Brisk Writers

Author: admin

  • Title: “Effective Presentation Techniques: Tips for Creating a Powerful PowerPoint Presentation”

    please see instructions for power point presentation
    please do not complete audio part please complete speaker notes and all other parts listed in instructions
    if you have any questions please ask

  • Title: Understanding Reparations and Historical Trauma

    Slide 1:
    Understanding Reparations
    Objective: Define reparations and its significance
    Content:
    Definition of
    reparations
    Historical
    context and examples
    Importance of
    addressing reparations
    Slide 2:
    Historical Trauma
    Objective: Explain the concept of historical trauma
    Content:
    Definition and
    explanation of historical trauma
    Examples of
    historical trauma (e.g., slavery, colonization, genocides)
    Long-term
    impacts on affected communities
    site all sources, information must only be one or two years old. Get information from these two people on the topic: Nkechi Taifa, and Cheryl Grills. The topic is not about 40 acres and a mule; it’s more in-depth than that. 
    Slide 3: your soucrses. 

  • “Maximizing Your Digital Presence: A Guide to Four Essential Media Channels”

    Using one of the free infographic resources listed below, you will create a guide for a minimum of four digital media channels. Your guide should provide a brief synopsis of the platform’s functionality, key audiences within the platform, and provide an example of appropriate messaging for that platform. 
    This example from The Berkeley Group is a good start. 
    https://insights.theberkeleygroup.org/a-nonprofit-guide-to-social-media-fec998606045
    Remember that you will also include sample messaging for each platform in your infographic. 
    Once you’ve created the infographic, submit the link or attach the image for grading.
    Free infographic resources:
    Visme
    Piktochart
    Easel.ly
    Venngage
    Infogr.am
    Canva

  • Infant/Toddler Teacher Handbook: Creating Developmentally Appropriate Experiences for Young Children “Creating Developmentally Appropriate Experiences and Partnerships for Infants and Toddlers: A Comprehensive Handbook for Early Childhood Educators” DAP Activities and Section 6 Updates Modified DAP Schedules and Activities for Children with Disabilities

    Part 1 Requirements:
    Cover page for your project: Infant/Toddler Teacher Handbook
    Section Divider page – The Infant and Environment
    Create a page for each topic below.  Each page will have the title of the page, a summary of the requirements, per Georgia rules and regulations, and a picture showing an example. 
    Diapering areas and practices
    Equipment and Toys – Include specific equipment and toys, based on what you learned in the videos and articles. What physical features are important?
    Physical plant – Include requirements for indoor and outdoor spaces with specific examples.
    Playgrounds – Include specific equipment and toys
    Safe sleeping and resting requirements
    Draw or use an online tool to create a diagram of an infant classroom, a toddler classroom, and a preschool classroom.  There should be 3 different diagrams.
    A works cited page for this section
    Requirements for Section 2
    Cover page for Developmentally Appropriate Experiences for Infants section of plan with picture/graphic
    2 DAP experiences for birth to one-year-olds for the Physical Development and Motor Skills (PDM) domain. Include a picture/graphic for an Outstanding rating on the rubric.
    2 DAP experiences for birth to one-year-olds for the Social and Emotional (SED) domain. Include a picture/graphic for an Outstanding rating on the rubric.
    2 DAP experiences for birth to one-year-olds for the Approaches to Play and Learning (APL) domain. Include a picture/graphic for an Outstanding rating on the rubric.
    2 DAP experiences for birth to one-year-olds for the Communication, Language, and Literacy (CLL) domain. Include a picture/graphic for an Outstanding rating on the rubric.
    1 DAP experience per sub-domain below for birth to one-year-olds for the Cognitive Development (CD) domain. Include a picture/graphic for an Outstanding rating on the rubric.
    Math (CD-MA)
    Science (CD-SC)
    Social Studies (CD-SS)
    Creative Development (CD-CR)
    Cognitive Processes (CD-CP)
    A works cited page for this section
    Infant/Toddler Handbook Section 3 : Developmentally Appropriate Experiences for Toddlers
    For this section of the Infant/Toddler handbook, you will create sample, high-quality DAP experiences for toddlers.  
    Using the GELDS, resources in the Projects folder, and any other resources you may want to use, you will plan Developmentally Appropriate experiences for toddlers as indicated in the bullet points below. You must use the attached template, one per activity plan. Be sure to complete ALL sections of the template. Type in the boxes provided under each heading. The boxes will expand as you type.
    Requirements for Section 3:
    Cover page for Developmentally Appropriate Experiences for Toddlers section of plan with picture/graphic
    2 DAP experiences for 12-24 months for the Physical Development and Motor Skills (PDM) domain. Include a picture/graphic for an Outstanding rating on the rubric.
    2 DAP experiences for 12-24 months for the Social and Emotional (SED) domain. Include a picture/graphic for an Outstanding rating on the rubric.
    2 DAP experiences for 12-24 months for the Approaches to Play and Learning (APL) domain. Include a picture/graphic for an Outstanding rating on the rubric.
    2 DAP experiences for 12-24 months for the Communication, Language, and Literacy (CLL) domain. Include a picture/graphic for an Outstanding rating on the rubric.
    1 DAP experience per sub-domain below for 12-24 months for the Cognitive Development (CD) domain. Include a picture/graphic for an Outstanding rating on the rubric.
    Math (CD-MA)
    Science (CD-SC)
    Social Studies (CD-SS)
    Creative Development (CD-CR)
    Cognitive Processes (CD-CP)
    A works cited page for this section
    Requirements for Section 4:
    Cover page for Developmentally Appropriate Experiences for Two-Year-Olds section of plan with picture/graphic
    2 DAP experiences for 24-36 months for the Physical Development and Motor Skills (PDM) domain. Include a picture/graphic for an Outstanding rating on the rubric.
    2 DAP experiences for 24-36 months for the Social and Emotional (SED) domain. Include a picture/graphic for an Outstanding rating on the rubric.
    2 DAP experiences for 24-36 months for the Approaches to Play and Learning (APL) domain. Include a picture/graphic for an Outstanding rating on the rubric.
    2 DAP experiences for  24-36 months for the Communication, Language, and Literacy (CLL) domain. Include a picture/graphic for an Outstanding rating on the rubric.
    1 DAP experience per sub-domain below for birth to 24-36 months for the Cognitive Development (CD) domain. Include a picture/graphic for an Outstanding rating on the rubric.
    Math (CD-MA)
    Science (CD-SC)
    Social Studies (CD-SS)
    Creative Development (CD-CR)
    Cognitive Processes (CD-CP)
    A works cited page for this section
    For this section of the Infant/Toddler handbook, you will create sample, high-quality DAP experiences for three-year-olds.  
    Using the GELDS, resources in the Projects folder, and any other resources you may want to use, you will plan Developmentally Appropriate experiences for three-year-olds as indicated in the bullet points below. You must use the attached template, one per activity plan. Be sure to complete ALL sections of the template. Type in the boxes provided under each heading. The boxes will expand as you type.
    Requirements for Section 5:
    Cover page for Developmentally Appropriate Experiences for Three-year-olds section of plan with picture/graphic
    2 DAP experiences for 36-48 months for the Physical Development and Motor Skills (PDM) domain. Include a picture/graphic for an Outstanding rating on the rubric.
    2 DAP experiences for 36-48 months for the Social and Emotional (SED) domain. Include a picture/graphic for an Outstanding rating on the rubric.
    2 DAP experiences for 36-48 months for the Approaches to Play and Learning (APL) domain. Include a picture/graphic for an Outstanding rating on the rubric.
    2 DAP experiences for 36-48 months for the Communication, Language, and Literacy (CLL) domain. Include a picture/graphic for an Outstanding rating on the rubric.
    1 DAP experience per sub-domain below for 36-48 months for the Cognitive Development (CD) domain. Include a picture/graphic for an Outstanding rating on the rubric.
    Math (CD-MA)
    Science (CD-SC)
    Social Studies (CD-SS)
    Creative Development (CD-CR)
    Cognitive Processes (CD-CP)
    A works cited page for this section
    For this section of the Infant/Toddler handbook, you will create a sample schedule for infants,one-year-olds, two-year-olds, and three-year-olds (Total of FOUR schedules). 
    Review the information in the Schedules for Infant & Toddler Programs document.  Use the Day Care Daily Schedule as an example of the format you will use.  Be sure to include details similar to those provided in this sample schedule to reflect classroom routines and all domain areas: Physical, Cognitive, Social/Emotional.
    Requirements for Section 6
    Cover page for Routines, Schedules, and Transitions section of plan with picture/graphic
    Activities by time for the entire day – One document per age group: Infants, one-year-olds, two-year-olds, and three-year-olds
    A page with sample transition activities to move from one activity to the next (song, signal, movement, etc.)
    Arrival
    Diapering and Toileting
    Feeding, Snacks, Mealtimes
    Nap and Rest Time
    Play and Curriculum Times
    Group Time
    Outdoor Play
    Departure and Good-bye
    A works cited page for this section
    Infant/Toddler Handbook Section 7: Partnering With Parents
    For this section of the Infant/Toddler handbook, you will create activity plans for partnering with parents. Review the information in Module 9.
    Review the following resources:
    NAEYC: Principles of Effective Family Engagement
    Family Engagement Activities
    40 Ideas to Get Parents Involved in Your Childcare Program
    Use the attached template for your activity plans.
    Requirements for Section 7
    Cover page for Partnering With Parents section of plan with picture/graphic
    5 Center-based activities for parents
    A works cited page for this section
    Infant/Toddler Handbook DAP Activities and Section 6 Updates:
    For each of your schedules, add modifications to each section for a child with a disability as follows:
    Infants: You have an infant with a hearing disability. Add modifications for this child to your infant schedule.
    One-year-olds: You have a toddler with a visual impairment. Add modifications for this child to your one-year-old schedule.
    Two-year-olds: You have a two-year-old with a physical disability that requires the use of a mobility device. Add modifications for this child to your two-year-old schedule.
    Three-year-olds: You have a three-year-old with a language processing delay. He has difficulty following directions given orally. Add modifications for this child to your three-year-old schedule.
    Additionally, select ONE of your activity plans from each age group to modify for the same children listed above. You should have a total of FOUR activity plans that have been modified as follows:
    Infants: You have an infant with a hearing disability. Add modifications for this child to an activity plan.
    One-year-olds: You have a toddler with a visual impairment. Add modifications for this child to an activity plan for a one-year-old.
    Two-year-olds: You have a two-year-old with a physical disability that requires the use of a mobility device. Add modifications for this child to an activity plan.
    Three-year-olds: You have a three-year-old with a language processing delay. He has difficulty following directions given orally. Add modifications for this child to an activity plan.
    Browse to upload modified schedules and activity plans.

  • “Visualizing Writing Conventions: A Comparison of Redline Magazine and Journal of Astronomical Judgment”

    For this assignment, you need to create a visual representation of the common writing conventions in your two publications. You can complete an outline, a mind map, or any other visual showing of the conventions.
    For example (PLEASE NOTE ONLY THE FIRST EXAMPLE ACTUALLY USES OUR TOPICS)
    REDLINE MAGAZINE JOURNAL OF ASTRONOMICAL JUDGMENT
    informal diction, like casual conversation formal, pedantic diction, a lot of jargon
    language difficulty is minimal, high school level DICTION high level of difficulty in language, degreed professional in field
    tone is casual and almost friendly TONE tone feels like a formal conversation, maybe professorial or like a boss to an employee
    sentences are varied in length, but none are too long SYNTAX sentences are varied in length, but quite a few are really, really long
    for the most part sentences follow a typical subject verb style sentences use a lot of dependent clauses, high complexity
    articles use quotes and facts/stats from sources USE OF RESEARCH continual references to source material and the inclusion of many facts/stats
    source material tends to be quotes attributed to people source material tends to be long summaries of primary research
    You could also do something like the following:
    OR YOU COULD DO SOMETHING LIKE THIS

  • Title: “Nursing Considerations for Pediatric Patients Receiving Immune Suppressants: A Preceptor-Student Nurse Review”

    The registered nurse is assigned to care for a pediatric client who is receiving immune suppressants. The registered nurse is precepting a student nurse. The registered nurse reviews the key nursing considerations that the student needs to consider in the care of this patient. (Chapter 17-Learning Objectives 2, 3, and 5)
    a. What are the therapeutic actions of an immune suppressant?
    b. What are the key considerations of the use of immune modulators in children?
    c. What are the key teaching needs for a patient receiving an immune stimulant?

  • Title: Summary of Chapter 2: The Indo-European Language Family and its Reconstruction Chapter 2 of the book “The Indo-European Controversy: Facts and Fallacies in Historical Linguistics” by Asya Pereltsvaig and Martin

    summary of chapter 2 (only pp. 13-32:)  in Word format (two-tthree pages, 1.5 spacing, Times New Roman 12 points, 2.5 cm left margin and 2.5 cm right margin). Do not use numbered sections or tables.
    Professor’s instructions: 
    -Mention one or two hypotheses
    – one to two examples are enough 
    -Cover some of main topics but not every topic 
    -Don’t go into every hypothesis but it is a topic that should be discussed 
    – Your summary should include The location and timeframe of the indo European,
    The existence of the indo European language family, a discussion of the existence of the indo European family, the homeland of indo European and the methods we used to reconstruct the indo European family tree.

  • Crisis Management: HR Problems Approach to Managing the Crisis: In the scenario of HR Problems, as the HR director for a small opera company, I would first gather all the necessary information and evidence regarding the inappropriate relationships of the lead tenor with

    Description:
    Select one of the three scenarios provided and, using the evaluation rubric, describe your approach to managing the crisis and what strategies you might use to help avoid a similar situation in the future.
    Detailed Instructions:
    Select one of the following scenarios
    Viral Tweet: Amid the global COVID-19 pandemic, your client tweeted, to their 500,000+ followers a picture of an anti-mask rally seemingly indicating support
    Music Sampling: Your client is an up-and-coming pop sensation who is being sued for sampling someone else’s music without permission
    HR Problems: As the HR director for a small opera company, you’ve just been informed that your lead tenor has been engaging in inappropriate relationships with several of the younger members of the company.
    Note: in the first two scenarios you are the talent manager, and your client is an individual artist. In the last scenario you are the HR Director (an employee) at the opera company; the “client” would, therefore, be the opera company. 2. Describe your approach to managing this crisis, including
    The professionals you turn to for assistance
    How you handle the conflict with your client, with the public, and with other involved parties (e.g., other managers, lawyers, law enforcement, brand companies).
    What you’d do differently to avoid this conflict in the future
    Submission
    Submit one Word or PDF doc, with file named: Crisis Management_(Last Name)
    Evaluation
    The following rubric indicates those areas you should be focusing on in preparing your assignment, and how the instructor will weigh these components relative to one another.
    Rubric
    Activity/Competencies Demonstrated % of Final Grade
    1. Dealing with the Crisis (45%) Detailed description of the professionals you turn to for assistance, and why
    /15
    Outline of how to handle the crisis with your client
    /15
    Outline of how to handle the crisis with the public
    /15
    2. Strategies to Avoid Similar Situations (30%) /30
    3. Evidence of Critical Thinking and Analysis (10%) /10
    4. Conclusions Supported by Readings/Appropriate Sources (5%) /5
    5. Writing (10%) Spelling/Grammar/Mechanics
    /5
    APA
    /5
    Total /100

  • “Advocating for Change: Immersing Students in Health Policy through Legislative and Regulatory Processes”

    Description 
    Purpose:
    This assignment is designed to immerse students in the legislative and regulatory processes, enhancing their understanding of health policy issues and trends at the governmental level. Through active participation in advocacy activities, students will gain firsthand experience in developing, debating, and implementing health policies.
    Assignment Overview:
    Students must engage in a local advocacy activity and write a comprehensive report reflecting on their experience. Suitable activities include attending city council meetings, legislative forums, action assemblies with community leaders, or advocacy days focused on health policy issues. For detailed examples and resources, refer to the assignment section in Canvas.
    Assignment Steps:
    Selection of Advocacy Activity:
    Review the provided examples and select an advocacy activity relevant to your interests and feasible logistically, considering its potential impact on your understanding of health policy.
    Participation:
    Engage actively in the chosen advocacy activity. Document discussions, stakeholders, and significant health policy issues or bills addressed.
    Research and Analysis:
    Conduct further research on a significant bill or policy discussed during the activity.
    Identify involved stakeholders and examine the bill’s/policy’s proposed effects on healthcare delivery.
    Writing the Report:
    Craft a comprehensive report based on your experience and research.
    Introduction: Offer a brief overview of the advocacy activity you participated in.
    Analysis of Proposed Bill/Policy: Provide a detailed examination of the chosen bill/policy, including its objectives, stakeholders, and potential healthcare delivery impact.
    Feedback: Summarize feedback received from legislators or staff.
    Personal Reflection: Reflect on the impact of your participation on your understanding of health policy and legislative processes.
    Submission Requirements:
    Limit your report to four (4) pages, including the title and reference pages.
    Adhere to APA format, ensuring accurate citations and a professional presentation.
    Submit your report via the Canvas Assignments section by the due date listed on the course calendar.
    Evaluation:
    Your report will be evaluated using a detailed rubric below, focusing on your understanding of legislative and regulatory processes, the depth of your bill/policy analysis, the quality of your reflection, and adherence to submission guidelines.
    Important Notes:
    Ensure your advocacy activity participation is respectful, ethical, and complies with local regulations.
    Adhere strictly to deadlines and submission guidelines for evaluation consideration.
    Suggestions for Advocacy Activities:
    When selecting advocacy activities, choose events that provide valuable insights into health policy, legislative processes, and community health issues. Suitable activities for nursing students include:
    Legislative Forums or Town Hall Meetings, Where legislators discuss health policies, bills, and healthcare issues.
    Health Policy Conferences or Seminars: Featuring expert discussions on current health policy trends and challenges.
    City Council Meetings: Addressing local public health initiatives and concerns.
    Advocacy Days: Focused on specific health issues, allowing for direct interaction with policymakers.
    Public Health Campaigns or Community Health Fairs: Promoting health awareness and education on important health issues.
    Professional Nursing Organization Events: Offering advocacy, professional development, and policy reform discussions.
    Workshops on Health Policy and Advocacy: Teaching advocacy strategies and health policy analysis.
    Virtual Webinars and Online Forums:Providing accessible options for engaging in health policy discussions.
    I will add a video from
    Manhattan New York live 

  • “A Day in the Hospital: Witnessing a Life-Changing C-Section” Introduction: As I walked into the hospital, I had no idea what to expect. It was my first time witnessing a C-section, and I was both nervous

    I have to tell about my day in the Hospital. I witnessed a C section, so I have to elaborate about what I saw and what I learned