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Students will identify a family caregiver from their professional or personal experience and conduct an interview. The family caregiver should be an unpaid, informal caregiver taking care of a loved one. For example, you could interview a spouse/partner caring for his or her spouse/partner or an adult child taking care of a parent, etc. The student will write a 8-10 page paper (APA style, NOT including Title and Reference pages) assessing the bio-psycho-social situation of the caregiver and make recommendations for interventions as appropriate. In addition to the narrative discussion you have with the caregiver as described in the assignment guidelines, please select one standardized measure discussed in Gaugler, Kane and Langlois (2000) in Module 6 and administer the instrument during your interview. In your paper, please discuss your findings and provide a written argument for why you selected the measure you used. Please protect the caregiver’s confidentiality by not including his/her name in your paper. The assessment will address the following: Part 1: Summary of caregiving relationship/situation Include the demographics of the caregiver--Age, gender, ethnic background, relationship status, children (living, deceased), employment status, educational level, living arrangements. Include the social functioning of the caregiver--Identify social and support systems and person’s ability to participate within these systems. Describe a typical day for this person. Part 2: Assessment: The interview should include open-ended and close-ended questions to assess the following pieces of information: Type (tasks) and frequency of care provided; Skills necessary to provide the care; Additional responsibilities or stressors that affect care provision; What formal services are received; Your assessment of the caregiver’s overall health status (mental and physical); Values and preferences of the care recipient and caregiver (including culture, spirituality, and/or religion) Your assessment of how able the caregiver is to continue with care; and What additional formal services may be needed. Include your impressions and recommendations regarding interventions-- how do you think the caregiver is doing, what concerns you have that maybe the caregiver did not mention, and include possible interventions or services to address concerns/problems, including enhancing current services to meet the need. Include one standardized measure discussed in Gaugler, Kane and Langlois (2000) and administer the instrument during your interview-- discuss your findings and provide a written argument for why you selected the measure you used.

Connection of Data with Literature Minimum 300 words. Describe your reflection of 1. Writing a research paper in the method that we did in class. Did you like working in a group? How do you feel you did communicating in your group? How well did you keep to deadlines within the group? What did you contribute to the group? What did you learn about qualitative data? Will you ever do research again? By the end of the research process you felt _____ about the research topic. Do you like or dislike learning by doing vs. lecture?

Who: This is an individual effort assignment from each student in the course. What: Pecha Kucha is a presentation style in which 20 slides are shown for 20 seconds each (6 minutes and 40 seconds in total). For this course, students are required to develop a Pecha Kucha presentation based on the chosen theme and issue(s) discussed in their Final Project Product Proposal, providing images on each slide to support the narrative of the presentation. Students should NOT just read their final proposal as slides roll by. Instead focus on the high points only and assure the audio aligns with the photos being displayed. Also, use this to add information that was not mentioned in the final proposal. We recommend using stock images and do not just download images from offline without crediting the source. How: Students may choose their own tool to record the pecha kucha. Just ensure the professor can access the final output. Popular presentation tools used for this include PowerPoint, Zoom, and YouTube. This method must be confirmed prior to actually working on the pecha kucha.

Dynamic Deliverable Project Who: This is an individual effort assignment from each student in the course. What: It is important to remember this assignment links back to the possible solution in the final proposal assignment. For example, If your solution to the lack of teams in the WNBA is to write an NBA bylaw that requires NBA teams to also have a “sister” WNBA team. The dynamic deliverable would be that bylaw. If your solution is to have a TV campaign to encourage fans to write letters to NBA owners (who don’t have a WNBA team) and encourage them to start one, the dynamic deliverable would be an original video of that TV commercial. The Dynamic Deliverable is the implementation (or proof of implementation) of students’ proposed solution. Previously submitted Dynamic Deliverables include, but are not limited to, websites students developed about their chosen themes, paintings, and a screenshot of the submission to the CDC of a student’s proposal. In the case of the student referenced in the Final Project Product Proposal as an example, for his dynamic deliverable, he submitted an image of his own painting of a melting earth due to climate change. The “deliverable(s)” you create will mirror (to some extent) the types of materials your professor will utilize in the course to deliver content in diverse ways—to foster interest & problem/trend/issue analysis, provide additional context, and appeal to varying learning styles, abilities, and preferences of students en route to global awareness, perspective taking, & global engagement. The Dynamic Deliverable may consist of student-created, original items such as, but not limited to: Podcasts/Recorded Interview TED (style) Talk/Speech (video recorded) Poetry Series Composition Music Composition & Performance White-paper for Recommended Policy Change to Those in Power Public Service Announcement Poster Series/Video Commercial Product Prototype Original Photography Narrative Short Story Targeted Program Development/Service Delivery Model Scripted Mini-Movie Site-Visit Observation, Critique, Formal Improvement Recommendation Students are also welcome and encouraged to propose solution-commentary-advocacy-activism “deliverable” materials they would like to pursue beyond this list.Public Service Announcement Poster Series

In Part 1 of your research proposal, you established the need  for further study in your literature review and mapped out your problem  statement, research question, and methodological approach. Now you  expand on that foundation by including your plans for sampling, data  collection, and ethical and cultural considerations. You also do a bit of reflection in Part 2—first by anticipating  the results of your study and what you’d expect to find, and second by  reflecting on the research process and what you have learned. For  instance, to what extent has your understanding of research deepened?  Does the research process seem more valuable now after having built your  own proposal? Consider these questions as you complete your full  research proposal, adding information to the Part 2 sections. Review the Learning Resources on measurement, data collection, and bias-free language. Access and reflect on Part 1 of your research proposal. Consider what you have learned about research by conceptualizing and  planning a research study in this manner. Anticipate what the proposed  study’s results might be.

Assignment Content For this assignment, you will write a report that details the components of an executive leadership development program for a fictitious company. The fictitious company can be within an organization and industry of your choice. Do not use the name of or information about a real company. After you have chosen a type of organization and industry, include the following items in your report.   Include an introductory paragraph that lists the name and type of fictitious company, the country in which the home office is located, how long the company has been operating, and the number of executive leadership employees.  Discuss an executive leadership development strategy. Provide a vision for this strategy. For example, what are the outcomes of having a leadership development program for the organization? How will the leadership be structured?  Explain how you will assess leadership capabilities for the roles you have structured. Are there any leadership theories that you use as the basis for your decisions?  Describe one assessment tool that you will use to identify leadership capabilities. How will your leaders develop problem-solving skills and the ability to arrive at sound solutions?  Explain how you will facilitate the training for leadership. What trends do human resource professionals use for leadership training?  Conclude your report by describing the benefits that having a formal executive leadership development program will have on the organization (e.g., why a program is important and how it enhances the organization’s competitiveness). 

Horizontal or lateral violence is described by Catalano (2015) as having "many of the same characteristics as bullying except that it takes place almost exclusively in the work setting" (p. 415). Historically, it was often overlooked as a type of hazing in the profession. Today, violence in our culture is a serious threat in all workplace environments with nursing being no exception. For this discussion, review the attached power point presentation on the topic and begin your discussion by answering the exercise questions from the 'Exercise for Discussion' slide. Next, respond to your classmates with your analysis of 'how they handled the lateral violence example they shared.' This is your opportunity to support their actions or, using the CUS model, state what could have been done differently. https://harfordcc.blackboard.com/bbcswebdav/pid-189939-dt-forum-rid-65345935_1/xid-65345935_1 https://1drv.ms/w/s!AnPKx8pkf24JgqIIiQ6cs1PmYP7maQ?e=VWWnKL

Presentation: Demographics & Data Research This week's topic is "Demographics & Data Research". Select and watch 3 the following multimedia presentations. Answer the following questions. Each of the 5 responses is worth 2 points, for a total of 10 points. Understanding Important Economic Data by AmplifyME (35:24) https://www.youtube.com/watch?v=yaHGGWmu02ILinks to an external site. People Mapping: Finding and Using Demographic Data by Esri Events (47:41) https://www.youtube.com/watch?v=lhKR9xz6CRwLinks to an external site. Getting the Most Out Of Data Sharing for Demographic Research (DSDR) by ICPSR (38:39) https://www.youtube.com/watch?v=Cx7UYJDjfjELinks to an external site. 2021 Data Summit Series: COVID-19 HUB Demographic & Economic Resources Aug 19, 2021 by U.S. Census Bureau (1:15:08) https://www.youtube.com/watch?v=m9GudKGmOqgLinks to an external site. What Demographics Can Tell Us About Our Cultural, Economic & Political Future by realwealthnetwork (37:10) https://www.youtube.com/watch?v=HowQgM_dC-MLinks to an external site. Question at position 1 1. Insert title of 1st video presentation you watched. Explain 2 key concepts you learned in this presentation. Minimum of 2 complete sentences. Question at position 2 2. Insert title of 2nd video presentation you watched. Explain 2 key concepts you learned in this presentation. Minimum of 2 complete sentences. Question at position 3 3. Insert title of 3rd video presentation you watched. Explain 2 key concepts you learned in this presentation. Minimum of 2 complete sentences. Question at position 4 Compare 2 Presentations. Name the titles of both presentations. Explain how 2 or more of the presentations are similar to each other. Write a minimum of 2 complete sentences regarding similar concepts. Question at position 5 Contrast 2 Presentations. Name the titles of both presentations. Explain how 2 or more of the presentations are different from each other. Write a minimum of 2 complete sentences explaining the concepts that differed.

Write a brief summary of the textbook Chapters 7 and 8, to include the following paragraphs with headings: an overview, 3 key concepts, and a summary. Each “key concept” must include the textbook page numbers. Each paragraph needs a minimum of 3 sentences and 250 words.  Use the template format provided below use. as a guide. do not  copy the template. please use. own words no plagiarism no. A I  original work please . Refer to the model assignment (sample) following the template. ch 7,8. pdf attached  TEMPLATE: Overview Key Concept from Chapter 7 Key Concept from Chapter 8 KEY CONCEPT FROM CHAPTER 7 OR 8 Summary SAMPLE: BELOW IS A SAMPLE REFLECTION SUMMARY.  DO NOT COPY THE CONTENTS.  IT IS A SAMPLE ONLY TO ILLUSTRATE THE STRUCTURE. Course: BRE 139, Real Estate Economics STUDENT NAME: IMA SUCCESS Today’s Date: 04/20/2024 Textbook Author: Huber, et al. CHAPTERS 7 & 8 Overview The topic of Chapter 7 is an introduction to real estate principles.  This chapter covers four important concepts for the real estate student.  First, the real estate licensing in California is discussed, along with the real estate market.  Second, the historical influence of real property is examined.  Third, the difference between real property and personal property is spelled out clearly.  And last, the chapter concludes by analyzing various methods of land description.  These concepts are important because they may be on the real estate exam for licensees. Key Concept from Chapter 7 I learned that real estate can be a profitable professional (p. 4).  One of the reasons it can be profitable is because the compensation to agents is based on the sales price of the house.  In California, real estate values are typically high, which translates into a high commission.  The commission is always paid to the broker, but the real estate salesperson receives a portion.  Many real estate agents are using social media to promote their services. Key Concept from Chapter 8 The second thing I learned is that property owners have a “bundle of rights” (p. 5).  It means they have control of certain things because they own the real estate.  Generally, people view it as a bundle of sticks, with each one of them being a “right” the owner has.  Their types of rights vary based on their level of ownership.  For example, homeowners have the right to possess (live in) their houses – unless they rent out the house to tenants.  In that case, the tenant now has the right to possess the house. Key Concept from Chapter 7 or 8 The third concept I learned is the definition of real property (p. 6).  There are four things that define real property:  land, affixed to the land, appurtenant to the land, or immovable.  These items “tests” are what separates real property from personal property.  For example, a refrigerator can be moved out of the house, so it is considered personal property.  However, a fence is permanently dug into the ground so it becomes part of the real property, along with the land and the house. Summary This was an interesting chapter and I learned a lot about real estate.  Real estate has a long and colorful history in California.  There are several types of land description methods, which will probably be on the state real estate exam.  I know I will have to study some of the concepts further, such as the MARIA acronym of determining personal versus real property.  In addition to the knowledge of concepts, real estate involves math calculations.

please watch. video. and  respond to Andrea  https://youtu.be/JIPfZLQrDF0