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This week, we explored levels of measurement such as nominal, ordinal, interval, and ratio as well as the properties

This week, we explored levels of measurement such as nominal, ordinal, interval, and ratio as well as the properties of measurement tools, including reliability, validity, responsiveness, and interpretability. You need to be able to define, distinguish, and apply all of these as they affect your decisions about what measures you select to assess a client.
For your discussion, please select a client that you are currently or recently treated in your position as an occupational therapy assistant.
Based on the occupational therapy (OT) evaluation for that client, use the decision-making process outlined by Law and MacDermid (2017) in chapter 4 of the text book, to review the outcome measures utilized.
Briefly summarize the following in one paragraph:
Identify the occupational performance issues by the person
Identify the occupational performance issues for this person by another individual or group
Further assessment of specific occupational performance areas
Assessment of environmental conditions and performance components
Selection of outcome measures
Carrying out of assessment in contextually appropriate location
Interpret measurement results
Discuss the strengths of the OT evaluation related to outcome measures
Discuss the areas that need to be improved AND outline how you would improve those areas
Be specific –
What occupational performance issues were omitted from/not assessed in the evaluation?
Idenitfy one client-centered and occupational performance-focused measure that should be added to the evaluation process?
Identify one assessment of environmental conditions that should be added to the evaluation process?
Explain thoroughly how you used the properties of these outcome measures to support your choices, including but not limited to the following measurement properties:
Reliability of the outcome measure(s)
Validity of the outcome measure(s)
Interpretability of the outcome measure(s)
Responsiveness of the outcome measure(s)
Clinical Utility of the outcome measure(s)

You are a therapist who specializes in counseling people who have an incurable disease and a limited time to

You are a therapist who specializes in counseling people who have an incurable disease and a limited time to live. You have recently decided that you want to inspire your patients to live what is left of their lives to the fullest. Someone suggested that you hang Suzanne Rivera’s poem “Memento Mori” on the wall of your office to provoke thoughtful discussions of the struggles they face.
Do you think this poem will inspire your patients? Consider their situation in life. Does the poem provide the motivation they need to make the best they can out of the time they have left? Why or why not?
Write a letter to the families of your patients explaining your decision. Base your reasons on the poem itself and use evidence from the poem to support your reasons.
HOW TO ORGANIZE THE ESSAY
INTRODUCTION PARAGRAPH. Introduce to the families of your patients:
• What you are writing to them about
• A powerful statement of your decision. What is it about the poem’s overall message that most influenced you in your decision?
PARAGRAPH #2: The 1st reason for your decision based on lines 1-10. Look at the meaning expressed in the sentence in these lines. Also look at the images (comparisons and similes) the poet uses:
1. Think about how she portrays death in lines 1-8.
2. Then look at how she completes her thought in lines 9-10.
3. How do you think her overall meaning in these lines will help (or hurt) your patients?
PARAGRAPH #3: Predict how lines 11-20 will affect your patients in the days and months they have left.
1. Look at the thought expressed in lines 11-12.
2. Also look at the images (comparisons and similes) the poet uses portray the things of life (time, flowers, names, bodies) in lines 13-20.
3. What does she say here that you think (or don’t think) will help your patients live the time they have left to the fullest?
PARAGRAPH #4: Use a counter-argument to support your decision based on lines 21-28:
1. First think about why your fellow therapists at the clinic might think you’re making the wrong decision:
a. Begin the paragraph by explaining their concerns.
b. Be thorough and respectful in explaining a reason they might disagree with you. Show you have already thought it through and you’re on top of this.
2. Then use a “turn” like “However, ___” and use lines 21-28 to reply fully and thoughtfully to your colleagues:
a. Look at what Rivera wants out of life in lines 21-23 and the metaphors she uses to express it.
b. Also notice in lines 24-27 she’s saying quite clearly what she doesn’t want without any comparisons.
c. Finally, what does she say in the last line (28) you think (or don’t think) will help your patients?
CONCLUDING PARAGRAPH: Find a powerful way to reinforce your overall decision. Don’t repeat your main points. Instead, think about the importance this has for your patients and their families.

You are a family nurse practitioner employed in a busy primary care office. The providers in the group include

You are a family nurse practitioner employed in a busy primary care office. The providers in the group include one physician and three nurse practitioners. The back office staff includes eight medical assistants who assist with patient care as well as filing, answering calls from patients, processing laboratory results and taking prescriiption renewal requests from patients and pharmacies. Stephanie, a medical assistant, has worked in the practice for 10 years and is very proficient at her job. She knows almost every patient in the practice, and has an excellent rapport with all of the providers.

Mrs. Smith was seen today in the office for an annual physical. Her last appointment was a year ago for the same reason. During this visit, Mrs. Smith brought an empty bottle of amoxicillin with her and asked if she could have a refill. You noted the patient’s name on the label, and the date on the bottle was 1 week ago. You also noted your name printed on the label as the prescriber. The patient admitted that she called last week concerned about her cough and spoke to Stephanie. You do not recall having discussed this patient with Stephanie nor do the other providers in the practice.

Case Study Questions:
What are the potential ethical and legal implications for each of the following practice members?
Medical assistant
Nurse Practitioner
Medical Director
Practice
What strategies would you implement to prevent further episodes of potentially illegal behavior?
What leadership qualities would you apply to effect a positive change in the practice? Be thinking about the culture of the practice.

*APA 7th edition
* 2 resources from 2016 to current

Multiple choice Reading Skills

Writing Assignment Help Question 1
5 PointsThe item below contains a word or words that are a synonym for the capitalized word. Read the sentence and then click on the synonym from the list below.Barry was ECSTATIC when Lynda agreed to marry him. He was so overjoyed that he burst out singing on his way home.marry
burst
overjoyed
singing

Question 25 PointsIn the item below, look for the examples that suggest the meaning of the capitalized word. Then click on the meaning of that word.Joan loves to buy EXOTIC foods: vegetables and herbs from China, spices from India, olives from Greece, and cheeses from France.Chinese
healthy
common
foreign

Question 35 PointsB5. The item below contains a word or words that are a synonym for the capitalized word. Read the sentence and then click on the synonym from the list below. RITUALS are a common and important part of life. These ceremonies include marriages and funerals.common
marriages
funerals
ceremonies

Question 45 PointsUse context clues to choose the answer closest in meaning to the capitalized word. Then click on the answer of your choice.The hospital ISOLATED the woman with tuberculosis so that no other patients would be near enough to catch her illness.separated from others
treated
entertained

Question 55 PointsThe following group of words consists of one general idea and four specific ideas. The general idea includes all of the specific ideas. Click on the general idea in the group.who
where
what
how
question word

Question 65 PointsIn the item below, look for the examples that suggest the meaning of the capitalized word. Then click on the meaning of that word.Emotionally disturbed people may be troubled by MORBID thoughts. For instance, they may often think about suicide or murder.busy
shy
depressing
practical

Question 75 PointsThe following group of words consists of one general idea and four specific ideas. The general idea includes all of the specific ideas. Click on the general idea in the group. love
emotion
hate
anger
joy

Question 85 PointsThe following group of words consists of one general idea and four specific ideas. The general idea includes all of the specific ideas. Click on the general idea in the group. mother
family
son
granddaughter
father

Question 95 PointsUse context clues to choose the answer closest in meaning to the capitalized word. Then click on the answer of your choice.Everyone in the airplane became nervous when a man started pacing in the aisle, muttering to himself, and behaving in an ERRATIC manner.lazy
irregular
foolish

Question 105 PointsThe following group of words consists of one general idea and four specific ideas. The general idea includes all of the specific ideas. Click on the general idea in the group. lab
golden retriever
collie
dog
pit bull

Question 115 PointsThe following group of words consists of one general idea and four specific ideas. The general idea includes all of the specific ideas. Click on the general idea in the group.orange
banana
fruit
pineapple
pear

Question 125 PointsThe following group of words consists of one general idea and four specific ideas. The general idea includes all of the specific ideas. Click on the general idea in the group. road
boulevard
freeway
turnpike
expressway

Question 135 PointsThe following group of words consists of one general idea and four specific ideas. The general idea includes all of the specific ideas. Click on the general idea in the group.TV program
local news
game show
situation comedy
reality show

Question 145 PointsThe following group of words consists of one general idea and four specific ideas. The general idea includes all of the specific ideas. Click on the general idea in the group.button
zipper
fastener
Velcro
snap

Question 155 PointsThe following group of words consists of one general idea and four specific ideas. The general idea includes all of the specific ideas. Click on the general idea in the group. entertainer
actor
dancer
singer
comedian

Question 165 PointsUse context clues to choose the answer closest in meaning to the capitalized word. Then click on the answer of your choice.The gymnast knew that if she wanted to win the competition she would have to commit to EXTENSIVE training.exciting
small in amount
large in amount

Question 175 PointsUse context clues to choose the answer closest in meaning to the capitalized word. Then click on the answer of your choice.People who commit felony crimes FORFEIT many rights. In some states, they even lose the right to vote.keep
give up as a penalty
earn

Question 185 PointsThe following group of words consists of one general idea and four specific ideas. The general idea includes all of the specific ideas. Click on the general idea in the group.chocolate
raspberry
lemon
flavor
butterscotch

Question 195 PointsIn the item below, look for the examples that suggest the meaning of the capitalized word. Then click on the meaning of that word.Unskilled workers must often take jobs that are TEDIOUS, such as washing dishes for hours or flipping burgers day after day.dangerous
requiring great strength
boring
rare

Question 205 PointsUse context clues to choose the answer closest in meaning to the capitalized word. Then click on the answer of your choice.Julia’s grandfather loved to sit by the fireplace on long winter nights and REMINISCE about his days as a sailor, entertaining her with tales of his adventures as a young man at sea.apologize
remember and talk about the past
make plans

You are a therapist who specializes in counseling people who have an incurable disease and a limited time to

You are a therapist who specializes in counseling people who have an incurable disease and a limited time to live. You have recently decided that you want to inspire your patients to live what is left of their lives to the fullest. Someone suggested that you hang Suzanne Rivera’s poem “Memento Mori” on the wall of your office to provoke thoughtful discussions of the struggles they face.
Do you think this poem will inspire your patients? Consider their situation in life. Does the poem provide the motivation they need to make the best they can out of the time they have left? Why or why not?
Write a letter to the families of your patients explaining your decision. Base your reasons on the poem itself and use evidence from the poem to support your reasons.
HOW TO ORGANIZE THE ESSAY
INTRODUCTION PARAGRAPH. Introduce to the families of your patients:
• What you are writing to them about
• A powerful statement of your decision. What is it about the poem’s overall message that most influenced you in your decision?
PARAGRAPH #2: The 1st reason for your decision based on lines 1-10. Look at the meaning expressed in the sentence in these lines. Also look at the images (comparisons and similes) the poet uses:
1. Think about how she portrays death in lines 1-8.
2. Then look at how she completes her thought in lines 9-10.
3. How do you think her overall meaning in these lines will help (or hurt) your patients?
PARAGRAPH #3: Predict how lines 11-20 will affect your patients in the days and months they have left.
1. Look at the thought expressed in lines 11-12.
2. Also look at the images (comparisons and similes) the poet uses portray the things of life (time, flowers, names, bodies) in lines 13-20.
3. What does she say here that you think (or don’t think) will help your patients live the time they have left to the fullest?
PARAGRAPH #4: Use a counter-argument to support your decision based on lines 21-28:
1. First think about why your fellow therapists at the clinic might think you’re making the wrong decision:
a. Begin the paragraph by explaining their concerns.
b. Be thorough and respectful in explaining a reason they might disagree with you. Show you have already thought it through and you’re on top of this.
2. Then use a “turn” like “However, ___” and use lines 21-28 to reply fully and thoughtfully to your colleagues:
a. Look at what Rivera wants out of life in lines 21-23 and the metaphors she uses to express it.
b. Also notice in lines 24-27 she’s saying quite clearly what she doesn’t want without any comparisons.
c. Finally, what does she say in the last line (28) you think (or don’t think) will help your patients?
CONCLUDING PARAGRAPH: Find a powerful way to reinforce your overall decision. Don’t repeat your main points. Instead, think about the importance this has for your patients and their families.

Biblical Theology

The attention will be focused on the theological foundations
of leadership. The goal of this discussion is to conclude with a strong
understanding of the shepherd and slave motifs. Discussion must focus primarily
on what is meant by the concept itself. This is primarily about the definition
and meaning of the usage of the word “shepherd” and “slave”
within the Bible. Interact with the textbook readings for the course, but also
with theological reference material and biblical commentaries to find
theological definitions of the concepts. (Next module’s discussion will focus
on tracing the theme throughout Scripture.) For the initial post, each student
must provide a theological overview of either the “shepherd” or
“slave” motif as used within Scripture. The overview must include
appropriate reference material. The student will post one response to the
discussion question of 300-400 words. In the response, lecture material, Scripture, examples, and/or thoughtful
analysis support major points.Strong understanding of the shepherd and slave motifs. what is meant by the concept of shepherd and slave biblically?

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