ideation and has access to a firearm, arranging for her to go directly to the hospital is necessary to ensure her safety. Although she does not want her mother informed, the ACA Code of Ethics (2014) explains that confidentiality does not apply when disclosure is required to protect clients from “serious and foreseeable harm” (American Counseling Association [ACA], 2014, B.2.a). At the same time, counselors are expected to protect client privacy (American Counseling Association, 2014, B.1.c), so I would first attempt to gain her consent and only disclose the minimum information necessary.

    Three ethical and legal concerns stand out: duty to protect, limits of confidentiality, and practicing within boundaries of competence when psychiatric referral is warranted (ACA, 2014, C.2.a).

    Standard B.2.a (Serious and Foreseeable Harm and Legal Requirements): “The general requirement that counselors keep information confdential does not apply when disclosure is required to protect clients or identifed others from serious and foreseeable harm or when legal requirements demand that confdential information must be revealed. Counselors consult with other professionals when in doubt as to the validity of an exception. Additional considerations apply when addressing end-of-life issues.”(American Counseling Association [ACA], 2014, B.2.a).

    Standard B.1.c (Respect for Confidentiality): “Counselors protect the confidential information of prospective and current clients. Counselors disclose information only with appropriate consent or with sound legal or ethical justifcation.” (ACA, 2014, B.1.c).

    Standard C.2.a (Boundaries of Competence): “Counselors practice only within the boundaries of their competence, based on their education, training, supervised experience, state and national professional credentials, and appropriate professional experience. Whereas multicultural counseling competency is required across all counseling specialties, counselors gain knowledge, personal awareness, sensitivity, dispositions, and skills pertinent to being a culturally competent counselor in working with a diverse client population.” (ACA, 2014, C.2.a).

    Looking beyond Susan individually, Chapter 13 emphasizes that counselors must address systemic and community trauma (Corey et al., 2024). As part of an interdisciplinary outreach or emergency response team, my role would include advocating for trauma-informed practices, collaborating with school personnel, providing psychoeducation, and supporting long-term community healing efforts—not just crisis stabilization. Overall, our focus should remain on doing what is best for the stakeholder and following legal and ethical practices in doing so.

    American Counseling Association. (2014). ACA Code of Ethics.
    [https://www.counseling.org/docs/default-source/default-document-library/ethics/2014-aca-code-of-ethics.pdf](https://www.counseling.org/docs/default-source/default-document-library/ethics/2014-aca-code-of-ethics.pdf)

    Corey, G., Corey, M. S., & Corey, C. (2024). Issues and ethics in the helping professions (11th ed.). Cengage Learning.
    [https://bibliu.com/app/?bibliuMagicToken=0uN7HmA6JTfaX5SChWaObO0xAIMs7OBf#/view/books/B1B1CU3CGG512/pdf2htmlex/index.html#page_73](https://bibliu.com/app/?bibliuMagicToken=0uN7HmA6JTfaX5SChWaObO0xAIMs7OBf)