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  • [Solved] Business Finance – Management I need a 10-12 page term assignment completed by 30 April 2025

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) This assignment will be a 10-12 page read on how Artificial Intelligence (AI) is revolutionizing industries by enabling new ways of thinking, operating, and creating value. This assignment is due on Wednesday,…

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

    This assignment will be a 10-12 page read on how Artificial Intelligence (AI) is revolutionizing industries by enabling new ways of thinking, operating, and creating value. This assignment is due on Wednesday, 30 April. All details for this assignment will be included in the attached document. The following book can be used as a reference as well.

    ![thumbnail image 1 of Managing Innovation: Integrating Technological, Market and Organizational Change, (Paperback), 1 of 1](https://www.sweetstudy.com/questions/business-finance-management-i-need-a-10-12-page-term-assignment-completed-by-30-april-2025)

    – Managing Innovation: Integrating Technological, Market and Organizational Change, (Paperback)
    – Author: Wiley
    – ISBN: 9781119713302
    – Format: Paperback
    – Publication Date: 2020-11-23
    – Page Count: 624

    – [\
    \
    AssignmentInstructions.docx](https://www.sweetstudy.com/files/assignmentinstructions-docx-10276651 "AssignmentInstructions.docx")

    – a year ago

  • [Solved] Business Finance – Management Assignment 2 week 4

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) learned, read and researched throughout the time – a year ago **files (1)** – ## Assignment2week4.docx **## Assignment2week4.docx** A reflective essay is a type of paper that showcases your individuality, acti…

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

    learned, read and researched throughout the time

    – a year ago

    **files (1)**

    – ## Assignment2week4.docx

    **## Assignment2week4.docx**

    A reflective essay is a type of paper that showcases your individuality, actions, and impacts on what you have learned, read and researched throughout the time period required. In the end, by reading your reflective essay, the audience finds out details about what you learned from the material you interacted with. As opposed to different types of papers you may have written in the past, a reflective essay is not based on certainties or examinations. Instead, it focuses on your personality and how it fit with the information within the lessons. It does not focus on any one traits, theory or lesson, it briefly discusses all that was learned.

    For this assignment you will type your answer directly into the text box needs to be at least 500 words in length. Your reflection paper covers the first four weeks of class, so you have all the lessons, assigned readings, textbook and then any research that you did. You will still need to have in-text citations and reference page.

    **## Assignment2week4.docx**

    A reflective essay is a type of paper that showcases your individuality, actions, and impacts on what you have learned, read and researched throughout the time period required. In the end, by reading your reflective essay, the audience finds out details about what you learned from the material you interacted with. As opposed to different types of papers you may have written in the past, a reflective essay is not based on certainties or examinations. Instead, it focuses on your personality and how it fit with the information within the lessons. It does not focus on any one traits, theory or lesson, it briefly discusses all that was learned.

    For this assignment you will type your answer directly into the text box needs to be at least 500 words in length. Your reflection paper covers the first four weeks of class, so you have all the lessons, assigned readings, textbook and then any research that you did. You will still need to have in-text citations and reference page.

  • [Solved] Business & Finance – Financial markets Assignment 4 BUSN

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    [>Financial markets homework help](https://www.sweetstudy.com/fields/business-finance-financial-markets) Technological, Political-Legal, Socio-Cultural, and Economic – a year ago **files (2)** – ## BUSweek4.docx – ## Assignment1.docx **## BUSweek4.docx** **Course Objectives:** · Students will become…

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    [>Financial markets homework help](https://www.sweetstudy.com/fields/business-finance-financial-markets)

    Technological, Political-Legal, Socio-Cultural, and Economic

    – a year ago

    **files (2)**

    – ## BUSweek4.docx

    – ## Assignment1.docx

    **## BUSweek4.docx**

    **Course Objectives:**

    · Students will become familiar with business theories and approaches relating to various business environments (Domestic, Global, Technological, Political-Legal, Socio-Cultural, and Economic).

    · Students will evaluate the business environments and practices of selected companies.

    · Students will evaluate the business environments of a company identified as a "worst" company to learn why it is not successful.

    · Students will apply successful company strategies and business theory to recommend a successful strategy for the
    **_worst_** company.

    For your selected
    **_worst_** company (
    you selected in Week 1 Assignment), analyze what it takes to make it in the Domestic and Global Environments. Determine the government regulations for your company in the differing countries where your selected worst company operates. Choose two (2) foreign countries to compare to the U.S./Domestic (
    **EXCLUDING Canada and Mexico**).  Refer to Week 3 Lesson  for more information and details. Also this week you begin to identify barriers in the environments for your chosen
    **_worst_** company. Continue to Lesson 4 for more information and details.

    For the Technological Environment: This includes how the rapid pace of change in production processes and product innovation affect a business. The technological environment also consists of what affects the technology and which can create new products, new markets, and new marketing opportunities in the way a business operates in the technological environment. Consult your readings for the definitions of hard and soft technologies and apply to your discussion.

    **LO – 1 – Identifying one of the business environments used in this course, the student will be able to discuss that environment’s past, present, and future with the use one business theorist.**

    **LO – 2 – Given a chosen company, the student will determine how government regulations affect the company and how to overcome barriers within the Domestic Environment using business theory**

    **LO – 3 – Given a chosen company, the student will assess barriers raised by government regulations in the company's Global Environment and identify strategies for success given these barriers.**

    **LO – 4 – Given a chosen company, the student will detect and evaluate the company's hard and soft technology using both the Domestic and Global environments of the company.**

    **PROMPT:**
    Research the domestic, global, and technological environments of your selected worst company and write an essay in APA7 format that covers the following:

    1.    Identify the company you selected in Week 1, describe the nature of its industry, and describe the domestic environment (home company). For example, U.S. Air operates in the airline industry. Its home country and domestic environment are the United States.

    a.    Summarize the company’s industry, how long it has been in business and its worst attributes.
    b.    Investigate and explain the domestic government regulations associated with the company's industry.

    2.    Describe the company's global environment (
    **cover at least two 2 foreign countries where the company does business — NOT Mexico or Canada**);

    a.    What are the characteristics of the Global Environment that best suit the company for success?

    3.    Identify the hard and soft technologies environment used for both domestic and global environments of your company. This topic is not about computers or software; refer to the definitions of these technologies in your lesson and readings.

    4.    Identify and explain the barriers for your company in the domestic, global, and technological environments barriers and how the company does or can overcome these barriers?

    **Further Instructions:**

    •    Organize your paper using topic headings (APA7 format)
    •    Research requirement: minimum 2 sources with at least one source from your
    **required readings**.
    •    Minimum page requirement: 4 pages in APA7 format; maximum: 6 pages.
    •    For further guidance please review the Grading Rubric for this assignment. How do you "grade" your draft?

    **Grading Rubric:**

    A rubric is provided for your convenience that details how this assignment will be graded. Please review it carefully prior to submitting your assignment. If the grading rubric does not auto-populate here, please see it by visiting the
    **Assignment** details under
    **Course Tools**.

    **## Assignment1.docx**

    NAME:

    | | | | | |
    | — | — | — | — | — |
    | Question | Your Answer | Points Possible | Earned |
    | 1. 1. Select ONE company from the dropdown list | Monster Beverage | 10 | |
    | 1. 2. Select 2 countries. <br>2. ONE from each of dropdown lists that you will use throughout the case study<br>i.e., ONE country from the Northern Hemisphere ONE country from the Southern Hemisphere | Germany | Brazil | 20 | |
    | 1. 3. Briefly explain <br>**at least two reasons** why your chosen company was/is considered a “worst.” Examples of reasons might include employee issues; customer or consumer complaints; financial problems; law violations; litigation; environmental or social issues | Monster Beverage is dubbed the “worst” corporation due to expanding energy drink health and safety problems. The corporation is related to various negative health consequences, notably in teens and young adults, its major customers. Monster product abuse has been linked to heart disease, high blood pressure, and mortality. Monster was investigated by the FDA in 2012 after five deaths were linked to the drink (Costantino et al., 2023). The FDA did not prove Monster was the cause, but the case showed the dangers of highly caffeinated beverages sold with little regulation and strong child marketing. Monster's refusal to change labeling and marketing to minors have earned it medical experts' and advocacy groups' disapproval.<br>Monster Beverage's controversial marketing strategy has been accused of targeting youngsters despite the consequences of high caffeine intake in teens. Monster targets teens and young people with edgy branding, extreme sports sponsorships, and social media marketing. The American Academy of Pediatrics has slammed the corporation for making energy drinks seem “cool” or innocuous. Bleakley et al. (2022) discovered that energy drink firms, particularly Monster, disproportionately marketed on adolescent-friendly TV and online material. Aggressive marketing harms public health messaging and poses corporate responsibility problems. Monster's youth-focused branding in the U.S. and internationally has worsened its already poor reputation since many countries regulate energy drink sales to minors.<br>Monster Beverage has been criticized for terrible labor standards and workplace culture. Many former employees reported sexual harassment, discrimination, and retaliation at the company in 2018 (Spiliopoulou & Witcomb, 2022). Monster and several of its officials were sued for allegedly mistreating women and failing to handle these allegations. Vivien Killilea, a former executive, sued for being fired for speaking out against harassment and sexism in the firm. These charges indicate a poisonous executive culture, which undermines the company's rules and leadership. Monster denies the charges, but the public and employee rights groups have criticized their volume and severity.<br>Monster Beverage has also been criticized for its environmental sustainability and transparency issues. Monster scored low in environmental categories due to its lack of environmental disclosures and corporate responsibility measures, according to Boiral et al. (2024). Monster lacks transparency on carbon emissions, energy use, waste management, and environmental goals, unlike many of its competitors. Environmental watchdogs and investment research groups like As You Sow and MSCI ESG Research have rated this lack of accountability poorly. Companies are obliged to disclose and improve their environmental impact as climate change and sustainability gain emphasis. Monster's lack of corporate responsibility and transparency have bolstered its unfavorable reputation. | 50 | |
    | 4. cite in full <br>**APA format at least 2 reference sources** supporting your answers. At least 1 of these sources must support why your chosen company is a “worst.” | Bleakley, A., Ellithorpe, M., Jordan, A., Hennessy, M., & Stevens, R. (2022). A content analysis of sports and energy drink advertising. <br>_Appetite_, <br>_174_(106010), 106010. https://doi.org/10.1016/j.appet.2022.106010<br> <br>Boiral, O., Brotherton, M., Talbot, D., & Guillaumie, L. (2024). Assessing and managing environmental, social, and governance risks in agri‐food companies. <br>_Corporate Social-Responsibility and Environmental Management_. https://doi.org/10.1002/csr.2884<br> <br>Costantino, A., Maiese, A., Lazzari, J., Casula, C., Turillazzi, E., Frati, P., & Fineschi, V. (2023). The Dark Side of Energy Drinks: A Comprehensive Review of Their Impact on the Human Body. <br>_Nutrients_, <br>_15_(18), 3922. https://doi.org/10.3390/nu15183922<br> <br>Spiliopoulou, A., & Witcomb, G. L. (2022). An Exploratory Investigation Into Women’s Experience of Sexual Harassment in the Workplace. <br>_Violence against Women_, <br>_29_(9), 107780122211149. https://doi.org/10.1177/10778012221114921 | 20 | |
    | TOTAL | | 100 | |

    BUSN310 Week 1 Worksheet 2025_1

    **## Assignment1.docx**

    NAME:

    | | | | | |
    | — | — | — | — | — |
    | Question | Your Answer | Points Possible | Earned |
    | 1. 1. Select ONE company from the dropdown list | Monster Beverage | 10 | |
    | 1. 2. Select 2 countries. <br>2. ONE from each of dropdown lists that you will use throughout the case study<br>i.e., ONE country from the Northern Hemisphere ONE country from the Southern Hemisphere | Germany | Brazil | 20 | |
    | 1. 3. Briefly explain <br>**at least two reasons** why your chosen company was/is considered a “worst.” Examples of reasons might include employee issues; customer or consumer complaints; financial problems; law violations; litigation; environmental or social issues | Monster Beverage is dubbed the “worst” corporation due to expanding energy drink health and safety problems. The corporation is related to various negative health consequences, notably in teens and young adults, its major customers. Monster product abuse has been linked to heart disease, high blood pressure, and mortality. Monster was investigated by the FDA in 2012 after five deaths were linked to the drink (Costantino et al., 2023). The FDA did not prove Monster was the cause, but the case showed the dangers of highly caffeinated beverages sold with little regulation and strong child marketing. Monster's refusal to change labeling and marketing to minors have earned it medical experts' and advocacy groups' disapproval.<br>Monster Beverage's controversial marketing strategy has been accused of targeting youngsters despite the consequences of high caffeine intake in teens. Monster targets teens and young people with edgy branding, extreme sports sponsorships, and social media marketing. The American Academy of Pediatrics has slammed the corporation for making energy drinks seem “cool” or innocuous. Bleakley et al. (2022) discovered that energy drink firms, particularly Monster, disproportionately marketed on adolescent-friendly TV and online material. Aggressive marketing harms public health messaging and poses corporate responsibility problems. Monster's youth-focused branding in the U.S. and internationally has worsened its already poor reputation since many countries regulate energy drink sales to minors.<br>Monster Beverage has been criticized for terrible labor standards and workplace culture. Many former employees reported sexual harassment, discrimination, and retaliation at the company in 2018 (Spiliopoulou & Witcomb, 2022). Monster and several of its officials were sued for allegedly mistreating women and failing to handle these allegations. Vivien Killilea, a former executive, sued for being fired for speaking out against harassment and sexism in the firm. These charges indicate a poisonous executive culture, which undermines the company's rules and leadership. Monster denies the charges, but the public and employee rights groups have criticized their volume and severity.<br>Monster Beverage has also been criticized for its environmental sustainability and transparency issues. Monster scored low in environmental categories due to its lack of environmental disclosures and corporate responsibility measures, according to Boiral et al. (2024). Monster lacks transparency on carbon emissions, energy use, waste management, and environmental goals, unlike many of its competitors. Environmental watchdogs and investment research groups like As You Sow and MSCI ESG Research have rated this lack of accountability poorly. Companies are obliged to disclose and improve their environmental impact as climate change and sustainability gain emphasis. Monster's lack of corporate responsibility and transparency have bolstered its unfavorable reputation. | 50 | |
    | 4. cite in full <br>**APA format at least 2 reference sources** supporting your answers. At least 1 of these sources must support why your chosen company is a “worst.” | Bleakley, A., Ellithorpe, M., Jordan, A., Hennessy, M., & Stevens, R. (2022). A content analysis of sports and energy drink advertising. <br>_Appetite_, <br>_174_(106010), 106010. https://doi.org/10.1016/j.appet.2022.106010<br> <br>Boiral, O., Brotherton, M., Talbot, D., & Guillaumie, L. (2024). Assessing and managing environmental, social, and governance risks in agri‐food companies. <br>_Corporate Social-Responsibility and Environmental Management_. https://doi.org/10.1002/csr.2884<br> <br>Costantino, A., Maiese, A., Lazzari, J., Casula, C., Turillazzi, E., Frati, P., & Fineschi, V. (2023). The Dark Side of Energy Drinks: A Comprehensive Review of Their Impact on the Human Body. <br>_Nutrients_, <br>_15_(18), 3922. https://doi.org/10.3390/nu15183922<br> <br>Spiliopoulou, A., & Witcomb, G. L. (2022). An Exploratory Investigation Into Women’s Experience of Sexual Harassment in the Workplace. <br>_Violence against Women_, <br>_29_(9), 107780122211149. https://doi.org/10.1177/10778012221114921 | 20 | |
    | TOTAL | | 100 | |

    BUSN310 Week 1 Worksheet 2025_1

    **## BUSweek4.docx**

    **Course Objectives:**

    · Students will become familiar with business theories and approaches relating to various business environments (Domestic, Global, Technological, Political-Legal, Socio-Cultural, and Economic).

    · Students will evaluate the business environments and practices of selected companies.

    · Students will evaluate the business environments of a company identified as a "worst" company to learn why it is not successful.

    · Students will apply successful company strategies and business theory to recommend a successful strategy for the
    **_worst_** company.

    For your selected
    **_worst_** company (
    you selected in Week 1 Assignment), analyze what it takes to make it in the Domestic and Global Environments. Determine the government regulations for your company in the differing countries where your selected worst company operates. Choose two (2) foreign countries to compare to the U.S./Domestic (
    **EXCLUDING Canada and Mexico**).  Refer to Week 3 Lesson  for more information and details. Also this week you begin to identify barriers in the environments for your chosen
    **_worst_** company. Continue to Lesson 4 for more information and details.

    For the Technological Environment: This includes how the rapid pace of change in production processes and product innovation affect a business. The technological environment also consists of what affects the technology and which can create new products, new markets, and new marketing opportunities in the way a business operates in the technological environment. Consult your readings for the definitions of hard and soft technologies and apply to your discussion.

    **LO – 1 – Identifying one of the business environments used in this course, the student will be able to discuss that environment’s past, present, and future with the use one business theorist.**

    **LO – 2 – Given a chosen company, the student will determine how government regulations affect the company and how to overcome barriers within the Domestic Environment using business theory**

    **LO – 3 – Given a chosen company, the student will assess barriers raised by government regulations in the company's Global Environment and identify strategies for success given these barriers.**

    **LO – 4 – Given a chosen company, the student will detect and evaluate the company's hard and soft technology using both the Domestic and Global environments of the company.**

    **PROMPT:**
    Research the domestic, global, and technological environments of your selected worst company and write an essay in APA7 format that covers the following:

    1.    Identify the company you selected in Week 1, describe the nature of its industry, and describe the domestic environment (home company). For example, U.S. Air operates in the airline industry. Its home country and domestic environment are the United States.

    a.    Summarize the company’s industry, how long it has been in business and its worst attributes.
    b.    Investigate and explain the domestic government regulations associated with the company's industry.

    2.    Describe the company's global environment (
    **cover at least two 2 foreign countries where the company does business — NOT Mexico or Canada**);

    a.    What are the characteristics of the Global Environment that best suit the company for success?

    3.    Identify the hard and soft technologies environment used for both domestic and global environments of your company. This topic is not about computers or software; refer to the definitions of these technologies in your lesson and readings.

    4.    Identify and explain the barriers for your company in the domestic, global, and technological environments barriers and how the company does or can overcome these barriers?

    **Further Instructions:**

    •    Organize your paper using topic headings (APA7 format)
    •    Research requirement: minimum 2 sources with at least one source from your
    **required readings**.
    •    Minimum page requirement: 4 pages in APA7 format; maximum: 6 pages.
    •    For further guidance please review the Grading Rubric for this assignment. How do you "grade" your draft?

    **Grading Rubric:**

    A rubric is provided for your convenience that details how this assignment will be graded. Please review it carefully prior to submitting your assignment. If the grading rubric does not auto-populate here, please see it by visiting the
    **Assignment** details under
    **Course Tools**.

    **## Assignment1.docx**

    NAME:

    | | | | | |
    | — | — | — | — | — |
    | Question | Your Answer | Points Possible | Earned |
    | 1. 1. Select ONE company from the dropdown list | Monster Beverage | 10 | |
    | 1. 2. Select 2 countries. <br>2. ONE from each of dropdown lists that you will use throughout the case study<br>i.e., ONE country from the Northern Hemisphere ONE country from the Southern Hemisphere | Germany | Brazil | 20 | |
    | 1. 3. Briefly explain <br>**at least two reasons** why your chosen company was/is considered a “worst.” Examples of reasons might include employee issues; customer or consumer complaints; financial problems; law violations; litigation; environmental or social issues | Monster Beverage is dubbed the “worst” corporation due to expanding energy drink health and safety problems. The corporation is related to various negative health consequences, notably in teens and young adults, its major customers. Monster product abuse has been linked to heart disease, high blood pressure, and mortality. Monster was investigated by the FDA in 2012 after five deaths were linked to the drink (Costantino et al., 2023). The FDA did not prove Monster was the cause, but the case showed the dangers of highly caffeinated beverages sold with little regulation and strong child marketing. Monster's refusal to change labeling and marketing to minors have earned it medical experts' and advocacy groups' disapproval.<br>Monster Beverage's controversial marketing strategy has been accused of targeting youngsters despite the consequences of high caffeine intake in teens. Monster targets teens and young people with edgy branding, extreme sports sponsorships, and social media marketing. The American Academy of Pediatrics has slammed the corporation for making energy drinks seem “cool” or innocuous. Bleakley et al. (2022) discovered that energy drink firms, particularly Monster, disproportionately marketed on adolescent-friendly TV and online material. Aggressive marketing harms public health messaging and poses corporate responsibility problems. Monster's youth-focused branding in the U.S. and internationally has worsened its already poor reputation since many countries regulate energy drink sales to minors.<br>Monster Beverage has been criticized for terrible labor standards and workplace culture. Many former employees reported sexual harassment, discrimination, and retaliation at the company in 2018 (Spiliopoulou & Witcomb, 2022). Monster and several of its officials were sued for allegedly mistreating women and failing to handle these allegations. Vivien Killilea, a former executive, sued for being fired for speaking out against harassment and sexism in the firm. These charges indicate a poisonous executive culture, which undermines the company's rules and leadership. Monster denies the charges, but the public and employee rights groups have criticized their volume and severity.<br>Monster Beverage has also been criticized for its environmental sustainability and transparency issues. Monster scored low in environmental categories due to its lack of environmental disclosures and corporate responsibility measures, according to Boiral et al. (2024). Monster lacks transparency on carbon emissions, energy use, waste management, and environmental goals, unlike many of its competitors. Environmental watchdogs and investment research groups like As You Sow and MSCI ESG Research have rated this lack of accountability poorly. Companies are obliged to disclose and improve their environmental impact as climate change and sustainability gain emphasis. Monster's lack of corporate responsibility and transparency have bolstered its unfavorable reputation. | 50 | |
    | 4. cite in full <br>**APA format at least 2 reference sources** supporting your answers. At least 1 of these sources must support why your chosen company is a “worst.” | Bleakley, A., Ellithorpe, M., Jordan, A., Hennessy, M., & Stevens, R. (2022). A content analysis of sports and energy drink advertising. <br>_Appetite_, <br>_174_(106010), 106010. https://doi.org/10.1016/j.appet.2022.106010<br> <br>Boiral, O., Brotherton, M., Talbot, D., & Guillaumie, L. (2024). Assessing and managing environmental, social, and governance risks in agri‐food companies. <br>_Corporate Social-Responsibility and Environmental Management_. https://doi.org/10.1002/csr.2884<br> <br>Costantino, A., Maiese, A., Lazzari, J., Casula, C., Turillazzi, E., Frati, P., & Fineschi, V. (2023). The Dark Side of Energy Drinks: A Comprehensive Review of Their Impact on the Human Body. <br>_Nutrients_, <br>_15_(18), 3922. https://doi.org/10.3390/nu15183922<br> <br>Spiliopoulou, A., & Witcomb, G. L. (2022). An Exploratory Investigation Into Women’s Experience of Sexual Harassment in the Workplace. <br>_Violence against Women_, <br>_29_(9), 107780122211149. https://doi.org/10.1177/10778012221114921 | 20 | |
    | TOTAL | | 100 | |

    BUSN310 Week 1 Worksheet 2025_1

    **## BUSweek4.docx**

    **Course Objectives:**

    · Students will become familiar with business theories and approaches relating to various business environments (Domestic, Global, Technological, Political-Legal, Socio-Cultural, and Economic).

    · Students will evaluate the business environments and practices of selected companies.

    · Students will evaluate the business environments of a company identified as a "worst" company to learn why it is not successful.

    · Students will apply successful company strategies and business theory to recommend a successful strategy for the
    **_worst_** company.

    For your selected
    **_worst_** company (
    you selected in Week 1 Assignment), analyze what it takes to make it in the Domestic and Global Environments. Determine the government regulations for your company in the differing countries where your selected worst company operates. Choose two (2) foreign countries to compare to the U.S./Domestic (
    **EXCLUDING Canada and Mexico**).  Refer to Week 3 Lesson  for more information and details. Also this week you begin to identify barriers in the environments for your chosen
    **_worst_** company. Continue to Lesson 4 for more information and details.

    For the Technological Environment: This includes how the rapid pace of change in production processes and product innovation affect a business. The technological environment also consists of what affects the technology and which can create new products, new markets, and new marketing opportunities in the way a business operates in the technological environment. Consult your readings for the definitions of hard and soft technologies and apply to your discussion.

    **LO – 1 – Identifying one of the business environments used in this course, the student will be able to discuss that environment’s past, present, and future with the use one business theorist.**

    **LO – 2 – Given a chosen company, the student will determine how government regulations affect the company and how to overcome barriers within the Domestic Environment using business theory**

    **LO – 3 – Given a chosen company, the student will assess barriers raised by government regulations in the company's Global Environment and identify strategies for success given these barriers.**

    **LO – 4 – Given a chosen company, the student will detect and evaluate the company's hard and soft technology using both the Domestic and Global environments of the company.**

    **PROMPT:**
    Research the domestic, global, and technological environments of your selected worst company and write an essay in APA7 format that covers the following:

    1.    Identify the company you selected in Week 1, describe the nature of its industry, and describe the domestic environment (home company). For example, U.S. Air operates in the airline industry. Its home country and domestic environment are the United States.

    a.    Summarize the company’s industry, how long it has been in business and its worst attributes.
    b.    Investigate and explain the domestic government regulations associated with the company's industry.

    2.    Describe the company's global environment (
    **cover at least two 2 foreign countries where the company does business — NOT Mexico or Canada**);

    a.    What are the characteristics of the Global Environment that best suit the company for success?

    3.    Identify the hard and soft technologies environment used for both domestic and global environments of your company. This topic is not about computers or software; refer to the definitions of these technologies in your lesson and readings.

    4.    Identify and explain the barriers for your company in the domestic, global, and technological environments barriers and how the company does or can overcome these barriers?

    **Further Instructions:**

    •    Organize your paper using topic headings (APA7 format)
    •    Research requirement: minimum 2 sources with at least one source from your
    **required readings**.
    •    Minimum page requirement: 4 pages in APA7 format; maximum: 6 pages.
    •    For further guidance please review the Grading Rubric for this assignment. How do you "grade" your draft?

    **Grading Rubric:**

    A rubric is provided for your convenience that details how this assignment will be graded. Please review it carefully prior to submitting your assignment. If the grading rubric does not auto-populate here, please see it by visiting the
    **Assignment** details under
    **Course Tools**.

    **## Assignment1.docx**

    NAME:

    | | | | | |
    | — | — | — | — | — |
    | Question | Your Answer | Points Possible | Earned |
    | 1. 1. Select ONE company from the dropdown list | Monster Beverage | 10 | |
    | 1. 2. Select 2 countries. <br>2. ONE from each of dropdown lists that you will use throughout the case study<br>i.e., ONE country from the Northern Hemisphere ONE country from the Southern Hemisphere | Germany | Brazil | 20 | |
    | 1. 3. Briefly explain <br>**at least two reasons** why your chosen company was/is considered a “worst.” Examples of reasons might include employee issues; customer or consumer complaints; financial problems; law violations; litigation; environmental or social issues | Monster Beverage is dubbed the “worst” corporation due to expanding energy drink health and safety problems. The corporation is related to various negative health consequences, notably in teens and young adults, its major customers. Monster product abuse has been linked to heart disease, high blood pressure, and mortality. Monster was investigated by the FDA in 2012 after five deaths were linked to the drink (Costantino et al., 2023). The FDA did not prove Monster was the cause, but the case showed the dangers of highly caffeinated beverages sold with little regulation and strong child marketing. Monster's refusal to change labeling and marketing to minors have earned it medical experts' and advocacy groups' disapproval.<br>Monster Beverage's controversial marketing strategy has been accused of targeting youngsters despite the consequences of high caffeine intake in teens. Monster targets teens and young people with edgy branding, extreme sports sponsorships, and social media marketing. The American Academy of Pediatrics has slammed the corporation for making energy drinks seem “cool” or innocuous. Bleakley et al. (2022) discovered that energy drink firms, particularly Monster, disproportionately marketed on adolescent-friendly TV and online material. Aggressive marketing harms public health messaging and poses corporate responsibility problems. Monster's youth-focused branding in the U.S. and internationally has worsened its already poor reputation since many countries regulate energy drink sales to minors.<br>Monster Beverage has been criticized for terrible labor standards and workplace culture. Many former employees reported sexual harassment, discrimination, and retaliation at the company in 2018 (Spiliopoulou & Witcomb, 2022). Monster and several of its officials were sued for allegedly mistreating women and failing to handle these allegations. Vivien Killilea, a former executive, sued for being fired for speaking out against harassment and sexism in the firm. These charges indicate a poisonous executive culture, which undermines the company's rules and leadership. Monster denies the charges, but the public and employee rights groups have criticized their volume and severity.<br>Monster Beverage has also been criticized for its environmental sustainability and transparency issues. Monster scored low in environmental categories due to its lack of environmental disclosures and corporate responsibility measures, according to Boiral et al. (2024). Monster lacks transparency on carbon emissions, energy use, waste management, and environmental goals, unlike many of its competitors. Environmental watchdogs and investment research groups like As You Sow and MSCI ESG Research have rated this lack of accountability poorly. Companies are obliged to disclose and improve their environmental impact as climate change and sustainability gain emphasis. Monster's lack of corporate responsibility and transparency have bolstered its unfavorable reputation. | 50 | |
    | 4. cite in full <br>**APA format at least 2 reference sources** supporting your answers. At least 1 of these sources must support why your chosen company is a “worst.” | Bleakley, A., Ellithorpe, M., Jordan, A., Hennessy, M., & Stevens, R. (2022). A content analysis of sports and energy drink advertising. <br>_Appetite_, <br>_174_(106010), 106010. https://doi.org/10.1016/j.appet.2022.106010<br> <br>Boiral, O., Brotherton, M., Talbot, D., & Guillaumie, L. (2024). Assessing and managing environmental, social, and governance risks in agri‐food companies. <br>_Corporate Social-Responsibility and Environmental Management_. https://doi.org/10.1002/csr.2884<br> <br>Costantino, A., Maiese, A., Lazzari, J., Casula, C., Turillazzi, E., Frati, P., & Fineschi, V. (2023). The Dark Side of Energy Drinks: A Comprehensive Review of Their Impact on the Human Body. <br>_Nutrients_, <br>_15_(18), 3922. https://doi.org/10.3390/nu15183922<br> <br>Spiliopoulou, A., & Witcomb, G. L. (2022). An Exploratory Investigation Into Women’s Experience of Sexual Harassment in the Workplace. <br>_Violence against Women_, <br>_29_(9), 107780122211149. https://doi.org/10.1177/10778012221114921 | 20 | |
    | TOTAL | | 100 | |

    BUSN310 Week 1 Worksheet 2025_1

  • [Solved] Business & Finance Assignment V KW

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    Executive Solution Overview

    **I need this PAPER** **done by NOON ET TOMORROW!!!! If you can’t do it I’ll find somebody else. I NEED THIS DONE BY NOON ET TOMORROW ASAP!!! Directions are in the attachment section!!!** – [\ \ IMG_2506.jpeg](https://www.sweetstudy.com/files/img-2506-jpeg-10277363 "IMG_2506.jpeg") – [\ \ IMG_…

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    **I need this PAPER** **done by NOON ET TOMORROW!!!! If you can’t do it I’ll find somebody else. I NEED THIS DONE BY NOON ET TOMORROW ASAP!!! Directions are in the attachment section!!!**

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  • [Solved] BSN 4

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    – a year ago **files (2)** – ## BSNNCSBN_Clinical_Judgement_Measurement_Model_Flowchart.pdf – ## BSN4.docx **## BSNNCSBN_Clinical_Judgement_Measurement_Model_Flowchart.pdf** Layer 0 Layer 1 Layer 2 Layer 3 Satisfied Evaluation Clinical Judgment Not Satisfied Refine HypothesesForm Hypothese…

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    **files (2)**

    – ## BSNNCSBN_Clinical_Judgement_Measurement_Model_Flowchart.pdf

    – ## BSN4.docx

    **## BSNNCSBN_Clinical_Judgement_Measurement_Model_Flowchart.pdf**

    Layer 0

    Layer 1

    Layer 2

    Layer 3

    Satisfied

    Evaluation

    Clinical Judgment

    Not Satisfied

    Refine HypothesesForm Hypotheses

    Client
    Needs

    Clinical
    Decisions

    Recognize
    Cues

    Analyze
    Cues

    Prioritize
    Hypotheses

    Generate
    Solutions

    Take
    Actions

    Evaluate
    Outcomes

    The NCSBN Clinical Judgment Measurement Model

    Copyright ©2019 NCSBN. All Rights Reserved.

    Environmental Factor Examples Individual Factor Examples

    Nursing
    Process

    Layer 4

    Assessment Analysis Planning EvaluationImplementation

    Environment Resources Medical
    Records

    Client
    Observation

    Consequences
    & Risks

    Task
    Complexity

    Time
    Pressure

    Cultural
    Consideration

    Prior
    Experience

    Candidate
    Characteristics

    Level of
    Experience

    SkillsKnowledge Specialty

    **## BSN4.docx**

    NUR4922CBE Section 01CBE Bachelor of Science in Nursing Capstone (11 Weeks) – CBE Online Course – 2025 Spring Quarter

    Deliverable 4 – Making the Best Nursing Decisions

    **Assignment Instructions**

    **Competency**

    Synthesize knowledge from the humanities, physical and social sciences, nursing theory, and applied research as a basis for evidence-based nursing practice and clinical reasoning.

    **Student Success Criteria**

    View the grading rubric for this deliverable by selecting the “Grading rubric” in the right menu.

    **Scenario**

    You finished new graduate orientation yesterday on a general medical surgical unit, and today you will independently care for two clients. As you receive a report on the second client at 0730, your Preceptor stops by to ask how the first day by yourself is coming along and reminds you to complete the final items on your training list today before the end of the 12-hour shift.

    · Complete the new online training model and quiz on the sliding insulin scale

    · Complete the orientation evaluation form

    · Sign up for one of the four nursing committees

    · Complete and sign the orientation reflection journal

    · Attend the new employee luncheon from 1-2 pm sponsored by the hospital physicians

    **Client 1**

    · 25 year old female 24 hours post-op from a Roux-en-Y gastric bypass

    · BMI of 50

    · History of hypertension and sleep apnea

    · No complications post-operative

    · Pain at 4 am, three on a scale of 10

    · Nasogastric tube to gravity

    · NPOMother stayed overnight but left early this morning to shower and will return later in the afternoon

    · Waiting on morning labs

    **Client 2**

    · 46 year old male admitted 72 hours prior with severe GERD and difficulty swallowing

    · History of alcoholism, hypertension

    · Smoked two packs per day for 22 years

    · Endoscopy for Barrett’s Esophagus was negative on the day of admission

    · Pain at 4 am, two on a scale of 10

    · Due to resume clear liquid diet this morning

    · Potential discharge later today home with family

    · The ex-wife has stayed in a room with a client and has been disruptive at times demanding pain medication and food.

    · Waiting on morning labs

    **Client 1**

    Physician orders:

    · Dietary Consult

    · Bariatric Behavioral Therapist Consult

    · 0.45% NS intravenous infusion post op

    **Client 2**

    Medications:

    · Protonix 40 mg once daily, intravenous infusion

    · Switch to oral Protonix 40mg day of discharge

    · IV infusion 0.9% NS 50 ml/hour

    · Resume 50mg Lopressor (metoprolol) PO twice daily after rule out Barrett’s Esophagus

    · 1-2mg Morphine Sulfate IV PRN q 4-6 hours for pain greater than 6 out of 10

    TIME
    _(EVENT)_

    · 0800 – You prioritize the need to assess the 46 year old male first since he has 0900 medications and the physician is rounding and should order discharge today. Assessment and vital signs reveal no concerns, ex-wife not present. A physician writes an order to discharge this client today. The client asks you to return in 30 minutes and go over discharge when ex-wife is present to hear instructions. You administer Lopressor and Protonix.

    · 0830 – You assess the 25 year old post bariatric surgery client. Vital signs and morning labs are within acceptable limits, and client reports pain two on a scale of 10. While assessing for bowel sounds, you notice the nasogastric (NG) tube not secured to the nose, and the client reports the tube partially came out when she blew her nose but she was able to push it back in with no pain. You document NG tube in place and assist the client to the bathroom.

    · 0900 – You return to 46 year old client and review discharge instructions with the client and ex-wife, discontinue the IV infusion, remove the intravenous catheter, and complete discharge summary.

    · 0945 – Transport stops by to take 25 year old client to meet with a support group for bariatric surgery clients — you okay transport.

    · 1000 – Physician stops into see a bariatric client and is upset you let her leave for support group before rounding. You report no concerns, physician reviews chart and writes discharge order for later in the afternoon if no vomiting or pain. The NG tube can be removed at noon by the Nurse Practitioner, and a diet of clear liquids resumed at 6 pm if no vomiting or gastric distention. Call immediately if any vomiting or signs of gastric distention occur.

    · 1030 – You take a break to complete orientation reflection journal, orientation evaluation, and online sliding insulin scale training module and quiz.

    · 1130 – The 25 year old bariatric client returns from the support group, you see her ambulating in the hallway, and you notice the NG tube is missing. The client states the tube fell out of her nose when she stood up to introduce herself. She has no complaints of nausea and no evidence of gastric distention. You document the NG tube was removed accidentally by the client.

    · 1200 – 46 year old male client calls and expresses frustration at a time to discharge. He wants to be home by 3 pm for his son’s birthday party. You call transport who assures you and the client they will arrive before 1 pm to discharge the client.

    · 1215 – Morning documentation complete, all orders are in the system, and both clients are stable. You are amazed at how smooth the first day is going. You head to the new employee luncheon with your Preceptor.

    · 1330 – You return from lunch and find the 46 year old client discharged, and you must prepare for a new admit from the emergency room with rule out pancreatitis. You feel apprehension since this will be your first admit, so you reach out to your Preceptor to review policy and procedure for new admissions.

    · 1345 – While working with your Preceptor, the Certified Nursing Assistant stops by and reports the 25 year old client refused an afternoon visit from a member of the bariatric support group, complaining of fatigue. Her noon vital signs were blood pressure 90/40, heart rate 112, and respiratory rate 28. Your Preceptor assures you these vital signs, and fatigue often occurs with this type of client. She susgest, the client is probably depressed, ready to go home, and suggests to let her rest for the afternoon.

    · 1415 – The new admit from the emergency department arrives with two pages of physician orders and a communication challenge since he speaks and understands only Spanish. He has pain in the abdomen and begins vomiting. Seeing you are now very busy, the Preceptor offers to “look in” on your 25 year old client and will take care of any concerns. Also, she will order a translator to assist with the new admit, while you focus on taking care of the physician orders.

    · 1730 – Finally, all orders for the new admit are in the system; pain decreased, no further vomiting, and he is resting comfortably. While waiting for lab results, you decide to check on the 25 year old client.

    · 1745 – On the way to the client’s room, the Nurse Manager stops and asks you to take a moment to fill out a volunteer form for one of the four nursing committees on the Unit.

    · 1815 – You return to the 25 year old client’s room and find her unresponsive, pale, with no heart beat or respirations. The abdomen is distended and hard. Attempts are made for resuscitation but are not successful. The client is deceased.

    · 1900 – You prepare to leave to go home. The Nurse Manger stops you and asks to debrief the situation. After reviewing the chart and discussing the situation, she is concerned and sees errors in your judgement and actions. She is sure the client’s death will be a sentinel event and warrant a review by the Internal Review Board.

    **Instructions**

    To prepare for debriefing with the Internal Review Board, the Nurse Manager asks you to submit an internal memo with your analysis and perceptions of the events that occurred, including:

    · Description of the errors that occurred

    · Support choices with rationales

    · Description of why the errors occurred

    · Support choices with rationales

    · Strategies for appropriate actions to avoid errors identified

    · Support strategies with rationales, nursing theory and evidence from the literature

    · Ideas stated with professional language and attribution for credible sources with correct APA citation, spelling, and grammar

    **Resources**

    **NCSBN_Clinical_Judgement_Measurement_Model_Flowchart**

    ·
    [Click here for a Library and Learning Services page on Memos in the Writing Guide.](https://guides.rasmussen.edu/writing/letters)

    ·
    [Click here for a Library and Learning Services page on composing a Memo.](http://rasmussen.libanswers.com/faq/32874)

    ·
    [Click here for a Library and Learning Services APA Guide.](http://guides.rasmussen.edu/apa)

    **Submission**

    Text Editor

    _Word count: 0_

    **Details & Information**

    **Assessment due date**

    6/20/25, 11:59 PM (CDT)

    · You cannot submit work after due date

    · You cannot make a new submission attempt after due date

    **Attempts**

    3 attempts left

    **Grading rubric** [This item is graded with a rubric](https://learning.rasmussen.edu/ultra/courses/_171279_1/grades/assessment/_18023680_1/overview/attempt/create/rubric-view?columnId=_6372669_1&courseId=_171279_1)

    **Grading**

    **Maximum points** 4 points

    Save and CloseSubmit

    **## BSN4.docx**

    NUR4922CBE Section 01CBE Bachelor of Science in Nursing Capstone (11 Weeks) – CBE Online Course – 2025 Spring Quarter

    Deliverable 4 – Making the Best Nursing Decisions

    **Assignment Instructions**

    **Competency**

    Synthesize knowledge from the humanities, physical and social sciences, nursing theory, and applied research as a basis for evidence-based nursing practice and clinical reasoning.

    **Student Success Criteria**

    View the grading rubric for this deliverable by selecting the “Grading rubric” in the right menu.

    **Scenario**

    You finished new graduate orientation yesterday on a general medical surgical unit, and today you will independently care for two clients. As you receive a report on the second client at 0730, your Preceptor stops by to ask how the first day by yourself is coming along and reminds you to complete the final items on your training list today before the end of the 12-hour shift.

    · Complete the new online training model and quiz on the sliding insulin scale

    · Complete the orientation evaluation form

    · Sign up for one of the four nursing committees

    · Complete and sign the orientation reflection journal

    · Attend the new employee luncheon from 1-2 pm sponsored by the hospital physicians

    **Client 1**

    · 25 year old female 24 hours post-op from a Roux-en-Y gastric bypass

    · BMI of 50

    · History of hypertension and sleep apnea

    · No complications post-operative

    · Pain at 4 am, three on a scale of 10

    · Nasogastric tube to gravity

    · NPOMother stayed overnight but left early this morning to shower and will return later in the afternoon

    · Waiting on morning labs

    **Client 2**

    · 46 year old male admitted 72 hours prior with severe GERD and difficulty swallowing

    · History of alcoholism, hypertension

    · Smoked two packs per day for 22 years

    · Endoscopy for Barrett’s Esophagus was negative on the day of admission

    · Pain at 4 am, two on a scale of 10

    · Due to resume clear liquid diet this morning

    · Potential discharge later today home with family

    · The ex-wife has stayed in a room with a client and has been disruptive at times demanding pain medication and food.

    · Waiting on morning labs

    **Client 1**

    Physician orders:

    · Dietary Consult

    · Bariatric Behavioral Therapist Consult

    · 0.45% NS intravenous infusion post op

    **Client 2**

    Medications:

    · Protonix 40 mg once daily, intravenous infusion

    · Switch to oral Protonix 40mg day of discharge

    · IV infusion 0.9% NS 50 ml/hour

    · Resume 50mg Lopressor (metoprolol) PO twice daily after rule out Barrett’s Esophagus

    · 1-2mg Morphine Sulfate IV PRN q 4-6 hours for pain greater than 6 out of 10

    TIME
    _(EVENT)_

    · 0800 – You prioritize the need to assess the 46 year old male first since he has 0900 medications and the physician is rounding and should order discharge today. Assessment and vital signs reveal no concerns, ex-wife not present. A physician writes an order to discharge this client today. The client asks you to return in 30 minutes and go over discharge when ex-wife is present to hear instructions. You administer Lopressor and Protonix.

    · 0830 – You assess the 25 year old post bariatric surgery client. Vital signs and morning labs are within acceptable limits, and client reports pain two on a scale of 10. While assessing for bowel sounds, you notice the nasogastric (NG) tube not secured to the nose, and the client reports the tube partially came out when she blew her nose but she was able to push it back in with no pain. You document NG tube in place and assist the client to the bathroom.

    · 0900 – You return to 46 year old client and review discharge instructions with the client and ex-wife, discontinue the IV infusion, remove the intravenous catheter, and complete discharge summary.

    · 0945 – Transport stops by to take 25 year old client to meet with a support group for bariatric surgery clients — you okay transport.

    · 1000 – Physician stops into see a bariatric client and is upset you let her leave for support group before rounding. You report no concerns, physician reviews chart and writes discharge order for later in the afternoon if no vomiting or pain. The NG tube can be removed at noon by the Nurse Practitioner, and a diet of clear liquids resumed at 6 pm if no vomiting or gastric distention. Call immediately if any vomiting or signs of gastric distention occur.

    · 1030 – You take a break to complete orientation reflection journal, orientation evaluation, and online sliding insulin scale training module and quiz.

    · 1130 – The 25 year old bariatric client returns from the support group, you see her ambulating in the hallway, and you notice the NG tube is missing. The client states the tube fell out of her nose when she stood up to introduce herself. She has no complaints of nausea and no evidence of gastric distention. You document the NG tube was removed accidentally by the client.

    · 1200 – 46 year old male client calls and expresses frustration at a time to discharge. He wants to be home by 3 pm for his son’s birthday party. You call transport who assures you and the client they will arrive before 1 pm to discharge the client.

    · 1215 – Morning documentation complete, all orders are in the system, and both clients are stable. You are amazed at how smooth the first day is going. You head to the new employee luncheon with your Preceptor.

    · 1330 – You return from lunch and find the 46 year old client discharged, and you must prepare for a new admit from the emergency room with rule out pancreatitis. You feel apprehension since this will be your first admit, so you reach out to your Preceptor to review policy and procedure for new admissions.

    · 1345 – While working with your Preceptor, the Certified Nursing Assistant stops by and reports the 25 year old client refused an afternoon visit from a member of the bariatric support group, complaining of fatigue. Her noon vital signs were blood pressure 90/40, heart rate 112, and respiratory rate 28. Your Preceptor assures you these vital signs, and fatigue often occurs with this type of client. She susgest, the client is probably depressed, ready to go home, and suggests to let her rest for the afternoon.

    · 1415 – The new admit from the emergency department arrives with two pages of physician orders and a communication challenge since he speaks and understands only Spanish. He has pain in the abdomen and begins vomiting. Seeing you are now very busy, the Preceptor offers to “look in” on your 25 year old client and will take care of any concerns. Also, she will order a translator to assist with the new admit, while you focus on taking care of the physician orders.

    · 1730 – Finally, all orders for the new admit are in the system; pain decreased, no further vomiting, and he is resting comfortably. While waiting for lab results, you decide to check on the 25 year old client.

    · 1745 – On the way to the client’s room, the Nurse Manager stops and asks you to take a moment to fill out a volunteer form for one of the four nursing committees on the Unit.

    · 1815 – You return to the 25 year old client’s room and find her unresponsive, pale, with no heart beat or respirations. The abdomen is distended and hard. Attempts are made for resuscitation but are not successful. The client is deceased.

    · 1900 – You prepare to leave to go home. The Nurse Manger stops you and asks to debrief the situation. After reviewing the chart and discussing the situation, she is concerned and sees errors in your judgement and actions. She is sure the client’s death will be a sentinel event and warrant a review by the Internal Review Board.

    **Instructions**

    To prepare for debriefing with the Internal Review Board, the Nurse Manager asks you to submit an internal memo with your analysis and perceptions of the events that occurred, including:

    · Description of the errors that occurred

    · Support choices with rationales

    · Description of why the errors occurred

    · Support choices with rationales

    · Strategies for appropriate actions to avoid errors identified

    · Support strategies with rationales, nursing theory and evidence from the literature

    · Ideas stated with professional language and attribution for credible sources with correct APA citation, spelling, and grammar

    **Resources**

    **NCSBN_Clinical_Judgement_Measurement_Model_Flowchart**

    ·
    [Click here for a Library and Learning Services page on Memos in the Writing Guide.](https://guides.rasmussen.edu/writing/letters)

    ·
    [Click here for a Library and Learning Services page on composing a Memo.](http://rasmussen.libanswers.com/faq/32874)

    ·
    [Click here for a Library and Learning Services APA Guide.](http://guides.rasmussen.edu/apa)

    **Submission**

    Text Editor

    _Word count: 0_

    **Details & Information**

    **Assessment due date**

    6/20/25, 11:59 PM (CDT)

    · You cannot submit work after due date

    · You cannot make a new submission attempt after due date

    **Attempts**

    3 attempts left

    **Grading rubric** [This item is graded with a rubric](https://learning.rasmussen.edu/ultra/courses/_171279_1/grades/assessment/_18023680_1/overview/attempt/create/rubric-view?columnId=_6372669_1&courseId=_171279_1)

    **Grading**

    **Maximum points** 4 points

    Save and CloseSubmit

    **## BSNNCSBN_Clinical_Judgement_Measurement_Model_Flowchart.pdf**

    Layer 0

    Layer 1

    Layer 2

    Layer 3

    Satisfied

    Evaluation

    Clinical Judgment

    Not Satisfied

    Refine HypothesesForm Hypotheses

    Client
    Needs

    Clinical
    Decisions

    Recognize
    Cues

    Analyze
    Cues

    Prioritize
    Hypotheses

    Generate
    Solutions

    Take
    Actions

    Evaluate
    Outcomes

    The NCSBN Clinical Judgment Measurement Model

    Copyright ©2019 NCSBN. All Rights Reserved.

    Environmental Factor Examples Individual Factor Examples

    Nursing
    Process

    Layer 4

    Assessment Analysis Planning EvaluationImplementation

    Environment Resources Medical
    Records

    Client
    Observation

    Consequences
    & Risks

    Task
    Complexity

    Time
    Pressure

    Cultural
    Consideration

    Prior
    Experience

    Candidate
    Characteristics

    Level of
    Experience

    SkillsKnowledge Specialty

    **## BSN4.docx**

    NUR4922CBE Section 01CBE Bachelor of Science in Nursing Capstone (11 Weeks) – CBE Online Course – 2025 Spring Quarter

    Deliverable 4 – Making the Best Nursing Decisions

    **Assignment Instructions**

    **Competency**

    Synthesize knowledge from the humanities, physical and social sciences, nursing theory, and applied research as a basis for evidence-based nursing practice and clinical reasoning.

    **Student Success Criteria**

    View the grading rubric for this deliverable by selecting the “Grading rubric” in the right menu.

    **Scenario**

    You finished new graduate orientation yesterday on a general medical surgical unit, and today you will independently care for two clients. As you receive a report on the second client at 0730, your Preceptor stops by to ask how the first day by yourself is coming along and reminds you to complete the final items on your training list today before the end of the 12-hour shift.

    · Complete the new online training model and quiz on the sliding insulin scale

    · Complete the orientation evaluation form

    · Sign up for one of the four nursing committees

    · Complete and sign the orientation reflection journal

    · Attend the new employee luncheon from 1-2 pm sponsored by the hospital physicians

    **Client 1**

    · 25 year old female 24 hours post-op from a Roux-en-Y gastric bypass

    · BMI of 50

    · History of hypertension and sleep apnea

    · No complications post-operative

    · Pain at 4 am, three on a scale of 10

    · Nasogastric tube to gravity

    · NPOMother stayed overnight but left early this morning to shower and will return later in the afternoon

    · Waiting on morning labs

    **Client 2**

    · 46 year old male admitted 72 hours prior with severe GERD and difficulty swallowing

    · History of alcoholism, hypertension

    · Smoked two packs per day for 22 years

    · Endoscopy for Barrett’s Esophagus was negative on the day of admission

    · Pain at 4 am, two on a scale of 10

    · Due to resume clear liquid diet this morning

    · Potential discharge later today home with family

    · The ex-wife has stayed in a room with a client and has been disruptive at times demanding pain medication and food.

    · Waiting on morning labs

    **Client 1**

    Physician orders:

    · Dietary Consult

    · Bariatric Behavioral Therapist Consult

    · 0.45% NS intravenous infusion post op

    **Client 2**

    Medications:

    · Protonix 40 mg once daily, intravenous infusion

    · Switch to oral Protonix 40mg day of discharge

    · IV infusion 0.9% NS 50 ml/hour

    · Resume 50mg Lopressor (metoprolol) PO twice daily after rule out Barrett’s Esophagus

    · 1-2mg Morphine Sulfate IV PRN q 4-6 hours for pain greater than 6 out of 10

    TIME
    _(EVENT)_

    · 0800 – You prioritize the need to assess the 46 year old male first since he has 0900 medications and the physician is rounding and should order discharge today. Assessment and vital signs reveal no concerns, ex-wife not present. A physician writes an order to discharge this client today. The client asks you to return in 30 minutes and go over discharge when ex-wife is present to hear instructions. You administer Lopressor and Protonix.

    · 0830 – You assess the 25 year old post bariatric surgery client. Vital signs and morning labs are within acceptable limits, and client reports pain two on a scale of 10. While assessing for bowel sounds, you notice the nasogastric (NG) tube not secured to the nose, and the client reports the tube partially came out when she blew her nose but she was able to push it back in with no pain. You document NG tube in place and assist the client to the bathroom.

    · 0900 – You return to 46 year old client and review discharge instructions with the client and ex-wife, discontinue the IV infusion, remove the intravenous catheter, and complete discharge summary.

    · 0945 – Transport stops by to take 25 year old client to meet with a support group for bariatric surgery clients — you okay transport.

    · 1000 – Physician stops into see a bariatric client and is upset you let her leave for support group before rounding. You report no concerns, physician reviews chart and writes discharge order for later in the afternoon if no vomiting or pain. The NG tube can be removed at noon by the Nurse Practitioner, and a diet of clear liquids resumed at 6 pm if no vomiting or gastric distention. Call immediately if any vomiting or signs of gastric distention occur.

    · 1030 – You take a break to complete orientation reflection journal, orientation evaluation, and online sliding insulin scale training module and quiz.

    · 1130 – The 25 year old bariatric client returns from the support group, you see her ambulating in the hallway, and you notice the NG tube is missing. The client states the tube fell out of her nose when she stood up to introduce herself. She has no complaints of nausea and no evidence of gastric distention. You document the NG tube was removed accidentally by the client.

    · 1200 – 46 year old male client calls and expresses frustration at a time to discharge. He wants to be home by 3 pm for his son’s birthday party. You call transport who assures you and the client they will arrive before 1 pm to discharge the client.

    · 1215 – Morning documentation complete, all orders are in the system, and both clients are stable. You are amazed at how smooth the first day is going. You head to the new employee luncheon with your Preceptor.

    · 1330 – You return from lunch and find the 46 year old client discharged, and you must prepare for a new admit from the emergency room with rule out pancreatitis. You feel apprehension since this will be your first admit, so you reach out to your Preceptor to review policy and procedure for new admissions.

    · 1345 – While working with your Preceptor, the Certified Nursing Assistant stops by and reports the 25 year old client refused an afternoon visit from a member of the bariatric support group, complaining of fatigue. Her noon vital signs were blood pressure 90/40, heart rate 112, and respiratory rate 28. Your Preceptor assures you these vital signs, and fatigue often occurs with this type of client. She susgest, the client is probably depressed, ready to go home, and suggests to let her rest for the afternoon.

    · 1415 – The new admit from the emergency department arrives with two pages of physician orders and a communication challenge since he speaks and understands only Spanish. He has pain in the abdomen and begins vomiting. Seeing you are now very busy, the Preceptor offers to “look in” on your 25 year old client and will take care of any concerns. Also, she will order a translator to assist with the new admit, while you focus on taking care of the physician orders.

    · 1730 – Finally, all orders for the new admit are in the system; pain decreased, no further vomiting, and he is resting comfortably. While waiting for lab results, you decide to check on the 25 year old client.

    · 1745 – On the way to the client’s room, the Nurse Manager stops and asks you to take a moment to fill out a volunteer form for one of the four nursing committees on the Unit.

    · 1815 – You return to the 25 year old client’s room and find her unresponsive, pale, with no heart beat or respirations. The abdomen is distended and hard. Attempts are made for resuscitation but are not successful. The client is deceased.

    · 1900 – You prepare to leave to go home. The Nurse Manger stops you and asks to debrief the situation. After reviewing the chart and discussing the situation, she is concerned and sees errors in your judgement and actions. She is sure the client’s death will be a sentinel event and warrant a review by the Internal Review Board.

    **Instructions**

    To prepare for debriefing with the Internal Review Board, the Nurse Manager asks you to submit an internal memo with your analysis and perceptions of the events that occurred, including:

    · Description of the errors that occurred

    · Support choices with rationales

    · Description of why the errors occurred

    · Support choices with rationales

    · Strategies for appropriate actions to avoid errors identified

    · Support strategies with rationales, nursing theory and evidence from the literature

    · Ideas stated with professional language and attribution for credible sources with correct APA citation, spelling, and grammar

    **Resources**

    **NCSBN_Clinical_Judgement_Measurement_Model_Flowchart**

    ·
    [Click here for a Library and Learning Services page on Memos in the Writing Guide.](https://guides.rasmussen.edu/writing/letters)

    ·
    [Click here for a Library and Learning Services page on composing a Memo.](http://rasmussen.libanswers.com/faq/32874)

    ·
    [Click here for a Library and Learning Services APA Guide.](http://guides.rasmussen.edu/apa)

    **Submission**

    Text Editor

    _Word count: 0_

    **Details & Information**

    **Assessment due date**

    6/20/25, 11:59 PM (CDT)

    · You cannot submit work after due date

    · You cannot make a new submission attempt after due date

    **Attempts**

    3 attempts left

    **Grading rubric** [This item is graded with a rubric](https://learning.rasmussen.edu/ultra/courses/_171279_1/grades/assessment/_18023680_1/overview/attempt/create/rubric-view?columnId=_6372669_1&courseId=_171279_1)

    **Grading**

    **Maximum points** 4 points

    Save and CloseSubmit

    **## BSNNCSBN_Clinical_Judgement_Measurement_Model_Flowchart.pdf**

    Layer 0

    Layer 1

    Layer 2

    Layer 3

    Satisfied

    Evaluation

    Clinical Judgment

    Not Satisfied

    Refine HypothesesForm Hypotheses

    Client
    Needs

    Clinical
    Decisions

    Recognize
    Cues

    Analyze
    Cues

    Prioritize
    Hypotheses

    Generate
    Solutions

    Take
    Actions

    Evaluate
    Outcomes

    The NCSBN Clinical Judgment Measurement Model

    Copyright ©2019 NCSBN. All Rights Reserved.

    Environmental Factor Examples Individual Factor Examples

    Nursing
    Process

    Layer 4

    Assessment Analysis Planning EvaluationImplementation

    Environment Resources Medical
    Records

    Client
    Observation

    Consequences
    & Risks

    Task
    Complexity

    Time
    Pressure

    Cultural
    Consideration

    Prior
    Experience

    Candidate
    Characteristics

    Level of
    Experience

    SkillsKnowledge Specialty

    **## BSN4.docx**

    NUR4922CBE Section 01CBE Bachelor of Science in Nursing Capstone (11 Weeks) – CBE Online Course – 2025 Spring Quarter

    Deliverable 4 – Making the Best Nursing Decisions

    **Assignment Instructions**

    **Competency**

    Synthesize knowledge from the humanities, physical and social sciences, nursing theory, and applied research as a basis for evidence-based nursing practice and clinical reasoning.

    **Student Success Criteria**

    View the grading rubric for this deliverable by selecting the “Grading rubric” in the right menu.

    **Scenario**

    You finished new graduate orientation yesterday on a general medical surgical unit, and today you will independently care for two clients. As you receive a report on the second client at 0730, your Preceptor stops by to ask how the first day by yourself is coming along and reminds you to complete the final items on your training list today before the end of the 12-hour shift.

    · Complete the new online training model and quiz on the sliding insulin scale

    · Complete the orientation evaluation form

    · Sign up for one of the four nursing committees

    · Complete and sign the orientation reflection journal

    · Attend the new employee luncheon from 1-2 pm sponsored by the hospital physicians

    **Client 1**

    · 25 year old female 24 hours post-op from a Roux-en-Y gastric bypass

    · BMI of 50

    · History of hypertension and sleep apnea

    · No complications post-operative

    · Pain at 4 am, three on a scale of 10

    · Nasogastric tube to gravity

    · NPOMother stayed overnight but left early this morning to shower and will return later in the afternoon

    · Waiting on morning labs

    **Client 2**

    · 46 year old male admitted 72 hours prior with severe GERD and difficulty swallowing

    · History of alcoholism, hypertension

    · Smoked two packs per day for 22 years

    · Endoscopy for Barrett’s Esophagus was negative on the day of admission

    · Pain at 4 am, two on a scale of 10

    · Due to resume clear liquid diet this morning

    · Potential discharge later today home with family

    · The ex-wife has stayed in a room with a client and has been disruptive at times demanding pain medication and food.

    · Waiting on morning labs

    **Client 1**

    Physician orders:

    · Dietary Consult

    · Bariatric Behavioral Therapist Consult

    · 0.45% NS intravenous infusion post op

    **Client 2**

    Medications:

    · Protonix 40 mg once daily, intravenous infusion

    · Switch to oral Protonix 40mg day of discharge

    · IV infusion 0.9% NS 50 ml/hour

    · Resume 50mg Lopressor (metoprolol) PO twice daily after rule out Barrett’s Esophagus

    · 1-2mg Morphine Sulfate IV PRN q 4-6 hours for pain greater than 6 out of 10

    TIME
    _(EVENT)_

    · 0800 – You prioritize the need to assess the 46 year old male first since he has 0900 medications and the physician is rounding and should order discharge today. Assessment and vital signs reveal no concerns, ex-wife not present. A physician writes an order to discharge this client today. The client asks you to return in 30 minutes and go over discharge when ex-wife is present to hear instructions. You administer Lopressor and Protonix.

    · 0830 – You assess the 25 year old post bariatric surgery client. Vital signs and morning labs are within acceptable limits, and client reports pain two on a scale of 10. While assessing for bowel sounds, you notice the nasogastric (NG) tube not secured to the nose, and the client reports the tube partially came out when she blew her nose but she was able to push it back in with no pain. You document NG tube in place and assist the client to the bathroom.

    · 0900 – You return to 46 year old client and review discharge instructions with the client and ex-wife, discontinue the IV infusion, remove the intravenous catheter, and complete discharge summary.

    · 0945 – Transport stops by to take 25 year old client to meet with a support group for bariatric surgery clients — you okay transport.

    · 1000 – Physician stops into see a bariatric client and is upset you let her leave for support group before rounding. You report no concerns, physician reviews chart and writes discharge order for later in the afternoon if no vomiting or pain. The NG tube can be removed at noon by the Nurse Practitioner, and a diet of clear liquids resumed at 6 pm if no vomiting or gastric distention. Call immediately if any vomiting or signs of gastric distention occur.

    · 1030 – You take a break to complete orientation reflection journal, orientation evaluation, and online sliding insulin scale training module and quiz.

    · 1130 – The 25 year old bariatric client returns from the support group, you see her ambulating in the hallway, and you notice the NG tube is missing. The client states the tube fell out of her nose when she stood up to introduce herself. She has no complaints of nausea and no evidence of gastric distention. You document the NG tube was removed accidentally by the client.

    · 1200 – 46 year old male client calls and expresses frustration at a time to discharge. He wants to be home by 3 pm for his son’s birthday party. You call transport who assures you and the client they will arrive before 1 pm to discharge the client.

    · 1215 – Morning documentation complete, all orders are in the system, and both clients are stable. You are amazed at how smooth the first day is going. You head to the new employee luncheon with your Preceptor.

    · 1330 – You return from lunch and find the 46 year old client discharged, and you must prepare for a new admit from the emergency room with rule out pancreatitis. You feel apprehension since this will be your first admit, so you reach out to your Preceptor to review policy and procedure for new admissions.

    · 1345 – While working with your Preceptor, the Certified Nursing Assistant stops by and reports the 25 year old client refused an afternoon visit from a member of the bariatric support group, complaining of fatigue. Her noon vital signs were blood pressure 90/40, heart rate 112, and respiratory rate 28. Your Preceptor assures you these vital signs, and fatigue often occurs with this type of client. She susgest, the client is probably depressed, ready to go home, and suggests to let her rest for the afternoon.

    · 1415 – The new admit from the emergency department arrives with two pages of physician orders and a communication challenge since he speaks and understands only Spanish. He has pain in the abdomen and begins vomiting. Seeing you are now very busy, the Preceptor offers to “look in” on your 25 year old client and will take care of any concerns. Also, she will order a translator to assist with the new admit, while you focus on taking care of the physician orders.

    · 1730 – Finally, all orders for the new admit are in the system; pain decreased, no further vomiting, and he is resting comfortably. While waiting for lab results, you decide to check on the 25 year old client.

    · 1745 – On the way to the client’s room, the Nurse Manager stops and asks you to take a moment to fill out a volunteer form for one of the four nursing committees on the Unit.

    · 1815 – You return to the 25 year old client’s room and find her unresponsive, pale, with no heart beat or respirations. The abdomen is distended and hard. Attempts are made for resuscitation but are not successful. The client is deceased.

    · 1900 – You prepare to leave to go home. The Nurse Manger stops you and asks to debrief the situation. After reviewing the chart and discussing the situation, she is concerned and sees errors in your judgement and actions. She is sure the client’s death will be a sentinel event and warrant a review by the Internal Review Board.

    **Instructions**

    To prepare for debriefing with the Internal Review Board, the Nurse Manager asks you to submit an internal memo with your analysis and perceptions of the events that occurred, including:

    · Description of the errors that occurred

    · Support choices with rationales

    · Description of why the errors occurred

    · Support choices with rationales

    · Strategies for appropriate actions to avoid errors identified

    · Support strategies with rationales, nursing theory and evidence from the literature

    · Ideas stated with professional language and attribution for credible sources with correct APA citation, spelling, and grammar

    **Resources**

    **NCSBN_Clinical_Judgement_Measurement_Model_Flowchart**

    ·
    [Click here for a Library and Learning Services page on Memos in the Writing Guide.](https://guides.rasmussen.edu/writing/letters)

    ·
    [Click here for a Library and Learning Services page on composing a Memo.](http://rasmussen.libanswers.com/faq/32874)

    ·
    [Click here for a Library and Learning Services APA Guide.](http://guides.rasmussen.edu/apa)

    **Submission**

    Text Editor

    _Word count: 0_

    **Details & Information**

    **Assessment due date**

    6/20/25, 11:59 PM (CDT)

    · You cannot submit work after due date

    · You cannot make a new submission attempt after due date

    **Attempts**

    3 attempts left

    **Grading rubric** [This item is graded with a rubric](https://learning.rasmussen.edu/ultra/courses/_171279_1/grades/assessment/_18023680_1/overview/attempt/create/rubric-view?columnId=_6372669_1&courseId=_171279_1)

    **Grading**

    **Maximum points** 4 points

    Save and CloseSubmit

  • [Solved] BASED ON DATA

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    How to make an effective decision with understanding data – a year ago

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    How to make an effective decision with understanding data

    – a year ago

  • [Solved] 6011

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – a year ago **files (1)** – ## assess6011pt1.docx **## assess6011pt1.docx** For this assessment, you will complete an evidence-based patient-centered needs assessment of prospective health care technology that will improve patient engagement. You will write a 4-5 page paper explaining the process a…

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    Assignment Prompt & Instructions

    – a year ago

    **files (1)**

    – ## assess6011pt1.docx

    **## assess6011pt1.docx**

    For this assessment, you will complete an evidence-based patient-centered needs assessment of prospective health care technology that will improve patient engagement. You will write a 4-5 page paper explaining the process and considerations that went into completing the patient needs assessment.

    Expand All

    **Introduction**

    Evidence-based practice is a key skill in the toolkit of the master's-prepared nurse. Its goal is that health care practitioners use the best available evidence to improve population health outcomes and make the best clinical decisions (Gallagher et al., 2020). In essence, evidence-based practice is all about ensuring quality care.

    For this assessment will begin to apply some of the evidence-based practice strategies you have learned to ensure quality care for an individual patient. The primary strategy that you will utilize to accomplish this is an evidence-based patient-centered needs assessment. A patient-centered needs assessment can help you organize the relationships between ideas, challenges, or terms to utilize the best evidence to plan interventions. The overall goal of the resources and this assessment is to allow you the opportunity to apply evidence-based practice and personalized care concepts in order to improve the health of a single patient.

    **Reference**

    Gallagher, F. L., Koshy Thomas, B., Connor, L., Sinnott, L. T., & Melnyk, B. M. (2020). The effects of an intensive evidence‐based practice educational and skills building program on EBP competency and attributes.
    _Worldviews on Evidence-Based Nursing_,
    _17_(1), 71–81.

    **Professional Context**

    Patient-centered needs assessment is a critical element in nursing care. The findings from the needs assessment can be effective tools for organizing a plan of action, prioritizing patient care strategies, and developing personalized care approaches that improve patient engagement. In addition to organizing care, they can aid in ensuring that the patient's care is individualized to their health conditions as well as familial, cultural, and environmental circumstances.

    **Scenario**

    The purpose of a needs assessment is to identify priorities of a community or patient population. The findings of a needs assessment can be an extremely useful tool to help organize and plan care decisions for a specific patient or group. By conducting a needs assessment, a nurse can then use the best evidence to guide the interventions selected to meet the identified needs and improve patient engagement.

    **## assess6011pt1.docx**

    For this assessment, you will complete an evidence-based patient-centered needs assessment of prospective health care technology that will improve patient engagement. You will write a 4-5 page paper explaining the process and considerations that went into completing the patient needs assessment.

    Expand All

    **Introduction**

    Evidence-based practice is a key skill in the toolkit of the master's-prepared nurse. Its goal is that health care practitioners use the best available evidence to improve population health outcomes and make the best clinical decisions (Gallagher et al., 2020). In essence, evidence-based practice is all about ensuring quality care.

    For this assessment will begin to apply some of the evidence-based practice strategies you have learned to ensure quality care for an individual patient. The primary strategy that you will utilize to accomplish this is an evidence-based patient-centered needs assessment. A patient-centered needs assessment can help you organize the relationships between ideas, challenges, or terms to utilize the best evidence to plan interventions. The overall goal of the resources and this assessment is to allow you the opportunity to apply evidence-based practice and personalized care concepts in order to improve the health of a single patient.

    **Reference**

    Gallagher, F. L., Koshy Thomas, B., Connor, L., Sinnott, L. T., & Melnyk, B. M. (2020). The effects of an intensive evidence‐based practice educational and skills building program on EBP competency and attributes.
    _Worldviews on Evidence-Based Nursing_,
    _17_(1), 71–81.

    **Professional Context**

    Patient-centered needs assessment is a critical element in nursing care. The findings from the needs assessment can be effective tools for organizing a plan of action, prioritizing patient care strategies, and developing personalized care approaches that improve patient engagement. In addition to organizing care, they can aid in ensuring that the patient's care is individualized to their health conditions as well as familial, cultural, and environmental circumstances.

    **Scenario**

    The purpose of a needs assessment is to identify priorities of a community or patient population. The findings of a needs assessment can be an extremely useful tool to help organize and plan care decisions for a specific patient or group. By conducting a needs assessment, a nurse can then use the best evidence to guide the interventions selected to meet the identified needs and improve patient engagement.

  • [Solved] 512 mod 7 disc

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering 512 mod 7 disc.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Planning & Instruction | Unit Preparation

    ✓ Verified Academic Solution Available

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    Need help with this assignment – a year ago **files (1)** – ## CopyofEarlyChildhoodPIN7_Postwork.pdf **## CopyofEarlyChildhoodPIN7_Postwork.pdf** Teach! Coursework Unit Preparation | Postwork: Early Childhood Directions: This postwork includes two submissions. 1. Complete both the Mid-Module and…

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    Need help with this assignment

    – a year ago

    **files (1)**

    – ## CopyofEarlyChildhoodPIN7_Postwork.pdf

    **## CopyofEarlyChildhoodPIN7_Postwork.pdf**

    Teach! Coursework

    Unit Preparation | Postwork: Early Childhood

    Directions: This postwork includes two submissions.

    1. Complete both the Mid-Module and End-of-Module Assessments in a thorough and detailed manner,
    showing the thinking or steps students should take. Save these as a single PDF document and submit
    them in Submission #1.

    2. Complete the Unit Preparation Protocol in this document. When you are finished, download the
    document as a PDF and submit it in Submission #2.

    Unit Context

    Module Overview EngageNY – Kindergarten – Module 4 – Module Overview

    Module Assessments EngageNY – Kindergarten – Module 4 – Mid-Module Assessment

    EngageNY – Kindergarten – Module 4 – End-of-Module Assessment

    Unit Preparation | Postwork: Early Childhood
    1

    [https://drive.google.com/file/d/1nUoi4DQhcaulAg3sh98APoZez3oFKbFP/view?usp=drive_link](https://drive.google.com/file/d/1nUoi4DQhcaulAg3sh98APoZez3oFKbFP/view?usp=drive_link)

    [https://drive.google.com/file/d/10XWmNj749U99-14Lg3Gt-LxlmjIZ1g5i/view?usp=drive_link](https://drive.google.com/file/d/10XWmNj749U99-14Lg3Gt-LxlmjIZ1g5i/view?usp=drive_link)

    [https://drive.google.com/file/d/1BWtVRiXcax2NMbM8D0ntVVSLlBFOJpDo/view?usp=drive_link](https://drive.google.com/file/d/1BWtVRiXcax2NMbM8D0ntVVSLlBFOJpDo/view?usp=drive_link)

    Teach! Coursework

    Unit Title: Kindergarten – Module 4: Number Pairs, Addition & Subtraction to 10

    What knowledge will students be gaining?

    Read: Carefully read the entire unit overview, paying special attention to what new knowledge students will build in
    this unit, how this builds on prior learning, and how it sets them up for future learning.

    Reflect and Connect

    In a sentence, what will students learn in
    this unit?

    What standards is this unit building toward?

    How will what students learn in this unit
    move them closer to mastery of these
    standards?

    How will this unit build on learning from
    previous units or grades?

    How will this unit set students up for future
    units?

    Unit Preparation | Postwork: Early Childhood
    2

    Teach! Coursework

    How will students demonstrate their learning in this unit?

    Familiarize: Do the unit assessment from the point of view of a student. Make sure to use the representations/models,
    strategies, and procedures found in the unit overview when you solve the problems. Compare your answers and
    approach to the exemplar responses.

    Analyze: Consider the representations/models, problem types, and strategies/procedures called for in the unit
    overview. Reflect on what you had to know and do in order to complete the unit assessment. What are the 1-3 most
    important things students have to know and be able to do to successfully complete the unit assessment?

    Know / Do Why is this important?

    Unit Preparation | Postwork: Early Childhood
    3

    Teach! Coursework

    How will daily experiences build students’ understanding and skill?

    Familiarize: Reread text in the unit overview that explains how the unit content is sequenced and why it’s sequenced
    in this way. Revisit the overview of topics and learning objectives.

    Analyze
    How does the sequence of learning in the unit scaffold students toward mastering the knowledge and

    skills called for in the unit assessment?

    Unit Preparation | Postwork: Early Childhood
    4

    **## CopyofEarlyChildhoodPIN7_Postwork.pdf**

    Teach! Coursework

    Unit Preparation | Postwork: Early Childhood

    Directions: This postwork includes two submissions.

    1. Complete both the Mid-Module and End-of-Module Assessments in a thorough and detailed manner,
    showing the thinking or steps students should take. Save these as a single PDF document and submit
    them in Submission #1.

    2. Complete the Unit Preparation Protocol in this document. When you are finished, download the
    document as a PDF and submit it in Submission #2.

    Unit Context

    Module Overview EngageNY – Kindergarten – Module 4 – Module Overview

    Module Assessments EngageNY – Kindergarten – Module 4 – Mid-Module Assessment

    EngageNY – Kindergarten – Module 4 – End-of-Module Assessment

    Unit Preparation | Postwork: Early Childhood
    1

    [https://drive.google.com/file/d/1nUoi4DQhcaulAg3sh98APoZez3oFKbFP/view?usp=drive_link](https://drive.google.com/file/d/1nUoi4DQhcaulAg3sh98APoZez3oFKbFP/view?usp=drive_link)

    [https://drive.google.com/file/d/10XWmNj749U99-14Lg3Gt-LxlmjIZ1g5i/view?usp=drive_link](https://drive.google.com/file/d/10XWmNj749U99-14Lg3Gt-LxlmjIZ1g5i/view?usp=drive_link)

    [https://drive.google.com/file/d/1BWtVRiXcax2NMbM8D0ntVVSLlBFOJpDo/view?usp=drive_link](https://drive.google.com/file/d/1BWtVRiXcax2NMbM8D0ntVVSLlBFOJpDo/view?usp=drive_link)

    Teach! Coursework

    Unit Title: Kindergarten – Module 4: Number Pairs, Addition & Subtraction to 10

    What knowledge will students be gaining?

    Read: Carefully read the entire unit overview, paying special attention to what new knowledge students will build in
    this unit, how this builds on prior learning, and how it sets them up for future learning.

    Reflect and Connect

    In a sentence, what will students learn in
    this unit?

    What standards is this unit building toward?

    How will what students learn in this unit
    move them closer to mastery of these
    standards?

    How will this unit build on learning from
    previous units or grades?

    How will this unit set students up for future
    units?

    Unit Preparation | Postwork: Early Childhood
    2

    Teach! Coursework

    How will students demonstrate their learning in this unit?

    Familiarize: Do the unit assessment from the point of view of a student. Make sure to use the representations/models,
    strategies, and procedures found in the unit overview when you solve the problems. Compare your answers and
    approach to the exemplar responses.

    Analyze: Consider the representations/models, problem types, and strategies/procedures called for in the unit
    overview. Reflect on what you had to know and do in order to complete the unit assessment. What are the 1-3 most
    important things students have to know and be able to do to successfully complete the unit assessment?

    Know / Do Why is this important?

    Unit Preparation | Postwork: Early Childhood
    3

    Teach! Coursework

    How will daily experiences build students’ understanding and skill?

    Familiarize: Reread text in the unit overview that explains how the unit content is sequenced and why it’s sequenced
    in this way. Revisit the overview of topics and learning objectives.

    Analyze
    How does the sequence of learning in the unit scaffold students toward mastering the knowledge and

    skills called for in the unit assessment?

    Unit Preparation | Postwork: Early Childhood
    4

  • [Solved] Planning & Instruction | Lesson Internalization: Unpacking & Annotating a Lesson

    ✓ Verified Academic Solution Available

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    Need help with this assignment – a year ago

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    Assignment Prompt & Instructions

    Need help with this assignment

    – a year ago