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Assessment 3 – Individual Report – MINIMUM 3200 Words Learning Outcomes Learning Outcome 1 Evaluate the role of culture, govemments and international organizations in promoting global trade and business Learning Outcome 2 Assess the opportunities and threats posed by cultural difference in a global environment Learning Outcome 3 Evaluate the risks, costs and benefits of […]

Ability test You will be required to complete any three of the following four questions within 24 hours. Your work should be done by yourself, do not use gpt or other forms of AI tools, if you are not clear about the meaning of a question, just write your understanding of the question, we will

QBS101 – Syllabus Foundations of Programming for Data Scientists Summer term General Information Teaching and Learning This course is broken up in 3 distinct phases: lectures, office/TA hours, asynchronous learning Lectures ●    In-person, synchronous: 1 unit – 2x 90 min weekly ●   All lectures are recorded and recordings are available to currently enrolled students Office/TA Hours ●   Times:            2-3x 1-hour sessions weekly ●    Format:          Synchronous, online and/or in-person, drop-in sessions Asynchronous Learning ●   Times:            on your own time, week-to-week ●    Format:

Week 2: Discussion:The Psychiatric Evaluation and Evidence-Based Rating Scales Assessment tools have two primary purposes: 1) to measure illness and diagnose clients, and 2) to measure a client’s response to treatment. Often, you will find that multiple assessment tools are designed to measure the same condition or response. Not all tools, however, are appropriate for

Week 3 Assignment: Assessing and Diagnosing Patients With Mood Disorders Accurately diagnosing depressive disorders can be challenging given their periodic and, at times, cyclic nature. Some of these disorders occur in response to stressors and, depending on the cultural history of the client, may affect their decision to seek treatment. Bipolar disorders can also be

Week 4 Assignment: Assessing and Diagnosing Patients With Anxiety Disorders, PTSD, and OCD “Fear,” according to the DSM-5-TR, “is the emotional response to real or perceived imminent threat, whereas anxiety is anticipation of future threat” (APA, 2022). All anxiety disorders contain some degree of fear or anxiety symptoms (often in combination with avoidant behaviors), although

Week 7: Assessing and Diagnosing Patients with Schizophrenia, Other Psychotic Disorders, and Medication-Induced Movement Disorders Psychotic disorders and schizophrenia are some of the most complicated and challenging diagnoses in the DSM. The symptoms of psychotic disorders may appear quite vivid in some patients; with others, symptoms may be barely observable. Additionally, symptoms may overlap among

Week 8: Assignment: Assessing and Diagnosing Patients With Substance-Related and Addictive Disorders An important consideration when working with patients is their cultural background. Understanding an individual’s culture and personal experiences provides insight into who the person is and where he or she may progress in the future. Culture helps to establish a sense of identity,

Week 10 Assignment: Neurocognitive and Neurodevelopmental Disorders Neurodevelopmental disorders begin in the developmental period of childhood and may continue through adulthood. They may range from the very specific to a general or global impairment, and often co-occur (APA, 2022). They include specific learning and language disorders, attention deficit hyperactivity disorder (ADHD), autism spectrum disorders, and

RUA: Safety Goals Guidelines Purpose This assignment increases the students’ awareness of the National Patient Safety Goals developed by The Joint Commission. Specifically, this assignment will introduce the Speak Up Initiatives, an award-winning patient safety program designed to help patients promote their own safety by proactively taking charge of their healthcare. Course outcomes: Thisassignmentenablesthestudenttomeetthefollowingcourseoutcomes: CO #2: Apply