For Week Six, you are to submit a rough draft that is related to the ‘approved title’ of your research proposal that you submitted in Week Two, and the annotated bibliography you turned in during Week Four. The rough draft should have at least 1000 words of substance, not counting the cover and reference pages. Be sure to include a Cover page, abstract, and a list of references with your draft.   Review the Parts of a Research Paper [content] located in the Week One lesson section of the course. Your paper should include the following:  Cover Page/Title Page Abstract (100-120 words) Introduction Hypothesis/Problem Statement/Purpose Statement Literature Review and Definitions included in the research Research methods/design References Appendices – as needed (annotated bibliography, example consent form, example survey if used) Note: The research proposal you write in this course will not be sent to the IRB for approval because you will not be conducting actual research for the purpose of the class. You will, however, gain insight as to how to write a research proposal.  Submission Instructions: Submit a Word document of your rough draft that is relevant to the approved title of your Week Eight research proposal. Include at least 1000 words of substance in the draft, not counting the cover and reference pages. Include a Cover page, an abstract of 100-120 words, and a list of references. Include at least five scholarly references (done in Week Four Annotated Bibliography) Do not include quotes in your work. Your response should reflect upper-level undergraduate writing and current APA standards.

Analysis of a U.S. Supreme Court Case on First Amendment Free Speech Rights Objective: To analyze a U.S. Supreme Court case concerning First Amendment free speech rights and explore its impact on the rights of students and/or faculty on school or university campuses. Instructions: Case Selection: Choose one of the U.S. Supreme Court cases provided in the background readings that focuses on First Amendment free speech rights. Paper Structure: Introduction: Provide a brief overview of the chosen case and its significance.  Factual Background: Clearly and concisely outline the factual background of the case. Legal Issue: Identify and explain the legal issue(s) pertaining to First Amendment free speech rights addressed in the case. Court Decision: Summarize the court’s decision regarding the legal issue(s) related to free speech rights.  Court’s Reasoning: Analyze the reasoning and justification provided by the court for their decision. Impact on Free Speech Rights: Discuss how this case has shaped the law concerning the free speech rights of students and/or faculty on school or university campuses. This section should be at least one full page in length. Submission Guidelines 5-6 pages, not counting the title page and references. A clear introduction that orients a reader to the essay main content and the main points discussed. A well-developed, well-balanced essay body that develops each point in its own paragraph. A concise conclusion that summarizes the whole essay. Include at least three references. Quoted material should not exceed 10% of the total paper (since the focus of these assignments is critical thinking). Use your own words and build on the ideas of others. When material is copied verbatim from external sources, it MUST be enclosed in quotes. The references should be cited within the text and also listed at the end of the assignment in the References section. Follow the APA Style format. See www.apa.org. At least one in-text citation for each reference. General format/mechanics. A reference page which follows APA requirements. Organized in a clear and coherent manner. Double spaced with font size of 12. Your writing should be: Be clear, logical, and precise. Have breadth and depth. Show critical-thinking skills

For this assignment, you will create an 8- to 10-slide audio presentation (including title and reference slides) that would be used to help your coworkers better understand the key differences between effective and ineffective presentations. In this presentation, you will demonstrate the need to create effective presentations that can be used in workplace scenarios. Use the following outline as a guide for your presentation layout: Slide 1: Title slide Slides 2–4: For these slides, you will: Provide three examples of effective communication when presenting. Explain why these examples are effective, using support from your text and other resources. For at least one example, discuss how you would effectively present information when presenting to different cultures. Use images to enhance the content of each slide and provide speaker notes to expand on the information in each slide. Slides 5–7: For these slides, you will: Provide three examples of ineffective communication when presenting. Explain why these examples are ineffective, and in your speaker notes, provide some ways to improve the examples so they would be effective. For at least one example, discuss speech apprehension, how it can impact your presentation, and ways to overcome it. Support your content with text and other sources. Use images to enhance the content of each slide and provide speaker notes to expand on the information in each slide. Slide 8: Reference slide You may include extra slides if needed; however, please keep your presentation to less than 10 slides, including title and reference slides. Your presentation should have a minimum of two references. Use in-text citations in your slides as appropriate.

For this assignment, you will create an 8- to 10-slide audio presentation (including title and reference slides) that would be used to help your coworkers better understand the key differences between effective and ineffective presentations. In this presentation, you will demonstrate the need to create effective presentations that can be used in workplace scenarios. Use the following outline as a guide for your presentation layout: Slide 1: Title slide Slides 2–4: For these slides, you will: Provide three examples of effective communication when presenting. Explain why these examples are effective, using support from your text and other resources. For at least one example, discuss how you would effectively present information when presenting to different cultures. Use images to enhance the content of each slide and provide speaker notes to expand on the information in each slide. Slides 5–7: For these slides, you will: Provide three examples of ineffective communication when presenting. Explain why these examples are ineffective, and in your speaker notes, provide some ways to improve the examples so they would be effective. For at least one example, discuss speech apprehension, how it can impact your presentation, and ways to overcome it. Support your content with text and other sources. Use images to enhance the content of each slide and provide speaker notes to expand on the information in each slide. Slide 8: Reference slide You may include extra slides if needed; however, please keep your presentation to less than 10 slides, including title and reference slides. Your presentation should have a minimum of two references. Use in-text citations in your slides as appropriate.

Overview: SOAP is an acronym that stands for Subjective, Objective, Assessment, and Plan. The episodic SOAP note is to be written using the attached template below. Instructions: (The patient is a 25 years old Female, coming for a routine physical exam) For all the SOAP note assignments, you will write a SOAP note about one of your patients and use the following acronym: · S = Subjective data: Patient’s Chief Complaint (CC). · O = Objective data: Including client behavior, physical assessment, vital signs, and meds. · A = Assessment: Diagnosis of the patient’s condition. Include differential diagnosis. · P = Plan: Treatment, diagnostic testing, and follow up Submission Instructions: · Your SOAP note should be clear and concise and students will lose points for improper grammar, punctuation, and misspelling. · Complete and submit the assignment using the appropriate template. Grading Rubric Your assignment will be graded according to the grading rubric. Encounter date: ________________________ Patient Initials: ______ Gender: M/F/Transgender ____ Age: _____ Race: _____ Ethnicity ____ Reason for Seeking Health Care: ______________________________________________ HPI:_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Allergies(Drug/Food/Latex/Environmental/Herbal): ___________________________________ Current perception of Health: Excellent Good Fair Poor Past Medical History · Major/Chronic Illnesses____________________________________________________ · Trauma/Injury ___________________________________________________________ · Hospitalizations __________________________________________________________ Past Surgical History___________________________________________________________ Medications: __________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Family History: ____________________________________________________________ Social history: Lives: Single family House/Condo/ with stairs: ___________ Marital Status:________ Employment Status: ______ Current/Previous occupation type: _________________ Exposure to: ___Smoke____ ETOH ____Recreational Drug Use: __________________ Sexual orientation: _______ Sexual Activity: ____ Contraception Use: ____________ Family Composition: Family/Mother/Father/Alone : _____________________________ Health Maintenance Screening Tests: Mammogram, PSA, Colonoscopy, Pap Smear, Etc _____ Exposures: Immunization HX: Review of Systems: General: HEENT: Neck: Lungs: Cardiovascular: Breast: GI: Male/female genital: GU: Neuro: Musculoskeletal: Activity & Exercise: Psychosocial: Derm: Nutrition: Sleep/Rest: LMP: STI Hx: Physical Exam BP________TPR_____ HR: _____ RR: ____Ht. _____ Wt. ______ BMI ( percentile) _____ General: HEENT: Neck: Pulmonary: Cardiovascular: Breast: GI: Male/female genital: GU: Neuro: Musculoskeletal: Derm: Psychosocial: Misc. Significant Data/Contributing Dx/Labs/Misc. Plan: Differential Diagnoses 1. 2. 3. Principal Diagnoses 1. 2. Plan Diagnosis Diagnostic Testing: Pharmacological Treatment: Education: Referrals: Follow-up: Anticipatory Guidance: Diagnosis Diagnostic Testing: Pharmacological Treatment: Education: Referrals: Follow-up: Anticipatory Guidance: Signature (with appropriate credentials): __________________________________________ Cite current evidenced based guideline(s) used to guide care (Mandatory)_______________ DEA#: 101010101 STU Clinic LIC# 10000000 Tel: (000) 555-1234 FAX: (000) 555-12222 Patient Name: (Initials)______________________________ Age ___________ Date: _______________ RX ______________________________________ SIG: Dispense: ___________ Refill: _________________ No Substitution Signature: ____________________________________________________________

Create a 3- to 4-page (excluding visual elements) Medication Study Guide for your assigned psychotropic medication agents that may be utilized by you and colleagues for study. Your medication guide should be in the form of an outline and should include a title page, citations, and references. You should incorporate visual elements, such as concept maps, charts, diagrams, images, color coding, mnemonics, and/or flashcards. Be creative! Note: Your Medication Study Guide should not be in the format of an APA paper. Also Note: Your guide should be informed by the FDA-Approved and Evidenced-Based, Clinical Practice Guidelines Research. Areas of importance that you should address—but are not limited to—include: · Title page · Description of the psychopharmacological medication agent, including brand and generic names, as well as appropriate FDA indication uses · Any supporting, valid, and reliable research for non-FDA uses · Drug classification · The medication mechanism of action · The medication pharmacokinetics · The medication pharmacodynamics · Appropriate dosing, administration route, and any considerations for dosing alterations · Considerations of use and dosing in specific specialty populations, such as children, adolescents, elderly, pregnant people, those exhibiting suicidal behaviors, etc. · Definition of half-life, why half-life is important, and the half-life for your assigned medication · Side effects/adverse reactions potential · Discuss clinical concerns with EPS and Tardive Dyskinesia Note: Be sure to include screening tools that would be utilized. · Contraindications for use including significant drug to drug interactions · Overdose considerations · Diagnostics and labs monitoring comorbidities considerations · Legal, ethical, and social considerations · Pertinent patient education considerations · References page Support your rationale with a minimum of three (3) academic resources. Note: While you may use the course text to support your rationale, it will not count toward the resource requirement. You should be utilizing primary and secondary literature. Use some of these references · Goldin, D. S. (2023). Fast facts for psychopharmacology for nurse practitioners. Springer Publishing. · Chapter 7, “Antipsychotic Medications” (pp. 110–149) · Stahl, S. M. (2021). Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications (5th ed.). Cambridge University Press. · Chapter 4, “Psychosis Schizophrenia, and the Neurotransmitter Networks Dopamine, Serotonin, and Glutamate” (pp. 71–158) · Chapter 5, “Targeting Dopamine and Serotonin Receptors for Psychosis, Mood, and Beyond: So-Called ‘Antipsychotics’” (pp. 159-243) · American Psychiatric Association (2020). The American Psychiatric Association practice guideline for the treatment of patients with schizophreniaLinks to an external site. . https://www.psychiatry.org/File%20Library/Psychiatrists/Practice/Clinical%20Practice%20Guidelines/APA-Draft-Schizophrenia-Treatment-Guideline.pdf · Clozapine REMS (2023). What is the clozapine REMS? Links to an external site. https://www.newclozapinerems.com/home# · Utah State University. (n.d.). Creating study guidesLinks to an external site. . https://www.usu.edu/academic-support/test/creating_study_guides · Drugs.comLinks to an external site.. (2023). https://www.drugs.com/ Note: Please use the following resource to check the most up-to-date box warnings, FDA approvals and indications, recommendations for follow-up evaluations, changes, etc.

· Design a patient education module utilizing your choice of VR/AR/MR. · Determine an area of interest. Use your chapter readings and articles for ideas. · Once an area of interest is determined, search the literature for evidence to support your education module. · Refer to Table 4.2 in the Carroll text to ensure there are no contraindications. Submission Instructions: · The paper is to be clear and concise and students will lose points for improper grammar, punctuation and misspelling. · The paper should be formatted per current APA and 4-5 pages in length, excluding the title, abstract and references page. Incorporate a minimum of 5 current (published within last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work.

Mr. and Mrs. Arahan, an older couple in their seventies, have been living with their oldest daughter, her husband of 15 years, and their two children, ages 12 and 14. They all live in a middle-income neighborhood in a suburb of a metropolitan city. Mr. and Mrs. Arahan are both college educated and worked full-time while they were in their native country. In addition, Mr. Arahan, the only offspring of wealthy parents, inherited a substantial amount of money and real estate. Their daughter came to the United States as a registered nurse and met her husband, a drug company representative. The older couple moved to the United States when their daughter became a U.S. citizen and petitioned them as immigrants. Since the couple was facing retirement, they welcomed the opportunity to come to the United States. The Arahans found life in the United States different from that in their home country, but their adjustment was not as difficult because both were healthy and spoke English fluently. Most of their time was spent taking care of their two grandchildren and the house. As the grandchildren grew older, the older couple found that they had more spare time. The daughter and her husband advanced in their careers and spent a great deal more time at their jobs. There were few family dinners during the week. On weekends, the daughter, her husband, and their children socialized with their own friends. The couple began to feel isolated and longed for a more active life. Mr. and Mrs. Arahan began to think that perhaps they should return to the home country, where they still had relatives and friends. However, political and economic issues would have made it difficult for them to live there. Besides, they had become accustomed to the way of life in the United States with all the modern conveniences and abundance of goods that were difficult to obtain in their country. However, they also became concerned that they might not be able to tolerate the winter months and that minor health problems might worsen as they aged. They wondered who would take care of them if they became very frail and where they would live, knowing that their daughter had only saved money for their grandchildren’s college education. They expressed their sentiments to their daughter, who became very concerned about how her parents were feeling. This older couple had been attending church on a regular basis, but had never been active in other church-related activities. The church bulletin announced the establishment of parish nursing with two retired registered nurses as volunteers. The couple attended the first opening of the parish clinic. Here, they met one of the registered nurses, who had a short discussion with them about the services offered. The registered nurse had spent a great deal of her working years as a community health nurse. She informed Mr. and Mrs. Arahan of her availability to help them resolve any health-related issues. Reflective Questions 1. What strategies could be suggested for this older adult couple to enhance their quality of life? 2. What community resources can they utilize? 3. What can the daughter and her family do to address the feelings of isolation of the older couple? 4. What health promotion activities can ensure a healthy lifestyle for them? CASE STUDY: An Older Immigrant Couple: Mr. and Mrs. Arahan

Course Title: Opportunity Evaluation and Value Creation Competency Assessment Title: Competency 1 Assessment Total Number of Points: 100 Assignment Directions Part 1: Corporate Entrepreneurship Assessment Choose 1 of the following Fortune 500 companies to study throughout this course:  • Chevron  Research the company and then answer the following questions:  • Which company did you choose?  • What is the company’s website address?  • What are 3-5 entrepreneurial strengths of the company?  • What are the major elements of the company’s approach to entrepreneurship and value creation?  • What is 1 action the company could take to increase its entrepreneurial value creation? Include references for any sources cited.  Part 2: Adding Value to the Organization Assess the external environment of the organization. Based on your assessment and the strengths and weaknesses you identified in Part 1, evaluate opportunities for that organization to add economic, social, and environmental value. Recommend an opportunity that meets the following criteria:  • Best capitalizes on the organization’s valuable, rare, and hard-to-imitate resources Is least impacted by the organization’s weaknesses  • Takes the best advantage of the external environment  Create a 13- to 15-slide PowerPoint presentation to present your assessment, evaluation, and recommendation. Include the following: • Cover slide • Agenda slide • Description of the organization (1 slide) • Summary of the strengths and weaknesses of the organization (2 slides) • Key aspects of your assessment of the external environment that present opportunities for adding value, such as trends, unmet needs, unsolved problems, underserved consumer groups, and so on (2-3 slides) • Evaluation of opportunities to add economic value (1 slide) • Evaluation of opportunities to add social value (1 slide) • Evaluation of opportunities to add environmental value (1 slide). Note: Some opportunities may appear on more than 1 slide. For example, you may find an opportunity that adds economic, social, and environmental value. • Recommended opportunity to pursue first, with a rationale that shows how the opportunity capitalizes on the organization’s valuable, rare, and hard-to-imitate resources; is not much impacted by the organization’s weaknesses; and takes advantage of the external environment (1-2 slides) • Conclusion slide • References slide • Speaker notes to convey the details you would give if you were presenting The slides should contain only essential information and as little text as possible. Do not design a slide presentation made up of long bullet points. Cite references to support your assignment. Competency Assessment Rubric Assignment / Performance Criteria Mastery 100% Organization description (weight 10%) Thoroughly described the organization Organization’s strengths and weaknesses (weight 15%) Provided a thorough summary of the strengths and weakness of the chosen organization Assessment of external environment (weight 20%) Included all key aspects of the external environment assessment that present opportunities for adding value to the organization Adding economic value (weight 10%) Provided a thorough evaluation of opportunities to add economic value Adding social value (weight 10%) Thoroughly evaluated opportunities to add social value Adding environmental value (weight 10%) Provided a detailed evaluation of opportunities to add environmental value Recommended opportunities to pursue with rationale (weight 25%) Thoroughly recommended an opportunity to pursue with a rationale for how the opportunity: capitalizes on the organization’s valuable, rare, and hard-to-imitate resources; is not much impacted by the organization’s weaknesses; and takes advantage of the external environment Additional Note: This needs to pass ZERO GPT and plagiarism checks. Need scholarly references and intext citations where necessary,  Since this is a slide, need speaker notes embedded and also don’t leave the Powerpoint blank, google chevon and attach a pic behind every slide to make it look legit, presentable. Rubric is attached, need to follow and answer each aspect of the rubric

Exercise I  Problem:   For those of you who have taken a course in Corrections, you are probably somewhat aware of the so-called collateral consequences of incarceration – i.e., the costs that go beyond an offender’s direct experience of punishment (e.g., incarceration).  A recent executive summary from the Pew Center (Western & Pettit, 2010) documents that one of those presumed collateral consequences of incarceration is long-term economic prospects in the labor market, and social mobility.  It is positioned that the incarceration stint is a long-term barrier for those offenders (95%) that are returning to society.  As a student of criminal justice and corrections, you decide to test this assumption by using one of the more relevant longitudinal data sets in the field of criminology and the social sciences:  The National Longitudinal Study of Youth (NLSY).  The NLSY data, collected by researchers at THE Ohio State University since its inception in 1979, represents longitudinal data beginning in 1979 (cohort I) and again in 1997 (Cohort II) specifically examines the long-term labor market consequences of experiences during adolescence and young adulthood.  In particular, the NLSY connects data from experiences such as age of first offense/arrest, incarceration, school dropout, to long-term earning potential in the labor market.  You have recently acquired a version of the 1997 NLSY data that follows this sample from adolescence (aged 12-17 at time of initial survey) into young adulthood in 2011.  Using this data, students will be able to test the assumption that the experience of incarceration has long-term ramifications for an individual’s earning potential and social mobility.  The data set – NLSY for Corrections – is ATTACHED! Instructions:  You wish to test the basic assumption that the experience of ever being incarcerated has an impact on one’s current income.  In other words, do those who have ever been incarcerated earn more income, less income – or is there any difference at all.  To answer this question, you will be using two variables within the NLSY.  The first variable,  Incarceration_Prevalence_Dummy is a dummy variable that taps into the lifetime prevalence of incarceration during one’s lifetime (0 = “Never”, 1 = “Yes”.  The second variable, Personal Income ranges from zero to infinity.     In particular, you are testing the null hypothesis that the mean level of income for those who have been incarcerated will be THE SAME as those that have not been incarcerated – i.e., the mean difference between these groups will be insignificant.   Hint:  You are using two variables, so based on Chapter 8 in your SPSS text (23rd edition), you should be familiar with the proper analytical procedure to be employed here. After performing the relevant analysis, you are to answer the following questions:   1.     What is the independent variable here – lifetime incarceration prevalence or current personal income?  Dependent variable?   2.     What is the level of measurement for the variable Incarceration_Prevalence_Dummy?  a.     Is this variable discrete or continuous?  Why?  3.     What is the level of measurement for the variable personal_income?  a.     Is this variable discrete or continuous?  Why?    4.     After performing the relevant analyses (hint:  only one analysis is necessary here), what is your final judgement on the null hypothesis that there is no difference in the mean income of those who have ever been incarcerated versus those who have been incarcerated?  How did you make this determination (what test did you perform, and what tests of significance were employed?)?  a.     Report the means for both attributes of the incarceration dummy.  Is there are a difference?  If so, is the difference statistically significant?     5.     What does this lead you to speculate with regard to the collateral consequences of incarceration?  Are Western and Pettit (2010) on to something here?  Why or why not?    6.     Can we determine anything causal from these results – i.e., can we assume that the prevalence of incarceration has a causal impact on income, based on the statistical analysis that we performed here?  Exercise II   Introduction:   Several recent studies have found that more than half of all crimes in a city are committed in only a few places.  Some criminologists have called these places “hot spots” (Caplan, Kennedy, & Piza, 2013; Carson & Wellman, 2018).  Even within crime-ridden neighborhoods, it has been found that crime clusters at a few locations while others remain relatively free of crime.  The clustering of violent crime at particular locations suggests there are important features of, or key dynamics at, these locations that give rise to frequent violence.  Thus, focused crime-prevention efforts have recently sought to modify these “criminogenic” conditions and reduce violence.   Problem-oriented policing (POP) strategies (similar to community policing) are increasingly used by urban jurisdictions to reduce crime in these “hot spot” crime places.   Problem-oriented policing challenges officers to identify and analyze the causes of problems behind a string of criminal incidents.   Once the underlying conditions that gave rise to crime problems are known, police officers can then implement appropriate responses to reduce crime.   For example, strategies include using community members as information sources to discuss the nature of the problems the community faces, the possible effectiveness of proposed responses, and the assessment of implemented responses.  Other strategies target the social disorder problems inherent in these neighborhoods, such as cleaning up the environment of the place and making physical improvements, securing vacant lots, or removing trash from the street.       Instructions:   As the chief of police in Middletown, you are interested in the efficacy of these policing strategies in reducing acts of violence in neighborhoods plagued by high rates of crime.  The Middletown PD targets 20 neighborhoods within the city and send out teams of community police officers to implement POP strategies in these neighborhoods.  Before the program begins, we obtain the number of arrests for violent offenses (variable pre_pop_arrests)  that were made in each neighborhood within the 60 days prior to program implementation.  After the program has been in place, we again obtain the number of arrests for violent offenses (variable post_pop_arrests) that were made in each