The introduction of the human papilloma virus (HPV) vaccine initiate.docx
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The introduction of the human papilloma virus (HPV) vaccine initiated much discussion and controversy among helping professionals. According to the CDC (2014): HPV vaccines protect against HPV infection and cervical cancers in women. HPV vaccines offer the best protection to girls and boys who receive all three vaccine doses and have time to develop an immune response before being sexually active with another person. That’s why HPV vaccination is recommended for preteen girls and boys at age 11 or 12 years. The HPV vaccine is not a required immunization; therefore, parents are able to decide whether or not they want their child to have this vaccine. By Day 4 Post by Day 4 your perspective on how cultural and sexual beliefs may have impacted the Ferris, Horn, and Waller (2010) study on implementing a school-based mandatory HPV vaccine program. Use the week’s resources to support your perspective. Be careful not to use personal experiences. .
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Recommended
Human PapillomavirusVaccineUSU, FNP 590 Health Promotion, Ed
Human Papillomavirus
Vaccine
USU, FNP 590 Health Promotion, Education, and Disease Prevention Across the Lifespan
Our Group 2 presentation is on the Human Papilloma Virus Vaccine. We will talk about what the HPV virus is, how you contact the virus and can prevent getting the virus, some information about the vaccine which includes some pros/cons and the issues and controversy surrounding it.
1
HPV is a group of approximately 150 related viruses that can lead up to 6 different types of cancers later on in life.
HPV is the most common sexually transmitted infection.
HPV appears as skin or mucous membrane growths on the vagina, cervix, rectum, anus, penis, and scrotum.
What is Human Papilloma Virus (HPV)?
HPV is spread from skin to skin sexual contact with someone who has the virus.
HPV is the most common STD. Most people do not know they have it unless they feel or see the skin irritation and see their physician for diagnosis but the lesions usually go away on their own.
How do you get HPV?
The best way to prevent contracting HPV is to avoid sexual contact with someone who has the virus.
The HPV vaccine significantly reduces your chances of contracting the virus.
Prevention of HPV
HPV vaccination
-The vaccine is recommended for children at age 11-12 years old.
-Most children only require two doses of the vaccine when vaccinated before age 15.
-Studies suggest that the protection provided by the HPV vaccine is long lasting. Data from patients followed for 10 years substantiates protection has remained high in those individuals. There has been no evidence of the protection decreasing over time.
-Over 120 million doses of the HPV vaccine have been distributed since the vaccine was licensed, and data continue to show the vaccine is safe and effective.
-HPV infections, genital warts, and cervical pre-cancers have dropped significantly since the vaccine has been in use in the United States.
-Studies indicate there have been reductions of HPV cases due to vaccines:
* 86% among teenage girls
* 71% among adult young women
* 40% among women
The HPV vaccine is recommended for boys and girls at 11-12 years of age but can be given as young as 9 and up to 14 years of age and in 2 doses that are 6-12 months apart. If the vaccine is given after age 15 up through the age of 26, there are 3 doses required. The vaccine is not recommended for people over the age of 26 but can be a discussion with their doctor if they were never vaccinated at a younger age to discuss their risk for contracting HPV and the possible benefits to receiving the vaccine at this time.
It is recommended to receive the vaccine at the younger age prior to becoming sexually active.
The vaccine should not be given to people that have had a prior allergic reaction to vaccines or who are pregnant.
There are 3 different vaccines but the Gardasil 9 is the one given in the United States.
As healthcare pro ...
Week 11 Assignment - HPV
This document proposes implementing school-based HPV vaccination programs to increase vaccination rates. It analyzes barriers to vaccination completion across socioecological levels and identifies interventions. The proposed intervention would educate students and parents about HPV and offer free vaccination series through schools. Applying interventions across all socioecological levels could help address multiple barriers and contribute to positive health outcomes by increasing HPV vaccination completion rates.
HPV vaccine education for the parents of adolescent males
This document provides information for parents about the HPV vaccine. It explains that HPV is the most common sexually transmitted infection and can cause cancers such as anal, penile, and throat cancers in males. The HPV vaccine protects against cancers caused by HPV and works best when given before exposure to the virus, between ages 11-12. The vaccine is safe and has minimal side effects like pain or fainting. It is recommended that boys receive all three doses to be fully protected from HPV-related cancers.
Systematic Review Poster
The document summarizes key findings from several studies on interventions to increase HPV vaccination rates. The studies commonly used educational interventions such as presentations and text messages to increase knowledge about HPV and the vaccine. While many interventions were not theory-based, one study found that a text message intervention grounded in the Transtheoretical Model successfully increased vaccination intent and rates. Overall, the reviewed studies found that educational awareness interventions generally improved knowledge and attitudes toward the HPV vaccine.
Public Health Action Plan - HPV Vaccine
This document provides an overview of the human papillomavirus (HPV) vaccine. It discusses HPV and cervical cancer rates in the US. Two HPV vaccines, Gardasil and Cervarix, are described that protect against HPV types 16 and 18 which cause cervical cancer, as well as types 6 and 11 which cause genital warts. The vaccines are recommended for females and males ages 9 to 26, though are most effective when received before sexual activity begins. Potential side effects are discussed, as well as treatment options for HPV infections and related cancers or warts.
Topic Human Papillomavirus and the Fight to Protect and Health.docx
Human Papillomavirus (HPV) is the most common sexually transmitted infection that can cause genital warts and cancers. There are over 40 types of HPV, with 4 high-risk types that do not clear on their own and can cause cancer. HPV affects millions annually, with 360,000 cases of genital warts and 11,000 cases of cervical cancer in women each year. While both sexes are affected, women face more severe health consequences from HPV. Vaccines can protect against the high-risk HPV types but are most effective before sexual activity begins.
Rose Pediatrics 2010 Clipbook
This document contains information from Rose Pediatrics about their media presence and vaccination recommendations from 2010. It includes an article on back-to-school vaccination checklists outlining various immunizations required by schools. Another article discusses common childhood vaccinations and their benefits in protecting against dangerous diseases. The document provides vaccination guidelines and recommendations from physicians at Rose Pediatrics.
Administration Of The Hpv Vaccine In Womens Health Clinics
The document discusses educating mothers and adolescent clients about HPV and promoting HPV vaccination in women's health clinics. HPV is very common among adolescents and can cause genital warts and cervical cancer. The HPV vaccine effectively protects against the types that cause most warts and cancer. The document recommends educating clients about HPV and susceptibility during adolescence, and vaccinating girls ages 11-26 to prevent infection.
Recommended
Human PapillomavirusVaccineUSU, FNP 590 Health Promotion, Ed
Human Papillomavirus
Vaccine
USU, FNP 590 Health Promotion, Education, and Disease Prevention Across the Lifespan
Our Group 2 presentation is on the Human Papilloma Virus Vaccine. We will talk about what the HPV virus is, how you contact the virus and can prevent getting the virus, some information about the vaccine which includes some pros/cons and the issues and controversy surrounding it.
1
HPV is a group of approximately 150 related viruses that can lead up to 6 different types of cancers later on in life.
HPV is the most common sexually transmitted infection.
HPV appears as skin or mucous membrane growths on the vagina, cervix, rectum, anus, penis, and scrotum.
What is Human Papilloma Virus (HPV)?
HPV is spread from skin to skin sexual contact with someone who has the virus.
HPV is the most common STD. Most people do not know they have it unless they feel or see the skin irritation and see their physician for diagnosis but the lesions usually go away on their own.
How do you get HPV?
The best way to prevent contracting HPV is to avoid sexual contact with someone who has the virus.
The HPV vaccine significantly reduces your chances of contracting the virus.
Prevention of HPV
HPV vaccination
-The vaccine is recommended for children at age 11-12 years old.
-Most children only require two doses of the vaccine when vaccinated before age 15.
-Studies suggest that the protection provided by the HPV vaccine is long lasting. Data from patients followed for 10 years substantiates protection has remained high in those individuals. There has been no evidence of the protection decreasing over time.
-Over 120 million doses of the HPV vaccine have been distributed since the vaccine was licensed, and data continue to show the vaccine is safe and effective.
-HPV infections, genital warts, and cervical pre-cancers have dropped significantly since the vaccine has been in use in the United States.
-Studies indicate there have been reductions of HPV cases due to vaccines:
* 86% among teenage girls
* 71% among adult young women
* 40% among women
The HPV vaccine is recommended for boys and girls at 11-12 years of age but can be given as young as 9 and up to 14 years of age and in 2 doses that are 6-12 months apart. If the vaccine is given after age 15 up through the age of 26, there are 3 doses required. The vaccine is not recommended for people over the age of 26 but can be a discussion with their doctor if they were never vaccinated at a younger age to discuss their risk for contracting HPV and the possible benefits to receiving the vaccine at this time.
It is recommended to receive the vaccine at the younger age prior to becoming sexually active.
The vaccine should not be given to people that have had a prior allergic reaction to vaccines or who are pregnant.
There are 3 different vaccines but the Gardasil 9 is the one given in the United States.
As healthcare pro ...
Week 11 Assignment - HPV
This document proposes implementing school-based HPV vaccination programs to increase vaccination rates. It analyzes barriers to vaccination completion across socioecological levels and identifies interventions. The proposed intervention would educate students and parents about HPV and offer free vaccination series through schools. Applying interventions across all socioecological levels could help address multiple barriers and contribute to positive health outcomes by increasing HPV vaccination completion rates.
HPV vaccine education for the parents of adolescent males
This document provides information for parents about the HPV vaccine. It explains that HPV is the most common sexually transmitted infection and can cause cancers such as anal, penile, and throat cancers in males. The HPV vaccine protects against cancers caused by HPV and works best when given before exposure to the virus, between ages 11-12. The vaccine is safe and has minimal side effects like pain or fainting. It is recommended that boys receive all three doses to be fully protected from HPV-related cancers.
Systematic Review Poster
The document summarizes key findings from several studies on interventions to increase HPV vaccination rates. The studies commonly used educational interventions such as presentations and text messages to increase knowledge about HPV and the vaccine. While many interventions were not theory-based, one study found that a text message intervention grounded in the Transtheoretical Model successfully increased vaccination intent and rates. Overall, the reviewed studies found that educational awareness interventions generally improved knowledge and attitudes toward the HPV vaccine.
Public Health Action Plan - HPV Vaccine
This document provides an overview of the human papillomavirus (HPV) vaccine. It discusses HPV and cervical cancer rates in the US. Two HPV vaccines, Gardasil and Cervarix, are described that protect against HPV types 16 and 18 which cause cervical cancer, as well as types 6 and 11 which cause genital warts. The vaccines are recommended for females and males ages 9 to 26, though are most effective when received before sexual activity begins. Potential side effects are discussed, as well as treatment options for HPV infections and related cancers or warts.
Topic Human Papillomavirus and the Fight to Protect and Health.docx
Human Papillomavirus (HPV) is the most common sexually transmitted infection that can cause genital warts and cancers. There are over 40 types of HPV, with 4 high-risk types that do not clear on their own and can cause cancer. HPV affects millions annually, with 360,000 cases of genital warts and 11,000 cases of cervical cancer in women each year. While both sexes are affected, women face more severe health consequences from HPV. Vaccines can protect against the high-risk HPV types but are most effective before sexual activity begins.
Rose Pediatrics 2010 Clipbook
This document contains information from Rose Pediatrics about their media presence and vaccination recommendations from 2010. It includes an article on back-to-school vaccination checklists outlining various immunizations required by schools. Another article discusses common childhood vaccinations and their benefits in protecting against dangerous diseases. The document provides vaccination guidelines and recommendations from physicians at Rose Pediatrics.
Administration Of The Hpv Vaccine In Womens Health Clinics
The document discusses educating mothers and adolescent clients about HPV and promoting HPV vaccination in women's health clinics. HPV is very common among adolescents and can cause genital warts and cervical cancer. The HPV vaccine effectively protects against the types that cause most warts and cancer. The document recommends educating clients about HPV and susceptibility during adolescence, and vaccinating girls ages 11-26 to prevent infection.
Healthy Children Teen Immunization
Teens need immunizations beyond childhood to stay protected from diseases. The CDC vaccination schedule continues through the teen years for vaccines like Tdap, meningococcal, HPV, and influenza. However, vaccination rates decline as children age due to factors like fewer doctor visits and the perception that immunizations are not needed. It is important for parents to keep teens on schedule by discussing their vaccination needs at annual checkups.
Sukholuhle ABSTRACT MSW
This study investigated the challenges faced by adolescents in South Africa with perinatally acquired HIV/AIDS. Through interviews with 12 HIV-positive adolescents, the study found they face stigma and discrimination. They also lack education about their condition and struggle with medication compliance and non-disclosure of their status. At times, their disease affected their academic progress. The adolescents need support systems to help them share experiences. The study recommends increased education on HIV/AIDS for caregivers, teachers, and communities to reduce stigma and empower adolescents. It also calls for further research on the challenges faced by caregivers.
Running Head SEXUALLY TRANSMITTED DISEASESSEXUALLY TRANSMIT.docx
1. The document outlines a teaching plan for educating teenagers about sexually transmitted diseases (STDs). It covers objectives of understanding what STDs are and how they are contracted, preventive measures, and differentiating myths from facts.
2. Materials used include video clips, graphic presentations, and pamphlets. Sessions included classroom teaching, videos, an open question forum, and a test to evaluate learning.
3. Statistics show high STD rates among teenagers call for increased education, as many are sexually active but do not have proper knowledge about transmission and prevention. Areas for improvement include using social media for reference and feedback.
Running Head SEXUALLY TRANSMITTED DISEASESSEXUALLY TRANSMIT.docx
Running Head: SEXUALLY TRANSMITTED DISEASES
SEXUALLY TRANSMITTED DISEASES
3
Sexually Transmitted Diseases
Summary of teaching plan
Title: Sexually Transmitted Diseases
Overview
Sexually Transmitted Diseases are diseases that are transmitted from one person to another during oral, anal and vaginal sexual activities. STDs are very common especially among sexually active teenagers and a number of them don’t have the symptoms making it hard to tell if one has contacted one. STDs are very dangerous to one’s health however, it can be detected when one is tested and majority of them have a cure (Bouchery, Harwood, and Brewer, 2014). STDs are preventable with abstinence and safe sexual practices; one is likely not to contract the disease. Examples of the STDs are: chlamydia, genital warts, gonorrhea, hepatitis B, herpes, HIV and AIDS, Human Papillomavirus, scabies, syphilis and trichomoniais (Stingler, Neusel, and Perry, 2013).
Objectives
1. To help the teenagers understand what STDs are as well as ways one can contract them
2. To teach the teenagers some of the preventive measures of contracting STDs.
3. To educate the teenagers on measures on should take incase exposed to an environment one is likely to contract STDs
4. To help the teenagers differentiate the myths from the facts regarding STDs
Materials
Video clips featuring adults and teenage experts, Graphic power point presentations
STD pamphlets, Writing materials: Pens and Plain papers, Teacher’s laptop, overhead screen
Estimated cost: Overhead screen will be offered by the church, additional materials needed about $45-$80
Directions
The learning sessions was grouped into four different sessions lasting approximately 30 to 45 minutes. In the first session, it was purely teaching session where I addressed all the objectives in a classroom setting and the teenagers were allowed to take notes. Teaching was enhanced with graphic power points to help create a visual understanding of the different concepts put across. The second session on the other hand was purely audio visual where the teenagers were allowed to view different Video clips featuring adults and teenage experts expounding on sexually, transmitted disease. The audio-visual session also addressed all the objectives just as the case was in the classroom set up in session one.
The third session was an open forum where the teenagers were allowed to ask questions, seek clarification on different issues or add more insight on concept learned. This session was an interactive one where all disturbing questions was addressed. The end of this session was marked by satisfactory response to all questions and insight brought forward by both the teacher and the teenagers.
The fourth and final session was an examination setup where each of the participants were given a quick test to test their understanding for the concepts learnt. Those who performed exemplary were awarded certificates and gifts and the whole were issued pa ...
Comprehensive paper
This document outlines a policy paper on requiring HPV vaccination for school entrance in California. It begins with an introduction and outline, then provides facts about HPV and cervical cancer, including that HPV is highly prevalent and cervical cancer is the second most common cause of cancer worldwide. It notes populations in California that are at high risk for HPV infection and cervical cancer. The document states that cervical cancer is preventable through annual pap smears and HPV vaccination. It proposes that requiring HPV vaccination for school entry could help vaccinate at-risk populations, as there is already a precedent with Tdap vaccination requirements and programs to help with vaccine costs. It acknowledges the need to address opposing arguments and research precedence of HPV vaccination requirements and funding resources.
Immunizations
This document summarizes the history and current state of immunizations/vaccinations. It discusses how immunizations began with Edward Jenner's smallpox vaccine in 1796. Today, vaccines are recommended from birth through adulthood to prevent various diseases. However, some parents choose not to vaccinate their children due to safety concerns or religious beliefs. While studies generally support that vaccines are safe and their benefits outweigh risks, ongoing research continues to examine both sides of this controversial issue.
HPV vaccinations
A brief speech I constructed on the importance of vaccinations for young girls who are eligible for the HPV series.
international-archives-of-nursing-and-health-care-ianhc-10-195.pdf
This study assessed the disclosure status and associated factors among caregivers of children on antiretroviral therapy in Addis Ababa, Ethiopia. The disclosure status was found to be high, with 53.9% of children knowing their positive HIV status. Factors that increased the likelihood of disclosure included children aged 10-15 years, being on ART for 6-13 years, good treatment adherence, and receiving adequate advice from healthcare providers. While disclosure prevalence was higher than previous studies, more work is needed as many children still did not know their status, primarily due to young age and fear of discrimination. The study recommends improved counseling for caregivers on age-appropriate disclosure and providing support and guidelines for healthcare workers.
Human papillomavirus (HPV) Vaccine
HPV infection and HPV-associated cervical cancer are significant public health issues, with an estimated 11,000 new cervical cancer cases and 4,000 deaths annually in the US. Globally, nearly 500,000 new cervical cancer cases occur each year, mostly in developing countries. Two HPV vaccines (Gardasil and Cervarix) were approved to protect against HPV types that cause cervical cancer and genital warts. However, the long-term effectiveness and safety of the vaccines have yet to be established, as clinical trials only involved small populations followed for a short period of 5 years. Numerous adverse reactions including pain, swelling, fever, and even death have been reported following vaccination. Mandating the HPV vaccine also faces
Presentation by Mandy Govender, Health Promotion Board
1) A study found that targeted and inclusive sex education starting at a young age, as well as peer/mentor interventions and technology-based prevention strategies, could help reduce new HIV infections among young men who have sex with men.
2) A study in South Africa found that both men and women balance discussing HIV risks with maintaining their relationships. They sometimes openly discussed HIV status, cautiously brought it up due to fear, or avoided the topic when necessary.
3) As people with HIV live longer due to treatment, there is an interaction between aging and HIV. Programs need to be tailored for an aging population with HIV, and aging support systems need preparation for this group.
Summer 2006 faq
The document summarizes frequently asked questions about the HPV vaccine. The primary target population for vaccination is 11-12 year old females, though it can be given to girls as young as 9. While the vaccine is best administered prior to sexual activity, it can also be given to sexually active women ages 13-26. Pregnant women should not be vaccinated. The vaccine is approved for females ages 9-26, though it may prove beneficial for older women at risk. It does not appear to have therapeutic value for those already infected. Males should not be vaccinated currently. The total cost of vaccination is around $500. The vaccine will be included in the Vaccines for Children Program to help with coverage. Insurance coverage may
History of the chickenpox vaccine
The document summarizes the history of the chickenpox vaccine. It describes how the vaccine was developed in the 1960s but not approved for widespread use in the US until 1995. Initially, some parents were reluctant to vaccinate due to beliefs that chickenpox was not serious and provided future immunity. However, the link between chickenpox and the more serious disease of shingles later in life helped change views. Concerns that vaccine immunity was temporary were later addressed by booster shots, leading to greater vaccine acceptance and reduced chickenpox cases worldwide.
Dean R Berry Pro and Con Vaccines
This document provides an overview of arguments for and against requiring vaccinations for children. It outlines the key pro arguments that vaccines have greatly reduced deaths from diseases like smallpox, measles, and polio. Major medical organizations affirm the safety of vaccines. Adverse reactions are extremely rare. Vaccines also protect vulnerable groups through "herd immunity." The document aims to guide students in evaluating both sides of the issue to form their own evidence-based conclusions.
Knowledge, attitude and practices of students enrolled in health related cour...
This document summarizes a study that assessed the knowledge, attitudes, and practices of 432 students enrolled in health-related courses at Saint Louis University in the Philippines regarding human papillomavirus (HPV). The students demonstrated fair knowledge of HPV transmission but poor understanding of the diseases caused by HPV. Their knowledge of HPV signs and symptoms and prevention/control measures was better. Students had positive attitudes toward HPV infection and vaccination. Medical students showed higher levels of HPV knowledge than other students. While practices for reducing HPV infection were generally good, interventions are still needed to improve HPV education, especially regarding transmission and diseases caused.
Taking sides
The document discusses the arguments for and against mandating the HPV vaccine for teenage girls. The "yes" side argues that it should be mandated for moral and public health reasons, as HPV can cause cancer. However, the "no" side contends that the vaccine is too new to know long-term effects, and that most women will never encounter the cancer-causing strains, so mandating it is unnecessary and expensive. Both sides make reasonable arguments, and the author concludes that vaccines should not be mandated given long-term safety uncertainties, though education is important.
Frew Owens Saint-Victor et al 2014
This study examined factors that influence pregnant women's decisions to get the seasonal influenza vaccine. The authors conducted a randomized controlled study with pregnant women in Atlanta, Georgia to test the effects of immunization history, exposure to vaccine messages, and sociodemographic characteristics. The key findings were:
1) Women who had received the influenza vaccine in the past 5 years were over twice as likely to intend to get vaccinated during their current pregnancy compared to those without prior vaccination.
2) Perceiving the influenza vaccine as highly effective (over 80% effective) increased women's intent to vaccinate by over 10 times compared to those who saw it as less effective. Similarly, perceiving high susceptibility to influenza during pregnancy increased
Vaccines - Stokley
This document provides information from the Centers for Disease Control and Prevention (CDC) regarding immunization and vaccine-preventable diseases. The summary includes:
- The number of diseases prevented by vaccines included in the routine childhood/adolescent immunization schedule has increased from 6 in 1964 to 16 in 2017.
- Vaccination has led to significant decreases in reported cases of diseases like smallpox, diphtheria, measles, and others compared to 20th century annual morbidity.
- CDC estimates that childhood vaccination between 1994-2016 prevented 381 million illnesses, 24.5 million hospitalizations, and 855,000 early deaths, saving $360 billion in direct costs and $1.65 trillion
Teenage Pregnancy
This was a short lecture on teenage pregnancy given during the Phil Pediatric Society Central Visayas chapter Postgraduate Course last November 19, 2015 at the Marriott Hotel, Cebu City.
HPV Vaccine Recommendations (AAP)
This document discusses recommendations from the Advisory Committee on Immunization Practices and the American Academy of Pediatrics regarding HPV vaccination. It recommends routine HPV vaccination for all 11-12 year old children with either the quadrivalent or bivalent HPV vaccine. HPV vaccines protect against cancers caused by HPV types 16 and 18. The rationale for recommending vaccination at ages 11-12 is that the vaccine works best before sexual activity begins and antibody responses are highest during these ages. Vaccinating males provides direct benefits to males and also indirect herd immunity benefits to females.
The Law of Healthcare AdministrationAuthorsShowalter,.docx
The Law of Healthcare Administration
Authors:
Showalter, J. Stuart
Publication Information:
Ed.:
Eighth edition. Chicago, Illinois : Health Administration Press. 2017
Resource Type:
eBook.
Description:
The Law of Healthcare Administration offers a thorough examination of health law in the United States from a management perspective. Using plain language accessible to nonlawyers, the book moves from broadbrush treatments of the US legal system and the history of medicine to specific issues that affect healthcare leaders daily, including contracts, torts, taxation, antitrust laws, regulatory compliance, and, most pressing, health insurance reform and the important changes that have taken place since the Affordable Care Act (ACA) became law in 2010. The legal concepts discussed in the book are amply supported by reallife examples, detailed explanations, and excerpts from decisions of federal and state courts.
Subjects:
Medical laws and legislation--United States
Medical care--Law and legislation--United States
Hospitals--Law and legislation--United States
we reviewed informed consent in the case of competent adults. There are many “gray” areas of consent in cases of children or incompetent adults; however, the law has sought to provide clear guidance for health care providers and legal guardians.
Review pages 393-411 in the Showalter textbook and choose at least one of the subtopics in this section regarding consent. Provide an explanation of the “gray area” of your choosing, including any relevant legal cases discussed, and how this is handled under the law.
Showalter, J. S. (2017) Consent. In
The Law of Healthcare Administration
(pp. 393-411). Chicago, IL: Health Administration Press. Retrieved from the Trident Online Library.
Related
rrent User Level:
Unlimited User
Hide Table of ContentsTable of Contents
Brief Contents
·
Detailed Contents
·
Preface
·
Chapter 1 The Anglo-American Legal System
·
Chapter 2 A Brief History of Medicine
·
Chapter 3 Health Reform, Access to Care, and Admission and Discharge
·
Chapter 4 Contracts and Intentional Torts
·
Chapter 5 Negligence
·
Chapter 6 The Organization and Management of a Corporate Healthcare Institution
·
Chapter 7 Liability of the Healthcare Institution
·
Chapter 8 Medical Staff Privileges and Peer Review
·
Chapter 9 Health Information Management
·
Chapter 10 Emergency Care
·
Chapter 11 Consent for Treatment and Withholding Consent
·
Chapter 12 Taxation of Healthcare Institutions
·
Chapter 13 Competition and Antitrust Law
·
Chapter 14 Issues of Reproduction and Birth
·
Chapter 15 Fraud Laws and Corporate Compliance
·
Glossary
·
Case Index
·
Index
·
About the Author
.
The law that legalized medical marijuana in Florida in 2016Wri.docx
The law that legalized medical marijuana in Florida in 2016
Write TWO paragraphs describing the law or policy
First paragraph: clearly define the law or policy, date when it took effect, and identify what problem it is trying to solve (why was it enacted?)
Second paragraph: identify the agency or organization responsible for its implementation or oversight and explain whether or not the law or policy seems to be effective in its implementation.
Sources: 2-4 sources are required for the proposal. A reference page with proper Chicago Style format required.
.
The latter half of the twentieth century witnessed the rise of the i.docx
The latter half of the twentieth century witnessed the rise of the international development sector, bringing with it new government agencies and international organizations (see Appendix – International Education and Development Timeline). Education played a pivotal role in the new development sector: Rostow’s (1960) modernization theory stipulated that investments in education would put Third World countries on the path to development, eventually transforming them into industrialized societies similar to those in Western Europe and North America.
However, the experiences of Zambia and Nepal show that the relationship between education and development is not straightforward or deterministic. Zambia initially concentrated on secondary and technical education, but was later hard-hit by structural adjustment programmes and burdened with debt. Nepal’s history shows not only that primary education can be rapidly expanded in just a few generations, but also that this expansion can marginalize many groups within a society.
The most important outcome of the post-war period was a set of ideas about what development is and what it means to be developed. These were articulated by development theorists such as Rostow (1960) as well as through international development organizations (e.g. UNDP, World Bank, USAID). The notions that former colonies should develop into industrial nations, that international aid could facilitate the economic growth required, and that investments in education were one way they could do so, all emerged during this period. More than 60 years later, these ideas still underlie much of the work within the field of international development as well as the ways in which development is constructed in popular media and the press. However, the next chapter examines how challenges to these underlying ideas have redefined development work and the role of education within it.
In your own words, define development. What does it mean for a society to be developed? Is education necessary for development, and is it sufficient to ensure development?
.
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Healthy Children Teen Immunization
Teens need immunizations beyond childhood to stay protected from diseases. The CDC vaccination schedule continues through the teen years for vaccines like Tdap, meningococcal, HPV, and influenza. However, vaccination rates decline as children age due to factors like fewer doctor visits and the perception that immunizations are not needed. It is important for parents to keep teens on schedule by discussing their vaccination needs at annual checkups.
Sukholuhle ABSTRACT MSW
This study investigated the challenges faced by adolescents in South Africa with perinatally acquired HIV/AIDS. Through interviews with 12 HIV-positive adolescents, the study found they face stigma and discrimination. They also lack education about their condition and struggle with medication compliance and non-disclosure of their status. At times, their disease affected their academic progress. The adolescents need support systems to help them share experiences. The study recommends increased education on HIV/AIDS for caregivers, teachers, and communities to reduce stigma and empower adolescents. It also calls for further research on the challenges faced by caregivers.
Running Head SEXUALLY TRANSMITTED DISEASESSEXUALLY TRANSMIT.docx
1. The document outlines a teaching plan for educating teenagers about sexually transmitted diseases (STDs). It covers objectives of understanding what STDs are and how they are contracted, preventive measures, and differentiating myths from facts.
2. Materials used include video clips, graphic presentations, and pamphlets. Sessions included classroom teaching, videos, an open question forum, and a test to evaluate learning.
3. Statistics show high STD rates among teenagers call for increased education, as many are sexually active but do not have proper knowledge about transmission and prevention. Areas for improvement include using social media for reference and feedback.
Running Head SEXUALLY TRANSMITTED DISEASESSEXUALLY TRANSMIT.docx
Running Head: SEXUALLY TRANSMITTED DISEASES
SEXUALLY TRANSMITTED DISEASES
3
Sexually Transmitted Diseases
Summary of teaching plan
Title: Sexually Transmitted Diseases
Overview
Sexually Transmitted Diseases are diseases that are transmitted from one person to another during oral, anal and vaginal sexual activities. STDs are very common especially among sexually active teenagers and a number of them don’t have the symptoms making it hard to tell if one has contacted one. STDs are very dangerous to one’s health however, it can be detected when one is tested and majority of them have a cure (Bouchery, Harwood, and Brewer, 2014). STDs are preventable with abstinence and safe sexual practices; one is likely not to contract the disease. Examples of the STDs are: chlamydia, genital warts, gonorrhea, hepatitis B, herpes, HIV and AIDS, Human Papillomavirus, scabies, syphilis and trichomoniais (Stingler, Neusel, and Perry, 2013).
Objectives
1. To help the teenagers understand what STDs are as well as ways one can contract them
2. To teach the teenagers some of the preventive measures of contracting STDs.
3. To educate the teenagers on measures on should take incase exposed to an environment one is likely to contract STDs
4. To help the teenagers differentiate the myths from the facts regarding STDs
Materials
Video clips featuring adults and teenage experts, Graphic power point presentations
STD pamphlets, Writing materials: Pens and Plain papers, Teacher’s laptop, overhead screen
Estimated cost: Overhead screen will be offered by the church, additional materials needed about $45-$80
Directions
The learning sessions was grouped into four different sessions lasting approximately 30 to 45 minutes. In the first session, it was purely teaching session where I addressed all the objectives in a classroom setting and the teenagers were allowed to take notes. Teaching was enhanced with graphic power points to help create a visual understanding of the different concepts put across. The second session on the other hand was purely audio visual where the teenagers were allowed to view different Video clips featuring adults and teenage experts expounding on sexually, transmitted disease. The audio-visual session also addressed all the objectives just as the case was in the classroom set up in session one.
The third session was an open forum where the teenagers were allowed to ask questions, seek clarification on different issues or add more insight on concept learned. This session was an interactive one where all disturbing questions was addressed. The end of this session was marked by satisfactory response to all questions and insight brought forward by both the teacher and the teenagers.
The fourth and final session was an examination setup where each of the participants were given a quick test to test their understanding for the concepts learnt. Those who performed exemplary were awarded certificates and gifts and the whole were issued pa ...
Comprehensive paper
This document outlines a policy paper on requiring HPV vaccination for school entrance in California. It begins with an introduction and outline, then provides facts about HPV and cervical cancer, including that HPV is highly prevalent and cervical cancer is the second most common cause of cancer worldwide. It notes populations in California that are at high risk for HPV infection and cervical cancer. The document states that cervical cancer is preventable through annual pap smears and HPV vaccination. It proposes that requiring HPV vaccination for school entry could help vaccinate at-risk populations, as there is already a precedent with Tdap vaccination requirements and programs to help with vaccine costs. It acknowledges the need to address opposing arguments and research precedence of HPV vaccination requirements and funding resources.
Immunizations
This document summarizes the history and current state of immunizations/vaccinations. It discusses how immunizations began with Edward Jenner's smallpox vaccine in 1796. Today, vaccines are recommended from birth through adulthood to prevent various diseases. However, some parents choose not to vaccinate their children due to safety concerns or religious beliefs. While studies generally support that vaccines are safe and their benefits outweigh risks, ongoing research continues to examine both sides of this controversial issue.
HPV vaccinations
A brief speech I constructed on the importance of vaccinations for young girls who are eligible for the HPV series.
international-archives-of-nursing-and-health-care-ianhc-10-195.pdf
This study assessed the disclosure status and associated factors among caregivers of children on antiretroviral therapy in Addis Ababa, Ethiopia. The disclosure status was found to be high, with 53.9% of children knowing their positive HIV status. Factors that increased the likelihood of disclosure included children aged 10-15 years, being on ART for 6-13 years, good treatment adherence, and receiving adequate advice from healthcare providers. While disclosure prevalence was higher than previous studies, more work is needed as many children still did not know their status, primarily due to young age and fear of discrimination. The study recommends improved counseling for caregivers on age-appropriate disclosure and providing support and guidelines for healthcare workers.
Human papillomavirus (HPV) Vaccine
HPV infection and HPV-associated cervical cancer are significant public health issues, with an estimated 11,000 new cervical cancer cases and 4,000 deaths annually in the US. Globally, nearly 500,000 new cervical cancer cases occur each year, mostly in developing countries. Two HPV vaccines (Gardasil and Cervarix) were approved to protect against HPV types that cause cervical cancer and genital warts. However, the long-term effectiveness and safety of the vaccines have yet to be established, as clinical trials only involved small populations followed for a short period of 5 years. Numerous adverse reactions including pain, swelling, fever, and even death have been reported following vaccination. Mandating the HPV vaccine also faces
Presentation by Mandy Govender, Health Promotion Board
1) A study found that targeted and inclusive sex education starting at a young age, as well as peer/mentor interventions and technology-based prevention strategies, could help reduce new HIV infections among young men who have sex with men.
2) A study in South Africa found that both men and women balance discussing HIV risks with maintaining their relationships. They sometimes openly discussed HIV status, cautiously brought it up due to fear, or avoided the topic when necessary.
3) As people with HIV live longer due to treatment, there is an interaction between aging and HIV. Programs need to be tailored for an aging population with HIV, and aging support systems need preparation for this group.
Summer 2006 faq
The document summarizes frequently asked questions about the HPV vaccine. The primary target population for vaccination is 11-12 year old females, though it can be given to girls as young as 9. While the vaccine is best administered prior to sexual activity, it can also be given to sexually active women ages 13-26. Pregnant women should not be vaccinated. The vaccine is approved for females ages 9-26, though it may prove beneficial for older women at risk. It does not appear to have therapeutic value for those already infected. Males should not be vaccinated currently. The total cost of vaccination is around $500. The vaccine will be included in the Vaccines for Children Program to help with coverage. Insurance coverage may
History of the chickenpox vaccine
The document summarizes the history of the chickenpox vaccine. It describes how the vaccine was developed in the 1960s but not approved for widespread use in the US until 1995. Initially, some parents were reluctant to vaccinate due to beliefs that chickenpox was not serious and provided future immunity. However, the link between chickenpox and the more serious disease of shingles later in life helped change views. Concerns that vaccine immunity was temporary were later addressed by booster shots, leading to greater vaccine acceptance and reduced chickenpox cases worldwide.
Dean R Berry Pro and Con Vaccines
This document provides an overview of arguments for and against requiring vaccinations for children. It outlines the key pro arguments that vaccines have greatly reduced deaths from diseases like smallpox, measles, and polio. Major medical organizations affirm the safety of vaccines. Adverse reactions are extremely rare. Vaccines also protect vulnerable groups through "herd immunity." The document aims to guide students in evaluating both sides of the issue to form their own evidence-based conclusions.
Knowledge, attitude and practices of students enrolled in health related cour...
This document summarizes a study that assessed the knowledge, attitudes, and practices of 432 students enrolled in health-related courses at Saint Louis University in the Philippines regarding human papillomavirus (HPV). The students demonstrated fair knowledge of HPV transmission but poor understanding of the diseases caused by HPV. Their knowledge of HPV signs and symptoms and prevention/control measures was better. Students had positive attitudes toward HPV infection and vaccination. Medical students showed higher levels of HPV knowledge than other students. While practices for reducing HPV infection were generally good, interventions are still needed to improve HPV education, especially regarding transmission and diseases caused.
Taking sides
The document discusses the arguments for and against mandating the HPV vaccine for teenage girls. The "yes" side argues that it should be mandated for moral and public health reasons, as HPV can cause cancer. However, the "no" side contends that the vaccine is too new to know long-term effects, and that most women will never encounter the cancer-causing strains, so mandating it is unnecessary and expensive. Both sides make reasonable arguments, and the author concludes that vaccines should not be mandated given long-term safety uncertainties, though education is important.
Frew Owens Saint-Victor et al 2014
This study examined factors that influence pregnant women's decisions to get the seasonal influenza vaccine. The authors conducted a randomized controlled study with pregnant women in Atlanta, Georgia to test the effects of immunization history, exposure to vaccine messages, and sociodemographic characteristics. The key findings were:
1) Women who had received the influenza vaccine in the past 5 years were over twice as likely to intend to get vaccinated during their current pregnancy compared to those without prior vaccination.
2) Perceiving the influenza vaccine as highly effective (over 80% effective) increased women's intent to vaccinate by over 10 times compared to those who saw it as less effective. Similarly, perceiving high susceptibility to influenza during pregnancy increased
Vaccines - Stokley
This document provides information from the Centers for Disease Control and Prevention (CDC) regarding immunization and vaccine-preventable diseases. The summary includes:
- The number of diseases prevented by vaccines included in the routine childhood/adolescent immunization schedule has increased from 6 in 1964 to 16 in 2017.
- Vaccination has led to significant decreases in reported cases of diseases like smallpox, diphtheria, measles, and others compared to 20th century annual morbidity.
- CDC estimates that childhood vaccination between 1994-2016 prevented 381 million illnesses, 24.5 million hospitalizations, and 855,000 early deaths, saving $360 billion in direct costs and $1.65 trillion
Teenage Pregnancy
This was a short lecture on teenage pregnancy given during the Phil Pediatric Society Central Visayas chapter Postgraduate Course last November 19, 2015 at the Marriott Hotel, Cebu City.
HPV Vaccine Recommendations (AAP)
This document discusses recommendations from the Advisory Committee on Immunization Practices and the American Academy of Pediatrics regarding HPV vaccination. It recommends routine HPV vaccination for all 11-12 year old children with either the quadrivalent or bivalent HPV vaccine. HPV vaccines protect against cancers caused by HPV types 16 and 18. The rationale for recommending vaccination at ages 11-12 is that the vaccine works best before sexual activity begins and antibody responses are highest during these ages. Vaccinating males provides direct benefits to males and also indirect herd immunity benefits to females.
Similar to The introduction of the human papilloma virus (HPV) vaccine initiate.docx (19)
Running Head SEXUALLY TRANSMITTED DISEASESSEXUALLY TRANSMIT.docx
Running Head SEXUALLY TRANSMITTED DISEASESSEXUALLY TRANSMIT.docx
Running Head SEXUALLY TRANSMITTED DISEASESSEXUALLY TRANSMIT.docx
Running Head SEXUALLY TRANSMITTED DISEASESSEXUALLY TRANSMIT.docx
international-archives-of-nursing-and-health-care-ianhc-10-195.pdf
international-archives-of-nursing-and-health-care-ianhc-10-195.pdf
Presentation by Mandy Govender, Health Promotion Board
Presentation by Mandy Govender, Health Promotion Board
Knowledge, attitude and practices of students enrolled in health related cour...
Knowledge, attitude and practices of students enrolled in health related cour...
More from jmindy
The Law of Healthcare AdministrationAuthorsShowalter,.docx
The Law of Healthcare Administration
Authors:
Showalter, J. Stuart
Publication Information:
Ed.:
Eighth edition. Chicago, Illinois : Health Administration Press. 2017
Resource Type:
eBook.
Description:
The Law of Healthcare Administration offers a thorough examination of health law in the United States from a management perspective. Using plain language accessible to nonlawyers, the book moves from broadbrush treatments of the US legal system and the history of medicine to specific issues that affect healthcare leaders daily, including contracts, torts, taxation, antitrust laws, regulatory compliance, and, most pressing, health insurance reform and the important changes that have taken place since the Affordable Care Act (ACA) became law in 2010. The legal concepts discussed in the book are amply supported by reallife examples, detailed explanations, and excerpts from decisions of federal and state courts.
Subjects:
Medical laws and legislation--United States
Medical care--Law and legislation--United States
Hospitals--Law and legislation--United States
we reviewed informed consent in the case of competent adults. There are many “gray” areas of consent in cases of children or incompetent adults; however, the law has sought to provide clear guidance for health care providers and legal guardians.
Review pages 393-411 in the Showalter textbook and choose at least one of the subtopics in this section regarding consent. Provide an explanation of the “gray area” of your choosing, including any relevant legal cases discussed, and how this is handled under the law.
Showalter, J. S. (2017) Consent. In
The Law of Healthcare Administration
(pp. 393-411). Chicago, IL: Health Administration Press. Retrieved from the Trident Online Library.
Related
rrent User Level:
Unlimited User
Hide Table of ContentsTable of Contents
Brief Contents
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Detailed Contents
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Preface
·
Chapter 1 The Anglo-American Legal System
·
Chapter 2 A Brief History of Medicine
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Chapter 3 Health Reform, Access to Care, and Admission and Discharge
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Chapter 4 Contracts and Intentional Torts
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Chapter 5 Negligence
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Chapter 6 The Organization and Management of a Corporate Healthcare Institution
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Chapter 7 Liability of the Healthcare Institution
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Chapter 8 Medical Staff Privileges and Peer Review
·
Chapter 9 Health Information Management
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Chapter 10 Emergency Care
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Chapter 11 Consent for Treatment and Withholding Consent
·
Chapter 12 Taxation of Healthcare Institutions
·
Chapter 13 Competition and Antitrust Law
·
Chapter 14 Issues of Reproduction and Birth
·
Chapter 15 Fraud Laws and Corporate Compliance
·
Glossary
·
Case Index
·
Index
·
About the Author
.
The law that legalized medical marijuana in Florida in 2016Wri.docx
The law that legalized medical marijuana in Florida in 2016
Write TWO paragraphs describing the law or policy
First paragraph: clearly define the law or policy, date when it took effect, and identify what problem it is trying to solve (why was it enacted?)
Second paragraph: identify the agency or organization responsible for its implementation or oversight and explain whether or not the law or policy seems to be effective in its implementation.
Sources: 2-4 sources are required for the proposal. A reference page with proper Chicago Style format required.
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The latter half of the twentieth century witnessed the rise of the i.docx
The latter half of the twentieth century witnessed the rise of the international development sector, bringing with it new government agencies and international organizations (see Appendix – International Education and Development Timeline). Education played a pivotal role in the new development sector: Rostow’s (1960) modernization theory stipulated that investments in education would put Third World countries on the path to development, eventually transforming them into industrialized societies similar to those in Western Europe and North America.
However, the experiences of Zambia and Nepal show that the relationship between education and development is not straightforward or deterministic. Zambia initially concentrated on secondary and technical education, but was later hard-hit by structural adjustment programmes and burdened with debt. Nepal’s history shows not only that primary education can be rapidly expanded in just a few generations, but also that this expansion can marginalize many groups within a society.
The most important outcome of the post-war period was a set of ideas about what development is and what it means to be developed. These were articulated by development theorists such as Rostow (1960) as well as through international development organizations (e.g. UNDP, World Bank, USAID). The notions that former colonies should develop into industrial nations, that international aid could facilitate the economic growth required, and that investments in education were one way they could do so, all emerged during this period. More than 60 years later, these ideas still underlie much of the work within the field of international development as well as the ways in which development is constructed in popular media and the press. However, the next chapter examines how challenges to these underlying ideas have redefined development work and the role of education within it.
In your own words, define development. What does it mean for a society to be developed? Is education necessary for development, and is it sufficient to ensure development?
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The larger the mass of a star, the higher the internal pressures. Hi.docx
The larger the mass of a star, the higher the internal pressures. Higher internal pressures causes higher temperatures and it is temperature that determines the types of fusion that can occur deep in a stars interior. Discuss all of the types of fusion that can occur in stars, the temperatures at which each begins, and the mass required to produce each temperature.
we need two different versions of the discussion posts. 200 words each one.
.
The Latin term meaning father of his country” which is implied as m.docx
The Latin term meaning “father of his country” which is implied as meaning the government is the true guardian of the needy and infirmed children.
2.
__________________ were a sixteenth century English set of laws which vagrants and abandoned and neglected children were bound to masters as indentured servants.
3.
Early English courts established to protect the property rights and welfare of the minor children of affluent families.
4.
Civic leaders who focused their attention on the misdeeds of poor children to control their behavior were called:
5.
In 1816, The Society for the Prevention of Pauperism was established to:
6.
When the first House of Refuge opened in New York the Society for the Prevention of Pauperism and the __________________ were influential in establishing such positive steps for juveniles.
7.
In 1853, New York philanthropist Charles Loring Brace helped developed the _______________________ as an alternative for dealing with neglected and delinquent youths.
8.
The first juvenile court was established in this state in 1899.
9.
The Juvenile Court Act of 1899 set up an independent court to handle criminal law violations by children under 16 years of age as well as created:
10.
The case of the
Kent v. United States (1966)
ruled that:
11.
The ___________________________ established the a federal office on delinquency prevention and was enacted to identify the needs of youth and to fund programs aimed at deterring juvenile crime.
12.
A noncriminal youth who falls under the jurisdiction of the courts by reason of having engaged in behavior prohibited to minors, such as truancy.
13.
The Court case of ________________ ruled that a minor has basic due process rights at trial.
14.
The Court case of ________________ ruled that the level of evidence for the finding of juvenile delinquency is proof beyond a reasonable doubt.
15.
Held that the Fourth Amendment guarantee against unreasonable searches is not violated by drug testing all students who choose to participate in interscholastic athletics.
16.
In 1974, Congress passed the ______________________, which provides funds to states to bolster their services for maltreated children and their parents.
17.
According to the shifting philosophies of juvenile justice outlined in your text, the time from 1950-1970 recognized that:
18.
There are more than 450 juvenile ________________ who focus on providing treatment for youth accused of substance abuse offenses.
19.
A program developed in Arizona in an effort to reduce adolescent involvement in criminal behavior that has since been added to school curricula in all 50 states is known as:
20.
The Supreme Court held that the _______________ protections against unreasonable search and seizures apply to students but that the need to maintain an orderly educational environment modifies the needs for warrants and probable cause.
21.
Which of the following is not a Supreme Court case dealing with searching for drugs in associatio.
THE LASTING IMPACT OF MENDEZ V. WESTMINSTER IN THE STRUGGLE .docx
This document summarizes the 1947 Mendez v. Westminster Supreme Court case, which ruled that segregating Mexican American students into separate schools violated the 14th Amendment. It discusses how this case paved the way for the 1954 Brown v. Board of Education decision banning racial segregation in schools. The case involved Mexican American parents in California suing to allow their children to attend white schools rather than segregated Mexican schools with inferior conditions. Thurgood Marshall participated in this case and it influenced his strategy in Brown v. Board.
The late 1920s and 1930s were a time when many Americans endured the.docx
The late 1920s and 1930s were a time when many Americans endured the humiliation of rampant racism as well as crushing poverty. Yet most mainstream popular music (exemplified by the Tin Pan Alley style) avoided these issues and focused instead on escapist themes of privacy and romance.
Why might this have been the case? Do you feel that contemporary popular music also focuses on escapist themes like the 1920s and 1930s or do you feel that it tackles the relevant issues of the day? Do you feel that popular music works best as an escape from the problems of the world or as a forum to explore and engage in such issues? Please be as specific as possible in citing examples
.
The last term you attended at Waldorf you dropped a course while on .docx
The last term you attended at Waldorf you dropped a course while on Satisfactory Academic Progress Warning which caused your dismissal. If you would like to appeal this dismissal and reinstate yourself into the program you’ll need to complete the attached form and write a statement.
1. Provide a typed and signed statement describing the circumstances that led to your lack of academic progress while on Satisfactory Academic Progress. Be specific and concise in your explanation as to why you were unable to make successful progress.
(My mother became ill in July 2017, I had to care for her. She passed away in October 2017) .
2. Provide a plan of action that you will use to ensure your future academic success. Include information on how much time a day/week you will dedicate to your coursework.
3. Develop a plan with your advisor to repeat courses as needed and include this with your appeal.
In your appeal statement, you may include that we’ve discussed if your return is accepted you’ll retake your failed course and dropped course first. EDU 5102 Student-Centered Differentiated Learning and EDU 5100 Personal Leadership Skills and Team Building are the two you’ll need to have done.
.
The last topic to be covered in this course is Chapter 14, Social .docx
The last topic to be covered in this course is Chapter 14, Social Movements.
Choose to view one of the movies in this Unit, either
The Garden
(in English and somein Spanish with English subtitles) or
Holding Ground Parts 1 and 2.
Then consider the following social justice issues listed below that have impacted physiological, social, psychological and spiritual human behavior and development on the macro (societal) and mezzo (family and community) person and environmental dimensions of human functioning. These issues could serve as the foundation to the creation of a social movement in your local (city, small town), state, or federal level. Choose a topic that you have some passion for that you or others known to you have experienced. If you have your own topic, not on the list, check with the Instructor.
Some examples are:
Medical health care costs
Disability accessibility
Housing conditions (lack of or segregated sub-standard housing and rent)
Environmental air/ground conditions (e.g. sinkholes in a neighborhood, ground pollution causing birth defects, etc.)
Nutrition needs (e.g. hunger, poverty, etc.)
Political representation (e.g. lack of access to voter registration, municipal representation, or suppression)
Safety measures - (e.g. police profiling, lack of police patrols, neighborhood violence, racial violence)
Unemployment – e.g. layoffs, segregated workplaces by gender/race/age
Poverty – low income, lack of health insurance, lack of access to payment for medications.
High property taxes
Neglected or segregated schools
Banking and regulatory practices that may profile or discriminate against specified populations
Discriminatory practices involving vulnerable minority populations
Toxic air/water pollution
Conduct a literature review of 10 peer-reviewed sources to research the social justice aspects of your chosen issue and its consequences - e.g. physiological, political, social, psychological, and spiritual consequences on the macro (societal, community) and mezzo (family and community) personal and environmental dimensions. Integrate by way of in-text cited content the research findings into your paper’s content from the Hutchison text - e.g. Chapters 13 on Communities and Chapter 14 on Social Movement and from the supplemental sources. Instructions on how to write a literature review is posted under Assignments. (See above.)
Respond to the following:Explain historically how this issue came to be and the current conditions that are impacting on what specific population/s of people. Discuss the importance of your issue. “What are the two or three cultural frames that would motivate people to engage in collective action on this issue….How important do you think emotions are in motivating people to participate in [this] social movement activity (Hutchison, 2019, 450)?” Explain and support your rationale by way of in-text cited content.
What “Elite Allies” (p. 436) could be recruited as influential forces to a.
The last quarter of the 19th century saw a shift within the art worl.docx
The last quarter of the 19th century saw a shift within the art world from male-dominated history and genre scenes to female-dominated interiors and landscapes, along with a shift in artistic discourse from the theories of John Ruskin to those of James Abbott McNeill Whistler. Describe the theories of each of these figures and why this shift occurred. Then discuss the differences between the two types of art associated with these theories, using specific examples.
200-300 Words, work sited
.
The last answer didnt actually help, so I am reposting this.P.docx
*The last answer didn't actually help, so I am reposting this.*
Performance Management Process Phases
Using the internet
, research the employee performance management process. There is a wealth of articles and resources for each phase of the process
The phases:
Establishing Performance Goals
Developing Performance Plans
Giving and Receiving Feedback
Evaluating Performance
Identify and explain each phase, then discuss the best practice for that phase.
2-3 pages;
Double spaced, APA formatted.
Provide links to all resources used for this paper - no need to include citations or a full reference page just the links will do. Please use free web sources.
.
The Lab assignment will be graded out of 100 points. There are .docx
The Lab assignment will be graded out of 100 points. There are multiple parts or tasks that make up each Lab.
This document can be downloaded here :
Lab4CFall20v1.docx
The code you need to start with :
Lab4Part1.c
The data file you need :
Lab4giftList.txt
(Note that this file name doesn't match the code so you'll need to adjust that.)
Some tasks ask you to write code, and specify what name to use for the file in NetBeans. You need to use exactly the name that is given (do not change the case, or make any other modification). Remember, the name of the main class must match the filename.
There are further instructions at the bottom (after the questions) about how to save the file from NetBeans in order to be able to turn it in.
For every lab assignment you need to create an answers file. In this answers file you will put in answer any questions that are asked, you will show the output of code that you write and you will reference any code files that you create for a given question. See below for more details about what goes in the answers file.
Your answers document needs to be named with your initials and the last four digits of your ID number and then Lab#answers. So if my initials are JCMT and the last four digits of my ID are 1234, then the answers file for my Lab 4 would be
JCMT1234Lab3answers
.
The ONLY acceptable file formats are Word document, OpenOffice document, and PDF.
Put your last name, first name and UTA ID in the file on the first line.
[-5 deduction if not**]
Label the answers for each question with the number/letter of the question.
Separate each answer from the next answer by at least two blank lines
.
[-5 deduction if not**]
Include EVERY question number/letter combination from the assignment in your answers document. If the question is a coding question telling you to save a file, for example some question numbered 17.b), then in your answers document you should have a line like the following for question 17.b):
17.b) Please see file Lab1Part3.c for this question.”
Put all your question answers the answer document.
If the lab question asks you to show the output of a doing some particular thing with the code, then you must also put a screenshot of the output in the answer document. For output that takes up more than one screen, make multiple pictures so that every screen is recorded. If you do not include the screenshots in your answer document, then the questions that should have had screenshots will be considered “Not answered” and will be awarded ZERO 0 points.
Each task below will instruct you where to put your answers. If the task says to “Save your program as file
XYZ1234Lab1Task1.c
” then this .c file should be turned in as part of the assignment along with the answers file.
Every lab assignment has a given due date. No late labs will be accepted. (Five minutes late is still late.) Lab assignments will be posted on Canvas. If you are unable to turn in your .
The knowledge of your Learning Patterns provides you with an .docx
“The knowledge of your Learning Patterns provides you with an explanation
of how you learn, not an excuse for failing to put forth the effort to learn.”
—Christine A. Johnston (2010, p. 107)
4Developing an Adept Mind
keithpix/iStock/Thinkstock
Learning Outcomes
After reading this chapter, you should be able to
• Define the term adept mind.
• Explain the role critical thinking plays in becoming a successful student.
• Demonstrate critical reading within the college learning context.
• Describe how your Patterns affect your critical-reading skills.
• Demonstrate critical writing within the college learning context.
• Describe how your Patterns affect your critical-writing skills.
• Explain how critical-thinking skills contribute to academic integrity.
“In order to thrive in the 21st Century, intentional learners should be
empowered through a mastery of intellectual and practical skills, informed
about forms of inquiry, and responsible for their personal actions.”
—J. Doherty and K. Ketchner (2005, p. 1)
Section 4.2Becoming a Critical Thinker
4.1 The Adept Mind
Chapter 3 was devoted to helping you understand how to use metacognition, the learning
techniques known as decoding and FITing, and personalized strategies to become a more
intentional learner. This chapter builds on that knowledge by framing how to use your Learn-
ing Patterns to develop an adept mind.
The adept mind helps you succeed in all areas of life. It is one that makes good decisions and
can discern the difference between fact and fiction. It studies a situation’s complexity, weighs
the facts, examines the logic behind a choice, and determines whether a choice is appropriate.
The adept mind is intentional, stable, and often methodical and always seeks to improve its
efficiency and effectiveness. The adept mind is vital not only to the work of a student, but also
to the experience of being a parent, employee, or volunteer. No matter what you are called
on to do in life, you will need an adept mind to navigate the change you encounter and the
growth you seek.
The adept mind uses the critical skills of thinking, reading, and writing—skills this chap-
ter explores in depth—and uses them with integrity. The word critical is not one students
embrace easily. It has a negative connotation and suggests that someone has found fault with
something you have done. It conjures up images of a scolding voice, red pen marks, or nega-
tive comments. When applied to thinking, reading, and writing, however, the word critical
takes on a different meaning. To be critical means to delve deeper into a topic to better under-
stand, evaluate, and take a position on it. As you will see at the end of the chapter, being criti-
cal also means becoming able to use your research with honesty and originality.
4.2 Becoming a Critical Thinker
When you engage in critical think-
ing, you embark on an ongoing quest
to improve how you think. Thinking
critically requires you to b.
The Kite Runner contains many families that suffer in their own uniq.docx
The Kite Runner contains many families that suffer in their own unique way. Two different fathers in the novel both are overbearing in their own way, which leads to their families falling apart. The author uses these families to dimistrait the theme of how overbearing parents will cause their kids to resent their family. The main character Amir's family's major source of unhappiness was Baba's decision to father an illegitimate child with the servant’s son. This created an unhealthy dynamic between The legitimate and illegitimate son where the legitimate son constantly had to fight for and earn his father's affection from the illegitimate son. It got so bad that Amir, the legitimate child, forced the two families to separate. Ironically, Baba showing his son too much affection is what separated them in the end. Amir’s wife Soraya has a broken family of her own. Her father was a famous General back in Afghanistan, but now does nothing but run a resale store as a hobby and cash in welfare checks. He sees himself as above the rest of his countrymen and too important to work labor. While he does nothing to improve his standard of living, he expects his daughter to not only be successful in school but pursue a high-paying job to his specification. This pressure makes Soray act out and rebel, leading her to compromise her Purity Within The Afghani community. This sacrifices her chance at marrying, one of the major ways his family could have moved up socially and economically. Both of these fathers put unrealistic expectations on their children leading to broken families in a different way. Baba’s unrealistic expectations led Amir into destroying the family he loved while Sayora’s father's overbearingness led her to ruin his family’s pride which he valued over everything.
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The Key cross-cultural themes of the project are country values and .docx
The Key cross-cultural themes of the project are country values and hofstede dimensions. Projects should be 23 pages long.
Project framework: Title page, table of contents, introduction, various chapters, conclusion, bibliography, appendics
project guidelines
Example: different leadership styles - USA, Vietnam and Singapore compared
Format of the project:
1. Discuss and analyse the determinants of culture in the country chosed: History, Religion, Social Structure, Political Philosophy, Economy, Language and education
2. Look at Hofstede Dimensions and World Values Survey to find background info
3. Other theoretical Perspectives
4. Conclusion must be about the cultural environment for business in the given country
5. Project Resources:
a. Hofstede Home page: http://www.geert-hofstede.com
b. World Values Survey: http://www.worldvaluessurvey.com
c. CIA World Fact Book: http://www.cia.gov/library/publications/the-world-factbook/index.html
d. Background information: Country statistical organization, the wall street journal, business week, the economist
6. Key Outcomes:
a. The demonstration of an ability to discuss and analyse the contents of this module
b. The exploration of the different dimensions of the global cultural environment
c. The identification of the main issues and challenges relating to culture and its impact on facing businesses today
d. Comprehensive business report on the application of the course concept within your own work place or one which you are familiar with
7. Using Harvard Referencing
.
The kind of relationships that society expects from its citizens an.docx
“The kind of relationships that society expects from its citizens and the way it organizes its important institutions – the family, the system of governance and control – can either nurture or stunt people’s impulses to give help to relatives, friends, and needy strangers” (Mandell and Schram, 2012, p. 28).
After watching the
Meaning of Human Services
video, and reflecting on the quote above, use the outline below to describe the history of human services in western society.
History of Human Services
. Discuss the history of helping behavior and human services in western culture. What factors have influenced our ability and willingness to help society members?
Changing Nature of Helping
. Describe how societal circumstances shape helping behavior. Explain the principle of reciprocity and its relation to western cycles of giving and helping. Be sure to include such philosophies as means tested vs. universal programs, culture of poverty vs. opportunity theory, etc.
Cycles of Helping
. Discuss the cycles of helping in the American society as they relate to welfare, juvenile justice, mental illness, and criminal justice. In your opinion, are we doing enough in these areas? If not, why not?
Your assignment should be two- to three-pages in length (excluding title and reference pages), and must include a minimum of three scholarly sources to substantiate your argument. At least two of these must be scholarly, peer-reviewed sources that were published within the past five years. Your paper and all sources must be formatted according to the APA guidelines
.
THE KING COMPANY BACKGROUND The King Company experiences man.docx
THE KING COMPANY BACKGROUND The King Company experiences many of the difficulties common in today’s business climate. In response to declining sales, the company must transform itself from a strategy of expansion and high profit to one of cost containment and staff reductions.The case discusses the organization and provides details of the human resource department. Also presented are e-mails from various staff members. The e-mails identify specific problems that need to be addressed by the HR department and provides a look at King’s overall culture. You may find the tone of some e-mails to be unprofessional. This is a good lesson for us all--As much as we enjoy informality in the workplace, all documents and correspondence— including e-mails—can be retained and are discoverable in litigation. Managers must be cautious in their writing because inappropriate language may be impossible to defend in court.
Employees In the Case:
Amera, Argonta---Accounting employee
Andreas, Gary---employee on workers’ comp
Call, Jake---Compensation & Benefits Manager
Dean, Don---C.E.O.
Dugas, Karla---Benefits Coordinator
Folkner, Meg---Supervisor, CAD Design
Grant, Alan---Current HR Director
Honduras, Margo---Previous HR Director
Jones, Lyle---Production Employee
Madison, Charles---Senior V.P.
Petersen, Matt---Production Supervisor, Team 3
Planky, Burt---fishing buddy
Putt, Tonia---CAD Designer
Rey, Dave---Production Foreman
Sanders, Tomas---Design Manager
Scholl, Karmen---HRD Manager
Simms, Bertie---Designer
Smith, Mike---V.P.
Songun, Amy---Accounting Supervisor
Stone, Guy---Production Supervisor
Tu, Kevin---Staffing Manager
Varn, Juan---Safety & Security Manager
Warner, Salty---union promoter
White, Shaun---Employee Relations Manager
COMPANY BACKGROUND:
The King Company is a small manufacturing company located in a mid-sized city in the upper Midwest. King manufactures high-quality specialty components for the computer industry. The company was founded in 1994 by current CEO, Don Dean. Dean was a talented young engineer in Silicon Valley. When the industry hit the skids in the early 1990s, he found himself out the door with little more than an entrepreneurial spirit and a small severance. Dean left California, moved back to his home state and used his severance to finance The King Company, starting the company in small rented quarters in a nearly vacant strip mall. He brought in Cliff Madison early on as chief financial officer. Dean was smart enough to know that he had no head for figures, but Madison did. Madison was an old college buddy, a super accounting wiz, and somebody Dean could trust to squeeze as much mileage as possible out of his severance money. It was a good match. Madison managed the business, and Dean was the idea man and designer of the specialty components, patents of which were the backbone of King’s success. Today, the low-rent strip mall is a part of company history, and King employs 835 full-time workers.
The Kind of leader I want to beAbout 1 pageTell the type.docx
The Kind of leader I want to be
About 1 page
Tell the type of leader you want to be while at Tuskegee University and after graduation. Tell the type of leadership characteristics you want to possess and why Tell what type of leadership style you would use and why you would use it
.
The kickback mineWhat seemed an ordinary case became more intrig.docx
The kickback mine
What seemed an ordinary case became more intriguing
September/October 2012
By J. Aaron Christopher, CFE
Tomas Sereda/iStockphoto
The author, then an FBI special agent, received a call from Crimson Mine's general counsel who told him he wanted to prosecute a vendor who had been caught overbilling. The author thought that the case would be a routine matter of vendor greed. However, he found additional suspects, and the fraudster also turned out to be a victim in this $550,000 fraud. Learn about the wisdom of early interviews, the problems of "investigative myopia" and the advantages of limiting the scope of a fraud examination to save time and discover evidence.This article is excerpted and adapted from the "Bribery and Corruption Casebook: The View from Under the Table," edited by Dr. Joseph T. Wells, CFE, CPA, and Laura Hymes, CFE, published by John Wiley & Sons Inc. ©2012 Used with permission. Names in this case have been changed.
It was a typically slow day at the Bellville, W.V., Residency Agency of the FBI where I served as a special agent. Because I was the only agent with an accounting background, I was the designated white-collar specialist when new cases arose. George Brent, Crimson Mine's general counsel, called to tell me about the recent discovery that one of its vendors had been overbilling, and Brent wanted to prosecute. I first thought that this would be a routine matter of a vendor's greed, and I'd just need to look at how much was taken and try to get the vendor to confess. However, during the course of my investigation, we developed additional suspects, the scheme took a turn in a new direction, and the bad guy actually turned out to be likable and as much a victim as he was a suspect. This would also be one of the largest frauds to ever occur in Bellville.
The Crimson Mine had been a major employer in the region for more than 40 years. However, recently two of the three mines had closed, which resulted in a loss of jobs in the area. A large public company, Diversified Holdings Inc., had purchased Crimson a couple of years before we investigated the fraud. The company had a hotline, and its new telephone number was posted in the break room and other places at the mine. It subcontracted out mine support construction to local vendors so that Crimson could focus on mining. Through the years, the company had several different vendors, but for the past five years, it exclusively used Richardson Construction because of its prompt response and excellent work.
Keith Richardson moved to Bellville eight years earlier to start a small construction company dedicated to providing specialized metal fabrication to the Crimson Mine and manufacturing companies in the area. When Richardson started, he only had one employee, but over the years he had developed the company into a thriving business with 30 workers.
Richardson was proud of his success but also felt a great sense of responsibility to his employees to fin.
The key issue is why its challenging to implement transformational .docx
The key issue is why it's challenging to implement transformational change to the organization and why the organizations resist change.
Transformational changes are the most difficult since they require radical and significant changes to organizational structures, strategies, culture, and ethics.
Describe how organizations develop strategies, routines and processes that make them reliable and accountable to transformational change.
Describe bureaucracies, institutionalization, cognitive scripts as factors making organizations more resistant to change.
.
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Chapter 2
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