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  • [Solved] Encryption and Lab 3

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    Executive Solution Overview

    ## W3: Topic – Encryption and Lab 3 I appreciate your participation in this discussion. For this assignment, create an original post addressing the topic below prior to midnight ET on Wednesday. Continue to follow your classmates' posts for the remainder of the week and post **at least two follow-up…

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    Assignment Prompt & Instructions

    ## W3: Topic – Encryption and Lab 3
    I appreciate your participation in this discussion. For this assignment, create an original post addressing the topic below prior to midnight ET on Wednesday. Continue to follow your classmates' posts for the remainder of the week and post **at least two follow-up messages** to your professor's or classmates' posts prior to midnight ET on Sunday. Your follow-up posts can add additional insight to a classmate's opinions or can challenge their opinions. **Use examples from your experiences, readings, or from your own research, to support your views, as appropriate.** Be sure to read the follow-up posts to your own posts and reply to any questions or requests for clarification.  Thanks!
    **Instructions:**
    1. Discuss the role of encryption in ensuring confidentiality; use a popular encryption to make your point if needed.
    2. List any observations, tips or questions about this lab that would prove helpful to fellow students prior to midnight on Wednesday and comment on other student posts with value added comments (not simply agreeing) by midnight Sunday for full credit consideration.

  • [Solved] Assigment .Apa seven . All instructions attached.

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## PatientGuide.docx – PatientGuide.docx **## PatientGuide.docx** Patient Guide Understanding that prescribing medication is not the same for all individuals is imperative to becoming a safe and effective psychiatric nurse practitioner. In clinical practice, you will see many patients in different…

    Instant Solution Download

    $6.99

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

    Need a Fresh Custom Paper?

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

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – ## PatientGuide.docx

    – PatientGuide.docx

    **## PatientGuide.docx**

    Patient Guide

    Understanding that prescribing medication is not the same for all individuals is imperative to becoming a safe and effective psychiatric nurse practitioner. In clinical practice, you will see many patients in different stages of their lives and need to consider these in developing your prescribing treatment plan.

    For this Assignment, you will choose a vulnerable patient and develop a 2- to 3-page Medication Guide for them and their family. In your guide, you will consider their ages, birth-assigned sex, FDA approvals, and considerations for increased or decreased risk for side effects. You will choose the most appropriate medication for each of these individuals. Support your answers with evidence-based, peer-reviewed scholarly literature. APA style format title page, citations and references will apply.

    **Note:** You will not set up this Medication Guide as a paragraph-formatted paper but, instead, as a creative, visually appealing guide.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/185496/modules/items/7646661)

    To prepare for this Assignment:

    · Select a vulnerable patient from the list provided.

    · Consider age, birth-assigned sex, FDA approvals, and risk and side-effect consideration.

    · Select the most appropriate medication for your selected patient based upon the information provided.

    · Review the textbook for commonly prescribed antidepressants,
    _Fast Facts for Psychopharmacology for Nurse Practitioners._

    · Review the textbook Stahl's essential psychopharmacology: Neuroscientific basis and practical applications (5th ed.). Chapters assigned

    · Conduct research through the
    [FDA websiteLinks to an external site.](https://www.fda.gov/drugs).

    · Review prescriber information for professionals of the medications.

    **Note:** These can be located free online with web search.

    · Review national guidelines for prescribing for these vulnerable individuals:

    ·
    [Depression Treatments for AdultsLinks to an external site.](https://www.apa.org/depression-guideline/adults)

    ·
    [Depression Treatments for Older AdultsLinks to an external site.](https://www.apa.org/depression-guideline/older-adults)

    ·
    [Depression Treatments for Children and AdolescentsLinks to an external site.](https://www.apa.org/depression-guideline/children-and-adolescents)

    The Assignment

    **Step 1: Choose** one of the following vulnerable patients to create a Medication Guide for the patient:

    ·
    **Patient 1:** 26-year-old female with a diagnosis of major depressive disorder and social anxiety disorder who is increasing in isolation and poor self-care. She is in her third trimester of pregnancy.

    ·
    **Patient 2:** 16-year-old male with a diagnosis of major depressive disorder, severe. He has seen a therapist weekly for the past 6 months and has had minimal change in symptoms. He has expressed thoughts of wanting to die.

    ·
    **Patient 3**: 72-year-old male with diagnosis of major depressive disorder and panic disorder. He has cardiac history and takes antihypertensive medications.

    ·
    **Patient 4**: 8-year-old Asian female with a diagnosis of severe depressive disorder presents to the office with a report of worsening symptoms. She has never taken psychotropic medication before.

    **Step 2: Create** a Medication Guide for a patient. In your guide, you should provide the following specific instructions for the patient:

    · Describe the chosen classification of medications, from the classification category, for your chosen vulnerable patient. Explain your rationale for your choice.

    · Explain what dose you would start the chosen medication with and the frequency.

    · Discuss how the medication works to treat their symptoms.

    · Explain how long they should take the medication.

    · Discuss the typical or common side effects of the medication.

    · Explain the urgent or emergent considerations for the patient taking the medication.

    The Medication Guide should also include:

    · Directions you would provide the patient on how to take the prescribed medication

    · Instructions on what the patient should do if a medication dose is missed

    · List of any other medications, over-the-counter medications, and/or supplements/herbals the patient should avoid while taking the prescribed medication

    · List of foods the patient should avoid when taking this medication

    · Date when the patient should return for follow-up visit with you

    · Discussion about the legal and ethical considerations for the medication being prescribed

    · Answers in consideration of Social Determinants of Health on how you would:

    · Assist the patient who cannot not afford to pay financially for the medication you are recommending/prescribing; and/or

    · Has difficulty with transportation that impacts their ability to present for regular appointments with you

    · Discuss how financial hardship and lack of transportation could relate to Social Determinants of Health, as well as why they are important considerations for you as a prescriber.

    By Day 7 of Week 3

    **Submit** by
    **Day 7 of Week 3**.

    submission information

    Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the
    **Turnitin Drafts** from the
    **Start Here** area.

    1. To submit your completed assignment, save your Assignment as
    **WK3Assgn_LastName_Firstinitial**

    2. Then, click on
    **Start Assignment** near the top of the page.

    3. Next, click on
    **Upload File** and select
    **Submit Assignment** for review.

    · Antidepressant Medication Table

    **Note:** Utilize this medication table to familiarize yourself with the medications aligned with the topics presented this week.

    Citalopram

    Escitalopram

    Paroxetine

    Fluoxetine

    Fluvoxamine

    Sertraline

    Vortioxetine

    Vilazodone

    Duloxetine

    Venlafaxine

    Levomilnacipran

    Desvenlafaxine

    Amoxapine

    Amitriptyline

    Desipramine

    Nortriptyline

    Doxepin

    Trimipramine

    Imipramine

    Protriptyline

    Mirtazapine

    Bupropion

    Selegiline

    Isocarboxazid

    Phenelzine

    Tranylcypromine

    ·
    [File Upload](https://waldenu.instructure.com/courses/185496/assignments/2534136)

    ·
    [Text Entry](https://waldenu.instructure.com/courses/185496/assignments/2534136)

    Top of Form

    | | |
    | — | — |
    | Upload a file, or choose a file you've already uploaded. |
    | Drag a file here, or<br>Choose a file to upload |
    | | |
    | |
    | <="" div="" style="text-size-adjust: auto; margin: 10px 0px;"><br>I agree to the tool's <br>[End-User License Agreement](https://api.turnitin.com/api/lti/1p0/user/static_eula)<br>This assignment submission is my own, original work<br>* | |
    | |

    Bottom of Form

    Rubric

    **NURS_6630_Week3_Assignment_Rubric**

    | | | |
    | — | — | — |
    | NURS_6630_Week3_Assignment_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeSelected patient guide describes how the medication works, length of use, side effects, and other considerations. The student patient guide addresses all of the specific information for the patient as outlined in the Assignment directions. | **40 to >29.0 ptsExcellent** The response comprehensively and clearly explains medication use. The response clearly addresses all the specific information for the patient as outlined in the Assignment directions.<br> <br>**29 to >19.0 ptsGood** The response clearly explains medication use. The response clearly addresses 75% of the specific information for the patient as outlined in the Assignment directions.<br> <br>**19 to >9.0 ptsFair** The response vaguely explains medication use. The response clearly addresses 50% of the specific information for the patient as outlined in the Assignment directions.<br> <br>**9 to >0 ptsPoor** The response includes inaccurate and vague examples that does not explain medication use, or it is missing. The response clearly addresses 25% of the specific information or does not address the specific information for the patient as outlined in the Assignment directions. | 40 pts |
    | This criterion is linked to a Learning OutcomeThe medication guide is accurate in information and written for the appropriate patient audience. The medication guide is creative and visually appealing. | **10 to >7.0 ptsExcellent** The medication guide is accurate in information and written for the appropriate patient audience. The medication guide is creative and visually appealing.<br> <br>**7 to >4.0 ptsGood** The medication guide is accurate in information and written for the appropriate patient audience. The medication guide shows some creativity and/or some visually appealing.<br> <br>**4 to >1.0 ptsFair** The medication guide contains some inaccurate information. Not written for the appropriate patient audience. The medication guide does not show creativity and/or is not visually appealing.<br> <br>**1 to >0 ptsPoor** The medication guide is not accurate in information and appropriate for the patient audience. The submission is not designed as a patient guide, but the submission is a written paper. | 10 pts |
    | This criterion is linked to a Learning OutcomeEthical and Legal considerations are discussed. | **20 to >18.0 ptsExcellent** The response comprehensively and clearly explains both the ethical and legal considerations of medication use.<br> <br>**18 to >15.0 ptsGood** The response clearly explains one of the ethical and/or legal considerations of medication use.<br> <br>**15 to >10.0 ptsFair** The response vaguely explains one of the ethical and/or legal considerations of medication use.<br> <br>**10 to >0 ptsPoor** The response includes inaccurate and vague examples that do not explain the ethical and legal considerations of the medication use, or it is missing. | 20 pts |
    | This criterion is linked to a Learning OutcomeSocial determinants of health considerations are applied regarding financial responsibility and ability to attend appointments. | **20 to >18.0 ptsExcellent** The response comprehensively and clearly explains considerations for social determinants of health.<br> <br>**18 to >15.0 ptsGood** The response clearly explains considerations for social determinants of health.<br> <br>**15 to >10.0 ptsFair** The response vaguely explains considerations for social determinants of health.<br> <br>**10 to >0 ptsPoor** The response includes inaccurate and vague examples that do not explain considerations for social determinants of health, or it is missing. | 20 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting—English writing standards: Correct grammar, mechanics, and proper punctuation | **5 to >4.0 ptsExcellent** Uses correct grammar, spelling, and punctuation with no errors.<br> <br>**4 to >3.0 ptsGood** Contains a couple (one or two) grammar, spelling, and punctuation errors.<br> <br>**3 to >1.0 ptsFair** Contains several (three or four) grammar, spelling, and punctuation errors.<br> <br>**1 to >0 ptsPoor** Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. | 5 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting: The submission contains an APA format for title page, citations, and Reference List. | **5 to >4.0 ptsExcellent** Uses correct APA format for title page, citations, and reference list with no errors.<br> <br>**4 to >3.0 ptsGood** Contains one or two APA format errors with title page, citations, and reference list.<br> <br>**3 to >1.0 ptsFair** Contains three or four APA format errors with title page, citations, and reference list.<br> <br>**1 to >0 ptsPoor** Missing APA format title page, citations, and/or reference list. | 5 pts |

    Total Points: 100

    **PatientGuide.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/patientguide-docx-10398899)

    **PatientGuide.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/patientguide-docx-10398899)

    **## PatientGuide.docx**

    Patient Guide

    Understanding that prescribing medication is not the same for all individuals is imperative to becoming a safe and effective psychiatric nurse practitioner. In clinical practice, you will see many patients in different stages of their lives and need to consider these in developing your prescribing treatment plan.

    For this Assignment, you will choose a vulnerable patient and develop a 2- to 3-page Medication Guide for them and their family. In your guide, you will consider their ages, birth-assigned sex, FDA approvals, and considerations for increased or decreased risk for side effects. You will choose the most appropriate medication for each of these individuals. Support your answers with evidence-based, peer-reviewed scholarly literature. APA style format title page, citations and references will apply.

    **Note:** You will not set up this Medication Guide as a paragraph-formatted paper but, instead, as a creative, visually appealing guide.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/185496/modules/items/7646661)

    To prepare for this Assignment:

    · Select a vulnerable patient from the list provided.

    · Consider age, birth-assigned sex, FDA approvals, and risk and side-effect consideration.

    · Select the most appropriate medication for your selected patient based upon the information provided.

    · Review the textbook for commonly prescribed antidepressants,
    _Fast Facts for Psychopharmacology for Nurse Practitioners._

    · Review the textbook Stahl's essential psychopharmacology: Neuroscientific basis and practical applications (5th ed.). Chapters assigned

    · Conduct research through the
    [FDA websiteLinks to an external site.](https://www.fda.gov/drugs).

    · Review prescriber information for professionals of the medications.

    **Note:** These can be located free online with web search.

    · Review national guidelines for prescribing for these vulnerable individuals:

    ·
    [Depression Treatments for AdultsLinks to an external site.](https://www.apa.org/depression-guideline/adults)

    ·
    [Depression Treatments for Older AdultsLinks to an external site.](https://www.apa.org/depression-guideline/older-adults)

    ·
    [Depression Treatments for Children and AdolescentsLinks to an external site.](https://www.apa.org/depression-guideline/children-and-adolescents)

    The Assignment

    **Step 1: Choose** one of the following vulnerable patients to create a Medication Guide for the patient:

    ·
    **Patient 1:** 26-year-old female with a diagnosis of major depressive disorder and social anxiety disorder who is increasing in isolation and poor self-care. She is in her third trimester of pregnancy.

    ·
    **Patient 2:** 16-year-old male with a diagnosis of major depressive disorder, severe. He has seen a therapist weekly for the past 6 months and has had minimal change in symptoms. He has expressed thoughts of wanting to die.

    ·
    **Patient 3**: 72-year-old male with diagnosis of major depressive disorder and panic disorder. He has cardiac history and takes antihypertensive medications.

    ·
    **Patient 4**: 8-year-old Asian female with a diagnosis of severe depressive disorder presents to the office with a report of worsening symptoms. She has never taken psychotropic medication before.

    **Step 2: Create** a Medication Guide for a patient. In your guide, you should provide the following specific instructions for the patient:

    · Describe the chosen classification of medications, from the classification category, for your chosen vulnerable patient. Explain your rationale for your choice.

    · Explain what dose you would start the chosen medication with and the frequency.

    · Discuss how the medication works to treat their symptoms.

    · Explain how long they should take the medication.

    · Discuss the typical or common side effects of the medication.

    · Explain the urgent or emergent considerations for the patient taking the medication.

    The Medication Guide should also include:

    · Directions you would provide the patient on how to take the prescribed medication

    · Instructions on what the patient should do if a medication dose is missed

    · List of any other medications, over-the-counter medications, and/or supplements/herbals the patient should avoid while taking the prescribed medication

    · List of foods the patient should avoid when taking this medication

    · Date when the patient should return for follow-up visit with you

    · Discussion about the legal and ethical considerations for the medication being prescribed

    · Answers in consideration of Social Determinants of Health on how you would:

    · Assist the patient who cannot not afford to pay financially for the medication you are recommending/prescribing; and/or

    · Has difficulty with transportation that impacts their ability to present for regular appointments with you

    · Discuss how financial hardship and lack of transportation could relate to Social Determinants of Health, as well as why they are important considerations for you as a prescriber.

    By Day 7 of Week 3

    **Submit** by
    **Day 7 of Week 3**.

    submission information

    Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the
    **Turnitin Drafts** from the
    **Start Here** area.

    1. To submit your completed assignment, save your Assignment as
    **WK3Assgn_LastName_Firstinitial**

    2. Then, click on
    **Start Assignment** near the top of the page.

    3. Next, click on
    **Upload File** and select
    **Submit Assignment** for review.

    · Antidepressant Medication Table

    **Note:** Utilize this medication table to familiarize yourself with the medications aligned with the topics presented this week.

    Citalopram

    Escitalopram

    Paroxetine

    Fluoxetine

    Fluvoxamine

    Sertraline

    Vortioxetine

    Vilazodone

    Duloxetine

    Venlafaxine

    Levomilnacipran

    Desvenlafaxine

    Amoxapine

    Amitriptyline

    Desipramine

    Nortriptyline

    Doxepin

    Trimipramine

    Imipramine

    Protriptyline

    Mirtazapine

    Bupropion

    Selegiline

    Isocarboxazid

    Phenelzine

    Tranylcypromine

    ·
    [File Upload](https://waldenu.instructure.com/courses/185496/assignments/2534136)

    ·
    [Text Entry](https://waldenu.instructure.com/courses/185496/assignments/2534136)

    Top of Form

    | | |
    | — | — |
    | Upload a file, or choose a file you've already uploaded. |
    | Drag a file here, or<br>Choose a file to upload |
    | | |
    | |
    | <="" div="" style="text-size-adjust: auto; margin: 10px 0px;"><br>I agree to the tool's <br>[End-User License Agreement](https://api.turnitin.com/api/lti/1p0/user/static_eula)<br>This assignment submission is my own, original work<br>* | |
    | |

    Bottom of Form

    Rubric

    **NURS_6630_Week3_Assignment_Rubric**

    | | | |
    | — | — | — |
    | NURS_6630_Week3_Assignment_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeSelected patient guide describes how the medication works, length of use, side effects, and other considerations. The student patient guide addresses all of the specific information for the patient as outlined in the Assignment directions. | **40 to >29.0 ptsExcellent** The response comprehensively and clearly explains medication use. The response clearly addresses all the specific information for the patient as outlined in the Assignment directions.<br> <br>**29 to >19.0 ptsGood** The response clearly explains medication use. The response clearly addresses 75% of the specific information for the patient as outlined in the Assignment directions.<br> <br>**19 to >9.0 ptsFair** The response vaguely explains medication use. The response clearly addresses 50% of the specific information for the patient as outlined in the Assignment directions.<br> <br>**9 to >0 ptsPoor** The response includes inaccurate and vague examples that does not explain medication use, or it is missing. The response clearly addresses 25% of the specific information or does not address the specific information for the patient as outlined in the Assignment directions. | 40 pts |
    | This criterion is linked to a Learning OutcomeThe medication guide is accurate in information and written for the appropriate patient audience. The medication guide is creative and visually appealing. | **10 to >7.0 ptsExcellent** The medication guide is accurate in information and written for the appropriate patient audience. The medication guide is creative and visually appealing.<br> <br>**7 to >4.0 ptsGood** The medication guide is accurate in information and written for the appropriate patient audience. The medication guide shows some creativity and/or some visually appealing.<br> <br>**4 to >1.0 ptsFair** The medication guide contains some inaccurate information. Not written for the appropriate patient audience. The medication guide does not show creativity and/or is not visually appealing.<br> <br>**1 to >0 ptsPoor** The medication guide is not accurate in information and appropriate for the patient audience. The submission is not designed as a patient guide, but the submission is a written paper. | 10 pts |
    | This criterion is linked to a Learning OutcomeEthical and Legal considerations are discussed. | **20 to >18.0 ptsExcellent** The response comprehensively and clearly explains both the ethical and legal considerations of medication use.<br> <br>**18 to >15.0 ptsGood** The response clearly explains one of the ethical and/or legal considerations of medication use.<br> <br>**15 to >10.0 ptsFair** The response vaguely explains one of the ethical and/or legal considerations of medication use.<br> <br>**10 to >0 ptsPoor** The response includes inaccurate and vague examples that do not explain the ethical and legal considerations of the medication use, or it is missing. | 20 pts |
    | This criterion is linked to a Learning OutcomeSocial determinants of health considerations are applied regarding financial responsibility and ability to attend appointments. | **20 to >18.0 ptsExcellent** The response comprehensively and clearly explains considerations for social determinants of health.<br> <br>**18 to >15.0 ptsGood** The response clearly explains considerations for social determinants of health.<br> <br>**15 to >10.0 ptsFair** The response vaguely explains considerations for social determinants of health.<br> <br>**10 to >0 ptsPoor** The response includes inaccurate and vague examples that do not explain considerations for social determinants of health, or it is missing. | 20 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting—English writing standards: Correct grammar, mechanics, and proper punctuation | **5 to >4.0 ptsExcellent** Uses correct grammar, spelling, and punctuation with no errors.<br> <br>**4 to >3.0 ptsGood** Contains a couple (one or two) grammar, spelling, and punctuation errors.<br> <br>**3 to >1.0 ptsFair** Contains several (three or four) grammar, spelling, and punctuation errors.<br> <br>**1 to >0 ptsPoor** Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. | 5 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting: The submission contains an APA format for title page, citations, and Reference List. | **5 to >4.0 ptsExcellent** Uses correct APA format for title page, citations, and reference list with no errors.<br> <br>**4 to >3.0 ptsGood** Contains one or two APA format errors with title page, citations, and reference list.<br> <br>**3 to >1.0 ptsFair** Contains three or four APA format errors with title page, citations, and reference list.<br> <br>**1 to >0 ptsPoor** Missing APA format title page, citations, and/or reference list. | 5 pts |

    Total Points: 100

    **PatientGuide.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/patientguide-docx-10398899)

    **## PatientGuide.docx**

    Patient Guide

    Understanding that prescribing medication is not the same for all individuals is imperative to becoming a safe and effective psychiatric nurse practitioner. In clinical practice, you will see many patients in different stages of their lives and need to consider these in developing your prescribing treatment plan.

    For this Assignment, you will choose a vulnerable patient and develop a 2- to 3-page Medication Guide for them and their family. In your guide, you will consider their ages, birth-assigned sex, FDA approvals, and considerations for increased or decreased risk for side effects. You will choose the most appropriate medication for each of these individuals. Support your answers with evidence-based, peer-reviewed scholarly literature. APA style format title page, citations and references will apply.

    **Note:** You will not set up this Medication Guide as a paragraph-formatted paper but, instead, as a creative, visually appealing guide.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/185496/modules/items/7646661)

    To prepare for this Assignment:

    · Select a vulnerable patient from the list provided.

    · Consider age, birth-assigned sex, FDA approvals, and risk and side-effect consideration.

    · Select the most appropriate medication for your selected patient based upon the information provided.

    · Review the textbook for commonly prescribed antidepressants,
    _Fast Facts for Psychopharmacology for Nurse Practitioners._

    · Review the textbook Stahl's essential psychopharmacology: Neuroscientific basis and practical applications (5th ed.). Chapters assigned

    · Conduct research through the
    [FDA websiteLinks to an external site.](https://www.fda.gov/drugs).

    · Review prescriber information for professionals of the medications.

    **Note:** These can be located free online with web search.

    · Review national guidelines for prescribing for these vulnerable individuals:

    ·
    [Depression Treatments for AdultsLinks to an external site.](https://www.apa.org/depression-guideline/adults)

    ·
    [Depression Treatments for Older AdultsLinks to an external site.](https://www.apa.org/depression-guideline/older-adults)

    ·
    [Depression Treatments for Children and AdolescentsLinks to an external site.](https://www.apa.org/depression-guideline/children-and-adolescents)

    The Assignment

    **Step 1: Choose** one of the following vulnerable patients to create a Medication Guide for the patient:

    ·
    **Patient 1:** 26-year-old female with a diagnosis of major depressive disorder and social anxiety disorder who is increasing in isolation and poor self-care. She is in her third trimester of pregnancy.

    ·
    **Patient 2:** 16-year-old male with a diagnosis of major depressive disorder, severe. He has seen a therapist weekly for the past 6 months and has had minimal change in symptoms. He has expressed thoughts of wanting to die.

    ·
    **Patient 3**: 72-year-old male with diagnosis of major depressive disorder and panic disorder. He has cardiac history and takes antihypertensive medications.

    ·
    **Patient 4**: 8-year-old Asian female with a diagnosis of severe depressive disorder presents to the office with a report of worsening symptoms. She has never taken psychotropic medication before.

    **Step 2: Create** a Medication Guide for a patient. In your guide, you should provide the following specific instructions for the patient:

    · Describe the chosen classification of medications, from the classification category, for your chosen vulnerable patient. Explain your rationale for your choice.

    · Explain what dose you would start the chosen medication with and the frequency.

    · Discuss how the medication works to treat their symptoms.

    · Explain how long they should take the medication.

    · Discuss the typical or common side effects of the medication.

    · Explain the urgent or emergent considerations for the patient taking the medication.

    The Medication Guide should also include:

    · Directions you would provide the patient on how to take the prescribed medication

    · Instructions on what the patient should do if a medication dose is missed

    · List of any other medications, over-the-counter medications, and/or supplements/herbals the patient should avoid while taking the prescribed medication

    · List of foods the patient should avoid when taking this medication

    · Date when the patient should return for follow-up visit with you

    · Discussion about the legal and ethical considerations for the medication being prescribed

    · Answers in consideration of Social Determinants of Health on how you would:

    · Assist the patient who cannot not afford to pay financially for the medication you are recommending/prescribing; and/or

    · Has difficulty with transportation that impacts their ability to present for regular appointments with you

    · Discuss how financial hardship and lack of transportation could relate to Social Determinants of Health, as well as why they are important considerations for you as a prescriber.

    By Day 7 of Week 3

    **Submit** by
    **Day 7 of Week 3**.

    submission information

    Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the
    **Turnitin Drafts** from the
    **Start Here** area.

    1. To submit your completed assignment, save your Assignment as
    **WK3Assgn_LastName_Firstinitial**

    2. Then, click on
    **Start Assignment** near the top of the page.

    3. Next, click on
    **Upload File** and select
    **Submit Assignment** for review.

    · Antidepressant Medication Table

    **Note:** Utilize this medication table to familiarize yourself with the medications aligned with the topics presented this week.

    Citalopram

    Escitalopram

    Paroxetine

    Fluoxetine

    Fluvoxamine

    Sertraline

    Vortioxetine

    Vilazodone

    Duloxetine

    Venlafaxine

    Levomilnacipran

    Desvenlafaxine

    Amoxapine

    Amitriptyline

    Desipramine

    Nortriptyline

    Doxepin

    Trimipramine

    Imipramine

    Protriptyline

    Mirtazapine

    Bupropion

    Selegiline

    Isocarboxazid

    Phenelzine

    Tranylcypromine

    ·
    [File Upload](https://waldenu.instructure.com/courses/185496/assignments/2534136)

    ·
    [Text Entry](https://waldenu.instructure.com/courses/185496/assignments/2534136)

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    | Upload a file, or choose a file you've already uploaded. |
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    Rubric

    **NURS_6630_Week3_Assignment_Rubric**

    | | | |
    | — | — | — |
    | NURS_6630_Week3_Assignment_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeSelected patient guide describes how the medication works, length of use, side effects, and other considerations. The student patient guide addresses all of the specific information for the patient as outlined in the Assignment directions. | **40 to >29.0 ptsExcellent** The response comprehensively and clearly explains medication use. The response clearly addresses all the specific information for the patient as outlined in the Assignment directions.<br> <br>**29 to >19.0 ptsGood** The response clearly explains medication use. The response clearly addresses 75% of the specific information for the patient as outlined in the Assignment directions.<br> <br>**19 to >9.0 ptsFair** The response vaguely explains medication use. The response clearly addresses 50% of the specific information for the patient as outlined in the Assignment directions.<br> <br>**9 to >0 ptsPoor** The response includes inaccurate and vague examples that does not explain medication use, or it is missing. The response clearly addresses 25% of the specific information or does not address the specific information for the patient as outlined in the Assignment directions. | 40 pts |
    | This criterion is linked to a Learning OutcomeThe medication guide is accurate in information and written for the appropriate patient audience. The medication guide is creative and visually appealing. | **10 to >7.0 ptsExcellent** The medication guide is accurate in information and written for the appropriate patient audience. The medication guide is creative and visually appealing.<br> <br>**7 to >4.0 ptsGood** The medication guide is accurate in information and written for the appropriate patient audience. The medication guide shows some creativity and/or some visually appealing.<br> <br>**4 to >1.0 ptsFair** The medication guide contains some inaccurate information. Not written for the appropriate patient audience. The medication guide does not show creativity and/or is not visually appealing.<br> <br>**1 to >0 ptsPoor** The medication guide is not accurate in information and appropriate for the patient audience. The submission is not designed as a patient guide, but the submission is a written paper. | 10 pts |
    | This criterion is linked to a Learning OutcomeEthical and Legal considerations are discussed. | **20 to >18.0 ptsExcellent** The response comprehensively and clearly explains both the ethical and legal considerations of medication use.<br> <br>**18 to >15.0 ptsGood** The response clearly explains one of the ethical and/or legal considerations of medication use.<br> <br>**15 to >10.0 ptsFair** The response vaguely explains one of the ethical and/or legal considerations of medication use.<br> <br>**10 to >0 ptsPoor** The response includes inaccurate and vague examples that do not explain the ethical and legal considerations of the medication use, or it is missing. | 20 pts |
    | This criterion is linked to a Learning OutcomeSocial determinants of health considerations are applied regarding financial responsibility and ability to attend appointments. | **20 to >18.0 ptsExcellent** The response comprehensively and clearly explains considerations for social determinants of health.<br> <br>**18 to >15.0 ptsGood** The response clearly explains considerations for social determinants of health.<br> <br>**15 to >10.0 ptsFair** The response vaguely explains considerations for social determinants of health.<br> <br>**10 to >0 ptsPoor** The response includes inaccurate and vague examples that do not explain considerations for social determinants of health, or it is missing. | 20 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting—English writing standards: Correct grammar, mechanics, and proper punctuation | **5 to >4.0 ptsExcellent** Uses correct grammar, spelling, and punctuation with no errors.<br> <br>**4 to >3.0 ptsGood** Contains a couple (one or two) grammar, spelling, and punctuation errors.<br> <br>**3 to >1.0 ptsFair** Contains several (three or four) grammar, spelling, and punctuation errors.<br> <br>**1 to >0 ptsPoor** Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. | 5 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting: The submission contains an APA format for title page, citations, and Reference List. | **5 to >4.0 ptsExcellent** Uses correct APA format for title page, citations, and reference list with no errors.<br> <br>**4 to >3.0 ptsGood** Contains one or two APA format errors with title page, citations, and reference list.<br> <br>**3 to >1.0 ptsFair** Contains three or four APA format errors with title page, citations, and reference list.<br> <br>**1 to >0 ptsPoor** Missing APA format title page, citations, and/or reference list. | 5 pts |

    Total Points: 100

    **PatientGuide.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/patientguide-docx-10398899)

    – 1
    – 2

  • [Solved] Encryption and Lab 3

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    ## W3: Topic – Encryption and Lab 3 I appreciate your participation in this discussion. For this assignment, create an original post addressing the topic below prior to midnight ET on Wednesday. Continue to follow your classmates' posts for the remainder of the week and post **at least two follow-up…

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    Assignment Prompt & Instructions

    ## W3: Topic – Encryption and Lab 3
    I appreciate your participation in this discussion. For this assignment, create an original post addressing the topic below prior to midnight ET on Wednesday. Continue to follow your classmates' posts for the remainder of the week and post **at least two follow-up messages** to your professor's or classmates' posts prior to midnight ET on Sunday. Your follow-up posts can add additional insight to a classmate's opinions or can challenge their opinions. **Use examples from your experiences, readings, or from your own research, to support your views, as appropriate.** Be sure to read the follow-up posts to your own posts and reply to any questions or requests for clarification.  Thanks!
    **Instructions:**
    1. Discuss the role of encryption in ensuring confidentiality; use a popular encryption to make your point if needed.
    2. List any observations, tips or questions about this lab that would prove helpful to fellow students prior to midnight on Wednesday and comment on other student posts with value added comments (not simply agreeing) by midnight Sunday for full credit consideration.

  • [Solved] Education homework

    ✓ Verified Academic Solution Available

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    In-depth study guidance and analytical solution covering Education homework.

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

  • [Solved] Explore Human Resources

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Week 2: Explore Human Resources: Task 1 – Presenting Constructive Feedback to Motivate, Change, and Inspire** – ## Week2ExploreHumanResources.docx **## Week2ExploreHumanResources.docx** **Week 2: Explore Human Resources: Task 1 – Presenting Constructive Feedback to Motivate, Change, and Inspire** …

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    **Week 2: Explore Human Resources: Task 1 – Presenting Constructive Feedback to Motivate, Change, and Inspire**

    – ## Week2ExploreHumanResources.docx

    **## Week2ExploreHumanResources.docx**

    **Week 2: Explore Human Resources: Task 1 – Presenting Constructive Feedback to Motivate, Change, and Inspire**

    **90 Points: Task 1 – Presenting Constructive Feedback to Motivate, Change, and Inspire**

    **What you'll learn**

    · Why it's important to provide feedback

    · How to provide effective feedback

    · How to ensure feedback encourages positive change

    **What you'll do**

    · Identify areas for improvement based on the performance of a team member

    · Prepare to provide feedback to that team member to help them develop and improve their performance

    **Instructions**

    Register for the real-world HR simulation here:
    [GE Aerospace Explore Human Resources.Links to an external site.](https://enterprise.theforage.com/simulations/ge-aerospace/human-resources-8hl7)

    After reviewing all videos and supporting materials in Task 1, (found within the GE Aerospace case), use the 3-step model in Task 1 to write a 1-page, double-spaced script describing what you would say to an employee in a face-to-face meeting using the below scenario.

    _You are part of a small team that develops your company’s products. Your team is facing competition on the market and time and cost pressures internally. In order to manage these circumstances and encourage innovation, you’ve built a team culture that encourages rapidly testing and iterating upon new ideas._

    _One of your colleagues, however, has struggled with wanting to find the perfect solution before taking action. This caused delays, impacting team performance, and frustration for many team members as they felt held back. Yet, nobody said anything to him. You want to provide him with considered feedback to help him get comfortable with experimentation and risk taking._

    _What will you say to him? How will you give feedback to highlight his behaviors and encourage a change?_

    _Please submit the feedback you would give to your colleague by uploading your Word document.  Review the reference materials before you answer. Make sure your feedback focuses on the positive: the outcome or impact your colleague will have if he changes his behavior – this will motivate and encourage him!_
    Upload your assignment to Canvas for a grade and also to the Forage simulation.

    **Action**

    Select the Start Assignment button to begin.

    Once you have uploaded your file, select Submit Assignment.

    **## Week2ExploreHumanResources.docx**

    **Week 2: Explore Human Resources: Task 1 – Presenting Constructive Feedback to Motivate, Change, and Inspire**

    **90 Points: Task 1 – Presenting Constructive Feedback to Motivate, Change, and Inspire**

    **What you'll learn**

    · Why it's important to provide feedback

    · How to provide effective feedback

    · How to ensure feedback encourages positive change

    **What you'll do**

    · Identify areas for improvement based on the performance of a team member

    · Prepare to provide feedback to that team member to help them develop and improve their performance

    **Instructions**

    Register for the real-world HR simulation here:
    [GE Aerospace Explore Human Resources.Links to an external site.](https://enterprise.theforage.com/simulations/ge-aerospace/human-resources-8hl7)

    After reviewing all videos and supporting materials in Task 1, (found within the GE Aerospace case), use the 3-step model in Task 1 to write a 1-page, double-spaced script describing what you would say to an employee in a face-to-face meeting using the below scenario.

    _You are part of a small team that develops your company’s products. Your team is facing competition on the market and time and cost pressures internally. In order to manage these circumstances and encourage innovation, you’ve built a team culture that encourages rapidly testing and iterating upon new ideas._

    _One of your colleagues, however, has struggled with wanting to find the perfect solution before taking action. This caused delays, impacting team performance, and frustration for many team members as they felt held back. Yet, nobody said anything to him. You want to provide him with considered feedback to help him get comfortable with experimentation and risk taking._

    _What will you say to him? How will you give feedback to highlight his behaviors and encourage a change?_

    _Please submit the feedback you would give to your colleague by uploading your Word document.  Review the reference materials before you answer. Make sure your feedback focuses on the positive: the outcome or impact your colleague will have if he changes his behavior – this will motivate and encourage him!_
    Upload your assignment to Canvas for a grade and also to the Forage simulation.

    **Action**

    Select the Start Assignment button to begin.

    Once you have uploaded your file, select Submit Assignment.

  • [Solved] DB Response

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Please see attached. – ## DiscussionAssignmentInstructionsCJUS350.docx – ## HaleyWhitehead.docx – ## ZeranaBianceShellaberger.docx **## DiscussionAssignmentInstructionsCJUS350.docx** CJUS 350 **Discussion Assignment Instructions** The student will complete 8 Discussions in this course. The student w…

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    Assignment Prompt & Instructions

    Please see attached.

    – ## DiscussionAssignmentInstructionsCJUS350.docx

    – ## HaleyWhitehead.docx

    – ## ZeranaBianceShellaberger.docx

    **## DiscussionAssignmentInstructionsCJUS350.docx**

    CJUS 350

    **Discussion Assignment Instructions**

    The student will complete 8 Discussions in this course. The student will post one thread of at least 400 words by 11:59 p.m. (ET) on Thursday of the assigned Module: Week. The student must then post at least 2 replies of at least 200 words by 11:59 p.m. (ET) on Monday of the assigned Module: Week. For each thread, students must support their assertions with at least 2 scholarly citations in APA format. Each reply must incorporate at least 2 scholarly citation(s) in APA format. Any sources cited must have been published within the last five years. Acceptable sources include the textbook, the Bible, journal articles and professional experiences.

    **## HaleyWhitehead.docx**

    2

    **Haley Whitehead**

    **What are your views on the idea of an unwritten code of conduct governing the behavior of police and corrections officers?**

    **Any unwritten code of conduct amongst police officers would reinforce solidarity and trust amongst the group. In theory, this would encourage loyalty in tough situations. However, if someone were to go against that code of conduct, there is a high chance they would be ostracized from the group. This ideology can become toxic by creating a “code of silence” among officers. The “code of silence” would encourage officers to cover for one another's misconduct and take away accountability from those who do wrong. This would undermine the justice system in multiple ways. Law enforcement roles should be held to high ethical standards. Although there are a few positives to an unwritten code of conduct amongst officers, the negatives are far greater.**

    **You are a police officer and you witness your partner of 6 years strike a criminal suspect who has been arrested and is secured in handcuffs. The actions of your partner are in violation of your department’s Use of Force policy. Your partner has already received punitive sanctions in the past for unwarranted use of force, and this incident may jeopardize his career. What would you do?**

    **After having the same partner for six years and working that closely with someone, there is a certain level of trust that develops. There are those who may have a moment of hesitation prior to acting in this scenario. The knee-jerk reaction would be to give your partner the benefit of the doubt and hear their side of the story. However, given the officer’s background of receiving punitive sanctions for the same reason, unwarranted use of force, there is no other action that should be taken other than reporting them. On the matter of abuse of authority, the textbook included that, “The most serious abuse of authority is when officers use their legal power to use force against individuals without just cause” (Pollock, 2014). Situations in which there is an abuse of power need to be reported and taken care of, not forgiven and swept under the rug. The partner would need to take accountability for their actions, regardless of the terrible consequences. Unreported misconduct would allow them to commit the same grievance, as their history proves they would most likely reoffend.**

    **Please read Mark 10:42 – 45 and explain why it is important to be a servant leader.**

    **Being a servant leader is a direct reflection of Jesus and His mission. There are a multitude of examples in the Bible of how Jesus lived a life of serving others, from washing His disciples' feet to healing the sick. 1 John 2:6 states, “Whoever claims to live in him must live as Jesus did” (New International Version, 2011). If someone claims to be a follower of Christ, their actions should be consistent with Christ’s examples of humility, love, and obedience. In Mark 10:42-45, Jesus explains that kingdom leadership is different from worldly leadership. The idea is that status is highly valued in this world, but it means little to God. A willingness to serve others is far more valuable to Him. Having this kingdom mindset allows the focus to shift from personal well-being to the well-being of others. Being a servant leader is a way to highlight the goodness of God while fostering positive relationships.**

    **## ZeranaBianceShellaberger.docx**

    Zerana Biance Shellaberger

    **1/ What are your views on the idea of an unwritten code of conduct governing the behavior of police and corrections officers?**

    I think it's human nature to want to belong in a community, especially for those who work in professions like police officers and corrections officers, where they put their lives at risk every day and face significant pressure from the public regarding safety, expectations, and even due to current events. Therefore, due to all this, you want the people working with you side by side to not only be equipped with the knowledge to help you but also to be willing to assist you in times of emergency. Therefore, they would need stronger bonds compared to an IT job, where you can get your job done without putting your life at risk or depending on other people to have your back when it comes down to it.
    Ecclesiastes 4:9-10 states, "Two are better than one, because they have a good return for their labor: If either of them falls down, one can help the other up. But pity anyone who falls and has no one to help them up" (New International Version, 2011). The verse emphasizes the importance of working together, relying on one another, and building strong bonds with one another. For police officers and corrections officers, who face life-threatening risks and intense scrutiny from the public every day, having colleagues who are reliable and willing to support each other is crucial.

    Having said all that, loyalty and camaraderie should still not come at the expense of the police community's trust in the public. The oath you took was not just to serve each other in the line of duty, but mainly to serve the people. As stated on the San Antonio Police Department Law Enforcement Code of Ethics: "As a Law Enforcement Officer, my fundamental duty is to serve mankind; to safeguard lives and property; to protect the innocent against deception, the weak against oppression or intimidation, and the peaceful against violence or disorder; and to respect the Constitutional rights of all persons to liberty, equality, and justice" (2010).

    **2/ You are a police officer and you witness your partner of 6 years strike a criminal suspect who has been arrested and is secured in handcuffs. The actions of your partner are in violation of your department’s Use of Force policy. Your partner has already received punitive sanctions in the past for unwarranted use of force, and this incident may jeopardize his career. What would you do?**

    The longevity of our partnership does not justify my remaining silent in this case. If he has already been reprimanded for excessive use of force in the past, he should understand the gravity of his actions, and at this point, there are no excuses. Unfortunately, if he has repeated this behavior, there is a strong possibility it could escalate, as he clearly has not learned from previous consequences. It is his responsibility to reflect and change, not mine to protect his job. Therefore, I will be reporting him. I want to make it clear that if he had truly changed his behavior, this situation would not have happened again. I am doing this for his own good, to prevent him from causing further harm in case his actions escalate. I will also advocate for leadership to ensure he gets the help he needs because, at the end of the day, he is one of us and should not be left to handle situations he cannot manage on his own.

    As Galatians 6:1 reminds us, "Brothers and sisters, if someone is caught in a sin, you who live by the Spirit should restore that person gently. But watch yourselves, or you also may be tempted"  (New International Version, 2011). This verse teaches that we have a responsibility to help others correct their mistakes, but we should do it with care and kindness. If someone keeps making bad choices, it is not wrong to report or address it—it is a way to help them see the problem and prevent more harm. At the same time, we need to be careful to stay honest and not get caught up in their wrongdoing. In this situation, this means reporting the repeated misconduct is the right thing to do, both to protect others and to give the person a chance to learn from their actions.

    **3/ Please read Mark 10:42 – 45 and explain why it is important to be a servant leader.**

    The passage is essential for being a servant leader, as it serves as a great reminder that to embody a worldly leader, one must first serve and put the needs of others before their own, just like how Jesus Christ came to the earth not to be served for his greatness but to serve others, including the sick, the poor, the marginalized, and sinners, and even to sacrifice his own life.

    **## ZeranaBianceShellaberger.docx**

    Zerana Biance Shellaberger

    **1/ What are your views on the idea of an unwritten code of conduct governing the behavior of police and corrections officers?**

    I think it's human nature to want to belong in a community, especially for those who work in professions like police officers and corrections officers, where they put their lives at risk every day and face significant pressure from the public regarding safety, expectations, and even due to current events. Therefore, due to all this, you want the people working with you side by side to not only be equipped with the knowledge to help you but also to be willing to assist you in times of emergency. Therefore, they would need stronger bonds compared to an IT job, where you can get your job done without putting your life at risk or depending on other people to have your back when it comes down to it.
    Ecclesiastes 4:9-10 states, "Two are better than one, because they have a good return for their labor: If either of them falls down, one can help the other up. But pity anyone who falls and has no one to help them up" (New International Version, 2011). The verse emphasizes the importance of working together, relying on one another, and building strong bonds with one another. For police officers and corrections officers, who face life-threatening risks and intense scrutiny from the public every day, having colleagues who are reliable and willing to support each other is crucial.

    Having said all that, loyalty and camaraderie should still not come at the expense of the police community's trust in the public. The oath you took was not just to serve each other in the line of duty, but mainly to serve the people. As stated on the San Antonio Police Department Law Enforcement Code of Ethics: "As a Law Enforcement Officer, my fundamental duty is to serve mankind; to safeguard lives and property; to protect the innocent against deception, the weak against oppression or intimidation, and the peaceful against violence or disorder; and to respect the Constitutional rights of all persons to liberty, equality, and justice" (2010).

    **2/ You are a police officer and you witness your partner of 6 years strike a criminal suspect who has been arrested and is secured in handcuffs. The actions of your partner are in violation of your department’s Use of Force policy. Your partner has already received punitive sanctions in the past for unwarranted use of force, and this incident may jeopardize his career. What would you do?**

    The longevity of our partnership does not justify my remaining silent in this case. If he has already been reprimanded for excessive use of force in the past, he should understand the gravity of his actions, and at this point, there are no excuses. Unfortunately, if he has repeated this behavior, there is a strong possibility it could escalate, as he clearly has not learned from previous consequences. It is his responsibility to reflect and change, not mine to protect his job. Therefore, I will be reporting him. I want to make it clear that if he had truly changed his behavior, this situation would not have happened again. I am doing this for his own good, to prevent him from causing further harm in case his actions escalate. I will also advocate for leadership to ensure he gets the help he needs because, at the end of the day, he is one of us and should not be left to handle situations he cannot manage on his own.

    As Galatians 6:1 reminds us, "Brothers and sisters, if someone is caught in a sin, you who live by the Spirit should restore that person gently. But watch yourselves, or you also may be tempted"  (New International Version, 2011). This verse teaches that we have a responsibility to help others correct their mistakes, but we should do it with care and kindness. If someone keeps making bad choices, it is not wrong to report or address it—it is a way to help them see the problem and prevent more harm. At the same time, we need to be careful to stay honest and not get caught up in their wrongdoing. In this situation, this means reporting the repeated misconduct is the right thing to do, both to protect others and to give the person a chance to learn from their actions.

    **3/ Please read Mark 10:42 – 45 and explain why it is important to be a servant leader.**

    The passage is essential for being a servant leader, as it serves as a great reminder that to embody a worldly leader, one must first serve and put the needs of others before their own, just like how Jesus Christ came to the earth not to be served for his greatness but to serve others, including the sick, the poor, the marginalized, and sinners, and even to sacrifice his own life.

    **## DiscussionAssignmentInstructionsCJUS350.docx**

    CJUS 350

    **Discussion Assignment Instructions**

    The student will complete 8 Discussions in this course. The student will post one thread of at least 400 words by 11:59 p.m. (ET) on Thursday of the assigned Module: Week. The student must then post at least 2 replies of at least 200 words by 11:59 p.m. (ET) on Monday of the assigned Module: Week. For each thread, students must support their assertions with at least 2 scholarly citations in APA format. Each reply must incorporate at least 2 scholarly citation(s) in APA format. Any sources cited must have been published within the last five years. Acceptable sources include the textbook, the Bible, journal articles and professional experiences.

    **## HaleyWhitehead.docx**

    2

    **Haley Whitehead**

    **What are your views on the idea of an unwritten code of conduct governing the behavior of police and corrections officers?**

    **Any unwritten code of conduct amongst police officers would reinforce solidarity and trust amongst the group. In theory, this would encourage loyalty in tough situations. However, if someone were to go against that code of conduct, there is a high chance they would be ostracized from the group. This ideology can become toxic by creating a “code of silence” among officers. The “code of silence” would encourage officers to cover for one another's misconduct and take away accountability from those who do wrong. This would undermine the justice system in multiple ways. Law enforcement roles should be held to high ethical standards. Although there are a few positives to an unwritten code of conduct amongst officers, the negatives are far greater.**

    **You are a police officer and you witness your partner of 6 years strike a criminal suspect who has been arrested and is secured in handcuffs. The actions of your partner are in violation of your department’s Use of Force policy. Your partner has already received punitive sanctions in the past for unwarranted use of force, and this incident may jeopardize his career. What would you do?**

    **After having the same partner for six years and working that closely with someone, there is a certain level of trust that develops. There are those who may have a moment of hesitation prior to acting in this scenario. The knee-jerk reaction would be to give your partner the benefit of the doubt and hear their side of the story. However, given the officer’s background of receiving punitive sanctions for the same reason, unwarranted use of force, there is no other action that should be taken other than reporting them. On the matter of abuse of authority, the textbook included that, “The most serious abuse of authority is when officers use their legal power to use force against individuals without just cause” (Pollock, 2014). Situations in which there is an abuse of power need to be reported and taken care of, not forgiven and swept under the rug. The partner would need to take accountability for their actions, regardless of the terrible consequences. Unreported misconduct would allow them to commit the same grievance, as their history proves they would most likely reoffend.**

    **Please read Mark 10:42 – 45 and explain why it is important to be a servant leader.**

    **Being a servant leader is a direct reflection of Jesus and His mission. There are a multitude of examples in the Bible of how Jesus lived a life of serving others, from washing His disciples' feet to healing the sick. 1 John 2:6 states, “Whoever claims to live in him must live as Jesus did” (New International Version, 2011). If someone claims to be a follower of Christ, their actions should be consistent with Christ’s examples of humility, love, and obedience. In Mark 10:42-45, Jesus explains that kingdom leadership is different from worldly leadership. The idea is that status is highly valued in this world, but it means little to God. A willingness to serve others is far more valuable to Him. Having this kingdom mindset allows the focus to shift from personal well-being to the well-being of others. Being a servant leader is a way to highlight the goodness of God while fostering positive relationships.**

    **## ZeranaBianceShellaberger.docx**

    Zerana Biance Shellaberger

    **1/ What are your views on the idea of an unwritten code of conduct governing the behavior of police and corrections officers?**

    I think it's human nature to want to belong in a community, especially for those who work in professions like police officers and corrections officers, where they put their lives at risk every day and face significant pressure from the public regarding safety, expectations, and even due to current events. Therefore, due to all this, you want the people working with you side by side to not only be equipped with the knowledge to help you but also to be willing to assist you in times of emergency. Therefore, they would need stronger bonds compared to an IT job, where you can get your job done without putting your life at risk or depending on other people to have your back when it comes down to it.
    Ecclesiastes 4:9-10 states, "Two are better than one, because they have a good return for their labor: If either of them falls down, one can help the other up. But pity anyone who falls and has no one to help them up" (New International Version, 2011). The verse emphasizes the importance of working together, relying on one another, and building strong bonds with one another. For police officers and corrections officers, who face life-threatening risks and intense scrutiny from the public every day, having colleagues who are reliable and willing to support each other is crucial.

    Having said all that, loyalty and camaraderie should still not come at the expense of the police community's trust in the public. The oath you took was not just to serve each other in the line of duty, but mainly to serve the people. As stated on the San Antonio Police Department Law Enforcement Code of Ethics: "As a Law Enforcement Officer, my fundamental duty is to serve mankind; to safeguard lives and property; to protect the innocent against deception, the weak against oppression or intimidation, and the peaceful against violence or disorder; and to respect the Constitutional rights of all persons to liberty, equality, and justice" (2010).

    **2/ You are a police officer and you witness your partner of 6 years strike a criminal suspect who has been arrested and is secured in handcuffs. The actions of your partner are in violation of your department’s Use of Force policy. Your partner has already received punitive sanctions in the past for unwarranted use of force, and this incident may jeopardize his career. What would you do?**

    The longevity of our partnership does not justify my remaining silent in this case. If he has already been reprimanded for excessive use of force in the past, he should understand the gravity of his actions, and at this point, there are no excuses. Unfortunately, if he has repeated this behavior, there is a strong possibility it could escalate, as he clearly has not learned from previous consequences. It is his responsibility to reflect and change, not mine to protect his job. Therefore, I will be reporting him. I want to make it clear that if he had truly changed his behavior, this situation would not have happened again. I am doing this for his own good, to prevent him from causing further harm in case his actions escalate. I will also advocate for leadership to ensure he gets the help he needs because, at the end of the day, he is one of us and should not be left to handle situations he cannot manage on his own.

    As Galatians 6:1 reminds us, "Brothers and sisters, if someone is caught in a sin, you who live by the Spirit should restore that person gently. But watch yourselves, or you also may be tempted"  (New International Version, 2011). This verse teaches that we have a responsibility to help others correct their mistakes, but we should do it with care and kindness. If someone keeps making bad choices, it is not wrong to report or address it—it is a way to help them see the problem and prevent more harm. At the same time, we need to be careful to stay honest and not get caught up in their wrongdoing. In this situation, this means reporting the repeated misconduct is the right thing to do, both to protect others and to give the person a chance to learn from their actions.

    **3/ Please read Mark 10:42 – 45 and explain why it is important to be a servant leader.**

    The passage is essential for being a servant leader, as it serves as a great reminder that to embody a worldly leader, one must first serve and put the needs of others before their own, just like how Jesus Christ came to the earth not to be served for his greatness but to serve others, including the sick, the poor, the marginalized, and sinners, and even to sacrifice his own life.

    **## DiscussionAssignmentInstructionsCJUS350.docx**

    CJUS 350

    **Discussion Assignment Instructions**

    The student will complete 8 Discussions in this course. The student will post one thread of at least 400 words by 11:59 p.m. (ET) on Thursday of the assigned Module: Week. The student must then post at least 2 replies of at least 200 words by 11:59 p.m. (ET) on Monday of the assigned Module: Week. For each thread, students must support their assertions with at least 2 scholarly citations in APA format. Each reply must incorporate at least 2 scholarly citation(s) in APA format. Any sources cited must have been published within the last five years. Acceptable sources include the textbook, the Bible, journal articles and professional experiences.

    **## HaleyWhitehead.docx**

    2

    **Haley Whitehead**

    **What are your views on the idea of an unwritten code of conduct governing the behavior of police and corrections officers?**

    **Any unwritten code of conduct amongst police officers would reinforce solidarity and trust amongst the group. In theory, this would encourage loyalty in tough situations. However, if someone were to go against that code of conduct, there is a high chance they would be ostracized from the group. This ideology can become toxic by creating a “code of silence” among officers. The “code of silence” would encourage officers to cover for one another's misconduct and take away accountability from those who do wrong. This would undermine the justice system in multiple ways. Law enforcement roles should be held to high ethical standards. Although there are a few positives to an unwritten code of conduct amongst officers, the negatives are far greater.**

    **You are a police officer and you witness your partner of 6 years strike a criminal suspect who has been arrested and is secured in handcuffs. The actions of your partner are in violation of your department’s Use of Force policy. Your partner has already received punitive sanctions in the past for unwarranted use of force, and this incident may jeopardize his career. What would you do?**

    **After having the same partner for six years and working that closely with someone, there is a certain level of trust that develops. There are those who may have a moment of hesitation prior to acting in this scenario. The knee-jerk reaction would be to give your partner the benefit of the doubt and hear their side of the story. However, given the officer’s background of receiving punitive sanctions for the same reason, unwarranted use of force, there is no other action that should be taken other than reporting them. On the matter of abuse of authority, the textbook included that, “The most serious abuse of authority is when officers use their legal power to use force against individuals without just cause” (Pollock, 2014). Situations in which there is an abuse of power need to be reported and taken care of, not forgiven and swept under the rug. The partner would need to take accountability for their actions, regardless of the terrible consequences. Unreported misconduct would allow them to commit the same grievance, as their history proves they would most likely reoffend.**

    **Please read Mark 10:42 – 45 and explain why it is important to be a servant leader.**

    **Being a servant leader is a direct reflection of Jesus and His mission. There are a multitude of examples in the Bible of how Jesus lived a life of serving others, from washing His disciples' feet to healing the sick. 1 John 2:6 states, “Whoever claims to live in him must live as Jesus did” (New International Version, 2011). If someone claims to be a follower of Christ, their actions should be consistent with Christ’s examples of humility, love, and obedience. In Mark 10:42-45, Jesus explains that kingdom leadership is different from worldly leadership. The idea is that status is highly valued in this world, but it means little to God. A willingness to serve others is far more valuable to Him. Having this kingdom mindset allows the focus to shift from personal well-being to the well-being of others. Being a servant leader is a way to highlight the goodness of God while fostering positive relationships.**

    **## ZeranaBianceShellaberger.docx**

    Zerana Biance Shellaberger

    **1/ What are your views on the idea of an unwritten code of conduct governing the behavior of police and corrections officers?**

    I think it's human nature to want to belong in a community, especially for those who work in professions like police officers and corrections officers, where they put their lives at risk every day and face significant pressure from the public regarding safety, expectations, and even due to current events. Therefore, due to all this, you want the people working with you side by side to not only be equipped with the knowledge to help you but also to be willing to assist you in times of emergency. Therefore, they would need stronger bonds compared to an IT job, where you can get your job done without putting your life at risk or depending on other people to have your back when it comes down to it.
    Ecclesiastes 4:9-10 states, "Two are better than one, because they have a good return for their labor: If either of them falls down, one can help the other up. But pity anyone who falls and has no one to help them up" (New International Version, 2011). The verse emphasizes the importance of working together, relying on one another, and building strong bonds with one another. For police officers and corrections officers, who face life-threatening risks and intense scrutiny from the public every day, having colleagues who are reliable and willing to support each other is crucial.

    Having said all that, loyalty and camaraderie should still not come at the expense of the police community's trust in the public. The oath you took was not just to serve each other in the line of duty, but mainly to serve the people. As stated on the San Antonio Police Department Law Enforcement Code of Ethics: "As a Law Enforcement Officer, my fundamental duty is to serve mankind; to safeguard lives and property; to protect the innocent against deception, the weak against oppression or intimidation, and the peaceful against violence or disorder; and to respect the Constitutional rights of all persons to liberty, equality, and justice" (2010).

    **2/ You are a police officer and you witness your partner of 6 years strike a criminal suspect who has been arrested and is secured in handcuffs. The actions of your partner are in violation of your department’s Use of Force policy. Your partner has already received punitive sanctions in the past for unwarranted use of force, and this incident may jeopardize his career. What would you do?**

    The longevity of our partnership does not justify my remaining silent in this case. If he has already been reprimanded for excessive use of force in the past, he should understand the gravity of his actions, and at this point, there are no excuses. Unfortunately, if he has repeated this behavior, there is a strong possibility it could escalate, as he clearly has not learned from previous consequences. It is his responsibility to reflect and change, not mine to protect his job. Therefore, I will be reporting him. I want to make it clear that if he had truly changed his behavior, this situation would not have happened again. I am doing this for his own good, to prevent him from causing further harm in case his actions escalate. I will also advocate for leadership to ensure he gets the help he needs because, at the end of the day, he is one of us and should not be left to handle situations he cannot manage on his own.

    As Galatians 6:1 reminds us, "Brothers and sisters, if someone is caught in a sin, you who live by the Spirit should restore that person gently. But watch yourselves, or you also may be tempted"  (New International Version, 2011). This verse teaches that we have a responsibility to help others correct their mistakes, but we should do it with care and kindness. If someone keeps making bad choices, it is not wrong to report or address it—it is a way to help them see the problem and prevent more harm. At the same time, we need to be careful to stay honest and not get caught up in their wrongdoing. In this situation, this means reporting the repeated misconduct is the right thing to do, both to protect others and to give the person a chance to learn from their actions.

    **3/ Please read Mark 10:42 – 45 and explain why it is important to be a servant leader.**

    The passage is essential for being a servant leader, as it serves as a great reminder that to embody a worldly leader, one must first serve and put the needs of others before their own, just like how Jesus Christ came to the earth not to be served for his greatness but to serve others, including the sick, the poor, the marginalized, and sinners, and even to sacrifice his own life.

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    – 2
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    Effective leadership is integral to quality health care. Following global crisis, crucial leadership skills are needed to not only navigate stressful situations with the collaboration of the interprofessional health care team but also to lead with innovation and find solutions for the future.

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    Effective leadership is integral to quality health care. Following global crisis, crucial leadership skills are needed to not only navigate stressful situations with the collaboration of the interprofessional health care team but also to lead with innovation and find solutions for the future.

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    There are ten functional areas of chaplaincy, subdivided into more than seventy sub-areas. Choose one or more areas and sub-areas to describe in terms of the following or like questions: What is the nature of chaplaincy in that area; what is this area like; what are its demands on its people and wha…

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    There are ten functional areas of chaplaincy, subdivided into more than seventy sub-areas.  Choose one or more areas and sub-areas to describe in terms of the following or like questions: What is the nature of chaplaincy in that area;  what is this area like; what are its demands on its people and what are their needs; what does a chaplain in this area need for preparation; what are some effective ministry methods and best practices in this area?
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    In today's diverse classrooms, assistive technology (AT) plays a vital role in creating an inclusive learning environment. General education and special education teachers supporting students with exceptionalities should be well-versed in practical low-tech, no-tech, and high-tech resources that can…

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    In today's diverse classrooms, assistive technology (AT) plays a vital role in creating an inclusive learning environment. General education and special education teachers supporting students with exceptionalities should be well-versed in practical low-tech, no-tech, and high-tech resources that can be used to support the diverse learning needs of students with exceptionalities.
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