Conduct a health assessment of a population of your choice. Explai.docx

•Download as DOCX, PDF•

0 likes•3 views

Conduct a health assessment of a population of your choice. Explain the process and summarize the results. By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: · Competency 1: Health Assessment – Conduct comprehensive and focused assessments of health and illness parameters in individuals, groups, and vulnerable populations. . Describe the key elements that make up a health assessment at the community, group, and individual levels. . Explain the process involved in conducting a comprehensive health assessment. . Summarize the findings of a health assessment for a specific population. · Competency 3: Nursing Research and Informatics – Incorporate evidence-based practice interventions (for example, information systems and patient care technologies) as appropriate for managing the acute and chronic care of patients, promoting health across the lifespan. . Use valid, scholarly research resources relevant to the field of nursing to support information presented. · Competency 5: Communication – Communicate effectively with all members of the health care team, including interdepartmental and interdisciplinary collaboration for quality outcomes. . Write coherently to support a central idea in appropriate APA format with correct grammar, usage, and mechanics as expected of a nursing professional. Assessment Instructions Conduct a health assessment of a population of your choice as you complete the following: 1. Describe the key elements that make up a health assessment at each of the following levels: 1. Community. 2. Group. 3. Individual. 2. Explain the process for completing a comprehensive health assessment. 3. Summarize the findings of the health assessment you conducted. Be sure you include a brief description of the population you selected. Additional Requirements · Format: Include a title page and reference. Use APA style and formatting. · Length: This assessment should be approximately 3 pages in length. · References: Cite at least three current scholarly or professional resources. · Font: Use double-spaced, 12-point, Times New Roman font. .

Education

at each of the following levels:
1. Community.
2. Group.
3. Individual.
2. Explain the process for completing a comprehensive health
assessment.
3. Summarize the findings of the health assessment you
conducted. Be sure you include a brief description of the
population you selected.
Additional Requirements
· Format: Include a title page and reference. Use APA style and
formatting.
· Length: This assessment should be approximately 3 pages in
length.
· References: Cite at least three current scholarly or
professional resources.
· Font: Use double-spaced, 12-point, Times New Roman font.

Similar to Conduct a health assessment of a population of your choice. Explai.docx

· Write a letter to the editor of an academic or professional journal. The length and format of the letter is dictated by your choice of journal. Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented. Advocating for new policies is an important aspect of the master’s-prepared nurse. For new policies to be compelling they need to be supported by evidence. Supporting data can be used to illustrate why new policies and interventions are needed to help address a specific health issue. Compelling data can help sway the stakeholders and gain support for your policy. SHOW LESS Another aspect of advocacy is disseminating new policies and interventions outside of the immediate care environment. This can be done by reaching out to professional organizations as well as academic and professional journals. A letter to the editor is one strategy for disseminating information to a wider audience, and to potentially enlist support throughout the wider professional community. By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: · Competency 1: Design evidence-based advanced nursing care for achieving high-quality population outcomes. 1. Evaluate the current state of the quality of care and outcomes for a specific issue in a target population. 1. Justify why a developed policy will be vital in improving the quality of care and outcomes for a specific issue in a target population. . Competency 2: Evaluate the efficiency and effectiveness of interprofessional interventions in achieving desired population health outcomes. 2. Analyze the ways in which interprofessional aspects of a developed policy will support efficient and effective achievement of desired outcomes for the target population. . Competency 3: Analyze population health outcomes in terms of their implications for health policy advocacy. 3. Analyze how the current state of the quality of care and outcomes for a specific issue in a target population necessitates health policy development and advocacy. 3. Advocate for policy development in other care settings with regard to a specific issue in a target population. . Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards. 4. Communicate in a professional and persuasive manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling. 4. Integrate relevant sources to support assertions, correctly formatting citations and references using APA style. Competency Map CHECK YOUR PROGRESSUse this online tool to track your performance and progress through your course. · Toggle Drawer Context Nurses have the opportunity to use their skills and develop programs to keep individuals and com.

· Write a letter to the editor of an academic or professional jour.docx

alinainglis

ITS IMPORTANT TO MEET THE COMPETENCES (That's how they evaluate the work). Nursing within an organization is a critical component of health care delivery and is an essential ingredient in patient outcomes (Kelly & Tazbir, 2014). The concern for quality care that flows from evidence-based practice generates a desired outcome. Without these factors, a nurse cannot be an effective leader. It is important to lead not only from this position but from knowledge and expertise. By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Competency 2: Explain the accountability of the nurse leader for decisions that affect health care delivery and patient outcomes. (IMPORTANT) -Describe accountability tools and procedures used to measure effectiveness. Competency 3: Apply management strategies and best practices for health care finance, human resources, and materials allocation decisions to improve health care delivery and patient outcomes. (IMPORTANT) -Develop an evidence-based plan for health care delivery. Competency 4: Apply professional standards of moral, ethical, and legal conduct in professional practice. (IMPORTANT) -Apply professional and legal standards in support of a care plan. Competency 5: Communicate in manner that is consistent with the expectations of a nursing professional. (IMPORTANT) -Write content clearly and logically, with correct use of grammar, punctuation, mechanics, and current APA style. Preparation Refer to the Capella library and the Internet for supplemental resources to help you complete this assessment. Instructions Deliverable: Develop an evidence-based plan for health care delivery. Scenario: The hospital where you work has an issue with increased readmissions within 30 days of discharge. After examining the core measures, it was found that heart failure was the most common core measure disease process experiencing the highest rate of readmissions. The leadership team has given your team the charge of developing a nurse-run outpatient heart failure clinic. The purpose of this clinic is to ensure that discharge education is presented to the patient in an orderly, consistent manner and complies with evidence-based practice protocols. Since these patients may be discharged from a variety of areas in the facility, having the heart failure clinic staff take ownership of the process will improve both consistency and compliance. There are cardiologists that interact with the staff and patients, but the day-to-day operations of the clinic are designed and supported by the nurses as they interact with appropriate members of the other health care team disciplines promoting the best care for the heart failure patients. As a member of the nurse team, you have been asked to develop one component of the clinic. The hospital leadership established these objectives ...

ITS IMPORTANT TO MEET THE COMPETENCES (Thats how they evaluate the

mariuse18nolet

1) Minimum 9 full pages ( Follow the 3 x 3 rule: minimum three paragraphs per part) Can write in the first person Part 1: Minimum 3 pages Part 2: minimum 3 pages Part 3: minimum 3 pages Submit 1 document per part 2)¨******APA norms All paragraphs must be narrative and cited in the text- each paragraphs Bulleted responses are not accepted Can write in the first person Dont copy and pase the questions. Answer the question objectively, do not make introductions to your answers, answer it when you start the paragraph Submit 1 document per part 3)****************************** It will be verified by Turnitin ( Identify the percentage of exact match of writing with any other resource on the internet and academic sources, including universities and data banks) ********************************It will be verified by SafeAssign ( Identify the percentage of similarity of writing with any other resource on the internet and academic sources, including universities and data banks) 4) Minimum 4 references per part not older than 5 years 5) Identify your answer with the numbers, according to the question. Start your answer on the same line, not the next Example: Q 1. Nursing is XXXXX Q 2. Health is XXXX 6) You must name the files according to the part you are answering: Example: Part 1.doc Part 2.doc __________________________________________________________________________________ Part 1: Nursing Role and Scope (Reflection) Purpose : The purpose of this assignment is to provide the student an opportunity to reflect on selected RN-BSN competencies acquired through the course. Organization: a. Introduction b. Course Reflection c. Conclusion Include (Mendatory): 1. “Demonstrate skills in using patient care technologies, information systems, and communication devices that support safe nursing practice. 2. Use telecommunication technologies to assist in effective communication in a variety of healthcare settings. 3. Apply safeguards and decision-making support tools embedded in patient care technologies and information systems to support a safe practice environment for both patients and healthcare workers. 4. Understand the use of CIS systems to document interventions related to achieving nurse sensitive outcomes. 5. Use standardized terminology in a care environment that reflects nursing’s unique contribution to patient outcomes. 6. Evaluate data from all relevant sources, including technology, to inform the delivery of care. 7. Recognize the role of information technology in improving patient care outcomes and creating a safe care environment. Part 2: Physical Assessment in Health Care (Reflection) Purpose : The purpose of this assignment is to provide the student an opportunity to reflect on selected RN-BSN competencies acquired through the course. Organization: a. Introductio.

1) Minimum 9 full pages (Follow the 3 x 3 rule minimum three .docx

croftsshanon

Assessment 4 Instructions: Final Care Coordination Plan For this assessment, you will simulate implementation of the preliminary care coordination plan you developed in Assessment 1. The presentation would be structured for the hypothetical patient. NOTE : You are required to complete this assessment after Assessment 1 is successfully completed. Care coordination is the process of providing a smooth and seamless transition of care as part of the health continuum. Nurses must be aware of community resources, ethical considerations, policy issues, cultural norms, safety, and the physiological needs of patients. Nurses play a key role in providing the necessary knowledge and communication to ensure seamless transitions of care. They draw upon evidence-based practices to promote health and disease prevention to create a safe environment conducive to improving and maintaining the health of individuals, families, or aggregates within a community. When provided with a plan and the resources to achieve and maintain optimal health, patients benefit from a safe environment conducive to healing and a better quality of life. This assessment provides an opportunity to research the literature and apply evidence to support what communication, teaching, and learning best practices are needed for a hypothetical patient with a selected health care problem. You are encouraged to complete the Vila Health: Cultural Competence activity prior to completing this assessment. Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment. Demonstration of Proficiency By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria: Competency 1: Adapt care based on patient-centered and person-focused factors. Design patient-centered health interventions and timelines for care delivered through direct clinical interaction that is logged in the CORE ELMS system. Competency 2: Collaborate with patients and family to achieve desired outcomes. Use the literature on evaluation as a guide to compare learning session content with best practices. Competency 3: Create a satisfying patient experience. Describe what the literature says about effective care coordination and patient satisfaction verses experience, including how to align teaching sessions to the Healthy people 2020 document.. Competency 4: Defend decisions based on the code of ethics for nursing. Make ethical decisions in designing patient-centered health interventions. Competency 5: Explain how health care policies affect patient-centered care. Identify relevant health policy implications for the coordination and continuum of care. Preparation In this assessment, you will implement the preliminary care coordination plan yo.

Assessment 4 Instructions Final Care Coordination Plan .docx

galerussel59292

The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to strengthen your understanding of how to plan and negotiate the coordination of care for an individual in your community as you consider the patient's unique needs; the ethical, cultural, and physiological factors that affect care; and the critical resources available in your community that are the foundation of a safe plan for the continuum of care. Demonstration of Proficiency By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria: Competency 1: Adapt care based on patient-centered and person-focused factors. Analyze a health concern and the associated best practices for health improvement. Competency 2: Collaborate with patients and family to achieve desired outcomes. Establish mutually agreed-upon health goals for a care coordination plan, in collaboration with the patient. Competency 3: Create a satisfying patient experience. Identify available community resources for a safe and effective continuum of care. Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care. Write clearly and concisely in a logically coherent and appropriate form and style. Preparation Imagine that you are a staff nurse in a community care center. Your facility has always had a dedicated case management staff that coordinated the patient plan of care, but recently, there were budget cuts and the case management staff has been relocated to the inpatient setting. Care coordination is essential to the success of effectively managing patients in the community setting, so you have been asked by your nurse manager to take on the role of care coordination. You are a bit unsure of the process, but you know you will do a good job because, as a nurse, you are familiar with difficult tasks. As you take on this expanded role, you will need to plan effectively in addressing the specific health concerns of community residents. As you assume your expanded care coordination role, you have been tasked with addressing the specific health concerns of a particular individual within the community. You decide to prepare a preliminary care coordination plan and proceed by identifying the patient's three priorities for health and by investigating the resources available in your community for a safe and effective continuum of care. To prepare for this assessment, you may wish to: Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete. Allow plenty of time to plan your patient clinical encounter. Be sure that you have a patient in mind that you can work with throughout the course. Note : Remember that you can submit all, or a portion of, your draft plan to Smarthinking Tutoring for feedback.

The first step in any effective project or clinical patient encounte.docx

adelaider1

Write a 3 page evidence-based health care delivery plan for one component of a heart failure clinic. Nursing within an organization is a critical component of health care delivery and is an essential ingredient in patient outcomes (Kelly & Tazbir, 2014). The concern for quality care that flows from evidence-based practice generates a desired outcome. Without these factors, a nurse cannot be an effective leader. It is important to lead not only from this position but from knowledge and expertise. By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: · Competency 2: Explain the accountability of the nurse leader for decisions that affect health care delivery and patient outcomes. . Describe accountability tools and procedures used to measure effectiveness. · Competency 3: Apply management strategies and best practices for health care finance, human resources, and materials allocation decisions to improve health care delivery and patient outcomes. . Develop an evidence-based plan for health care delivery. · Competency 4: Apply professional standards of moral, ethical, and legal conduct in professional practice. . Apply professional and legal standards in support of a care plan. · Competency 5: Communicate in manner that is consistent with the expectations of a nursing professional. . Write content clearly and logically, with correct use of grammar, punctuation, mechanics, and current APA style. . Kelly, P., & Tazbir, J. (2014). Essentials of nursing leadership and management (3rd ed.). Clifton Park, NY: Delmar. Preparation Refer to the Internet for supplemental resources to help you complete this assessment. Instructions Deliverable: Develop an evidence-based plan for health care delivery. Scenario: The hospital where you work has an issue with increased readmissions within 30 days of discharge. After examining the core measures, it was found that heart failure was the most common core measure disease process experiencing the highest rate of readmissions. The leadership team has given your team the charge of developing a nurse-run outpatient heart failure clinic. The purpose of this clinic is to ensure that discharge education is presented to the patient in an orderly, consistent manner and complies with evidence-based practice protocols. Since these patients may be discharged from a variety of areas in the facility, having the heart failure clinic staff take ownership of the process will improve both consistency and compliance. There are cardiologists that interact with the staff and patients, but the day-to-day operations of the clinic are designed and supported by the nurses as they interact with appropriate members of the other health care team disciplines promoting the best care for the heart failure patients. As a member of the nurse team, you have been asked to develop onecomponent of the clinic. The hospital leadership established these objective.

Write a 3 page evidence-based health care delivery plan for one co.docx

owenhall46084

Course Reflection Nursing and the Aging Family. Guidelines PURPOSE The purpose of this assignment is to provide the student an opportunity to reflect competencies acquired through the course Nursing and The Aging Family. COURSE OUTCOMES This assignment provides documentation of student ability to meet the following course outcomes: - The students will identify the physiological process of aging. - The students will be able to differentiate the adaptive human response to the aging process. - The student will be able to manage and care older adults and their families. REQUIREMENTS 1. The Course Reflection will be graded on Original paper (NO plagiarism ), quality of self-assessment, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading 2. The length of the reflection is to be within three to six pages excluding title page and reference pages. 3. APA format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered): Note: Introduction – Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63). a. Course Reflection b. Conclusion PREPARING YOUR REFLECTION The BSN Essentials (AACN, 2008) outline a number of healthcare policy and advocacy competencies for the BSN-prepared nurse. Reflect on the course Nursing and The Aging Family readings, discussion threads, and applications you have completed across this course and write a reflective essay regarding the extent to which you feel you are now prepared to: 1. “Conduct comprehensive and focused physical, behavioral, psychological, spiritual, socioeconomic, and environmental assessments of health and illness parameters in patients, using developmentally and culturally appropriate approaches. 2. Recognize the relationship of genetics and genomics to health, prevention, screening, diagnostics, prognostics, selection of treatment, and monitoring of treatment effectiveness, using a constructed pedigree from collected family history information as well as standardized symbols and terminology. 3. Implement holistic, patient centered care that reflects an understanding of human growth and development, pathophysiology, pharmacology, medical management, and nursing management across the health illness continuum, across the lifespan, and in all healthcare settings. 4. Communicate effectively with all members of the healthcare team, including the patient and the patient’s support network. 5. Deliver compassionate, patient centered, evidence-based care that respects patient and family preferences. 6. Implement patient and family care around resolution of end of life and palliative care issues, such as symptom management, support of rituals, and respect fo.

Course Reflection Nursing and the Aging Family.Guidelines.docx

marilucorr

1st lecture practical management (1) (3)

Muslet Tawilai

Aging Family Reflection.pdf

bkbk37

Students maintained and submitted weekly reflective narratives throughout the course to explore the personal knowledge and skills gained throughout this course. This assignment combines those entries into one course-long reflective journal that integrates leadership and inquiry into current practice as it applies to the Professional Capstone and Practicum course. This final submission should also outline what students have discovered about their professional practice, personal strengths and weaknesses that surfaced during the process, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and, finally, how the student met the competencies aligned to this course. The final journal should address a variable combination of the following, while incorporating your specific clinical practice experiences: New practice approaches Interprofessional collaboration Health care delivery and clinical systems Ethical considerations in health care Practices of culturally sensitive care Ensuring the integrity of human dignity in the care of all patients Population health concerns The role of technology in improving health care outcomes Health policy Leadership and economic models Health disparities While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance. Benchmark Information This benchmark assignment assesses the following programmatic competencies: RN to BSN 2.3: Understand and value the processes of critical thinking, ethical reasoning, and decision making. 4.1: Utilize patient care technology and information management systems. 4.3: Promote interprofessional collaborative communication with health care teams to provide safe and effective care. 5.3: Provide culturally sensitive care. 5.4: Preserve the integrity and human dignity in the care of all patients. ...

Students maintained and submitted weekly reflective narratives throu.docx

rosemariebrayshaw

Develop a health promotion plan, 2-3 pages in length, addressing a specific health concern within your community. Then, enlist the participation of a selected individual or group in an educational session about that health concern and associated health improvement strategies. For this assessment, you will plan for and enlist the participation of an individual or group in a clinical learning activity based on a health promotion plan addressing a particular health concern affecting members of your community. Professional Context The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to plan a clinical learning experience focused on health promotion associated with a specific community health concern. Such a plan defines the critical elements of who , what , when , where , and why that establish the foundation for an effective clinical learning experience for the participants. Completing this assessment will strengthen your understanding of how to plan and negotiate individual or group participation. Demonstration of Proficiency By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Competency 1: Analyze health risks and health care needs among distinct populations. Analyze a community health concern that is the focus of a health promotion plan. Competency 2: Propose health promotion strategies to improve the health of populations. Explain why a health concern is important for health promotion within a specific population. Establish agreed-upon health goals in collaboration with participants. Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health. Write clearly and concisely in a logically coherent and appropriate form and style. Note: Assessment 1 must be completed first before you are able to submit Assessment 4. Preparation The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to plan a clinical learning experience focused on health promotion associated with a specific community health concern. Such a plan defines the critical elements of who, what, when, where, and why that establish the foundation for an effective clinical learning experience for the participants. Completing this assessment will strengthen your understanding of how to plan and negotiate individual or group participation. This assessment MUST be satisfactorily completed to complete Assessment 4 (live face-to-face presentation of the plan). These assessments (Assessment 1 and 4) meet the three-hour clinical learning experience required in this course. To prepare for the assessment, consider various health concerns that you would like to be the focus of your plan, the populations potentially affected by that concern, and ind.

Develop a health promotion plan, 2-3 pages in length, addressing.docx

jakeomoore75037

Community Health Nursing Week 3 Discussion.docx

studywriters

Assessment 1 Preliminary Care Coordination Plan.docx

write22

Benchmark - Professional Capstone and Practicum Reflective Journal Students maintained and submitted weekly reflective narratives throughout the course to explore the personal knowledge and skills gained throughout this course. This assignment combines those entries into one course-long reflective journal that integrates leadership and inquiry into current practice as it applies to the Professional Capstone and Practicum course. This final submission should also outline what students have discovered about their professional practice, personal strengths and weaknesses that surfaced during the process, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and, finally, how the student met the competencies aligned to this course. The final journal should address a variable combination of the following, while incorporating your specific clinical practice experiences: New practice approaches Interprofessional collaboration Health care delivery and clinical systems Ethical considerations in health care Practices of culturally sensitive care Ensuring the integrity of human dignity in the care of all patients Population health concerns The role of technology in improving health care outcomes Health policy Leadership and economic models Health disparities While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance. Benchmark Information This benchmark assignment assesses the following programmatic competencies: RN to BSN 2.3: Understand and value the processes of critical thinking, ethical reasoning, and decision making. 4.1: Utilize patient care technology and information management systems. 4.3: Promote interprofessional collaborative communication with health care teams to provide safe and effective care. 5.3: Provide culturally sensitive care. 5.4: Preserve the integrity and human dignity in the care of all patients. .

Benchmark - Professional Capstone and Practicum Reflective Journ.docx

tangyechloe

NUR 3805 Nursing Role and Scope Course Essay FNU.pdf

bkbk37

Write a report on the application of population health improvement initiative outcomes to patient-centered care, based on information presented in an interactive multimedia scenario. In this assessment, you have an opportunity to apply the tenets of evidence-based practice in both patient-centered care and population health improvement contexts. You will be challenged to think critically, evaluate what the evidence suggests is an appropriate approach to personalizing patient care, and determine what aspects of the approach could be applied to similar situations and patients. SHOW LESS By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Competency 1: Apply evidence-based practice to plan patient-centered care. Evaluate the outcomes of a population health improvement initiative. Develop an approach to personalizing patient care that incorporates lessons learned from a population health improvement initiative. Competency 2: Apply evidence-based practice to design interventions to improve population health. Propose a strategy for improving the outcomes of a population health improvement initiative, or for ensuring that all outcomes are being addressed, based on the best available evidence. Competency 3: Evaluate outcomes of evidence-based interventions. Propose a framework for evaluating the outcomes of an approach to personalizing patient care and determining what aspects of the approach could be applied to similar situations and patients. Competency 4: Evaluate the value and relative weight of available evidence upon which to make a clinical decision. Justify the value and relevance of evidence used to support an approach to personalizing patient care. Competency 5: Synthesize evidence-based practice and academic research to communicate effective solutions. Write clearly and logically, with correct grammar and mechanics. Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style. As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment. Recall an instance in which you have taken a strategy, finding, or lesson learned from one care context and applied it in another. What challenges did this type of knowledge transfer present? Did applying this knowledge in a different setting lead to improvements in the safety and quality of care? How? Did applying this knowledge in a different setting raise any particular ethical .

Write a report on the application of population health improvement i.docx

arnoldmeredith47041

Write a letter to the editor (3–5 double-spaced typed pages) of an academic or professional journal. Your submission should be succinct yet substantive. Note : Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented. Advocating for new policies is an important aspect of the master’s-prepared nurse. For new policies to be compelling they need to be supported by evidence. Supporting data can be used to illustrate why new policies and interventions are needed to help address a specific health issue. Compelling data can help sway the stakeholders and gain support for your policy. SHOW LESS Another aspect of advocacy is disseminating new policies and interventions outside of the immediate care environment. This can be done by reaching out to professional organizations as well as academic and professional journals. A letter to the editor is one strategy for disseminating information to a wider audience, and to potentially enlist support throughout the wider professional community. By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Competency 1: Design evidence-based advanced nursing care for achieving high-quality population outcomes. Evaluate the current state of the quality of care and outcomes for a specific issue in a target population. Justify why a developed policy will be vital in improving the quality of care and outcomes for a specific issue in a target population. Competency 2: Evaluate the efficiency and effectiveness of interprofessional interventions in achieving desired population health outcomes. Analyze the ways in which interprofessional aspects of a developed policy will support efficient and effective achievement of desired outcomes for the target population. Competency 3: Analyze population health outcomes in terms of their implications for health policy advocacy. Analyze how the current state of the quality of care and outcomes for a specific issue in a target population necessitates health policy development and advocacy. Advocate for policy development in other care settings with regard to a specific issue in a target population. Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards. Communicate in a professional and persuasive manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling. Integrate relevant sources to support assertions, correctly formatting citations and references using APA style. Nurses have the opportunity to use their skills and develop programs to keep individuals and communities healthy. Health is complex however, and the nurse needs to possess strong advocacy skills to successfu.

Write a letter to the editor (3–5 double-spaced typed pages) of .docx

edgar6wallace88877

Overview· Create a 15 page curriculum evaluation that incorporat.docx

karlhennesey

For this assessment, you will implement the preliminary care coordination plan you developed in Assessment 1. Present the plan to the patient in a face-to-face clinical learning session and collaborate with the patient in evaluating session outcomes and addressing possible revisions to the plan. NOTE : You are required to complete this assessment after Assessment 1 is successfully completed. Care coordination is the process of providing a smooth and seamless transition of care as part of the health continuum. Nurses must be aware of community resources, ethical considerations, policy issues, cultural norms, safety, and the physiological needs of patients. Nurses play a key role in providing the necessary knowledge and communication to ensure seamless transitions of care. They draw upon evidence-based practices to promote health and disease prevention to create a safe environment conducive to improving and maintaining the health of individuals, families, or aggregates within a community. When provided with a plan and the resources to achieve and maintain optimal health, patients benefit from a safe environment conducive to healing and a better quality of life. This assessment provides an opportunity for you to apply communication, teaching, and learning best practices to the presentation of a care coordination plan to the patient. You are encouraged to complete the Vila Health: Cultural Competence activity prior to completing this assessment. Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment. Demonstration of Proficiency By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria: Competency 1: Adapt care based on patient-centered and person-focused factors. Design patient-centered health interventions and timelines for care delivered through direct clinical interaction that is logged in the CORE ELMS system. Competency 2: Collaborate with patients and family to achieve desired outcomes. Evaluate learning session outcomes and the attainment of mutually agreed-upon health goals, in collaboration with a patient. Competency 3: Create a satisfying patient experience. Evaluate patient satisfaction with the care coordination plan and progress made toward Healthy People 2020 goals and leading health indicators. Competency 4: Defend decisions based on the code of ethics for nursing. Make ethical decisions in designing patient-centered health interventions. Competency 5: Explain how health care policies affect patient-centered care. Identify relevant health policy implications for the coordination and continuum of care. Preparation In this assessment, you will implement the preliminary care coordination plan you developed in Assessment 1 and communicate the plan to the patient in a professional, cultura.

For this assessment, you will implement the preliminary care coo.docx

templestewart19

Assessment 4 Final Care Coordination Plan Content.docx

write22

Similar to Conduct a health assessment of a population of your choice. Explai.docx (20)

· Write a letter to the editor of an academic or professional jour.docx

ITS IMPORTANT TO MEET THE COMPETENCES (Thats how they evaluate the

1) Minimum 9 full pages (Follow the 3 x 3 rule minimum three .docx

Assessment 4 Instructions Final Care Coordination Plan .docx

The first step in any effective project or clinical patient encounte.docx

Write a 3 page evidence-based health care delivery plan for one co.docx

Course Reflection Nursing and the Aging Family.Guidelines.docx

1st lecture practical management (1) (3)

Aging Family Reflection.pdf

Students maintained and submitted weekly reflective narratives throu.docx

Develop a health promotion plan, 2-3 pages in length, addressing.docx

Community Health Nursing Week 3 Discussion.docx

Assessment 1 Preliminary Care Coordination Plan.docx

Benchmark - Professional Capstone and Practicum Reflective Journ.docx

NUR 3805 Nursing Role and Scope Course Essay FNU.pdf

Write a report on the application of population health improvement i.docx

Write a letter to the editor (3–5 double-spaced typed pages) of .docx

Overview· Create a 15 page curriculum evaluation that incorporat.docx

For this assessment, you will implement the preliminary care coo.docx

Assessment 4 Final Care Coordination Plan Content.docx

More from patricke8

C oncept of collection . Assume that An agency has focused its system development and critical infrastructure data collection efforts on separate engineering management systems for different types of assets and is working on the integration of these systems. In this case, the agency focused on the data collection for two types of assets: water treatment and natural gas delivery management facilities. Please identify what type of critical infrastructure data collection is needed for pavement and storm water management facilities. .

Concept of collection. Assume that An agency has focused its sys.docx

patricke8

Concept of Aesthetics OVERVIEW Aesthetics is defined as an appreciation for beauty and a feeling of wonder. Teachers can help develop children’s aesthetic senses by involving them in the arts through introduction to works of art, music, dance, and literature. Children’s aesthetic sensibilities are enhanced by allowing them to explore their environment in a manner that encourages divergent thinking. In discussing art with children, basic elements such as line, color, form, space, and design are all appropriate. Teachers can create aesthetic opportunities in the classroom by providing children with materials, supplies, room décor, objects, books, visiting artists, and varied activities to stimulate their aesthetic sense. There are three basic ways to provide young children with developmentally appropriate aesthetic experiences in the early childhood program: Provide many opportunities to create art. Provide many opportunities to look at and talk about art. Help children become aware of art in their everyday lives. Developing children’s aesthetic sensitivity is important because it improves the quality of their learning and encourages the creative process. KEY TERMS aesthetic development — Teaching young children to appreciate art through everyday experiences, play, and conversations aesthetic experiences — Experiences involving an appreciation of the beauty of nature, the rhythm and imagery of music or poetry, or the qualities of works of art. aesthetic learning — Joining what one thinks with what one feels Aesthetics Movement — Movement in the world beginning in early 1800 and lasting the decade, emphasizing the “science of the beautiful” or the “philosophy of taste.” aesthetics — An appreciation for beauty and a feeling of wonder. It is a sensibility that uses the imagination as well as the five senses. aesthetic sense — One’s own specific taste or preference. art appreciation — Seeing and appreciating good artwork; learning to look at and learning to create visual arts art elements — Basic factors of art that can be used to describe art. These elements include color, line, form or shape, space, and design. balance — The principle of design that deals with visual weight in a work of art color/hue — The color name pattern — When a particular shape, color, or motif is repeated in a rhythmic way intensity — The varied color when a hue’s complementary color, the color opposite it on the color wheel, is added to the original color language of art — Expansion of the language of the early childhood classroom. The words of the language are the elements of art. line — A continuous mark on a surface multicultural aesthetics — A worldview of art which honors heritage, community, and tradition multimedia artwork — Integration of art such as walk-in sculpture environments; mixes of live dance and films; and art exhibitions with drama, where actors move into the audience to engage in the drama primary colors — Red, blue, and yellow.

Concept of AestheticsOVERVIEWAesthetics is defined as an appre.docx

patricke8

Concept mapping, mind mapping and argument mapping: what are the differences and do they matter? Martin Davies Published online: 27 November 2010 � Springer Science+Business Media B.V. 2010 Abstract In recent years, academics and educators have begun to use software mapping tools for a number of education-related purposes. Typically, the tools are used to help impart critical and analytical skills to students, to enable students to see relationships between concepts, and also as a method of assessment. The common feature of all these tools is the use of diagrammatic relationships of various kinds in preference to written or verbal descriptions. Pictures and structured diagrams are thought to be more comprehensible than just words, and a clearer way to illustrate understanding of complex topics. Variants of these tools are available under different names: ‘‘concept mapping’’, ‘‘mind mapping’’ and ‘‘argument mapping’’. Sometimes these terms are used synonymously. However, as this paper will demonstrate, there are clear differences in each of these mapping tools. This paper offers an outline of the various types of tool available and their advantages and disadvantages. It argues that the choice of mapping tool largely depends on the purpose or aim for which the tool is used and that the tools may well be converging to offer educators as yet unrealised and potentially complementary functions. Keywords Concept mapping � Mind mapping � Computer-aided argument mapping � Critical thinking � Argument � Inference-making � Knowledge mapping Introduction In the past 5–10 years, a variety of software packages have been developed that enable the visual display of information, concepts and relations between ideas. These mapping tools take a variety of names including: ‘‘concept mapping’’, ‘‘mind mapping’’ or ‘‘argument mapping’’. The potential of these tools for educational purposes is only now starting to be realised. M. Davies (&) University of Melbourne, Parkville, VIC, Australia e-mail: [email protected] 123 High Educ (2011) 62:279–301 DOI 10.1007/s10734-010-9387-6 The idea of displaying complex information visually is, of course, quite old. Flow charts, for example, were developed in 1972 (Nassi and Shneiderman 1973) pie charts and other visual formats go back much earlier (Tufte 1983). More recently, visual displays have been used to simplify complex philosophical issues (Horn 1998). Formal ways of ‘‘mapping’’ complex information—as opposed to the earth’s surface, countries, cities and other destinations—began at least 30 years ago, and arguably even earlier. More recently, the use of information and computer technology has enabled information mapping to be achieved with far greater ease. A plethora of software tools has been developed to meet various information mapping needs. What do these tools do? What are their similarities and differences? What are their advantages and disadvantages? How precisely do t.

Concept mapping, mind mapping and argumentmapping what are .docx

patricke8

CONCEPT MAPPINGMid Term Assignment (Concept Mapping).docx

patricke8

Computer Security Fundamentalsby Chuck EasttomC.docx

patricke8

Concept A The first concept that I appreciated in the course is the sources of law. As Showalter (2017) explains, the sources of public law include the written constitutions, statutory enactments that legislative bodies such as state, federal, and local governments make, administrative rules and regulations, and judicial decisions. All these sources of law are useful in the understanding of the laws that govern the practice in a specific discipline, the penalties for breaching such laws, and similar cases that have been determined in court. My professional discipline is in business management. In this discipline, the legal framework is quite applicable to the alignment of business practices with the legal requirements of the profession. Consequently, as a business manager, I will be expected to understand the legal environment surrounding the operations of a company. For instance, in a healthcare organization, from a business or administrative perspective, the understanding of privacy laws or antitrust laws will be beneficial to the process of tuning the operations of the facility with the legal requirements. Where there are ambiguities, it would be useful to research judicial decisions to obtain the precedents existing for particular cases and issues. Concept B The second concept that I learned through the course is torts, particularly negligence. By definition, negligence is an act or failure to act that results in the harm of an individual. It is different from battery, which is an intentional act, in the sense that it emphasizes a person’s (respondent’s) duty of care, the breach of that duty in the process of dealing with a second party (the plaintiff), and the causation of injuries to the plaintiff resulting from the breach of duty (Furrow, Greaney, Johnson, Jost, & Schwartz, 2013). My discipline is business management. From the materials on torts, I have understood the concept of a legal person – an individual or entity – which underlies the discussion of negligence. The principle of legal personhood has enabled me to understand that both private persons and organizations have a duty of care to humanity, and the breach of that duty amounts to negligence if there is proof of the breach and its causation of an injury. Therefore, as a business manager, it would be upon me to understand the duty of care that I have to various persons and to develop policies to ensure that the organization upholds the duty in its operations. I would also be in a position to understand the acts of negligence performed by other legal persons against the business entity that I manage. References Furrow, B., Greaney, T., Johnson, S., Jost, T., & Schwartz, R. (2013). Health law: Cases, materials, and problems (7th ed.). St. Paul, MN: West Academic Publishing Showalter, J. S. (2017). The Anglo-American legal system. In J. S. Showalter, The Law of Healthcare Administration (pp. 1-23). Chicago, IL: Health Administration Press. Concept .

Concept A The first concept that I appreciated in the.docx

patricke8

Concept Analysis (1,000 words). Deadline: 13:00, 11 March 2021. Concepts lie at the heart of any academic field, and IR is no exception. They help us make sense about the worldand provide a ‘bridge’ between our ideas and the real world. This module will be introducing you to a number of key concepts in IR – as well as some of the debates which swirl around these concepts. This assessment asks youto choose one of these key concepts, and undertake your own research in order to establish the various ways in which the concept is defined and used in the field of IR. You will need to identify and locate appropriate academic sources, engage critically with that material, and construct a piece of writing which conforms to academic conventions.Your analysis needs to be 1,000 words in length, and address the competing meanings of, and debates around, your chosen concept. It needs to be rooted in the field of IR and engage with academic texts which address or use the concept. The concept is globalisation. Your concept analysis should address the following aspects: ➢ Who are the main IR theorists who explore this topic ➢ What do they say about this concept? ➢ What are the connections between your chosen concept and other key concepts in IR In assessing the concept analysis, staff will consider the degree to which:▪ The student’s characterisation of the relevant concept is accurate ▪ The student has engaged with appropriate academic sources ▪ The student has considered a range of definitions, uses and perspectives relating to the concept▪ The analysis is logically and coherently structured ▪ The student has adhered to scholarly conventions in citing sources and producing a bibliography .

Concept Analysis (1,000 words). Deadline 1300, 11 March 2021. .docx

patricke8

Concentration in the mobile operating systems market Maurizio Naldi Universitỳ of Rome Tor Vergata Department of Computer Science and Civil Engineering Via del Politecnico 1, 00133 Roma, Italy [email protected] Abstract. Concentration phenomena concern the ICT market. Though the regulatory action has been active mainly in the telecom network operators industry, even more significant worldwide concentration phenomena affect other industries. The market of mobile operating systems is analysed through two concentration indices to get a quantitative pic- ture of the current situation and its evolution over time: the Hirschman Herfindahl Index (HHI) and the Four-Firm Concentration Ratio (CR4). A strongly imbalanced oligopoly is shown to exist, where the four major operating systems take over 99% of the market, but the dominant operating system Android alone is installed on over 80% of the new devices. Keywords: Operating Systems; Concentration; Competition; HHI 1 Introduction Market structure and the presence of dominant operators (manufacturers and/or service providers) has been a significant field of activity in industrial policy since long [18]. An operator holding a very large share of the market, or even acting as a monopolist, may take advantage of its position and enforce unfair policies towards its customers, which in turn have little or no room to oppose. The attention for the appearance of dominant positions is at the root of the birth of a number of national anti-trust agencies, both at the national and superna- tional level [6], which enforce rules against anticompetitive agreements, abuses of dominant position as well as concentrations (e.g., mergers and acquisitions, joint ventures) which may create or strengthen dominant positions detrimental to competition. The issue is particularly delicate in ICT industries, where operators may often benefit of economies of scale, which would lead to a natural monopolistic structure as the most efficient one [15]. Noam has carried out a broad analysis of concentration phenomena in several ICT and ICT-related industries [13] [14]: – Books – Film – ISP ar X iv :1 60 5. 04 76 1v 1 [ cs .C Y ] 1 6 M ay 2 01 6 2 M. Naldi – Magazines – Multi- channel – Newspapers – Online News – Radio – Search Engines – TV – Wireless – Wireline In that survey, the highest HHI value is observed for search engines and is roughly 0.75, quite above the second highest value, which is 0.55 and pertains to the wireline telco market. However, the survey of [13] leaves out a market that has often been at the center of anti-trust disputes in recent years, which is the operating systems one. The most notable ones have been the U.S.A. vs Microsoft case for the Windows desktop operating system [4], and the very recent Statement of Objections raised by the EU vs Google for the mobile operating system Android [1]. In that Statement of Objections, the European Commission alleges that Google has b.

Concentration in the mobile operating systemsmarketMauri.docx

patricke8

Concentric: Literary and Cultural Studies 33.1 March 2007: 75-85 Nervous Tracery: Modern Analogies between Gothic Architecture and Scholasticism Joseph C. Murphy Fu Jen Catholic University Abstract During the Gothic revivals of the nineteenth and early twentieth centuries, Gothic architecture shed the morbid associations attached to it in earlier periods and was admired for the aesthetic and theological vision that shaped its medieval development. The Gothic cathedral came to epitomize the wholeness of the Middle Ages and an impulse toward synthesis in theology as well as the arts. This essay surveys four Gothic revival texts that define a relationship between medieval Gothic architecture and Scholastic theology: John Ruskin’s essay “The Nature of Gothic” in The Stones of Venice (1851- 53); Henry Adams’ Mont Saint Michel and Chartres (1904); Wilhelm Worringer’s Form in Gothic (Formprobleme der Gotik, 1911); and Erwin Panofsky’s Gothic Architecture and Scholasticism (1951). In these widely read works, influential beyond the field of art history, the seemingly arcane analogy between the Gothic and the Scholastic becomes a proving ground for the projects of prominent intellectuals within distinct historical and cultural contexts. For each author, the meaning of the Gothic hangs in a particular balance between its tracery—that is, its naturalistic ornamental detail—and its larger structure: the balance between the concrete and the abstract, between multiplicity and unity, also achieved in Scholastic theology. Because their analogies between the Gothic and the Scholastic isolate distinct lines of force within these complex systems, Ruskin, Adams, Worringer, and Panofsky each identify different values there, revealing as much about the modern mind as about the medieval. The syntheses that their medieval forbears accomplished collectively in service of faith, these interpreters seek independently in service of their own cultural identity, aesthetic values, or intellectual coherence. Keywords Gothic architecture, Scholasticism, John Ruskin, Henry Adams, Wilhelm Worringer, Erwin Panofsky, Thomas Aquinas Concentric 33.1 March 2007 76 The Gothic style presents an interesting case of how the Middle Ages have persisted in Western history through the backward glances, sometimes leery, sometimes wistful, of subsequent periods. First arising in the seventeenth century as a derogatory term for the anti-classical, “barbarous” style adopted by European cathedral builders beginning in the twelfth century, the word “Gothic” became attached in the eighteenth century to a type of sensational narrative set in infelicitous buildings. During the Gothic revivals of the nineteenth and early twentieth centuries, Gothic architecture shed its morbid associations and was admired both for its aesthetic form and for the integral relationship of that form to a theological vision. Symbolizing, as Arthur Sym.

Concentric Literary and Cultural Studies 33.1 March 2007 7.docx

patricke8

Con: Should the United States government have bailed out the automobile industry? Introduction A. In 2009, the .“Big Three” (GM, Chrysler, and ford) were facing fmancial struggles. They were fuced with a decision: either try and work through their problem on their own by securing loans, or to go to the government for help. Of the Big Three, only Ford declined government assistance, having already secured a line ofcredit in 2006 by using all of their assets as collateral. GM and Chrysler filed for a managed Chapter 11 bankruptcy that was funded primarily through the U.S. Treasury using taxpayer money. This modified version ofChapter 11 bankruptcy that was implemented by the U.S. government appeared to have allowed these automakers to survive for the time being, but it came at the expense ofthe taxpayers and it did not address all ofthe problems that caused the Big Three’s issues in the first place. I. The Big Three’s poor managerial choices created their financial problems, and the taxpayers’ money shouldn’t be bailing them out. A. GM, Chrysler, and ford continued to focus on and mass produce large trucks and SUVs because of their higher profit margins despite a growing concern over increasing fuel prices between 2002-2007. 1. Research done by Thomas Klier of the Federal Reserve Bank of Chicago indicates that during the span of 2002-2007, “about 40 percent of the decrease in U.S. market share has been caused by the recent increase in the price of gaso line.” 2. More specifically, research done by Meghan Busse and F brian Zettlemeyer of Northwestern University and Christopher Knittle of UC Berkeley showed that through the period of 1999-2006, “a$1 increein goIinepricewiII decree the market share of cars in the least fuel efficient quartile (< 17.7 MPG) by 11.5%.... that a $1 increase in gasoline price will increase the market share of cars inthemofu effidentquatile(>24.3MR3) by 15.1%” B. They allowed legacy costs to build by continuing to give out large pension plans when foreign auto makers were switching to more realistically defined contribution plans (4OlKs) back in the $Os. 1. The average per-hour base salary ofa U.S. auto worker and a foreign auto worker were about the same ($28/hour in 2007) but each worker actually cost $73.21/hour compared to $44.17/hour of Japanese competitors, with the difference being the additional benefits promised. C. U.S. autornakers should have switched to defined contribution plans (4OlKs) in order to stay competitive and keep costs sustainable. 1. GM didn’t officially freeze their pension plans until February of2012. a. This meant that they would no longer contribute to the pension plans of workers who were promised them upon employment. Those employees would now receive 4OlKs (defined contribution plans), a change that should have been made decades ago to avoid current financial struggles. II. There was no market failure and the U.S. auto makei should have filed for traditional Chapter 11 bankrup.

Con Should the United States government have bailed out the a.docx

patricke8

COMS 101 Persuasive Speech Instructions This course requires you to present a persuasive speech to a live, visually documented audience of 3 or more adults. Use a video recording device to create an audible recording of this presentation for submission. After recording the presentation, upload it to YouTube as an unlisted video and post the video’s link to the instructor via the designated Blackboard assignment submission link. See the Posting Speech Videos to Blackboard via YouTube tutorial (in the Assignment Instructions folder) for step-by-step instruction about this process. Your speech grade will be determined by the degree to which you satisfy the requirements listed below. 1. Choose an appropriate topic. This assignment requires you to research a global, national, regional, state or local problem that apparently exists because humans in general or a specific group of humans are neglecting their duty to promote the things God values in this world. · The problem may be political, economic, educational, environmental, medical, religious, or cultural. It may be a false belief or set of beliefs (about God, nature, or other people) that needs correction, a wrongful attitude or type of attitude (toward God, nature, or other people) that needs adjustment, a neglectful or wrong way of acting (toward God, nature, or other people) that needs to change, or a state of needfulness or brokenness that exists as it does because of human indifference or inactivity. · The problem must be a social one that deters many individuals—not just a few isolated lives—from experiencing life according to God’s Word as he intended when he created the world the people in it. Among the social issues that could generate a qualified speech topic are the following: abortion, infanticide, or euthanasia discrimination (racism, sexism, ageism) abuse (child, elder, self, spousal) ecology (climate change, pollution, littering) addictions/codependency/eating disorders education (underachievement or illiteracy) air, land, or water pollution famine, drought or diseases animal abuse or vivisection labor issues (child labor or sweatshops) bioethics (cloning, eugenics, stem cell research) marriage (divorce, cohabitation) birth or population control poverty (world hunger or homelessness) crime (street, juvenile, gang, or white collar) sex (pre-marital, extramarital, homosexual) criminal justice (prison crowding, recidivism) slavery or human trafficking The following sites may be helpful for discovering or exploring these and other qualified topics: Center for Bioethics and Human Dignity The Heritage Foundation Family Research Council The Rutherford Institute The American Enterprise Institute The Pew Forum on Religion in Public Life The Discovery Institute Speech Goals: Because this is a persuasive speech—a speech in which you try to persuade the audience to believe or value something or to act in a specific way—and because you are to use this particular speech to advocate a rede.

COMS 101Persuasive Speech InstructionsThis course requires you.docx

patricke8

COMS 040 Assignment: Student Congress Bill Choose an argument and then research it, and write a Congress Bill (a proposed law). (3-5 Whereas clauses) Whereas INSERT FACT IN SUPPORT OF THE BILL/LEGISLATION Whereas: INSERT FACT IN SUPPORT OF THE BILL/LEGISLATION Whereas: INSERT FACT IN SUPPORT OF THE BILL/LEGISLATION. Whereas: INSERT FACT IN SUPPORT OF THE BILL/LEGISLATION. THEREFORE, BE IT RESOLVED BY THIS STUDENT CONGRESS: insert proposed legislation. .

COMS 040 AssignmentStudent Congress Bill Choose an argument a.docx

patricke8

computerweekly.com 10-16 September 2019 21 Industry experts believe blockchain is a technology that has the potential to affect the business of most IT profession-als in the next five years. Analyst Gartner has forecast that by 2023, blockchain will support the global movement and tracking of $2tn of goods and services. It is regarded by many industry watchers as a disrupting force in the financial world. A PwC global financial technology (fintech) survey found that 56% of respondents recognise the importance of blockchain. At the same time, however, 57% admit to being unsure about or unlikely to respond to this trend. Start witH tHe HaSH Blockchain is effectively a shared ledger between a group of people – for example, a group of companies that work together to produce a service or product. What makes blockchain different is the fact that the history of the changes – past transactions, for example – are immutable. Essentially, the historical entries become read-only and unchangeable. This is due to the fact that each blockchain entry relies on the hash – a computed value including part of a previous block as part of its hashing calculation for the current block. This means that if a previous block is somehow modified or corrupted, its hash value will change and therefore the values after that point become broken, making the tampering evident for all to see. One example where blockchain technology can be used is where several companies come together to provide or consume Blockchain: hype vs reality Regarded by many as a disruptive force in finance and beyond, blockchain technology presents a number of complex challenges that must be overcome before it can truly deliver on its promises. Stuart Burns reports BUYER’S GUIDE TO BLOCKCHAIN TECHNOLOGY | PART 1 OF 3 Home IU R IIM O TO V /A D O B E http://www.computerweekly.com https://www.computerweekly.com/resources/Blockchain https://www.computerweekly.com/ehandbook/Cutting-through-the-blockchain-hype https://www.computerweekly.com/ehandbook/Cutting-through-the-blockchain-hype https://www.techtarget.com/contributor/Stuart-Burns computerweekly.com 10-16 September 2019 22 Home News HMRC under fire over ‘scaremongering’ IR35 letters targeting GSK contractors Ransomware has evolved into a serious enterprise threat How Defra has been preparing its IT systems for any Brexit eventuality Editor’s comment Buyer’s guide to blockchain Chasing down hackers through security analytics How councils are using technology to support adult social care Downtime services, usually under long-term contracts. It can be complex and cumbersome to manage contracts involving several individuals, when multiple documents are involved and everyone needs to agree on the same contract versions and details. Over time, changes will occur that also need to be managed and agreed on. Managing contracts in blockchain, however, means that rather than p.

computerweekly.com 10-16 September 2019 21Industry experts.docx

patricke8

Computers in Human Behavior 39 (2014) 387–392 Contents lists available at ScienceDirect Computers in Human Behavior j o u r n a l h o m e p a g e : w w w . e l s e v i e r . c o m / l o c a t e / c o m p h u m b e h Five days at outdoor education camp without screens improves preteen skills with nonverbal emotion cues http://dx.doi.org/10.1016/j.chb.2014.05.036 0747-5632/� 2014 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/3.0/). ⇑ Corresponding author. Address: Department of Psychology, University of California, Los Angeles, 616 Via De La Paz, Pacific Palisades, CA 90272, United States. Tel.: +1 310 526 3316; fax: +1 310 230 7830. E-mail address: [email protected] (Y.T. Uhls). Yalda T. Uhls a,⇑, Minas Michikyan b, Jordan Morris c, Debra Garcia d,b, Gary W. Small e, Eleni Zgourou f, Patricia M. Greenfield a a Department of Psychology, University of California, Los Angeles, Children’s Digital Media Center @ LA, United States b Department of Psychology, California State University, Los Angeles, Children’s Digital Media Center @ LA, United States c Department of Social Welfare, University of California, Los Angeles, United States d Department of Education, University of California, Los Angeles, United States e Department of Psychiatry & Biobehavioral Sciences, University of California, Los Angeles, United States f Department of Education, University of North Carolina, Chapel Hill, Children’s Digital Media Center @ LA, United States a r t i c l e i n f o a b s t r a c t Article history: Available online 15 August 2014 Keywords: Social media Nonverbal communication Emotion Adolescent Social interaction Development A field experiment examined whether increasing opportunities for face-to-face interaction while elimi- nating the use of screen-based media and communication tools improved nonverbal emotion–cue recognition in preteens. Fifty-one preteens spent five days at an overnight nature camp where television, computers and mobile phones were not allowed; this group was compared with school-based matched controls (n = 54) that retained usual media practices. Both groups took pre- and post-tests that required participants to infer emotional states from photographs of facial expressions and videotaped scenes with verbal cues removed. Change scores for the two groups were compared using gender, ethnicity, media use, and age as covariates. After five days interacting face-to-face without the use of any screen-based media, preteens’ recognition of nonverbal emotion cues improved significantly more than that of the control group for both facial expressions and videotaped scenes. Implications are that the short-term effects of increased opportunities for social interaction, combined with time away from screen-based media and digital communication tools, improves a preteen’s understanding of nonverbal emotional cues. � 2014 The Authors. Publish.

Computers in Human Behavior 39 (2014) 387–392Contents lists .docx

patricke8

Computers in Human Behavior xxx (2012) xxx–xxx Contents lists available at SciVerse ScienceDirect Computers in Human Behavior j o u r n a l h o m e p a g e : w w w . e l s e v i e r . c o m / l o c a t e / c o m p h u m b e h Critical thinking in E-learning environments Raafat George Saadé a,⇑, Danielle Morin a,1, Jennifer D.E. Thomas b,2 a Concordia University, John Molson School of Business, Montreal, Quebec, Canada b Pace University, Ivan Seidenberg School of CSIS, New York, NY, USA a r t i c l e i n f o Article history: Available online xxxx Keywords: E-learning Critical thinking Assessment Information technology 0747-5632/$ - see front matter � 2012 Elsevier Ltd. A http://dx.doi.org/10.1016/j.chb.2012.03.025 ⇑ Corresponding author. Tel.: +1 514 848 2424; fax E-mail address: [email protected] (R.G. Sa 1 Tel.: +1 514 848 2424; fax: +1 514 848 2824. 2 Tel.: +1 212 346 1569; fax: +1 212 346 1863. Please cite this article in press as: Saadé, R. G., e 10.1016/j.chb.2012.03.025 a b s t r a c t One of the primary aims of higher education in today’s information technology enabled classroom is to make students more active in the learning process. The intended outcome of this increased IT-facilitated student engagement is to foster important skills such as critical thinking used in both academia and workplace environments. Critical thinking (CT) skills entails the ability(ies) of mental processes of discern- ment, analysis and evaluation to achieve a logical understanding. Critical thinking in the classroom as well as in the workplace is a central theme; however, with the dramatic increase of IT usage the mechanisms by which critical thinking is fostered and used has changed. This article presents the work and results of critical thinking in a virtual learning environment. We therefore present a web-based course and we assess in which parts of the course, and to what extent, critical thinking was perceived to occur. The course contained two categories of learning modules namely resources and interactive components. Critical thinking was measured subjectively using the ART scale. Results indicate the significance of ‘‘interactivity’’ in what students perceived to be critical-thinking-oriented versus online material as a resource. Results and opportunities that virtual environments present to foster critical thinking are discussed. � 2012 Elsevier Ltd. All rights reserved. 1. Introduction One of the primary aims of higher education in today’s information technology (IT) enabled classroom, is to make students more active in the learning process (Ibrahim & Samsa, 2009). The intended outcome of this increased IT-facilitated student engagement is to foster important skills such as critical thinking. Given the importance of information technology for critical thinking in learning, it is vital that we understand better the associated key factors related to: background of students, beliefs, perceptions and attitudes and associated anteceden.

Computers in Human Behavior xxx (2012) xxx–xxxContents lists.docx

patricke8

Computers can be used symbolically to intimidate, deceive or defraud victims. The basic law that protects our privacy is the Fourth Amendment to the United States Constitution, which mandates that people have a right to be secure in homes and against unreasonable search and seizure. What law(s) have been enacted to protect individuals at the state or federal government? Does these protection laws vary from state to state? .

Computers can be used symbolically to intimidate, deceive or defraud.docx

patricke8

Computers are often used to make work easier. However, sometimes computers can make work more difficult especially with poorly implementation. SOX is an important example of a poorly implemented database that has encountered. A database should have its specific intentions as much as data organization and management always exist as general functions. The SOX database implemented in 2011 was put in place to combat fraud by coming up with efficient accounting audit and management of financial records. I think the developers failed to include technical aspects of fraud control into the system. They instead targeted the visible crimes leaving very many holes for exploiting the SOX system (Anand et al., 2014). The database seems vague from IT perspective. The database constitutes only two sections of codes relating to IT. These two sections merely meet the standards for testing IT sufficient auditing compliance by organizations. The database seems to be far off the role of fostering sufficient auditing process for these organizations. Since inception, most audit companies struggle to figure out the IT protective aspects of the database. It seems that the developers mainly focused on the guidelines in using financial systems in preventing frauds but rather forgot the IT aspect if reducing the vulnerability of the system. For so many years, the database has failed to meet the technical roles of a database in system management and accounting regulation which are the critical reason why it was created. The SOX guidelines seem to forget about pertinent technical aspects of the system function (Cinarkaya et al., 2017). The solutions to the mistake that was done are conducting technical analysis and installing appropriate fixing. Ideally, the database should target electronic management and safety of data rather than physical data management. This mistake of poorly implemented gave a false impression of database management in many companies that adopted the type of database in early days. From physical outlook, one could see that things are alright yet some technical rot was brewing within the system. It is clear that the developers of the SOX database missed some point while deriving and implementing the database and this should be fixed to enhance the computer-based operations (Anand et al., 2014). References Anand, T. S., Wikle, G. K., Lindsay, M. P., Schubert, R. N., Lettington, D. T., & Ludwig, J. P. (2014). U.S. Patent No. 5,832,496. Washington, DC: U.S. Patent and Trademark Office. Cinarkaya, B., Tamm, S., Sureshchandra, J., Warshavsky, A., Bulumulla, I. U., Fry, B., ... & Brooks, D. (2017). U.S. Patent No. 9,825,965. Washington, DC: U.S. Patent and Trademark Office. .

Computers are often used to make work easier. However, sometimes c.docx

patricke8

Computers are part of our everyday lives. You are likely reading this assignment on a computer screen right now; you may have a smart phone sitting on your desk, and maybe you just came back from a business trip during which you made airline and hotel reservations online. Over the last several years, you may have noticed that computers are able to store more information and process that information more quickly. New research into the electron spin of atoms hints at a new computer revolution in the near future. Assignment For this project, you will be exploring the developments in material science that have allowed computers to become so fast. To do so, please address the following in 3–4 pages, not including title and reference pages: What are the 3 essential properties of every material? New materials often lead to new technologies that change society. Describe how silicon-based semiconductors revolutionized computing. What are microchips? How are they related to integrated circuits? One of the pressing questions about the increasing ability of computers to quickly process large amounts of information is whether a computer can be built that is considered "alive" or "conscious." What is artificial intelligence? What are 2 essential differences between human brains and the central processing unit of a computer? Click on the following link to review additional information in a video relevant to this assignment: Will Computers Out-think Us? .

Computers are part of our everyday lives. You are likely reading thi.docx

patricke8

Computerized Operating Systems (OS) are almost everywhere. We encoun.docx

patricke8

Computerized Operating Systems (OS) are almost everywhere. We encounter them when we use out laptop or desktop computer. We use them when we use our phone or tablet. Find articles that describes the different types of operating systems (Linux, Unix, Android, ROS, z/OS, z/VM, z/VSE, etc). Do not select MS WINDOWS . Write a scholarly review of comparing any two or more OS. It should be at least 10-15 pages with at least 5 APA citations & matching references. Formatting : Introduction; Image / Table; Conclusion; 12 TNR font; double space; clearly divided small paragraphs; bold & underline headings; .

Computerized Operating Systems (OS) are almost everywhere. We en.docx

patricke8

More from patricke8 (20)