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Home / Death Penalty Thesis Statement: Is Capital Punishment Outdated? The death penalty has been used as a capital punishment for centuries to punish those who commit heinous crimes. This calls for an eye for an eye justice system and achieves retribution for the victim. We have a death penalty thesis statement here to look this matter through.  Death Penalty as a Deterrent Effect The use of the death penalty dates back to ancient civilizations such as Egypt, Babylon, and Rome. The earliest recorded implementation of the death penalty is 18th Century BCE from the Code of Hammurabi. The code established the death penalty for 25 crimes. Ever since then up to now; there have been various methods of execution such as impalement, burning alive, hanging, beating to death, drowning, and cruxification.  Death penalty as a form of punishment has been subject to debate. Many argue that the death penalty is not effective. The death row is for capital crimes such as high-level frauds, adultery, murder, and rape. Those who are in favour of the death penalty argue that severe punishments are necessary for the betterment of civilization. Many modern activists explain that the death penalty should be abolishment and there should be a separate punishment for a crime that now asks for death. Thesis Statement The death penalty is not suitable for minor offences but it is effective deterrence for capital crimes. Body   Fear as a Useful Tool The psychological impact of fear is both a useful and practical approach. Losing one’s life is finally; it surpasses the terror of life imprisonment or other penalties. The capital punishment’s fearsome impact surely lessens the numbers of murderers, rapists, and terrorists. Criminologists agree with the idea that while it is severe, the practice deters many individuals from carrying out such crimes. The use of capital punishment sends a powerful message that the most severe crimes are to be met with the harshest penalties. Empirical Evidence Favoruing the Effect of Capital Punishment The idea that the death penalty should be abolished can easily be refuted through empirical evidence. There is a direct correlation between reduced crimes against the number of times criminals were executed. Researchers at Emory University found out that the death penalty is an effective deterrent to the point it prevents 18 murders on average. Even in the current scenario, countries that have implemented the death penalty as the ultimate punishment see downfalls in violent crimes in comparison to the countries where the death penalty is not practised. Societal Safety and Justice for Victims The death penalty deters serious crimes and reinforces the idea that most terrifying criminals cannot re-offend. Once you use the death penalty and execute a criminal, the case is closed for them. You did not just deal with a criminal but made an example out of them to teach lessons to society. The application of the death penalty stops people from committing the very crimes against innocent people and reduces the violation of the fundamental right to life. This is how you can increase the value of human life by strengthening the rule of law and gaining public trust on the matter. Deterrence in Major Cases In the modern world, the International Covenant on Civil and Political Rights has a rather different take on the capital punishment theory. They argue that it serves no good; that it is barbaric and morally wrong. Well, is it? As if its effectiveness as a deterrent has not proved to decline in the number of major crimes. The idea that the death penalty is inhumane and should be abolished has inherent flaws. It may seem harsh but it is applied to prevent far harsher acts on humanity. The need is for critical inspection on the rise of criminal offenses when capital punishment was applied against now when it is not. Moral Duty of the State Protecting its general public is a moral responsibility a state bears. By implementing the capital punishment policy, a state sends a clear message on crime and punishment. The state should show how the death penalty serves as a deterrent and how there is no practical solution in the absence of the death penalty. Death by the state instills the idea of a practical death penalty in society. An individual may research questions on the death penalty and how the state is answerable to those questions. To form an understanding of the topic of the death penalty is a necessity. Why is it that we are unable to control violent crimes in the modern world? What do our laws lack? Everyone knows killing is wrong yet the murder and rape of innocent people are now rampant. That is because the death penalty often is considered merciless. The current values believe the death penalty is barbaric and the person convicted of a capital crime does not deserve it. This goes to show that the death penalty has undeniable significance. Ever since we have laid low on the death penalty, we have been unable to create a healthy society free of violent crimes. We have to give the sense of life for a life whether we are talking about the death penalty in America, Asia, Europe, or elsewhere. Only the retention of the death penalty can result in a society free of dangerous criminals.   Conclusion The thesis statement on the death penalty upholds the ethics of capital punishment. The write-up explains whether capital punishment is good or not and how arguments against the death penalty are weightless. Furthermore, it is argued that there is an increase in crimes wherever they have abolished the death penalty. You can develop a similar strong thesis statement about the death penalty by reading into death penalty research topics as well as by looking up questions about the death penalty for research project. Related Samples:   SWOT Analysis of Barclays – Worthwhile Performance in the UK   Care Certificate Standard 2 Answers: Your Personal Development   Describe Practices that Prevent

Home / Care Certificate Standard 2 Answers: Your Personal Development Care Certificate Standard 2 Answers: Your Personal Development Are you lacking in personal development in a care setting? The care certificate standard 2 answers: your personal development is a valuable tool for anyone who wants to improve their education and personal development. It guides step-by-step as needed to tell the story of how they are growing in various fields of life, from professional relationships to personal development.  This workbook helps you have a better understanding of your learning and development. It is a great resource to help you realize how you are doing in life and how you can avail of learning opportunities in the health and social care sectors. Assessment Criteria and Learning Outcomes 2.1 Come up with a Development Plan 2.1a Identify resources of support available 2.1b Who should be involved as you agree on a personal development plan 2.1c Explain the significance of feedback from others and how it improves work 2.1d Contribute to writing your personal development plan 2.1e Agree on the developed personal plan 2.2 Develop their Understanding and Knowledge Skills 2.2a What are the basic levels of communication, numeracy, and literacy needed to perform your roles efficiently 2.2b Describe how to assess their present level of proficiency in communication, numeracy, and literacy skills 2.2c Explain how contributing to learning activities has improved their understanding, knowledge, and skills 2.2d Describe how reflecting on past experiences relates to their personal growth in terms of skills, knowledge, and understanding 2.2e You should explain why feedback from others helps with the improvement of knowledge, understanding, and skills 2.2f Explain how to assess their performance, understanding, and knowledge based on relevant standards 2.2g Enlist the learning resources available and describe how they can be used to enhance work performance 2.2h Describe how to record all the progress of the personal development plan   2.2i Describe the significance of continuing personal and professional development Care Certificate Standard 2 Answers and PDP Action Plan   Activity 2.1a Numerous resources of support are available to help you advance your development and learning in a role. Let us see what care certificate 2.1a answers tell us.  Resources of support in my development: Senior staff and managers. Managers, senior colleagues, and peers. Working on certain accounts such as appraisal results, performance management, timesheets, and budgets. Myself. Creating a personal development plan involves the sources of support available. The identification of goals in a strategy or vision for the role and related working with different people. Activity 2.1b A personal development plan (PDP) is a procedure which involves your job with various people. Step 1: Set goals for personal development As a health and social care worker, you need to develop communication skills and understanding. Before that, you need to understand what you can do and how well you can do it. This should help you be aware of the progress your learning and development requires. It shows where you lack and what your next skill should be to obtain your objectives. Step 2: Development Planning Continuing professional development (or personal development) is a challenging task full of uncertainties. We do not know what to do, how to do it, and what boundaries we need. A crucial step is to consult the right people for support. Feedback from others is how you progress. Self-development includes the process of breaking down your goals and following them step-by-step. Step 3: Timescales for Your Development Even if you have had basic training, you will observe how little things take up your time in care learning to the point where you feel you are short on time. One of the care skills you need for development in your role is to set timescales. Those who practised this reported that they improved their own knowledge in a short time and developed numeracy and communication skills. Activity 2.1c Learning is a process which demands the involvement of others. Explain why others’ roles are important for our learning. Others’ feedback can help you go far at work. You will find that work is more interesting once you are made aware of your shortcomings and you can overcome them to reach your full potential. Constructive feedback helps us develop and improve the ways from different sources of support available. Activity 2.2a How to use communication, literacy, and numeracy in practice? The application of communication, literacy, and numeracy have helped to improve your knowledge whether you know it or not. You can have a formal learning opportunity once you carry out the requirements of your role specific to your responsibilities and the service. Working with these elements is a process that involves the current levels of competence in literacy and the needed communication skills in practice. Activity 2.2b Explain how would you check competence levels of numeracy, literacy, and communication. My literacy skills can easily be checked through writing and reading. Communication skills can be judged through a particular test. Different development activities have helped and can help to identify the communication level of an individual. Similarly, my numeracy skills can be identified through analyses required for judging numeracy.  It is understandable why there is a need to improve skills to blend in such care sectors. Your personal development is not only limited to you; it impacts those who are left in your care. If you are lacking in communication, literacy, and numeracy, then you are not a good care worker and you are not considered eligible for the job. These care certificate 2.2b answers are super important for personal growth. Activity 2.2i Describe the significance of continuing personal and professional development Continuing Professional Development (CPD) is crucial in the care and health sectors. It shows professionals remain updated with the latest industry, regulation, and legislation standards. This learning helps to improve the way you work and enables you to provide high-quality care. The industry evolves in time, hence it is best to stay updated so you can offer better care to those in need.

Home / Care Certificate Standard 1 Answers: Understand Your Role Care Certificate Standard 1 Answers: Understand Your Role The Care Certificate Standard 1 Answers determine if a care worker knows or understands their health and social care roles. A good caseworker is well-informed on the answers in the workbook. The list below is of questions and answers about the standard 1 care certificate answers. Assessment Criteria & Learning Outcomes 1.1 Understand Your Role  1.1a Explain your duties and responsibilities 1.1b Enlist standards, practices, and codes of conduct of your role 1.1c Explain that your role is regarding the job description assigned by the employer 1.1d Demonstrate how your attitudes, beliefs, and experiences can affect your work 1.2 Work in Ways Your Employer Wants 1.2a Describe your rights and responsibilities 1.2b Enlist the aims, objectives, and values of your care sector 1.2c Explain why is it crucial to work per your employer’s care plan 1.2d Describe how to access the complete and updated information of the agreed ways of working set by your employer 1.2e Describe when and how is it important for care workers to address concerns (whistleblowing) 1.2f Show how honesty is the best policy and identify how mistakes occurred and when to inform the right person 1.3 Learn Working Relationships in Care and Support 1.3a Explain individuals’ roles in health and safety. 1.3b Describe differences between personal and working relationships. 1.3c Show the differences between workers and adult social care settings 1.4 Work in Partnership 1.4a Explain how is it important to work in teams and partnerships with others 1.4b Describe how important is it to be in partnership with people, advocates, and those who mean a lot to adult social care workers 1.4c Show attitudes, behaviours, and ways of working that improve relationships in health and social settings 1.4d Explain when and how to get advice about partnership working and resolving conflicts Care Certificate Standard 1 Workbook Answers The care certificate answers standard 1 are given in a workbook to support workers. Activity 1.1a Explain your duties and responsibilities My main duties and responsibilities as someone who provides care are to support plans that maintain quality of care. My work involves the best attitudes and beliefs such as privacy, respect, independence, choice, and dignity. Activity 1.1b Enlist standards, practices, and codes of conduct of your role Duty of support Diversity and equality Use a person-centred approach Communicate well Dignity and privacy Nutrition and fluids Awareness of learning disabilities, dementia, and mental health as a carer Safeguarding children Realize your role Personal development Safeguarding adults Initial life support Safety and health Information handling Infection control and prevention Activity 1.1c Explain that your role is regarding the job description assigned by the employer If I look up the care certificate and the code, I will find my employment rights and responsibilities in the job description. It not only justifies my qualifications but also sets a standard for social care workers in England and abroad. Activity 1.1d Demonstrate how your attitudes, beliefs, and experiences can affect your work I was encouraged and praised a lot as a kid. I understand that if care is inadequate, I cannot perform well. I understand that every worker in health and social care settings should understand their responsibilities to the individuals. Activity 1.2a Describe your rights and responsibilities My responsibility as a worker is to assure the safety, well-being, and good health of others. It is to maintain main working relationships in health and support workers and adult social settings. Activity 1.2b Enlist the aims, objectives, and values of your care sector My aims, objectives, and values are: To secure customer satisfaction through healthcare support workers and adult settings. To provide high-level care to those who maintain the code of conduct for healthcare support workers. To establish trustworthy, respectable, and honest relationships between adult care and workers. Activity 1.2c Explain why is it crucial to work per your employer’s care plan Anyone can explain how they may work more than 48 hours if the employer’s care plan has this condition. I must follow the care plan within my organization so I can take the best care of my employer. Activity 1.2d Describe how to access the complete and updated information of the agreed ways of working set by your employer The way you work must be per agreed ways of working. Familiarize yourself with your employment and do not forget the terms agreed with your employer. You can always look for your updated note plan assigned by your employer. Activity 1.2e Describe when and how is it important for care workers to address concerns (whistleblowing) Think about your previous job. It may have affected the way you work. The skills for care must involve how you address concerns. Report to your senior or employer if you think there is any shortfall in care learning. Activity 1.2f Show how honesty is the best policy and identify how mistakes occurred and when to inform the right person The Care Certificate Standard 1 Answers – Understand Your Role keeps the care training to the maximum with honesty. I should properly investigate where an error comes from and how to fix it. Activity 1.3a Explain individuals’ roles in health and safety My job role in personal care is to work on time. I must ensure that none of the people I care for become victims of neglect and abuse. Not to mention, I must work according to the instructions of my employer. Activity 1.3b Describe differences between personal and working relationships A personal relationship is nurtured between friends and families while a working relationship is established at a workplace.  Activity 1.3c Show the differences between workers and adult social care settings Care workers and clients can have their differences. Care workers may come from different backgrounds, values, and cultures. There are peers, managers, seniors, and juniors. This is the difference between care services and their carers. Activity 1.4a Explain how is it important to work in teams

Home / NURS FPX 6004 Assessment 2 Policy Proposal NURS FPX 6004 Assessment 2 Policy Proposal NURS FPX 6004 Assessment 2 Policy Proposal makes sure that the organization or team follows the requirements regarding staff duties, quality metrics, and patient outcomes. Benchmark Underperformance Impact Benchmark underperformance drives severe consequences for health organizations and consequences alike. It essentially means the failure to meet Hb1ac and Foot testing outcomes in a lack of managing adequate monitoring and diabetic patients. This means increased healthcare pricing, decreased patient satisfaction, and bad health sector results. To maintain quality care for diabetic patients, the need for creating a relevant policy arises. Making this possible through evidence-based practices and guidelines is credible. The practice guidelines and proposed policies are for stakeholder groups, patients, regulatory bodies, insurers, patients, and healthcare bodies. Summary of Practice Guidelines and New Policy This organizational policy addresses shortfalls in care plans. These proven guidelines ensure the implementation of Mercy Medical Center’s Hgba1c testing. The practice guidelines and policy proposals are not only for hba1c and foot evaluations but for awareness campaigns and staff training as well. This involves general knowledge of hba1c and foot assessments and training programs for those who are diagnosed with glycated haemoglobin. A good policy would include environmental factors as well. The implementation and development of these factors include healthcare services, insurance coverage, and cultural beliefs. The policy proposal Mercy emphasizes policy professors and care law to make sure that the assigned benchmark metric is met. Impact of Factors Mercy Medical Center must have a usual hba1c and foot check to find out if the practices are applied according to the plan. This reduces the risk of complications and leads to improved federal healthcare. Another point it emphasizes is the guidelines for the enhancement of care quality and reducing the costs of hba1c and foot testing. Many adopt these proven guidelines to enhance aimed benchmark performance as well as hospital readmission reduction programs. The practice guidelines are as crucial as access to care for foot accessories and hba1c tests. Ethical Proven Practice Guidelines It is crucial to ponder over ethical principles like beneficence, non-maleficence, autonomy, and justice. The delivery of quality based on these elements does not tackle the standardized metric underperformance but assures quality diabetes care and positive results for everyone involved. These practice guidelines include patient education, regular monitoring, interdisciplinary care, and patient-centered care. These proven guidelines help establish a structure beneficial for the implementation of these tips for diabetic patients as well as for other elements. This procedure offers points that are significant to consider and gives important solutions for developing and applying these important tips. This method reduces poor patient outcomes and improves quality care.   References Abràmoff, M. D., Tobey, D., & Char, D. S. (2020). Lessons learned about autonomous AI: Finding a safe, efficacious, and ethical path through the development process. American Journal of Ophthalmology, 214, 134–142. https://doi.org/10.1016/j.ajo.2020.02.022 Basu, S., Garg, S., Sharma, N., & Singh, Mm. (2019). Improving the assessment of medication adherence: Challenges and considerations with a focus on low-resource settings. Tzu Chi Medical Journal, 31(2), 73. https://doi.org/10.4103/tcmj.tcmj_177_18 Bevan, G., Evans, A., & Nuti, S. (2018). Reputations count: why benchmarking performance is improving health care across the world. Health Economics, Policy, and Law, 14(2), 141–161. https://doi.org/10.1017/s1744133117000561 Brown, A. F., Ma, G. X., Miranda, J., Eng, E., Castille, D., Brockie, T., Jones, P., Airhihenbuwa, C. O., Farhat, T., Zhu, L., & Trinh-Shevrin, C. (2019). Structural interventions to reduce and eliminate health disparities. American Journal of Public Health, 109(S1), S72–S78. https://doi.org/10.2105/ajph.2018.304844 Carmienke, S., Fink, A., Baumert, J., Heidemann, C., Du, Y., Frese, T., & Heise, M. (2021). Participation in structured diabetes self-management education programs and its associations with self-management behavior – a nationwide population-based study. Patient Education and Counseling. https://doi.org/10.1016/j.pec.2021.07.017 Coe, I. R., Wiley, R., & Bekker, L.-G. (2019). Organizational best practices towards gender equality in science and medicine. The Lancet, 393(10171), 587–593. https://doi.org/10.1016/s0140-6736(18)33188-x Embuai, S., Tuasikal, H., & Siauta, M. (2019). Effect of foot exercise and care on peripheral vascular status in patients with diabetes mellitus. Repository.unar.ac.id. https://repository.unar.ac.id/jspui/handle/123456789/558 Gottesman, O., Johansson, F., Komorowski, M., Faisal, A., Sontag, D., Doshi-Velez, F., & Celi, L. A. (2019). Guidelines for reinforcement learning in healthcare. Nature Medicine, 25(1), 16–18. https://doi.org/10.1038/s41591-018-0310-5 Jindal, D., Roy, A., Ajay, V. S., Yadav, S. K., Prabhakaran, D., & Tandon, N. (2019). Strategies for stakeholder engagement and uptake of new intervention: Experience from the state-wide implementation of health technology for NCD care in Tripura, India. Global Heart, 14(2), 165. https://doi.org/10.1016/j.gheart.2019.06.002 Juntunen, J. K., Halme, M., Korsunova, A., & Rajala, R. (2018). Strategies for integrating stakeholders into sustainability innovation: A configurational perspective. Journal of Product Innovation Management, 36(3), 331–355. https://doi.org/10.1111/jpim.12481 Kujala, J., Sachs, S., Leinonen, H., Heikkinen, A., & Laude, D. (2022). Stakeholder engagement: Past, present, and future. Business & Society, 61(5), 0007650321106655. Sagepub. https://doi.org/10.1177/00076503211066595 Li, X., Krumholz, H. M., Yip, W., Cheng, K. K., De Maeseneer, J., Meng, Q., Mossialos, E., Li, C., Lu, J., Su, M., Zhang, Q., Xu, D. R., Li, L., Normand, S.-L. T., Peto, R., Li, J., Wang, Z., Yan, H., Gao, R., & Chunharas, S. (2020). Quality of primary health care in China: Challenges and recommendations. The Lancet, 395(10239), 1802–1812. https://doi.org/10.1016/s0140-6736(20)30122-7 Loureiro, S. M. C., Romero, J., & Bilro, R. G. (2019). Stakeholder engagement in co-creation processes for innovation: A systematic literature review and case study. Journal of Business Research. https://doi.org/10.1016/j.jbusres.2019.09.038  Phelan, A., McCormack, B., Dewing, J., Brown, D., Cardiff, S., Cook, N., Dickson, C., Kmete, S., Lorber, M., Magowan, R., McCance, T., Skovdahl, K., Štiglic, G., & van Lieshout, F. (2020). Review of developments in person-centred healthcare. International Practice Development Journal, 10(Suppl2), 1–29. https://doi.org/10.19043/ipdj.10suppl2.003 Poger, J. M., Mayer, V., Duru, O. K., Nauman, B., Holderness, H., Warren, N., Vasquez, C., Bibi, S., Rasmussen-Torvik, L. J., Hosseinian, Z., Shi, L., Wallace, J., Goytia, C. N., Horowitz, C. R., & Kraschnewski, J. L. (2020). Network engagement in action. Medical Care, 58, S66–S74. https://doi.org/10.1097/mlr.0000000000001264 Tan, H. Q. M., Chin, Y. H., Ng, C. H., Liow, Y., Devi, M.

Home / NURS FPX 6111 Assessment 4 Program Effectiveness Presentation Table of Contents NURS FPX 6111 Assessment 4   Philosophical Perspectives to Evaluation   DIKW Theory  Data, information, knowledge, and wisdom (DIKW) theory is responsible for data collection to gauge information. That information is in comparison to the proof to derive knowledge and have wisdom about certain topics. DIKW theory is associated with data, information, knowledge, and wisdom for nursing informatics. The main purpose is to gain more knowledge about the use of advanced technology in terms of healthcare services.  Benner’s Model This specific model considers learners as advanced beginners, novices, competent, proficient, and experts. It identifies the learner’s capability to understand, learn, and remove issues based on their competency in nursing informatics. This model reinforces the idea that nurses with not enough knowledge of nursing informatics must be empowered with knowledge and skills for the job. This is how you deal with assessment and evaluation in nursing education as you adopt the technology. NURS FPX 6111 Assessment 4 at Capella University  There are two main types of assessments: summative assessment and formative assessment. Summative assessment is utilized to assess the learner’s skills after completing the course in nursing informatics. Formative assessment is used to identify the learner’s expertise in using modern tech with associated healthcare services.  Support the Explanation by Evidence DIKW Theory, Benner’s Model, summative assessment, and formative assessment share the same purpose. They are designed to extract information about the use of IT connected to healthcare services. All of this combined in the nursing informatics course assessment aims to offer students information for the uses of AI, EMR, automated IV pumps, and remote monitoring services. Program Evaluation Process The program evaluation process in nursing informatics goes like this:  Assessment Assessment is where you collect information from students through survey forums and questionnaires. Students’ identities are kept anonymous during this step. It is further ensured that information is collected through a proper channel. Diagnosis The data is compiled to turn it into reliable information. Using that information, the course is designed in a way that technological skills can be developed. This is how effective healthcare services are maintained well.  Planning The information from the diagnosis is used to develop planning. The course evaluation template in this step – the course definition and alignment table – is here to show if the course is good enough to offer quality and safe care to patients. Implementation Certain changes are made in the course to make sure that any setbacks are removed and that the course succeeds in advancing the nurse’s psychomotor, cognitive, and affective domains. Evaluation Evaluation is done by distributing survey forums and questionnaires. This evaluation plans to assess if the changes implemented are advantageous to the present course in nursing informatics. This whole program evaluation process is designed to ensure that students have good enough knowledge and patients can be left in their care. Conclusion To make sure that the patients receive quality healthcare services, this assessment is necessary. Nurs Fpx 6111 assessment 4 program effectiveness presentation has done wonders ever since it became operational. The problem is that sometimes there are shortcomings in the process but that is not something to be worried about. If we keep following the precise evaluation process along with the philosophical approaches, then these measures can be successful. However, if we do not follow everything in precision, then we should not hope for quality in healthcare services. That means losing the reputation of your institution as you fail to gain everyone’s trust. References   Dammann O. (2019). Data, information, evidence, and knowledge: A proposal for health informatics and data science. Online Journal of Public Health Informatics, 10(3), e224. https://doi.org/10.5210/ojphi.v10i3.9631 Hancock, P. A., & Volante, W. G. (2020). Quantifying the qualities of language. PloS One, 15(5), e0232198. https://doi.org/10.1371/journal.pone.0232198 Paul, F., Abecassis, L., Freiberger, D., Hamilton, S., Kelly, P., Klements, E., LaGrasta, C., Lemire, L., O’Donnell, E., Patisteas, E., Phinney, C., Conwell, K., Saia, T., Whelan, K., Wood, L. J., & O’Brien, P. (2019). Competency-based professional advancement model for advanced practice RNs. The Journal of Nursing Administration, 49(2), 66–72. https://doi.org/10.1097/NNA.0000000000000719 Tseng, L. P., Hou, T. H., Huang, L. P., & Ou, Y. K. (2021). Effectiveness of applying clinical simulation scenarios and integrating information technology in medical-surgical nursing and critical nursing courses. BMC Nursing, 20(1), 229. https://doi.org/10.1186/s12912-021-00744-7 Zann, A., Harwayne-Gidansky, L., & Maa, T. (2021). Incorporating simulation into your plan-do-study-act cycle. Pediatric Annals, 50(1), e25–e31. https://doi.org/10.3928/19382359-20201213-01 Top Grades Guarrantied Please enable JavaScript in your browser to complete this form.Please enable JavaScript in your browser to complete this form.Name *Email *Phone NumberWhat Do You Need Help With? Submit