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– ## Roleoftheproviderandscopeofpractice.docx **## Roleoftheproviderandscopeofpractice.docx** Assessment Traits Requires Lopeswrite Assessment Description The purpose of this assignment is to define the scope of practice for allied health professionals and discuss the importance of patient-centered …
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**## Roleoftheproviderandscopeofpractice.docx**
Assessment Traits
Requires Lopeswrite
Assessment Description
The purpose of this assignment is to define the scope of practice for allied health professionals and discuss the importance of patient-centered care.
Visit the Allied Health Community interactive learning media:
[http://lc.gcumedia.com/hlt307v/allied-health-community/allied-health-community-v1.1.html](http://lc.gcumedia.com/hlt307v/allied-health-community/allied-health-community-v1.1.html).
Read the profiles of each of the allied health providers and select two providers on which to base your assignment. Research the roles and scope of practice of both of the allied health providers you selected.
In a 500-750 word paper, address the following concepts:
1. Describe the professional responsibilities of both allied health providers you selected and discuss their roles in delivering quality patient care. Include a discussion about the education and skills required in both professional roles, and describe the health care settings in which both providers may be found.
2. Define "scope of practice" within an allied health context and discuss the scope of practice for both allied health providers you selected. How is the scope of practice for both providers different from each of their professional roles?
3. Explain how both allied health providers can provide patient-centered care and how their background, education, skills, and health care experience contribute to delivering quality patient outcomes.
A minimum of three scholarly peer reviewed articles are required.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
**## Roleoftheproviderandscopeofpractice.docx**
Assessment Traits
Requires Lopeswrite
Assessment Description
The purpose of this assignment is to define the scope of practice for allied health professionals and discuss the importance of patient-centered care.
Visit the Allied Health Community interactive learning media:
[http://lc.gcumedia.com/hlt307v/allied-health-community/allied-health-community-v1.1.html](http://lc.gcumedia.com/hlt307v/allied-health-community/allied-health-community-v1.1.html).
Read the profiles of each of the allied health providers and select two providers on which to base your assignment. Research the roles and scope of practice of both of the allied health providers you selected.
In a 500-750 word paper, address the following concepts:
1. Describe the professional responsibilities of both allied health providers you selected and discuss their roles in delivering quality patient care. Include a discussion about the education and skills required in both professional roles, and describe the health care settings in which both providers may be found.
2. Define "scope of practice" within an allied health context and discuss the scope of practice for both allied health providers you selected. How is the scope of practice for both providers different from each of their professional roles?
3. Explain how both allied health providers can provide patient-centered care and how their background, education, skills, and health care experience contribute to delivering quality patient outcomes.
A minimum of three scholarly peer reviewed articles are required.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
I have a completed assignment that is AI generated. I need it reworded so that it isn’t AI detected.. – ## Final_Teaching_and_Learning_Plancopycopy.docx **## Final_Teaching_and_Learning_Plancopycopy.docx** LaTre-Dior Spivey Dr. Cody Thompson September 7, 2025 Final Teaching and Learning Plan…
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– ## Final_Teaching_and_Learning_Plancopycopy.docx
**## Final_Teaching_and_Learning_Plancopycopy.docx**
LaTre-Dior Spivey
Dr. Cody Thompson
September 7, 2025
Final Teaching and Learning Plan Assignment
### Course Information
Course Number: HSCI 720
Course Title: Neuropsychological Principles for Health Professionals
Semester/Year of Offering: Fall 2025
Class Meetings: Weekly Online/Hybrid
Credit Hours: 3
Instructor: Dr. Cody Thompson
### Course Description
This undergraduate-level course introduces students to foundational concepts of neuropsychology and their applications in healthcare. Students will explore brain–behavior relationships, neurological assessment tools, and how neurocognitive function impacts patient care. The course bridges patient-centered care and neuroscience to prepare learners for real-world healthcare contexts.
### Course Learning Outcomes
By the end of the course, students will be able to:
1. Understand major structures and functions of the nervous system and brain.
2. Explain neuropsychological disorders and their impact on behavior and cognition.
3. Demonstrate understanding of neuropsychological assessments in practice.
4. Apply neuropsychological principles to case studies in healthcare.
5. Discuss cultural and ethical considerations in neuropsychological assessment.
### Course Assignments and Grading
Quizzes: 20%
Midterm Exam: 30%
Case Study Research: 20%
Final Exam: 30%
Grading Scale: [Insert A–F grading scale per university policy]
### Course Policies and Procedures
Attendance: Required, with participation in discussion boards.
Late Work: 10% deduction per day late.
Academic Integrity: Held to highest standard.
Disability Assistance: Reasonable accommodations available.
### Module 1 Example
Title/Topic: Introduction to Neuropsychology in Healthcare
Purpose: Build foundational understanding of brain structures and functions in healthcare.
| | | |
| — | — | — |
| Module Objectives (MOs) | Course Objectives (COs) | Assessments/Evaluations |
| MO1. Identify structures of the CNS and describe their functions. | CO1. Understand major structures and functions of the brain. | Quiz on CNS structures |
| MO2. Explain how brain disruptions affect behavior. | CO2. Explain neuropsychological disorders. | Case Study Reflection |
| MO3. Demonstrate understanding of neuropsychological assessments. | CO3. Demonstrate use of assessments in practice. | Discussion board on assessment tools |
### Module Content
| | |
| — | — |
| Content (chapter titles, assignment names) | Module Objective Alignment |
| Read: Chapter 1, Foundations of Neuropsychology in Healthcare (Textbook: Dr. Dior Health) | MO1 |
| View: Online module – Nervous System Structures | MO1 |
| Watch: Video lecture – Brain–Behavior Relationships | MO2 |
| Other: Case vignette – Patient X, Stroke and Memory Loss | MO3 |
### Learning Theories and Biblical Perspective
This course integrates Constructivist Learning Theory and Bloom’s Taxonomy. Constructivism emphasizes that students build meaning by connecting new knowledge to prior experiences. The case study assignments and discussion boards foster active engagement, where learners apply neuropsychological principles to realistic healthcare situations. Bloom’s Taxonomy ensures progression from foundational knowledge (quizzes, readings) to application (case studies) and higher-order evaluation (discussion boards and final exam).
From a Biblical perspective, teaching is viewed as stewardship of knowledge. Proverbs 1:5 ('Let the wise listen and add to their learning…') emphasizes the responsibility of educators to guide students in wisdom and application. By structuring this course to foster both intellectual growth and ethical practice, learners are encouraged to apply neuropsychological principles with compassion and respect for human dignity. This aligns professional competence with moral responsibility, reflecting both academic excellence and spiritual integrity.
At least 2 peer-reviewed sources will be cited in-text in APA style when finalizing this paper.
**## Final_Teaching_and_Learning_Plancopycopy.docx**
LaTre-Dior Spivey
Dr. Cody Thompson
September 7, 2025
Final Teaching and Learning Plan Assignment
### Course Information
Course Number: HSCI 720
Course Title: Neuropsychological Principles for Health Professionals
Semester/Year of Offering: Fall 2025
Class Meetings: Weekly Online/Hybrid
Credit Hours: 3
Instructor: Dr. Cody Thompson
### Course Description
This undergraduate-level course introduces students to foundational concepts of neuropsychology and their applications in healthcare. Students will explore brain–behavior relationships, neurological assessment tools, and how neurocognitive function impacts patient care. The course bridges patient-centered care and neuroscience to prepare learners for real-world healthcare contexts.
### Course Learning Outcomes
By the end of the course, students will be able to:
1. Understand major structures and functions of the nervous system and brain.
2. Explain neuropsychological disorders and their impact on behavior and cognition.
3. Demonstrate understanding of neuropsychological assessments in practice.
4. Apply neuropsychological principles to case studies in healthcare.
5. Discuss cultural and ethical considerations in neuropsychological assessment.
### Course Assignments and Grading
Quizzes: 20%
Midterm Exam: 30%
Case Study Research: 20%
Final Exam: 30%
Grading Scale: [Insert A–F grading scale per university policy]
### Course Policies and Procedures
Attendance: Required, with participation in discussion boards.
Late Work: 10% deduction per day late.
Academic Integrity: Held to highest standard.
Disability Assistance: Reasonable accommodations available.
### Module 1 Example
Title/Topic: Introduction to Neuropsychology in Healthcare
Purpose: Build foundational understanding of brain structures and functions in healthcare.
| | | |
| — | — | — |
| Module Objectives (MOs) | Course Objectives (COs) | Assessments/Evaluations |
| MO1. Identify structures of the CNS and describe their functions. | CO1. Understand major structures and functions of the brain. | Quiz on CNS structures |
| MO2. Explain how brain disruptions affect behavior. | CO2. Explain neuropsychological disorders. | Case Study Reflection |
| MO3. Demonstrate understanding of neuropsychological assessments. | CO3. Demonstrate use of assessments in practice. | Discussion board on assessment tools |
### Module Content
| | |
| — | — |
| Content (chapter titles, assignment names) | Module Objective Alignment |
| Read: Chapter 1, Foundations of Neuropsychology in Healthcare (Textbook: Dr. Dior Health) | MO1 |
| View: Online module – Nervous System Structures | MO1 |
| Watch: Video lecture – Brain–Behavior Relationships | MO2 |
| Other: Case vignette – Patient X, Stroke and Memory Loss | MO3 |
### Learning Theories and Biblical Perspective
This course integrates Constructivist Learning Theory and Bloom’s Taxonomy. Constructivism emphasizes that students build meaning by connecting new knowledge to prior experiences. The case study assignments and discussion boards foster active engagement, where learners apply neuropsychological principles to realistic healthcare situations. Bloom’s Taxonomy ensures progression from foundational knowledge (quizzes, readings) to application (case studies) and higher-order evaluation (discussion boards and final exam).
From a Biblical perspective, teaching is viewed as stewardship of knowledge. Proverbs 1:5 ('Let the wise listen and add to their learning…') emphasizes the responsibility of educators to guide students in wisdom and application. By structuring this course to foster both intellectual growth and ethical practice, learners are encouraged to apply neuropsychological principles with compassion and respect for human dignity. This aligns professional competence with moral responsibility, reflecting both academic excellence and spiritual integrity.
At least 2 peer-reviewed sources will be cited in-text in APA style when finalizing this paper.
NO AI and Plagiarism! Need to follow the instructions!
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INFO ATTACHED – ## HSC1100MOD1CASEINFO2025.docx **## HSC1100MOD1CASEINFO2025.docx** ## HSC 1100 Module 1 Assignment: Case Study Analysis For this assignment, you will select **two of the following** case studies that describe disruptions in cellular homeostasis. Your task is to: 1. Identify and exp…
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– ## HSC1100MOD1CASEINFO2025.docx
**## HSC1100MOD1CASEINFO2025.docx**
## HSC 1100 Module 1 Assignment: Case Study Analysis
For this assignment, you will select
**two of the following** case studies that describe disruptions in cellular homeostasis. Your task is to:
1. Identify and explain the cellular mechanisms used by cells in each scenario to restore homeostasis.
2. Compare and contrast the effectiveness of the homeostatic responses in each case.
3. Provide recommendations for optimal restoration of homeostasis in each scenario, considering the potential strengths and weaknesses of the cell's response.
You must write a
**minimum one-page response** for each case study, clearly explaining the key mechanisms involved, evaluating their effectiveness, and offering thoughtful recommendations. Be sure to use correct scientific terminology and provide supporting evidence from your understanding of cell biology.
#### Case Study 1: Muscle Fatigue After Intense Exercise
During intense physical activity, muscle cells rapidly use up available oxygen and accumulate lactic acid, leading to fatigue. The body’s response is to increase breathing rate and heart rate, bringing more oxygen to the cells and helping to eliminate carbon dioxide. The lactic acid buildup is converted back to a usable form when oxygen becomes available.
**Key Mechanisms**:
· Cellular respiration: switching from aerobic (with oxygen) to anaerobic (without oxygen) pathways.
· Removal of waste products: diffusion of carbon dioxide and lactic acid into the bloodstream.
**Prompt**: Analyze how the switch between aerobic and anaerobic respiration helps muscle cells maintain homeostasis under the stress of exercise. Evaluate whether this is the most effective method for maintaining balance and provide a recommendation for improving cellular recovery.
#### Case Study 2: Dehydration During Prolonged Heat Exposure
A person has been working outside in extreme heat without drinking enough water. As a result, their body is dehydrated, causing the cells to lose water and shrink. The kidneys respond by conserving water, producing more concentrated urine to minimize water loss. Meanwhile, cells activate aquaporins (water channels) to facilitate the reabsorption of water from the extracellular fluid back into the cells.
**Key Mechanisms**:
· Osmosis: movement of water across the cell membrane.
· Aquaporins: proteins that allow water to move quickly into or out of the cell.
· Kidney function: reducing urine output to conserve water.
**Prompt**: Discuss how the mechanisms of water conservation, including aquaporins and kidney responses, help maintain homeostasis during dehydration. Compare the effectiveness of cellular mechanisms and organ-level responses and provide recommendations for better hydration management.
#### Case Study 3: Insulin Resistance in Type 2 Diabetes
In a person with type 2 diabetes, cells become resistant to insulin, a hormone that helps regulate blood sugar levels by allowing cells to absorb glucose. As a result, glucose remains in the bloodstream, leading to high blood sugar levels. The pancreas compensates by producing more insulin, but over time, this strategy becomes less effective, and cells continue to struggle to maintain homeostasis.
**Key Mechanisms**:
· Insulin signaling: insulin binds to receptors on the cell membrane, facilitating glucose uptake.
· Glucose transporters: proteins that help move glucose into the cell.
· Pancreatic response: increased insulin production in response to elevated blood sugar.
**Prompt**: Evaluate how insulin resistance affects the ability of cells to maintain homeostasis. Compare the effectiveness of the body's response (increased insulin production) with other possible strategies (such as enhancing glucose transporter function). Provide recommendations for improving cellular glucose regulation in individuals with type 2 diabetes.
#### Submission Guidelines:
· Each response should be
**a minimum of one page**, double-spaced.
· Use clear and concise language, properly citing relevant biological concepts.
· Your responses should include a clear comparison of the strategies used in each case and a critical evaluation of their effectiveness.
**## HSC1100MOD1CASEINFO2025.docx**
## HSC 1100 Module 1 Assignment: Case Study Analysis
For this assignment, you will select
**two of the following** case studies that describe disruptions in cellular homeostasis. Your task is to:
1. Identify and explain the cellular mechanisms used by cells in each scenario to restore homeostasis.
2. Compare and contrast the effectiveness of the homeostatic responses in each case.
3. Provide recommendations for optimal restoration of homeostasis in each scenario, considering the potential strengths and weaknesses of the cell's response.
You must write a
**minimum one-page response** for each case study, clearly explaining the key mechanisms involved, evaluating their effectiveness, and offering thoughtful recommendations. Be sure to use correct scientific terminology and provide supporting evidence from your understanding of cell biology.
#### Case Study 1: Muscle Fatigue After Intense Exercise
During intense physical activity, muscle cells rapidly use up available oxygen and accumulate lactic acid, leading to fatigue. The body’s response is to increase breathing rate and heart rate, bringing more oxygen to the cells and helping to eliminate carbon dioxide. The lactic acid buildup is converted back to a usable form when oxygen becomes available.
**Key Mechanisms**:
· Cellular respiration: switching from aerobic (with oxygen) to anaerobic (without oxygen) pathways.
· Removal of waste products: diffusion of carbon dioxide and lactic acid into the bloodstream.
**Prompt**: Analyze how the switch between aerobic and anaerobic respiration helps muscle cells maintain homeostasis under the stress of exercise. Evaluate whether this is the most effective method for maintaining balance and provide a recommendation for improving cellular recovery.
#### Case Study 2: Dehydration During Prolonged Heat Exposure
A person has been working outside in extreme heat without drinking enough water. As a result, their body is dehydrated, causing the cells to lose water and shrink. The kidneys respond by conserving water, producing more concentrated urine to minimize water loss. Meanwhile, cells activate aquaporins (water channels) to facilitate the reabsorption of water from the extracellular fluid back into the cells.
**Key Mechanisms**:
· Osmosis: movement of water across the cell membrane.
· Aquaporins: proteins that allow water to move quickly into or out of the cell.
· Kidney function: reducing urine output to conserve water.
**Prompt**: Discuss how the mechanisms of water conservation, including aquaporins and kidney responses, help maintain homeostasis during dehydration. Compare the effectiveness of cellular mechanisms and organ-level responses and provide recommendations for better hydration management.
#### Case Study 3: Insulin Resistance in Type 2 Diabetes
In a person with type 2 diabetes, cells become resistant to insulin, a hormone that helps regulate blood sugar levels by allowing cells to absorb glucose. As a result, glucose remains in the bloodstream, leading to high blood sugar levels. The pancreas compensates by producing more insulin, but over time, this strategy becomes less effective, and cells continue to struggle to maintain homeostasis.
**Key Mechanisms**:
· Insulin signaling: insulin binds to receptors on the cell membrane, facilitating glucose uptake.
· Glucose transporters: proteins that help move glucose into the cell.
· Pancreatic response: increased insulin production in response to elevated blood sugar.
**Prompt**: Evaluate how insulin resistance affects the ability of cells to maintain homeostasis. Compare the effectiveness of the body's response (increased insulin production) with other possible strategies (such as enhancing glucose transporter function). Provide recommendations for improving cellular glucose regulation in individuals with type 2 diabetes.
#### Submission Guidelines:
· Each response should be
**a minimum of one page**, double-spaced.
· Use clear and concise language, properly citing relevant biological concepts.
· Your responses should include a clear comparison of the strategies used in each case and a critical evaluation of their effectiveness.
See Forum I instructions attached. – ## ForumI.docx **## ForumI.docx** Discussion Forum I: The Limitations of Science Based on your viewing of the PBS documentary, _The Vaccine Wars,_ I would like students to discuss the role of science in contemporary society in general, and some of the possible li…
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– ## ForumI.docx
**## ForumI.docx**
Discussion Forum I: The Limitations of Science
Based on your viewing of the PBS documentary,
_The Vaccine Wars,_ I would like students to discuss the role of science in contemporary society in general, and some of the possible limitations of science in particular.
_What I certainly want to discourage students from doing is discussing the merits of mandatory vaccinations — that's an important topic, but one that is slightly out of the parameters of this particular course (this includes the ongoing saga regarding the COVID-19 vaccinations)._ Rather, it is expected that students will discuss the paradoxical nature of science as an epistemology. Given that this is a course
**_exclusively_** couched in the rhetoric of science, what are some of the potential pitfalls of science as it is increasingly influencing human behavior (issues of cultural lag)? If possible, please think of some examples of social/criminal justice policy that is based on scientific advancements that our population is unwilling to embrace.
[https://www.pbs.org/wgbh/frontline/documentary/vaccines/](https://www.pbs.org/wgbh/frontline/documentary/vaccines/)
Use the link above for the discussion. No more than 2-3 paragraphs please! No PLAGIARISM!!!
**## ForumI.docx**
Discussion Forum I: The Limitations of Science
Based on your viewing of the PBS documentary,
_The Vaccine Wars,_ I would like students to discuss the role of science in contemporary society in general, and some of the possible limitations of science in particular.
_What I certainly want to discourage students from doing is discussing the merits of mandatory vaccinations — that's an important topic, but one that is slightly out of the parameters of this particular course (this includes the ongoing saga regarding the COVID-19 vaccinations)._ Rather, it is expected that students will discuss the paradoxical nature of science as an epistemology. Given that this is a course
**_exclusively_** couched in the rhetoric of science, what are some of the potential pitfalls of science as it is increasingly influencing human behavior (issues of cultural lag)? If possible, please think of some examples of social/criminal justice policy that is based on scientific advancements that our population is unwilling to embrace.
[https://www.pbs.org/wgbh/frontline/documentary/vaccines/](https://www.pbs.org/wgbh/frontline/documentary/vaccines/)
Use the link above for the discussion. No more than 2-3 paragraphs please! No PLAGIARISM!!!
Please review my PowerPoint slide of my project.
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Can you help me with part 1 of my assignment?
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**Performance Task: Evaluating the** _**Dietary Guidelines for Americans**_ **Scenario:** You will act in a consultancy role for the U.S. Department of Agriculture (USDA), undertaking an evaluation of the _Dietary Guidelines for Americans._ Click each of the items below to reveal the assessment requ…
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Order on TutorsGallery →**Performance Task: Evaluating the** _**Dietary Guidelines for Americans**_
**Scenario:** You will act in a consultancy role for the U.S. Department of Agriculture (USDA), undertaking an evaluation of the _Dietary Guidelines for Americans._
Click each of the items below to reveal the assessment requirements.
#### [Part 1 – Reviewing the _Dietary Guidelines for Americans_](https://tempolearning.brightspace.com/content/enforced/46478-NU4001/Assessment.html#collapse_acc_1)
Your first task in the evaluation is to review the current Dietary Guidelines for Americans. Select a specific key recommendation within the guidelines, and identify scientific evidence used to inform the chosen guideline/key recommendation. At this stage, you are not looking for new scientific evidence, rather you are reviewing the existing research used to support and inform a specific key recommendation within the current guidelines.
Complete **Part 1** of the **template** provided, ensuring you:
– Select and describe a key recommendation within the current guidelines and the reason for your choice.
– Identify **three (3)** resources cited in the current guidelines that include supporting scientific evidence used to inform the selected guideline/key recommendation.
– Resources should be of varied research type from peer-reviewed journals (e.g., observational research, epidemiological research, randomized controlled trial).
– Provide references using full APA formatting.
– In your own words, explain how each resource informed the selected guideline/key recommendation.
#### [Part 2 – Recommendations for an Updated Guideline](https://tempolearning.brightspace.com/content/enforced/46478-NU4001/Assessment.html#collapse_acc_2)
It is important that the _Dietary Guidelines for Americans_ undergo evaluation to include the most up-to-date information. Your next task is to make recommendations for an updated edition of the guideline/key recommendation by finding up-to-date, supporting, and/or contrasting scientific evidence. Through your research, you may find scientific evidence to strengthen or weaken the current guideline/key recommendation. To prepare for reporting back to the USDA Dietary Guidelines Committee, you will critically analyze the resources you find to inform your recommendations.
Complete **Part 2** of the **template** provided, ensuring you:
– Identify **three (3)** resources (dated within the past 5 years of the publication date of the current guidelines) that provide more recent scientific evidence to inform the guideline/key recommendation.
– Resources should be of varied research type from peer-reviewed journals (e.g., observational research, epidemiological research, randomized controlled trial).
– Provide references using full APA formatting.
– In your own words, explain how each resource either strengthens or weakens the current guideline/key recommendation.
– Consider:
– Common themes and/or differences found within the recent scientific evidence
– If the wording or intent of the selected guideline/key recommendation should be changed
#### [Part 3 – Application of the Guideline](https://tempolearning.brightspace.com/content/enforced/46478-NU4001/Assessment.html#collapse_acc_3)
Your final task is to consider how you may apply your findings to a specific setting, such as home, school, workplace, community, or retail operation. Following your learning from Part 1 and Part 2, you will determine how the guideline/key recommendation might be applied in a setting familiar to you and the ways in which you might influence policy to help others meet this in practice.
Complete **Part 3** of the **template** provided, ensuring you:
– **Select** a specific setting to focus on. **Describe** your chosen setting and the reason for your choice.
– In the home
– In schools
– In the workplace
– In the community
– In retail operations
– **Recommend three (3)** ways to influence policy in your selected setting to help people meet the guideline/key recommendation.
– **Propose** educational opportunities that could help people in your selected setting understand the guideline/key recommendation.
– [\
\
NU4001_Evaluation_Template1.docx](https://www.sweetstudy.com/files/nu4001-evaluation-template1-docx "NU4001_Evaluation_Template1.docx")
– [\
\
NU4001_PT_Rubric.pdf](https://www.sweetstudy.com/files/nu4001-pt-rubric-pdf "NU4001_PT_Rubric.pdf")
– 2 years ago
Reflect on Religion – [\ \ 20241231_201048.jpg](https://www.sweetstudy.com/files/20241231-201048-jpg "20241231_201048.jpg") – [\ \ Screenshot_20241231_200835_SamsungInternet.jpg](https://www.sweetstudy.com/files/screenshot-20241231-200835-samsunginternet-jpg "Screenshot_20241231_200835_Samsu…
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– [\
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20241231_201048.jpg](https://www.sweetstudy.com/files/20241231-201048-jpg "20241231_201048.jpg")
– [\
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Screenshot_20241231_200835_SamsungInternet.jpg](https://www.sweetstudy.com/files/screenshot-20241231-200835-samsunginternet-jpg "Screenshot_20241231_200835_SamsungInternet.jpg")
– [\
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Screenshot_20241231_200808_SamsungInternet.jpg](https://www.sweetstudy.com/files/screenshot-20241231-200808-samsunginternet-jpg "Screenshot_20241231_200808_SamsungInternet.jpg")
– [\
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Screenshot_20241231_200916_SamsungInternet.jpg](https://www.sweetstudy.com/files/screenshot-20241231-200916-samsunginternet-jpg "Screenshot_20241231_200916_SamsungInternet.jpg")
– [\
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Screenshot_20241231_201134_SamsungInternet.jpg](https://www.sweetstudy.com/files/screenshot-20241231-201134-samsunginternet-jpg "Screenshot_20241231_201134_SamsungInternet.jpg")
– [\
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Screenshot_20241231_200853_SamsungInternet.jpg](https://www.sweetstudy.com/files/screenshot-20241231-200853-samsunginternet-jpg "Screenshot_20241231_200853_SamsungInternet.jpg")
– 2 years ago