Super model regression model

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Use the following scenario as a reference when completing this week’s

assignment.

Scenario: A fashion design professor was interested in developing a

regression model to predict the salary of the models. The data file name

is Supermodel.sav. There were 231 models included in the data

collection. The questions asked to each one of the models were current

income per day (Salary), age (Age), their years of experience modeling

(Years), an attractiveness rating (Beauty).

1. Assumptions of the multiple linear regression analysis. a. What are the assumptions of the multiple linear regression

analysis? In one or two sentences briefly describe each one of them.

b. What is multicollinearity? c. How could the researcher examine for multicollinearity?

2. Open the Supermodel.sav file and conduct a multiple linear regression.

a. Which is your dependent or predicted variable? b. Which are your independent or predictor variables? c. Conduct a correlation analysis including all of the predictors

(independent variables). d. What are the correlations between each pair of correlations? e. Can you determine if all of the variables should be included

in the regression analysis? (Hint: Examine for multicollinearity.)

f. Which variables would you include in the regression analysis?

g. Please conduct a multiple regression analysis. h. What is the R – value of the model? i. What are the R2 – values?

 

 

j. What is the meaning of the R2 – value in regression analysis? k. Was the model significant? How could you determine

significance in a regression model? l. Which predictor(s) were significant in the model? m.Now conduct another regression analysis, changing the

variables that were highly correlated with one another. n. Were the results the same? Which one is a better predictor?

(Hint: R2 of the model). o. Develop the regression equation using the values from the

coefficients table in SPSS. p. Based on your equation for your regression model, what

would be the salary of someone who is 30.5 years old?

Length: Complete responses to all parts of both questions. Please

include the question prompts along with your responses in your

assignment submission. In addition to a WORD (.doc) file with the

answers to the assignment questions, also include the output (.spv) file.

(NOTE: SPSS automatically generates the .spv file as you work in

SPSS. When you close your SPSS main window, SPSS will ask you if

you want to save the output file. Click ‘yes’, then save to your computer

and upload with your assignment.)

References: No references are required, though any sources used other

than those provided within the assignment should be cited and

referenced in APA format

The New Deal Coalition

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The New Deal

Discussion

Required Resources

Read/review the following resources for this activity:

· Textbook: Chapter 24 (Section 24.4), 25, 26

· Lesson

· A New Deal: Part 5 Links to an external site. (7:20)

· New Deal Programs: Selected Library of Congress Resources: Introduction Links to an external site. (Read this introduction before exploring the other links in this discussion.)

· New Deal Programs: Selected Library of Congress Resources Links to an external site. (Explore the links under Sections and Topic for specific New Deal Programs.)

· New Deal Programs: Selected Library of Congress Resources: Digitized Materials Links to an external site. (Explore the links for primary sources including audio recordings, written narratives, photographs, posters, and music.)

· President Franklin Delano Roosevelt and the New Deal Links to an external site. (Review the documents and interviews on this site.)

· Minimum of 1 scholarly source (in addition to noted resources)

Initial Post Instructions

For the initial post,  pick two (2) of the following (any program and/or act of the New Deal):

Programs Acts
 

 

 

 

 

Civilian Conservation Corp (CCC)

Public Works Administration (PWA

Civil Works Administration (CWA)

Works Progress Administration (WPA)

Farm Security Administration (FSA)

 Emergency Banking Relief Act

Economy Act

Agricultural Adjustment Act (AAA)

Tennessee Valley Authority Act (TVA)

National Employment System Act (Wagner-Peyser Act)

Homeowners Loan Act

National Industrial Recovery Act (NIA)

Glass-Steagall Act (Banking Act)

Securities & Exchange Act

Emergency Relief Appropriation Act

Resettlement Administration (RA)

Rural Electrification Administration (REA)

National Labor Relations Act (Wagner Act)

Social Security Act

Fair Labor Standards Act (FLSA)

Reflecting over the weekly reading and lesson video The New Deal Coalition (also linked in the Required Resources), address the following for your selections:

· Consider workers, immigrants, and African Americans. Explain how minorities were represented by the New Deal.

· Analyze to what extent you think that the New Deal effectively ended the Great Depression and restored the economy.

Writing Requirements

· Minimum of 2 posts (1 initial & 1 follow-up)

· APA format for in-text citations and list of references

principles for optimizing the physical space in an early childcare center

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To create a poster with several guiding principles for optimizing the  physical space in an early childcare center and to evaluate your poster.
 

Scenario:
You  are the director of a childcare center for infants and toddlers. You  have several novice teachers on your staff whose infant learning  environments do not align with NAEYC recommendations.

After  watching the video on youtube titled, “Appropriate Learning Environments and Room  Arrangements,” you realize that the teachers would benefit from a set of  basic, recommended guidelines. You decide to make a poster to summarize  several of these guidelines, drawing from the advice of early childhood  specialists, before meeting with each teacher to discuss how best to  rearrange classroom furniture, toys, books, and so on.

You annotate each guideline on your poster, explaining the advantages  from the child’s perspective. Last, you do the same, explaining the  advantages from the teacher’s perspective.

 

Focus Assignment: 50 points

Create a poster, using digital tools, that summarize six recommended  guidelines for creating a warm, stimulating, and engaging space for  infants and toddlers. Then annotate each guideline, explaining the  benefits from the child’s point of view. Explain the benefit of each  guideline from the teacher’s perspective.

Self-Reflection: 50 points

  1. For each item of your poster, explain how this guideline addresses the issues in the scenario

ENG-102: ENGLISH COMPOSITION

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ENG102

UNIT 7

Argumentative Research Essay Assignment:

Review Logic in Argumentative Writing at: https://owl.purdue.edu/owl/general_writing/academic_writing/logic_in_argumentative_writing/index.html

Read the article titled Argument: https://writingcenter.unc.edu/tips-and-tools/argument/

 

This essay must be written in the argumentative mode, and you will incorporate research into it. The primary purpose of this argumentative essay is to convince readers to think the way you do about a subject.  To accomplish this goal, you must establish a reasonable and thoughtful argument supporting a position on an issue.

Your essay should have the following parts:

· Title page in APA format

· In-Text Citations

· Introduction which includes your thesis statement

· Body paragraphs that state your reasons with supporting evidence

· Refutation – acknowledge the opposing view, but explain why your position is the correct one

· Conclusion

· Reference page with a list of sources used in the essay.

You are allowed to select your own topic for this assignment.

You must have at least 5 reliable and appropriate authoritative sources in a variety of formats published within the last 5 years.  Avoid the use of Wikipedia in academic research.

Support your position with evidence. The following are different ways to support your argument:

· Facts – a powerful means of convincing

· Statistics – Be sure your statistics come from responsible sources. Always cite your sources.

· Quotations – Direct quotations from leading experts effectively support your position.

· Examples – Examples enhance your meaning and make your ideas concrete. They are the proof that backs up your point.

Formatting Guidelines:

· Double Spaced, 1” margins, Times New Roman font in 12-point size, and formatted according to APA guidelines

· Use APA format for the  Title page and page numbers

· Use APA format for in-text citations and  References page

· This assignment should be 8 pages not including the Title page and References page

· Avoid the use of 1st and 2nd person. Must be written in 3rd person point of view 

· This assignment should be an original creation for this course session and not a reworking of any previous essay submission from any prior course experience.

· The assignment should also include a large amount of the student’s own ideas and words rather than merely a linking together of a series of quotes or paraphrases.

Simple Heart 2

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Instructions for posting your answers to Discussion Questions are as follows:

 

Please provide your in-depth interpretation and analysis on the questions (at least 100 words per Discussion question #1, #2, and #3). Please try to include textual evidence (direct quotes along with the Act and Scene #) in your answer.

When you need to summarize the plot, please do not copy words/sentences from the text. You should briefly summarize/paraphrase the plot in your own words.

After posting your answers to discussion questions, please read other classmates’ posts and add your comments and your thoughts. Please REPLY to two posts per Session (Tuesday and Thursday Sessions, not per Question) and make class discussions more interactive. Please try not to respond to discussion posts that are already commented on by two other classmates. I will enter your participation points in class discussions at the end of the semester.

The maximum point you can get per question will be 5 points, and class discussion questions for each session (Tuesday and Thursday sessions) will be counted as a total of 15 points. I will grade each answer based on the extent to which you address each question with a detailed and insightful analysis. Please note that answering a question without any meaningful interpretation and copying sentences from the text will get a zero point.

You would not be able to see other classmates’ posts before you post. Please note that it takes several hours in reading the assigned text and completing discussion questions. Please give yourself enough time to answer the questions and participate in class discussions before the deadline (not two-three hours before the deadline). Your problem with access to the internet cannot be used as an excuse. The discussion site will be closed after the deadline, 11:59 pm (*There are no make-ups for missed discussion questions.)

Please click REPLY to put your answers to the discussion questions.

*Note: I put points (15 points) on Discussion Question #1; this does not mean that question #1 is only graded. I did it for the sake of keeping the grade book less crowded. Although you see that discussion question #1 only is shown as graded (15 points), each discussion question (#1, 2, and #3 ) equally counts 5 points. In other words, the total points for three discussion questions per session will be 15 points.

 

 

Discussion Question #1 for Flaubert’s “A Simple Heart” (1877, pp. 450-455)

 

Why does Monsieur Bourais frequently visit Madam Aubain and what does he do for her? When Felicite asks M. Bourais to show her the house where Victor is living while they are looking at the map, he laughs because “a simplicity like hers was a positive joy” (446). What do you make of M. Bourais’s reaction to Felicite? What does he mean by her “simplicity” here? After Victor’s death, Felicite becomes attached to the parrot, Loulou. When Monsieur Bourais visits Madam’s house, Loulou starts to laugh at him, and Bourais eventually avoids the parrot and goes into the house by the garden gate. Why do you think Loulou laughed at Monsieur Bourais? How would you compare this [Loulou’s laugh at Bourais] to his “pedantic smile” at Felicite (446)? How would you describe Bourais’s personality and his characteristics? How would you describe the relationship between Felicite and Loulou?

Engineering Applied Exercise Taylor Series

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Let’s say you need to find the square root of 4.7.  You pull out your hand calculator (or the Calculator app on your phone), type in , and you have the answer.

But how did the calculator know it?

In fact, we take modern computational conveniences for granted.  The hand calculator (or the corresponding app) is a fantastic product of engineering; and in this exercise, we’re going to apply one of the techniques they use to calculate square roots: Taylor Series.

Taylor series allow us to write any differentiable function f(x) as an infinite series of the form

for values of x near x = a.  Note that  represents the n’th derivative of the function f(x) evaluated at x = a.

Clearly, the details of a Taylor series expansion depend upon the function involved; for the square root function  , it can be shown that:

· The Taylor series for  will be an alternating series; that is, the signs of consecutive terms will alternate from positive to negative and back again, with the pattern repeating indefinitely.

· If we assume  , then the absolute value of each term is smaller than the one before.

Combined, these two facts tell us that the Taylor series for  converges; and if we truncate the series after n terms, then the error in our approximation will be smaller than the absolute value of term n+1 in the series.

 

With this background, here is your assignment:

· Determine the number of terms in the corresponding Taylor series expansion required to approximate the value of to within  , and state the resulting approximate value of .

· Use the absolute value of the first term you omitted to estimate the error in your approximation.

·

Use this table to organize your work:

 

  Function and derivatives Evaluate function and derivatives     term of Taylor Series term of Tayler Series evaluated at value of interest within Cumulative sum of Taylor Series terms Approximation accurate to within Error estimate
0                  
1                  
2                  
3                  
4                  
5                  
6                  

 

 

CS 410 Operating Systems Lab Assignment

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 #2

Using “fork()” (Creating a Process)

In multitasking OS, processes (running programs) need a way to create new processes to run other programs. In Unix/Linux OS fork is an operation whereby a process creates a copy of itself. It is usually a system call, implemented in the kernel. Fork is the primary method of process creation on Unix-like operating systems. For a process to start the execution of a different program, it first forks to create a copy of itself. Then, the copy, called the “child process”, calls the exec system call to overlay itself with the other program: it ceases execution of its former program in favor of the other. The fork operation creates a separate address space for the child. The child process has an exact copy of all the memory segments of the parent process.

The fork function is the primitive for creating a process. It is declared in the header file unistd.h Function: pid_t fork (void) http://www.gnu.org/software/libc/manual/html_node/Creating-a-Process.html

A program is an executable file residing in a disk file. An executing instance of a program is called a process. In Unix/Linux a program is read into memory and executed by the kernel as a result of one of the six exec functions. Every Unix/Linux process is guaranteed to have a unique numeric identifier called the process ID. The process ID (short: PID) is always a nonnegative integer. Under Unix, the only way (except for some very special processes) to create a new processes is when an existing process calls the fork function. You will find details about fork and wait in the manual pages (Unix/Linux command: “man fork”).

Assignment: Write a simple program that uses the “fork” function. The new process created by fork is called the “child” process. The function is called once but returns twice. Both the child and the parent continue executing with the instruction that follows the call to fork. Here is a typical example:

/* parent creates a process */ pid = fork(); /* the return value is a process ID, that ALWAYS needs to be tested */ switch (pid) { case -1: /* error: fork was unsuccessful */ break; case 0: /* this is the child process */

 

 

/* no process ID */ /* … do something … */ break; default: /* this is the parent process */ /* pid=process ID of the child */ /* … */ } /* both processes continue here */

You can list processes by using the ps command or the top command (to see the manual pages use “man ps” or “man top”). Under Unix/Linux a process that has terminated, but whose parent has not yet waited for it is called a zombie. Adjust the sleep calls for parent and child and use the command ps to answer these questions (add them as comments at the end of your program):

1. What status is being printed when the child terminates before the parent (in another terminal use: ps ajxf | grep yourProgramName) ? Note: run the command “man ps” for more options.

2. What is the parent process ID (PPID) of a child process whose parent terminates before the child?

Note: to get the proper results from the “ps” command you need to use two terminals, in one you will run the program, and in another terminal you will execute the “ps” command. This has to be almost at the same time, the parent or the child (depending on the case) should still be running when you execute the “ps” command, otherwise you won’t get any information from those processes.

To make the parent wait for the child, replace the sleep() by pid = waitpid(pid, &status, 0) in the code for the parent and read about the function by executing “man waitpid”. The status is an integer.

Name your programs: YourLastName_YourFirstName_Lab02_1.c and YourLastName_YourFirstName_Lab02_2.c You must include a comment on the top of your programs like the following

/* CS 410 Operating Systems Lastname Firstname Lab 02 */

 

 

Submission The submission of your program and report will be through the Western Online. The report should include screenshots and a conclusion (properly labeled as that) assessing the importance of the fork function and process replication. Include a header in your report and name it: YourLastName_YourFirstName_Lab01.pdf Check the Rubrics for more details about this assignment.

Implementation Of An Instrument

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A critical skill of researchers is being able to administer, score, and interpret the results of an instrument. This assignment will provide you with experience toward developing those skills. Using a popular and well-established instrument, the Big Five Inventory-2 Short Form (BFI-2-S), you will practice and demonstrate these skills.

General Requirements:  Use the following information to ensure successful completion of the assignment:

· Access and download the Big Five Inventory-2 Short Form (BFI-2-S) from  http://www.colby.edu/psych/wp-content/uploads/sites/50/2013/08/bfi2s-form.pdf . NOTE: Personally identifiable information (PII) including demographic information (e.g. age, gender, IP address, physical location) should not be collected for  this assignment. When conducting your dissertation study, this type of information will need to be collected and anonymized following standard procedures for the ethical handing of participant data.

· Refer to SPSS Resources in the Topic Resources for this topic. Attached below*

· Refer to “Introduction to Statistical Analysis Using IBM SPSS Statistics, Student Guide” attached to this assignment.

· Refer to the “Reverse Coding Procedure” document attached to this assignment.

· Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.

· Refer to the Publication Manual of the American Psychological Association for specific guidelines related to doctoral level writing. The manual contains essential information on manuscript structure and content, clear and concise writing, and academic grammar and usage.

· This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

· You are not required to submit this assignment to LopesWrite.

Directions:

Administer the BFI-2 to a minimum of 15 adults such that you receive a minimum of 15 complete data sets. You may administer the instrument using paper or via an online survey tool such as Survey Monkey. Personally identifiable information (PII) including demographic information (e.g. age, gender, IP address, physical location) should not be collected for  this assignment. When conducting your dissertation study, this type of information will need to be collected and anonymized following standard procedures for the ethical handing of participant data. NOTE: This classroom practice assignment does not require approval from the Institutional Review Board (IRB); completion of the BFI-2-S as administered is considered participant consent. However, your actual dissertation research study must be submitted to IRB for review and approval.

Enter the survey results in an Excel file manually or download the survey results as an Excel file.

Using the data you collect:

1. Calculate the dimensional scores for each instrument dimension (e.g., Openness to Experiences, Conscientiousness, Extraversion, Agreeableness, and Neuroticism) of the BFI-2.

2. Use SPSS to determine the mean, standard deviation, minimum value, maximum value, and range for each of the dimensions. Refer to the attached document “Introduction to Statistical Analysis Using IBM SPSS Statistics, Student Guide” for instructions on how to do this.

3. Use SPSS to determine the reliability (Cronbach’s alpha) of the instrument for measuring each of the five dimensions.

4. Based upon the reliability statistics developed in Step 3, interpret the reliability of the BFI-2 for measuring personality traits.

5. In an essay (600-750) words, describe the results of the survey. Present the descriptive findings in a table.

 

SPSS Resources

Use the information on the SPSS Resources page to access SPSS for use with the Topic 5 assignment.

https://dc.gcu.edu/documents/tools/researchtools/statistical-research-folder/spss-resources

 

Please message me if you need a login for the above link.

Pathophysiological Discussion on BIPOLAR

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Topic: BIPOLAR

Pathophysiological Discussion: One scholarly article must be cited using APA format in this section. The textbook may also be used as a secondary source. The reference list should be included with the summary of the article.

 

Discuss the etiology of the patient’s illness:

 

Also note the complications that may occur with treatments and patient’s overall prognosis:

 

Attach a research article pertaining to diagnosis of patient. Write a summary about the article below and include a reference list:

 

 

Tasks

· Create a reference page using six peer-reviewed or otherwise reputable references you have found for your project (OBESITY) The reference list should be in APA format. Make sure that:

 

· Title the page References, centered at the top.

· References follow the APA formatting for that type of reference (most will follow the article in a periodical format).

· References are in alphabetical order in relation to each other. Do not change the order of authors for any of your references!

· Use a hanging indentation format (available as an option if you choose Format while the reference is highlighted).

 

 

PMHNP PRAC 6665 Clinical Skills 

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Self-Assessment Form

Desired Clinical Skills for Students to Achieve Confident (Can complete independently) Mostly confident (Can complete with supervision) Beginning (Have performed with supervision or need supervision to feel confident) New (Have never performed or does not apply)
Comprehensive psychiatric evaluation skills in: 
Recognizing clinical signs and symptoms of psychiatric illness across the lifespan   X    
Differentiating between pathophysiological and psychopathological conditions   X    
Performing and interpreting a comprehensive and/or interval history and physical examination (including laboratory and diagnostic studies)   X    
Performing and interpreting a mental status examination X X    
Performing and interpreting a psychosocial assessment and family psychiatric history   X    
Performing and interpreting a functional assessment (activities of daily living, occupational, social, leisure, educational).   X    
Diagnostic reasoning skill in:
Developing and prioritizing a differential diagnoses list   X    
Formulating diagnoses according to DSM 5 based on assessment data   X    
Differentiating between normal/abnormal age-related physiological and psychological symptoms/changes   X    
Pharmacotherapeutic skills in:
Selecting appropriate evidence based clinical practice guidelines for medication plan (e.g., risk/benefit, patient preference, developmental considerations, financial, the process of informed consent, symptom management)   X    
Evaluating patient response and modify plan as necessary

 X X    
Documenting (e.g., adverse reaction, the patient response, changes to the plan of care) X      
Psychotherapeutic Treatment Planning:
Recognizes concepts of therapeutic modalities across the lifespan   X    
Selecting appropriate evidence based clinical practice guidelines for psychotherapeutic plan (e.g., risk/benefit, patient preference, developmental considerations, financial, the process of informed consent, symptom management, modality appropriate for situation)   X    
Applies age appropriate psychotherapeutic counseling techniques with individuals, families, and/or groups   X    
Develop an age appropriate individualized plan of care   X    
Provide psychoeducation to individuals, family, and/or groups   X    
Promote health and disease prevention techniques X      
Self-Assessment skills:
Develop SMART goals for practicum experiences X      
Evaluating outcomes of practicum goals and modify plan as necessary X      
Documenting and reflecting on learning experiences X      
Professional skills:
Maintains professional boundaries and therapeutic relationship with clients and staff X      
Collaborate with multi-disciplinary teams to improve clinical practice in mental health settings   X    
Identifies ethical and legal dilemmas with possible resolutions X X    
Demonstrates non-judgmental practice approach and empathy   X    
Practices within scope of practice X      
Selecting and implementing appropriate screening instrument(s), interpreting results, and making recommendations and referrals:
Demonstrates selecting the correct screening instrument appropriate for the clinical situation   X    
Implements the screening instrument efficiently and effectively with the clients   X X  
Interprets results for screening instruments accurately   X    
Develops an appropriate plan of care based upon screening instruments response   X    
Identifies the need to refer to another specialty provider when applicable   X X  
Accurately documents recommendations for psychiatric consultations when applicable   X    

 

Summary of strengths:

 

Empathy is one of my greatest strengths and is also one of the most essential needed skills in the healthcare field. This semester, I intend to utilize this skill alongside active listening and attention to detail to give my patients the utmost care. Also, as a clinician, I understand the need to seek help when needed from my preceptor, who has been practizing and, with his expertise in this field, will be able to guide me. I will demonstrate professionalism at all times by being punctual and ready to learn and contribute to the Patient’s well-being as I work towards being a competent Practitioner.

 

 

 

 

Opportunities for growth:

 

In the next ten weeks of this practicum session in working with my preceptor and treatment teams, I will be looking for growth in the aspect of learning new prominent signs and symptoms of psychiatric diagnosis, Indications for prescribing specific psychotherapy, strategies to collect patient background, Improve my nonverbal assessment cues and observation of the Patient’s signs and symptoms of mental health disorder. I would also love to know more about handling and addressing family dynamics and individual personalities.

 

 

 

 

 

 

 

Now, write three to four (3–4) possible goals and objectives for this practicum experience. Ensure that they follow the SMART Strategy, as described in the Learning Resources.

Goal: I will be able to recognize specific signs and symptoms associated with certain mental health issues by the end of this quarter

1. objective: I will be able to list up to 10 new potential diagnoses with their reasons at the end of this quarter

2. Objective: I will be able to confidently put together a list of potential diagnoses for each client by the end of the quarter

3. Objective: I will observe and have my preceptor explain to me how the Patient’s potential diagnoses are chosen and concluded

 

 

Goal: My goal is to work with my preceptor and the rest of the treatment team for the best outcome for the Patient’s health this quarter

1. Objective:  To assess and reassess the patients as needed for a positive outcome.

2. Objective: To modify the Patient’s treatment as needed for a positive result

3. Objective: To assess the Patient’s reaction to medication therapy and appropriately make a choice on how to alter the care by using the pt’s information

 

Goal: My goal is to improve my communication skill, increase my attentiveness to the Patient’s concerns, and learn communication strategy by the end of the semester.

1. Objective: I will watch my preceptor’s way of communicating with the Patients.

2. Objective: I will ask my preceptor and the treatment team questions related to patients to enhance my learning.

3. Objective: I will relate with the Patient on my clinical days as much as possible.

 

JOURNAL ENTRY

Critical reflection on your growth and development during your practicum experience in a clinical setting helps you identify opportunities for improvement in your clinical skills, while also recognizing your strengths and successes.

Use this Journal to reflect on your clinical strengths and opportunities for improvement, the progress you made, and what insights you will carry forward into your next practicum.

· Refer to the “Population-Focused Nurse Practitioner Competencies” in the Learning Resources, and consider the quality measures or indicators advanced practice nurses must possess in your specialty.

· Refer to your “Clinical Skills Self-Assessment Form” you submitted in Week 1 and consider your strengths and opportunities for improvement.

· Refer to your Patient Log in Meditrek; consider the patient activities you have experienced in your practicum experience and reflect on your observations and experiences.

In 450–500 words, address the following:

Learning From Experiences

· Revisit the goals and objectives from your Practicum Experience Plan. Explain the degree to which you achieved each during the practicum experience.

· Reflect on the 3 most challenging patients you encountered during the practicum experience. What was most challenging about each?

· What did you learn from this experience?

· What resources were available?

· What evidence-based practice did you use for the patients?

· What would you do differently?

· How are you managing patient flow and volume?  How can you apply your growing skillset to be a social change agent within your community?

Communicating and Feedback

· Reflect on how you might improve your skills and knowledge and how to communicate those efforts to your Preceptor.

· Answer these questions: How am I doing? What is missing?

· Reflect on the formal and informal feedback you received from your Preceptor.

 

RUBRIC

Assimilation and Synthesis: Content Reflection

Reflection demonstrates a high level of critical thinking in applying and integrating key course concepts and theories from readings, lectures, and/or experiences. Insightful and relevant connections are made through contextual explanations and examples.

 

Assimilation and Synthesis: Personal Growth

Expresses solid evidence of reflection on own work. Demonstrates substantial personal growth and awareness of deeper meaning through inferences, well-developed insights, and significant depth in awareness and challenges. Synthesizes current experience into future implications

 

Well written and clearly organized using standard English; characterized by elements of a strong writing style; and basically free from grammar, punctuation, usage, and spelling errors.

APA: Contains no APA errors.

 

PLS use the following as My area of improvements: Communication, Assessments, Diagnosis, Ability to interpret screening tools, professionalism, able Evaluating patient response and modify plan as necessary and few from the clinical skills.