Chamberlain College of Nursing NR 305 Health Assessment
Discharge Teaching Plan:
Guidelines and Grading RubricPurpose
In addition to the information presented in the week 2 introduction threaded discussion for Red Yoder, our elderly patient male patient, the student will read an assigned case study and write a discharge teaching plan utilizing the information gained from both sources.Course Outcomes
This assignment enables the student to meet the following course outcomes:
CO #1: Utilize prior knowledge of theories and principles of nursing and related disciplines to explain expected client behaviors, while differentiating between normal findings, variations, and abnormalities. (PO #1)
CO #3: Utilize effective communication when performing a health assessment. (PO #3)
CO #4: Identify teaching/learning needs from the health history of an individual. (PO #2)
CO #5: Explore the professional responsibilities involved in conducting a comprehensive health assessment and providing appropriate documentation. (PO #6)
Points
This assignment is worth a total of 100 points.
Due Date
The completed Discharge Teaching Plan form is to be submitted to the Dropbox by 11:59 p.m. MT Sunday of Week 2. Post questions to the weekly Q & A Forum. Contact your instructor if you need additional assistance. See the Course Policies regarding late assignments. Failure to submit your assignment to the Dropbox on time may result in a deduction of points.Directions
1. Review the initial information presented regarding Mr. Red Yoder, whom you met in week 2 threaded discussion. Read the Discharge Teaching Plan Case Study located in Doc Sharing. Take notes and highlight important points that are important to consider when developing a discharge teaching plan.
2. Use Microsoft Word 2010 (or later) to fill in the Discharge Teaching Plan form, which is located in Doc Sharing. This assignment is to be completed with a maximum of 6 pages. You may bullet point your responses.
3. Use scholarly writing including correct English grammar, syntax and sentence structure when writing in complete sentences.
4. Submit the assignment to the Discharge Teaching Plan Dropbox by Sunday, 11:59 p.m. MT, by the end of Week 2. Please post questions about this assignment to the weekly Q & A Forums so that the entire class may view the answers.Grading Criteria
(Bulleted points you will need to address in your responses)
Category
Points
%
Description
Special/ age related needs
10
10%
· Are there any special needs regarding Mr. Yoder’s case?
· Does Mr. Yoder’s age present a problem?
· What are the risks of a readmission for Mr. Yoder?
· What measures might be put into place in an attempt to prevent a readmission?
Cognitive issues
12
12%
· What is Mr. Yoder’s cognitive status in your opinion?
· What available assessment tool might you use to assess Mr. Yoder’s cognitive ability?
· Does the fact that Mr. Yoder mentioned: “I have not checked the bandage in a few days” concern you?
Physical barriers
10
1 ...
1. Can you think of any reasons why the Law of Demand might not ho.docxjackiewalcutt
1. Can you think of any reasons why the Law of Demand might not hold?
2. Would you expect most supply curves to have an upward slope? Why or why not?
3. Can you think of situations where the government would want to take actions that cause shortages?
4. In what markets and situations would you expect that the quantity demanded would not equal
the quantity supplied?
5. Can you think of an example where a good is sold below equilibrium price without government intervention causing excess demand? Which property of perfect competition is violated?
6. Give an example of a product where the long-run elasticity of demand is less than the short-run elasticity.
7. Why might a government prefer one type of sales tax (ad valorem or specific) to the other?
8. How can we analyze commodities that are “bads” (garbage, water pollution)?
9. Name pairs of goods that you consume that are perfect substitutes.
10. Name pairs of goods that you consume that are perfect complements.
11. What kind of experiment could a firm conduct to determine the demand curve it faces?
12. How can the firm use the information contained in an Engel Curve and government forecasts of income to predict future demand?
13. Create a Prisoner's Dilemma game in normal form.
14. Write out your Prisoner's Delimma game in extensive form.
15. How can you determine how risk averse someone is?
16. Define
a. Expected Value
b. Expected Utility
c. Variance.
d. Standard Deviation
17. Are both the standard deviation and beta measures of risk?
18. Why would a company offer a “money-back guarantee if not completely satisfied” if the firm knows that it is impossible to satisfy all consumers completely?
Chamberlain College of Nursing NR 305 Health Assessment
Discharge Teaching Plan:
Guidelines and Grading RubricPurpose
In addition to the information presented in the week 2 introduction threaded discussion for Red Yoder, our elderly patient male patient, the student will read an assigned case study and write a discharge teaching plan utilizing the information gained from both sources.Course Outcomes
This assignment enables the student to meet the following course outcomes:
CO #1: Utilize prior knowledge of theories and principles of nursing and related disciplines to explain expected client behaviors, while differentiating between normal findings, variations, and abnormalities. (PO #1)
CO #3: Utilize effective communication when performing a health assessment. (PO #3)
CO #4: Identify teaching/learning needs from the health history of an individual. (PO #2)
CO #5: Explore the professional responsibilities involved in conducting a comprehensive health assessment and providing appropriate documentation. (PO #6)
Points
This assignment is worth a total of 100 points.
Due Date
The completed Discharge Teaching Plan form is to be submitted to the Dropbox by 11:59 p.m. MT Sunday of Week 2. Post questions to the weekly Q & A Forum. Contact your instructor if you need additional assistance. See the Course P ...
ISYS90050 IT Project and Change Management – Semester 1, 2020 .docxdonnajames55
ISYS90050 IT Project and Change Management – Semester 1, 2020
Assignment 2, Ethical Challenges - Rubrics
Poor Adequate Good Very Good Outstanding
Question 1A
[2%]
Analyzing
information to
present facts to
make an ethical
decision
Poor attempt at
presenting facts from the
case study. A poor
assessment of the
situation at hand in the
presentation of
arguments.
A sufficient attempt has
been done in identifying
and presenting facts from
the case study. Lacks rigor
in understanding the entire
scenario as a whole.
A good attempt at
assessing and reviewing
the situation to presents
facts from the case study.
Some key facts may be
missing.
A very good attempt at
assessing the information and
presenting the facts from the
case study. Main facts have
been identified.
An insightful and thorough
assessment of the case study
to present the facts. A
thorough rigor exhibited in
analyzing the entire case
study in bringing the facts to
the argument.
Question 1B
[2%]
Defining the
ethical issue
A poor attempt in
presenting the main
ethical issue in the case
study. A poor assessment
of the scenario in the case
study and presenting the
arguments.
A reasonable attempt has
been done in identifying
the main ethical from the
case study. Lacks rigor in
understanding the entire
scenario as a whole.
A good attempt at
identifying and discussing
the ethical issues from the
case study.
A very good attempt at
assessing the information
identifying and discussion of
the ethical issue.
An insightful and thorough
discussion of the ethical issue
from the case study . A
thorough rigor exhibited in
analyzing the entire case
study in bringing the facts to
the argument.
Question 1C
[2%]
Identifying
affected
stakeholder
Poor attempt at
identifying the affected
stakeholder or the
stakeholder is wrongly
identified. Weak analysis
of the case study and
weak arguments in
support of the identified
stakeholder.
Correct identification of the
stakeholder. Weak analysis
of the case study and
thereby weak arguments in
support of the identified
stakeholder
Correct identification of
the stakeholder. Good
argument to support the
identified stakeholder, but
a few key arguments in the
analysis may be missing.
Correct identification of the
stakeholder. Most of the
arguments to support the
identified stakeholder are
valid with minor
inconsistencies or missing
information in the
identification.
Correct identification of the
stakeholder. Thorough and
insightful arguments in
support of the choice made.
Question 1D
[2%]
Identifying
consequences
Poor attempt at
identifying the
consequences or the
arguments are unrelated
to the consequences of
the ethical decision.
Argument in support of
the decision missing
A reasonable attempt has
been made to identify the
consequences, but one or
more of the consequences
from the case study are still
missin.
Assignment
Exceptional Children
Directions: Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your responses should total eight (8) double spaced pages in length.
Part 1
Discuss the following concepts and provide an example for each as it relates to the developmental-behavioral approach.
1. Negative reinforcement
2. Intrinsic reinforcement
3. Positive reinforcement
4. Natural and logical consequences
5. Withdrawing or withholding reinforcement
6. Incompatible behaviors
7. Catch the child being good
8. Reminders, redirection, reprimands
9. Sit and watch
10. Time-out
Part 2
In order to acknowledge and understand the diversity of childrearing beliefs and practices among families, you must first acknowledge and understand your own beliefs and practices about childrearing. Exploring and analyzing your own history and its effects on your behavior may assist you in creating a better understanding and compassion for the families with which you are entrusted to support. Please review the section on Cultural Models and Child-Rearing Practices (pages 75–78) and write a 2-page reflection essay discussing your own child-rearing beliefs and practices and how these beliefs might influence your work with diverse families.
Discuss how these topics do or do not influence you today and how they might have an effect on your work with diverse families. Stay focused on relevant information concerning the implications for your work with young children and their families.
· History: family history of ethnic origin, language (s), geography, and immigration
· Growing up: where you grew up, pattern of movement or stability, and your family of origin structure
· Your current family or living structure
· Values of independence or interdependence
· Discipline approaches
· Attitudes toward disability
· Influence of racism
· Family structure
· Parents’ roles
· Caregiver-child communication
· Medical practices
Part 3
Using the information in Chapter 10, you will compare and contrast three (3) inclusion models by filling out the Inclusion Support Model Chart (see below). For each model, your will describe the key elements and distinctive characteristics, examine the advantages and challenges, and discuss the resources needed to implement each model.
One-To-One Assistant
Itinerant Consultation
Coteaching
Key elements and distinctive characteristics of model
Advantages
Challenges
Resources needed to implement the model
Part 4
Next, assume you have been hired by a school district to provide inclusion support to children with disabilities, ages 3–5. Write a two-page reflection essay on which inclusion model you might like to try and why. Discuss what it might look like and what skills you might need to acquire or already have that might help the model develop successfully—keep in mind that there is no one right inclusion ...
N3352 Legacy of the Family 8-2019 Allard 1 Disc.docxroushhsiu
N3352 Legacy of the Family
8-2019 Allard 1
Discussion Module 2-1 Family Health Promotion
Name: Date:
Post your initial response by 2359 Wednesday of Week 1.
Post your replies to peers by 2359 Saturday of Week 1.
TOPIC:
How do you see your role in Family Health Promotion?
Give an example of how you have promoted health in a family, as a
professionally or as a non-healthcare professional.
In our readings on page 208 promoting the health of the family as a unit and
“encouraging families to value and incorporate health promotion into their lifestyle are
seen as essential components of family nursing practice. Family health promotion refers
to the activities that families engage in to strengthen the family as a unit. Family health
promotion is defined as achieving maximum family well-being throughout the family life
course and includes the biological, emotional, physical, and spiritual realms for family
members and the family unit task of families is to teach health maintenance and health
promotion, regardless of age.”
(See the grading rubric on the next page.)
N3352 Legacy of the Family
8-2019 Allard 2
Rubric:
NOTE: All assignments must be submitted on time. Assignments submitted after the
deadline will be accepted up to 48 hours with 5 late points off per day. Assignments will
receive a grade of zero after 48 hours.
Instructions: Review the Rubric to guide your discussion
Discussion
Response
Target Acceptable Unacceptable
Submitted on
time (10
points)
Response is
posted by due
date/time for
each question
(10-9 points)
Response is
posted by due
date/time for
each question
(8-6 points)
Response is
NOT posted by
the due date
and time for
each question
(5-0 points)
Length of
Response (10
points)
Response is
75–100 words.
(10-9 points)
Response is a
minimum of 50
words. (8-6
points)
Response is
less than 50
words.
(5-0 points)
Incorporates
Key Concepts
(20 points)
Response is
substantive
and
incorporates
key concepts
and principles.
(20-19 points)
Response
refers to only
one key
concept or
principle.
(18-7 points)
Response
refers to no
key concepts
or principles.
(6-0 points)
Includes
Specific
Examples
(10 points)
Response
includes
specific,
personal, or
professional
examples.
(10-9 points)
Response
includes a
general,
personal, or
professional
example.
(8-6 points)
Response
does not
include a
personal or
professional
example
(5-0 points)
Replies to
Peers
Exceptional Acceptable Unacceptable
Quantity of
Replies
(10 points)
Robust and
comprehensive
replies are
posted to 1 or
more peer
comments
(10-9 points)
Only brief reply
is posted to 1
peer comment.
(18-7 points)
Reply is NOT
posted to a
peer’s
comments
(6-0 points)
Timely
Posting of
Replies (10
points)
Reply is
posted on time
(10-9 points ...
Bioethics Case Study1.1.Bioethics Case Study This assignment .docxmoirarandell
Bioethics Case Study
1.
1.Bioethics Case Study: This assignment asks you to examine a current ethical controversy case study. The paper is informal, but should be in APA style, and does not need an abstract or cover page. With a minimum of two pages and a maximum of four pages A reference page is needed. In-text citations should be in APA format. Papers will be graded on a 0 to 25-point scale.
Case Study in Primary care:
One hypothetical case study involves Jim a 54, year old patient who has recently diagnose with hypertension and his Creatinine and BUN laboratory results are elevated, if left untreated, will result in kidney failure. The patient refuses to take the medication because he said it will affect his sex life The NP must work with the patient to respect the fact that he doesn’t want the medication (autonomy), and needs to find a solution that would prevent him from going into kidney failure and other complications, which is in his best interest (beneficence). Although medications are the best choice, forcing the patient to accept the medication will result in probably patient leaving the care (non-maleficence). Finally, the NP needs to consider the impact that the patient’s choices might have on others if he starts to go into preventable kidney failure, he’ll need dialysis, which affects other people who need the same treatment (justice). So before making the final decision the NP must consider all four principles of health care ethics, which will help the NP make the choice that will have the best possible benefits for both the patient and society.
Questions?
1. What are the skills necessary for the provider to identify, address, and assess this clinical ethical issue?
2. What are the provider’s obligations when a patient discloses does he not intent to follow the treatment?
3. What are the ethical considerations in evaluating a patient’s failure to adhere to a prescribed therapy?
4. Will you terminate care for this patient? What are the implications?
Case Study Rubric
Criterion
Outstanding (25)
Very Good (22)
Average (18)
Unacceptable (15)
Score
Completeness
Complete in all respects; reflects all requirements
Complete in most respects; reflects most requirements
Incomplete many respects; reflects few requirements
Incomplete in most respects; does not reflect requirements
Understanding
Demonstrates excellent understanding of the topic(s) and issue(s)
Demonstrates an accomplished understanding of the topic(s) and issue(s)
Demonstrates an acceptable understanding of the topic(s) and issue(s)
Demonstrates an inadequate understanding of the topic(s) and issue(s)
Analysis
Presents an insightful and through analysis of the issue (s) identified
Presents a thorough analysis of most of the issue(s) identified
Presents a superficial analysis of some of the issue(s) identified
Presents an incomplete analysis of the issue(s) identified.
Evaluation
Makes appropriate and powerful connections between the issue(s) identified and the con.
a record of information relating to a person's psychological or medical condition. Used as an aid to diagnosis and treatment, a case history usually contains test results, interviews, professional evaluations, and sociological, occupational, and educational data.
1. Can you think of any reasons why the Law of Demand might not ho.docxjackiewalcutt
1. Can you think of any reasons why the Law of Demand might not hold?
2. Would you expect most supply curves to have an upward slope? Why or why not?
3. Can you think of situations where the government would want to take actions that cause shortages?
4. In what markets and situations would you expect that the quantity demanded would not equal
the quantity supplied?
5. Can you think of an example where a good is sold below equilibrium price without government intervention causing excess demand? Which property of perfect competition is violated?
6. Give an example of a product where the long-run elasticity of demand is less than the short-run elasticity.
7. Why might a government prefer one type of sales tax (ad valorem or specific) to the other?
8. How can we analyze commodities that are “bads” (garbage, water pollution)?
9. Name pairs of goods that you consume that are perfect substitutes.
10. Name pairs of goods that you consume that are perfect complements.
11. What kind of experiment could a firm conduct to determine the demand curve it faces?
12. How can the firm use the information contained in an Engel Curve and government forecasts of income to predict future demand?
13. Create a Prisoner's Dilemma game in normal form.
14. Write out your Prisoner's Delimma game in extensive form.
15. How can you determine how risk averse someone is?
16. Define
a. Expected Value
b. Expected Utility
c. Variance.
d. Standard Deviation
17. Are both the standard deviation and beta measures of risk?
18. Why would a company offer a “money-back guarantee if not completely satisfied” if the firm knows that it is impossible to satisfy all consumers completely?
Chamberlain College of Nursing NR 305 Health Assessment
Discharge Teaching Plan:
Guidelines and Grading RubricPurpose
In addition to the information presented in the week 2 introduction threaded discussion for Red Yoder, our elderly patient male patient, the student will read an assigned case study and write a discharge teaching plan utilizing the information gained from both sources.Course Outcomes
This assignment enables the student to meet the following course outcomes:
CO #1: Utilize prior knowledge of theories and principles of nursing and related disciplines to explain expected client behaviors, while differentiating between normal findings, variations, and abnormalities. (PO #1)
CO #3: Utilize effective communication when performing a health assessment. (PO #3)
CO #4: Identify teaching/learning needs from the health history of an individual. (PO #2)
CO #5: Explore the professional responsibilities involved in conducting a comprehensive health assessment and providing appropriate documentation. (PO #6)
Points
This assignment is worth a total of 100 points.
Due Date
The completed Discharge Teaching Plan form is to be submitted to the Dropbox by 11:59 p.m. MT Sunday of Week 2. Post questions to the weekly Q & A Forum. Contact your instructor if you need additional assistance. See the Course P ...
ISYS90050 IT Project and Change Management – Semester 1, 2020 .docxdonnajames55
ISYS90050 IT Project and Change Management – Semester 1, 2020
Assignment 2, Ethical Challenges - Rubrics
Poor Adequate Good Very Good Outstanding
Question 1A
[2%]
Analyzing
information to
present facts to
make an ethical
decision
Poor attempt at
presenting facts from the
case study. A poor
assessment of the
situation at hand in the
presentation of
arguments.
A sufficient attempt has
been done in identifying
and presenting facts from
the case study. Lacks rigor
in understanding the entire
scenario as a whole.
A good attempt at
assessing and reviewing
the situation to presents
facts from the case study.
Some key facts may be
missing.
A very good attempt at
assessing the information and
presenting the facts from the
case study. Main facts have
been identified.
An insightful and thorough
assessment of the case study
to present the facts. A
thorough rigor exhibited in
analyzing the entire case
study in bringing the facts to
the argument.
Question 1B
[2%]
Defining the
ethical issue
A poor attempt in
presenting the main
ethical issue in the case
study. A poor assessment
of the scenario in the case
study and presenting the
arguments.
A reasonable attempt has
been done in identifying
the main ethical from the
case study. Lacks rigor in
understanding the entire
scenario as a whole.
A good attempt at
identifying and discussing
the ethical issues from the
case study.
A very good attempt at
assessing the information
identifying and discussion of
the ethical issue.
An insightful and thorough
discussion of the ethical issue
from the case study . A
thorough rigor exhibited in
analyzing the entire case
study in bringing the facts to
the argument.
Question 1C
[2%]
Identifying
affected
stakeholder
Poor attempt at
identifying the affected
stakeholder or the
stakeholder is wrongly
identified. Weak analysis
of the case study and
weak arguments in
support of the identified
stakeholder.
Correct identification of the
stakeholder. Weak analysis
of the case study and
thereby weak arguments in
support of the identified
stakeholder
Correct identification of
the stakeholder. Good
argument to support the
identified stakeholder, but
a few key arguments in the
analysis may be missing.
Correct identification of the
stakeholder. Most of the
arguments to support the
identified stakeholder are
valid with minor
inconsistencies or missing
information in the
identification.
Correct identification of the
stakeholder. Thorough and
insightful arguments in
support of the choice made.
Question 1D
[2%]
Identifying
consequences
Poor attempt at
identifying the
consequences or the
arguments are unrelated
to the consequences of
the ethical decision.
Argument in support of
the decision missing
A reasonable attempt has
been made to identify the
consequences, but one or
more of the consequences
from the case study are still
missin.
Assignment
Exceptional Children
Directions: Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your responses should total eight (8) double spaced pages in length.
Part 1
Discuss the following concepts and provide an example for each as it relates to the developmental-behavioral approach.
1. Negative reinforcement
2. Intrinsic reinforcement
3. Positive reinforcement
4. Natural and logical consequences
5. Withdrawing or withholding reinforcement
6. Incompatible behaviors
7. Catch the child being good
8. Reminders, redirection, reprimands
9. Sit and watch
10. Time-out
Part 2
In order to acknowledge and understand the diversity of childrearing beliefs and practices among families, you must first acknowledge and understand your own beliefs and practices about childrearing. Exploring and analyzing your own history and its effects on your behavior may assist you in creating a better understanding and compassion for the families with which you are entrusted to support. Please review the section on Cultural Models and Child-Rearing Practices (pages 75–78) and write a 2-page reflection essay discussing your own child-rearing beliefs and practices and how these beliefs might influence your work with diverse families.
Discuss how these topics do or do not influence you today and how they might have an effect on your work with diverse families. Stay focused on relevant information concerning the implications for your work with young children and their families.
· History: family history of ethnic origin, language (s), geography, and immigration
· Growing up: where you grew up, pattern of movement or stability, and your family of origin structure
· Your current family or living structure
· Values of independence or interdependence
· Discipline approaches
· Attitudes toward disability
· Influence of racism
· Family structure
· Parents’ roles
· Caregiver-child communication
· Medical practices
Part 3
Using the information in Chapter 10, you will compare and contrast three (3) inclusion models by filling out the Inclusion Support Model Chart (see below). For each model, your will describe the key elements and distinctive characteristics, examine the advantages and challenges, and discuss the resources needed to implement each model.
One-To-One Assistant
Itinerant Consultation
Coteaching
Key elements and distinctive characteristics of model
Advantages
Challenges
Resources needed to implement the model
Part 4
Next, assume you have been hired by a school district to provide inclusion support to children with disabilities, ages 3–5. Write a two-page reflection essay on which inclusion model you might like to try and why. Discuss what it might look like and what skills you might need to acquire or already have that might help the model develop successfully—keep in mind that there is no one right inclusion ...
N3352 Legacy of the Family 8-2019 Allard 1 Disc.docxroushhsiu
N3352 Legacy of the Family
8-2019 Allard 1
Discussion Module 2-1 Family Health Promotion
Name: Date:
Post your initial response by 2359 Wednesday of Week 1.
Post your replies to peers by 2359 Saturday of Week 1.
TOPIC:
How do you see your role in Family Health Promotion?
Give an example of how you have promoted health in a family, as a
professionally or as a non-healthcare professional.
In our readings on page 208 promoting the health of the family as a unit and
“encouraging families to value and incorporate health promotion into their lifestyle are
seen as essential components of family nursing practice. Family health promotion refers
to the activities that families engage in to strengthen the family as a unit. Family health
promotion is defined as achieving maximum family well-being throughout the family life
course and includes the biological, emotional, physical, and spiritual realms for family
members and the family unit task of families is to teach health maintenance and health
promotion, regardless of age.”
(See the grading rubric on the next page.)
N3352 Legacy of the Family
8-2019 Allard 2
Rubric:
NOTE: All assignments must be submitted on time. Assignments submitted after the
deadline will be accepted up to 48 hours with 5 late points off per day. Assignments will
receive a grade of zero after 48 hours.
Instructions: Review the Rubric to guide your discussion
Discussion
Response
Target Acceptable Unacceptable
Submitted on
time (10
points)
Response is
posted by due
date/time for
each question
(10-9 points)
Response is
posted by due
date/time for
each question
(8-6 points)
Response is
NOT posted by
the due date
and time for
each question
(5-0 points)
Length of
Response (10
points)
Response is
75–100 words.
(10-9 points)
Response is a
minimum of 50
words. (8-6
points)
Response is
less than 50
words.
(5-0 points)
Incorporates
Key Concepts
(20 points)
Response is
substantive
and
incorporates
key concepts
and principles.
(20-19 points)
Response
refers to only
one key
concept or
principle.
(18-7 points)
Response
refers to no
key concepts
or principles.
(6-0 points)
Includes
Specific
Examples
(10 points)
Response
includes
specific,
personal, or
professional
examples.
(10-9 points)
Response
includes a
general,
personal, or
professional
example.
(8-6 points)
Response
does not
include a
personal or
professional
example
(5-0 points)
Replies to
Peers
Exceptional Acceptable Unacceptable
Quantity of
Replies
(10 points)
Robust and
comprehensive
replies are
posted to 1 or
more peer
comments
(10-9 points)
Only brief reply
is posted to 1
peer comment.
(18-7 points)
Reply is NOT
posted to a
peer’s
comments
(6-0 points)
Timely
Posting of
Replies (10
points)
Reply is
posted on time
(10-9 points ...
Bioethics Case Study1.1.Bioethics Case Study This assignment .docxmoirarandell
Bioethics Case Study
1.
1.Bioethics Case Study: This assignment asks you to examine a current ethical controversy case study. The paper is informal, but should be in APA style, and does not need an abstract or cover page. With a minimum of two pages and a maximum of four pages A reference page is needed. In-text citations should be in APA format. Papers will be graded on a 0 to 25-point scale.
Case Study in Primary care:
One hypothetical case study involves Jim a 54, year old patient who has recently diagnose with hypertension and his Creatinine and BUN laboratory results are elevated, if left untreated, will result in kidney failure. The patient refuses to take the medication because he said it will affect his sex life The NP must work with the patient to respect the fact that he doesn’t want the medication (autonomy), and needs to find a solution that would prevent him from going into kidney failure and other complications, which is in his best interest (beneficence). Although medications are the best choice, forcing the patient to accept the medication will result in probably patient leaving the care (non-maleficence). Finally, the NP needs to consider the impact that the patient’s choices might have on others if he starts to go into preventable kidney failure, he’ll need dialysis, which affects other people who need the same treatment (justice). So before making the final decision the NP must consider all four principles of health care ethics, which will help the NP make the choice that will have the best possible benefits for both the patient and society.
Questions?
1. What are the skills necessary for the provider to identify, address, and assess this clinical ethical issue?
2. What are the provider’s obligations when a patient discloses does he not intent to follow the treatment?
3. What are the ethical considerations in evaluating a patient’s failure to adhere to a prescribed therapy?
4. Will you terminate care for this patient? What are the implications?
Case Study Rubric
Criterion
Outstanding (25)
Very Good (22)
Average (18)
Unacceptable (15)
Score
Completeness
Complete in all respects; reflects all requirements
Complete in most respects; reflects most requirements
Incomplete many respects; reflects few requirements
Incomplete in most respects; does not reflect requirements
Understanding
Demonstrates excellent understanding of the topic(s) and issue(s)
Demonstrates an accomplished understanding of the topic(s) and issue(s)
Demonstrates an acceptable understanding of the topic(s) and issue(s)
Demonstrates an inadequate understanding of the topic(s) and issue(s)
Analysis
Presents an insightful and through analysis of the issue (s) identified
Presents a thorough analysis of most of the issue(s) identified
Presents a superficial analysis of some of the issue(s) identified
Presents an incomplete analysis of the issue(s) identified.
Evaluation
Makes appropriate and powerful connections between the issue(s) identified and the con.
a record of information relating to a person's psychological or medical condition. Used as an aid to diagnosis and treatment, a case history usually contains test results, interviews, professional evaluations, and sociological, occupational, and educational data.
Questionnairre desisgn-Advance Research MethodologyRehan Ehsan
This Presentation states the details of Questionnairre desisgn for students to get help in advance research methodology. Rearchers may also get help from this work.
MGT 3332: Organizational Behavior
Module 4 Assignment: Making a Tough Decision
Guidelines and Rubric
Overview:
In this exercise, you will examine how to weigh a set of facts and make a difficult personnel decision about laying off valued employees during a
time of financial hardship. You also will examine your own values and criteria used in the decision-making process.
Begin this assignment by reviewing the following scenario:* Walker Space Institute (WSI) is a medium-sized firm located in Connecticut.
The firm essentially has been a subcontractor on many large space contracts that have been acquired by firms such as Alliant Techsystems and
others. With cutbacks in many NASA programs, WSI has an excess of employees. Stuart Tartaro, the head of one of the sections, has been told
by his superior that he must reduce his section of engineers from seven to four. He is looking at the following summaries of their vitae and
pondering how he will make this decision:
1. Roger Allison, age 26, married, two children. Allison has been with WSI for a year and a half. He is a very good engineer, with a degree
from Rensselaer Polytechnic Institute. He has held two prior jobs and lost both of them because of cutbacks in the space program. He
moved to Connecticut from California to take this job. Allison is well-liked by his coworkers.
2. Dave Jones, age 24, single. Jones is African American, and the company looked hard to get him because of affirmative action pressure.
He is not very popular with his coworkers. Because he has been employed less than a year, not too much is known about his work. On
his one evaluation (which was average), Jones accused his supervisor of bias against African Americans. He is a graduate of the Detroit
Institute of Technology.
3. William Foster, age 53, married, three children. Foster is a graduate of the “school of hard knocks.” After serving in Operation Desert
Storm, he started to go to college but dropped out because of high family expenses. Foster has worked at the company for 20 years. His
ratings were excellent for 15 years. The last five years they have been average. Foster feels his supervisor evaluates him unfairly
because he does not “have sheepskins covering his office walls.”
4. Donald Boyer, age 32, married, no children. Boyer is well-liked by his coworkers. He has been at WSI five years, and he has a B.S. and
M.S. in engineering from Purdue University. Boyer’s ratings have been mixed. Some supervisors rated him high and some average.
Boyer’s wife is a doctor.
5. Sherman Soltis, age 37, divorced, two children. He has a B.S. in engineering from The Ohio State University. Soltis is very active in
community affairs: Scouts, Little League, and United Way. He is a friend of the firm’s vice president through church work. His ratings have
1
MGT 3332: Organizational Behavior
been average, although some recent ones indicate that his skills are out of date. He is well- ...
Chamberlain College of NursingNR439 – Evidence-Based PracticeR.docxtidwellveronique
Chamberlain College of Nursing NR439 – Evidence-Based Practice
Reading Research Literature #1 – Week 5
Type your answers to the following questions using complete sentences and correct grammar, spelling, and syntax. Click Save as and save the file with your last name and assignment, e.g.,NR439_RRL1_Smith. Submit to the Reading Research Literature #1 basket in the Dropbox by 11:59 pm MT Sunday at the end of Week 5. The guidelines and grading rubric for this assignment may be found in Doc Sharing.
Title: RRL#1
Name: [replace this text with your name]
The following questions pertain to: Sanford, J., Townsend-Rocchicciolli, J., Horigan, A., & Hall, P. (2011). A process of decision making by caregivers of family members with heart failure. Research & Theory for Nursing Practice, 25(1), 55–70.
1) What is the purpose of this research?
2) What is the research question (or questions)? This may be implicit or explicit.
3) Did the authors describe the design of this study? If so, give a description.
4) What characteristics does this study possess that are qualitative in nature? Review Chapter 2.
5) What is the evidence that this journal is peer-reviewed? Does the journal have an editorial board? (Look for the journal’s website to discover this information)
6) Is there evidence of any conflict of interest? Do the authors have any potential financial gain from the results of this study?
7) Describe the population for this study.
8) How was the sample selected? What are the strengths and weaknesses of this sampling strategy?
9) Were the subjects in this study vulnerable? Were there any risks for them as the result of participation in the research study?
10) Are there any HIPAA concerns that are evident in this study?
The following questions pertain to: Schwarz, K., Mion, P., Hudock, D., & Litman, G. (2008). Telemonitoring of heart failure patients and their caregivers: A pilot randomized controlled study. Progress in Cardiovascular Nursing, 23(1), 18–26.
11) What is the purpose of this research?
12) What is the research question (or questions)? This may be implicit or explicit.
13) Did the authors describe the design of this study? If so, give a description.
14) What characteristics does this study possess that are quantitative in nature? Review Chapter 2.
15) What is the evidence that this journal is peer-reviewed? Does the journal have an editorial board? (Look for the journal’s website to discover this information)
16) Is there evidence of any conflict of interest? Do the authors have any potential financial gain from the results of this study?
17) Describe the population for this study.
18) How was the sample selected? What are the strengths and weaknesses of this sampling strategy?
19) Were the subjects in this study vulnerable? Were there any risks for them as the result of participation in the research study?
20) Are there any HIPAA concerns that are evident in this study?
NR439 RRL1 Form.docx ...
1 SYLLABUS COURSE NUMBER NUR 4286-DL-AD .docxjeremylockett77
1
SYLLABUS
COURSE NUMBER: NUR 4286-DL-AD
COURSE TITLE: Nursing and The Aging Family.
COURSE CREDITS: 3 credits
PREREQUISITES: See student handbook
INSTRUCTOR: [email protected]
INSTRUCTOR’S EMAIL: Lisys Camacho, APRN, MSN
1. Text and Materials:
Touhy, T.A & Jett, K.F (2018). Ebersole and Hess' Gerontological Nursing. (5th ed.)
Author: Theris A. Touhy DNP CNS DPNAP , Kathleen F Jett PhD GNP-BC
ISBN: 9780323401678 - Publisher: Elsevier - (Not sold in FNU Bookstore)
Publication Manual American Psychological Association (APA) (6th ed.).
2009 ISBN: 978-1-4338-0561-5
2. Course Description: This course provides the skills for interventions,
evaluation and managing care of diverse older adults/families in a
multicultural global environment.
3. Learning outcomes:
• The students will identify the physiological process of aging.
• The students will be able to differentiate the adaptative human response
to the aging process.
• The student will be able to manage and care older adults and their
families.
4. Course Objectives: Upon completion of this course, the student will be able
to:
• Describe and develop comprehensive and focused assessments (physical,
psychosocial, developmental, spiritual, socioeconomic, and
environmental) of health and illness parameters of diverse older
adults/families.
• Evaluate holistic, patient-centered care that reflects an understanding of
genetics and genomics, pathophysiology, pharmacology, clinical
management, and ethical issues for older adults/families in
multicultural communities.
2
• Develop decision making skills, including the nursing process and
problem solving processes, to deliver evidence-based family-centered care
in the health promotion, maintenance, and restoration, disease and
injury prevention, and rehabilitation of health for older adults/families,
using developmentally and culturally appropriate approaches.
• Examine evidence-based practice guidelines/research, nursing theories,
and theories from other disciplines on aging that support the
identification of clinical problems, prioritization of activities,
implementation of nursing skills, and quality outcomes in the care of
older adults/families.
• Consider collaborative practice and patient education in managing
pharmacotherapeutics safely for older adults (e.g., prescription drugs
interacting with other drugs, over-the-counter agents,
complementary/alternative therapies, lifestyles and health practices,
dietary supplements, and food).
• Use inter- and intra- professional collaboration and communication to
develop plans of care for older adults/families that take into account
determinants of health, genetics and genomics, family functioning,
patient preferences, available resources, and the range of activities that
contribute to health promotion and the prevention of disease and injury.
• Differentiate older adult patient/family-centered transitions, i ...
1
SYLLABUS
COURSE NUMBER: NUR 4286-DL-AD
COURSE TITLE: Nursing and The Aging Family.
COURSE CREDITS: 3 credits
PREREQUISITES: See student handbook
INSTRUCTOR: [email protected]
INSTRUCTOR’S EMAIL: Lisys Camacho, APRN, MSN
1. Text and Materials:
Touhy, T.A & Jett, K.F (2018). Ebersole and Hess' Gerontological Nursing. (5th ed.)
Author: Theris A. Touhy DNP CNS DPNAP , Kathleen F Jett PhD GNP-BC
ISBN: 9780323401678 - Publisher: Elsevier - (Not sold in FNU Bookstore)
Publication Manual American Psychological Association (APA) (6th ed.).
2009 ISBN: 978-1-4338-0561-5
2. Course Description: This course provides the skills for interventions,
evaluation and managing care of diverse older adults/families in a
multicultural global environment.
3. Learning outcomes:
• The students will identify the physiological process of aging.
• The students will be able to differentiate the adaptative human response
to the aging process.
• The student will be able to manage and care older adults and their
families.
4. Course Objectives: Upon completion of this course, the student will be able
to:
• Describe and develop comprehensive and focused assessments (physical,
psychosocial, developmental, spiritual, socioeconomic, and
environmental) of health and illness parameters of diverse older
adults/families.
• Evaluate holistic, patient-centered care that reflects an understanding of
genetics and genomics, pathophysiology, pharmacology, clinical
management, and ethical issues for older adults/families in
multicultural communities.
2
• Develop decision making skills, including the nursing process and
problem solving processes, to deliver evidence-based family-centered care
in the health promotion, maintenance, and restoration, disease and
injury prevention, and rehabilitation of health for older adults/families,
using developmentally and culturally appropriate approaches.
• Examine evidence-based practice guidelines/research, nursing theories,
and theories from other disciplines on aging that support the
identification of clinical problems, prioritization of activities,
implementation of nursing skills, and quality outcomes in the care of
older adults/families.
• Consider collaborative practice and patient education in managing
pharmacotherapeutics safely for older adults (e.g., prescription drugs
interacting with other drugs, over-the-counter agents,
complementary/alternative therapies, lifestyles and health practices,
dietary supplements, and food).
• Use inter- and intra- professional collaboration and communication to
develop plans of care for older adults/families that take into account
determinants of health, genetics and genomics, family functioning,
patient preferences, available resources, and the range of activities that
contribute to health promotion and the prevention of disease and injury.
• Differentiate older adult patient/family-centered transitions, i ...
ASSIGNMENT 04C06I Business EthicsDirections Be sure to save .docxdavezstarr61655
ASSIGNMENT 04
C06I Business Ethics
Directions: Be sure to save an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English, spelling and grammar. Sources must be cited in APA format. Your response should be four (4) double-spaced pages; refer to the "Assignment Format" page located on the Course Home page for specific format requirements.
Respond to the items below.
1. Define the following: a right, a legal right, a moral right, a human right. How are they related?
2. What three (3) features define a moral right?
3. How do we know that people have rights? What is the basis of the moral rights according to a utilitarian view? According to Immanuel Kant?
4. Fully discuss the idea that human beings have a "natural right" to liberty and a "natural right" to private property, as claimed by John Locke (1632-1704).
Grading Rubric
Please refer to the rubric on the next page for the grading criteria for this assignment.
CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable
15 points 12 points 8 points 5 points
Student provides a clear,
logical definition of a right, a
legal right, a moral right, and
a human right, including how
they are related.
Student provides a mostly
clear, logical definition of a
right, a legal right, a moral
right, and a human right,
including how they are
related.
Student provides a weak or
unclear definition of a right,
a legal right, a moral right,
and a human right,
including how they are
related.
Student provides a poor
definition of a right, a legal
right, a moral right, and a
human right, including
how they are related.
15 points 12 points 8 points 5 points
Student provides a clear,
logical description of the
three features that define a
moral right.
Student provides a mostly
clear, logicaldescription of
the three features that
define a moral right.
Student provides a weak or
unclear description of the
three features that define a
moral right.
Student provides a poor
description of the three
features that define a
moral right.
5 points 4 points 3 points 2 points
Student provides a clear,
logical discussion of how we
know people have rights.
Student provides a mostly
clear, logical discussion of
how we know people have
rights.
Student provides a weak or
unclear discussion of how
we know people have
rights.
Student provides a poor
discussion of how we
know people have rights.
10 points 8 points 5 points 2 points
Student provides a clear,
logical discussion of the
utilitarian view of moral
rights.
Student provides a mostly
clear, logical discussion of
the utilitarian view of moral
rights.
Student provides a weak or
unclear discussion of the
utilitarian view of moral
rights.
Student provides a poor
discussion of the utilitarian
view of moral rights.
10 points 8 points 5 points 2 points
Student provides a clear,
logical discussion of the
Kan.
Page 1 of 13Psyc-E1900 Start of Block DefaultTatianaMajor22
Page 1 of 13
Psyc-E1900
Start of Block: Default Question Block
Q35
This survey should take about 5 minutes. Your answers are anonymous, but if there are any
questions you don't feel comfortable answering, simply skip them.
ImaginaryFriend
Did you have an imaginary friend as a kid?
o Yes (1)
o Maybe (0)
o No (-1)
Display This Question:
If Did you have an imaginary friend as a kid? = Yes
ImaginaryFriendAge
How old were you when you stopped having an imaginary friend?
________________________________________________________________
Page 2 of 13
Ghosts
How much do you agree with the following statement?
"Ghosts are real."
o Strongly agree (1)
o Agree (2)
o Somewhat agree (3)
o Neither agree nor disagree (4)
o Somewhat disagree (5)
o Disagree (6)
o Strongly disagree (7)
God
How much do you agree with the following statement?
"There is a god."
o Strongly agree (1)
o Agree (2)
o Somewhat agree (3)
o Neither agree nor disagree (4)
o Somewhat disagree (5)
o Disagree (6)
o Strongly disagree (7)
Page 3 of 13
UFO
How much do you agree with the following statement?
"Extraterrestrial aliens have already visited earth."
o Strongly agree (1)
o Agree (2)
o Somewhat agree (3)
o Neither agree nor disagree (4)
o Somewhat disagree (5)
o Disagree (6)
o Strongly disagree (7)
SETI
How much do you agree with the following statement?
"It is likely that there is life in the universe besides planet Earth."
o Strongly agree (1)
o Agree (2)
o Somewhat agree (3)
o Neither agree nor disagree (4)
o Somewhat disagree (5)
o Disagree (6)
o Strongly disagree (7)
Page 4 of 13
GMOs
How much do you agree with the following statement?
"GMOs are dangerous and need to be banned."
o Strongly agree (1)
o Agree (2)
o Somewhat agree (3)
o Neither agree nor disagree (4)
o Somewhat disagree (5)
o Disagree (6)
o Strongly disagree (7)
MoreAttractive
Thinking of 100 people your same sex and age, how many of them do you think you are more
attractive than?
________________________________________________________________
Page 5 of 13
AttractiveConfident
On a scale of 1-7, how confident are you regarding your response to the previous question?
(You indicated you were more attractive than ${MoreAttractive/ChoiceTextEntryValue} of 100
people of your same sex and age.)
o 1 - Not at all Confident (1)
o 2 (2)
o 3 (3)
o 4 - Moderately Confident (4)
o 5 (5)
o 6 (6)
o 7 - Completely Confident (7)
Stronger
Thinking of 100 people your same sex and age, how many of them do you think you are
stronger than?
________________________________________________________________
Page 6 of 13
StrongerConfident
On a scale of 1-7, how confident are you regarding your response to the previous
questio ...
An explanation of the Doing Ethics Technique Graham R Seach .docxnettletondevon
An explanation of the Doing Ethics Technique
Graham R Seach
Simpson, C. R., Nevile, L., & Burmeister, O. K. (2003). Doing ethics: A universal technique in an
accessibility context. Australian Journal of Information Systems, 10(2), 127-133.
The 'Doing Ethics' technique (DET) is a process for analysing ethical issues in any scenario. It doesn't
guarantee that what you come up with will be the best solution, but it does help you to think
ethically. That said, I understand that the technique may seem a little vague and perhaps lacking
guidance. To that end, the following might help you to understand how to apply the technique in
order to better understand ethical analysis.
To gain the most from the technique, you must explore and answer all eight questions in the order
in which they are posed. Each question stands alone and you cannot take the view that because you
have given information in response to one question that you can omit the same information from
subsequent questions.
Q1. What's going on?
This is a synopsis of what the case is all about. It is written in your own words, and can be taken from
a variety of perspectives, for example, from the perspective of a person raising a complaint, in which
case, it is a synopsis of the complaint. It can be taken from the perspective of an uninvolved
observer, in which case, it is an outline of what was observed, without going into too much detail.
Where you see multiple perspectives, you should describe them here. This question should target a
reader who has no knowledge of the case at hand, and is a brief outline of the case.
Q2. What are the facts?
This is a descriptive list of all the facts of the case. It doesn't just describe the case, but lists all the
facts as they are known (from all sources and perspectives), and also what one might reasonably
consider to be possibilities. For example, if a person was raising a complaint, Question 1 would
outline their complaint, and Question 2 would provide the detailed facts and the evidence to both
support and refute the claims (facts). All facts listed here must be supported by credible evidence, of
which the case itself is one source. If you choose, you may optionally assign a credibility weighting to
each fact, to help with later analysis.
Q3. What are the ethical and non-ethical issues?
This is a list of ALL the issues that are involved in the case, whether they be ethical, legal, social or
otherwise. In Question 5 we extract only the ethical issues for further analysis, but for now, simply
list and describe every relevant issue you can think of. This is probably the most difficult and
important question to get right, because Question 5 can only include the ethical that you have raised
here in Question 3. Therefore, this question must be a complete and comprehensive list of ALL the
issues.
Q4. Who is affected?
This is a list of all the stakeholders (people and entities) invo.
Thinking through the material covered in these 8 weeks.docxrhetttrevannion
Thinking through the material covered in these 8 weeks, respond to the following for your final exam:
1. What is your biggest takeaway with regard to the material on women and girls as
victims of crime? Why?
2. What is your biggest takeaway with regard to women and girls as
perpetrators of crime? Why?
3. What is your biggest takeaway with regard to women as
professionals in the criminal legal system? Why?
Each of these three questions should be answered in essay format, and material from your modules should be used and cited in your answers. Each essay should be 2-3 pages, double spaced, with no extraneous spacing (so a total of 6 to 9 pages). Please cite the information you use for your answers within and at the end of the text. Late submissions will receive a grade of zero.
View Rubric
Informative Rubric (1) (1)
Informative Rubric (1) (1)
Criteria
Ratings
Pts
Purpose, Focus and Organization
view longer description
5 pts
Excellent
The main idea is easy to find. All the ideas are connected to the topic through explanation.
4 pts
Mastery
The main idea is easy to find. The examples and details are linked to the topic, but not well explained.
3 pts
Good Job
The main idea is easy to find. Most of the ideas are connected to the topic.
2 pts
Needs Improvement
The main idea may be hard to find. The examples and details are not connected.
1 pts
Needs Help
The writing is difficult to understand.
/ 5 pts
Purpose, Focus and Organization
view longer description
5 pts
Excellent
The tone is academic, nothing is written in a personal manner.
4 pts
Mastery
The tone is objective but not academic, missing the precise academic vocabulary.
3 pts
Good Job
The writer used personal pronouns and or did not stay objective.
2 pts
Needs Improvement
There are many personal pronouns, it is informal.
1 pts
Needs Help
It is unclear what kind of style the writer used. It is personal.
/ 5 pts
Purpose, Focus and Organization
view longer description
5 pts
Excellent
There are full introduction and concluding paragraphs. The ideas build on each other in an order that makes sense.
4 pts
Mastery
There are introductory and concluding paragraphs. The order of ideas makes sense.
3 pts
Good Job
The introduction and or conclusion may be missing information.
2 pts
Needs Improvement
Missing either the introduction or conclusion.
1 pts
Needs Help
The essay was written as one paragraph. No clear organization of ideas.
/ 5 pts
Purpose, Focus and Organization
view longer description
5 pts
Excellent
Transition words and phrases are used between paragraphs and in the paragraphs to move from one idea to the next smoothly.
4 pts
Mastery
Transition words and phrases are used, but may be repeated, or simple
3 pts
Good Job
The essay may be missing transitions, and/ or the ideas sound more like a list than a paragraph.
2 pts
Needs Improvement
There are few to no transitions, and the ideas are listed.
1 pts
Needs Help
It is difficu.
How will the physical and mental work environment affect my curre.docxhoward4little59962
How will the physical and mental work environment
affect my current or future job in the healthcare field?
This assignment helps you apply your knowledge from this week’s modules and readings.
It is important to understand how both the physical and mental work environments may affect your overall work experience.
Using effective communication techniques, properly solving problems, and making rational decisions will help your work performance.
Exploring the Workplace
Answer the following questions.
1.
Why is it important to understand organizational behavior?
Type answer here
2.
List
three factors in the physical work environment.
a.
Type answer here
b.
Type answer here
c.
Type answer here
3.
If you could have the ideal physical work environment when you graduate UMA, what would it look like and why?
Type answer here
4.
How does the physical work environment affect employees?
Type answer here
5.
List
three factors of the mental work environment.
a.
Type answer here
b.
Type answer here
c.
Type answer here
6.
How does the mental work environment affect employees?
Type answer here
7.
How can you positively influence the mental work environment?
Type answer here
Perception and Problem-Solving
Answer the following prompts.
8.
Define
the term: mental set
Type answer here
9.
List
four determinants of perception.
a.
Type answer here
b.
Type answer here
c.
Type answer here
d.
Type answer here
10.
Describe
a time when your environmental background and experience affected your perception(s).
Type answer here
11.
List
the nine-step decision-making system.
a.
Type answer here
b.
Type answer here
c.
Type answer here
d.
Type answer here
e.
Type answer here
f.
Type answer here
g.
Type answer here
h.
Type answer here
i.
Type answer here
Office Communication
Answer the following questions.
12.
In your opinion, which type of nonverbal symbol of communication is the most important and why?
Type answer here
13.
What are the communication differences between men and women?
Type answer here
Reflection
Reflect on what you have learned this week to help you respond to the question below. You may choose to respond in writing or by recording a video!
14.
How could the physical and mental work environment affect your current or future career in the healthcare field?
Type answer here
What is sociology and why is it important
to my UMA education and healthcare career?
This assignment helps you apply your knowledge from this week’s modules and readings.
Healthcare professionals interact daily with diverse groups of people. Appreciating different cultures, using a sociological mindset, is key to success in the workplace.
Sociology
Answer the following questions.
1.
Define
the term: sociology
Type answer here
2.
How does using sociological imagination help sociologists in their research?
Type answer here
3.
List .
N328 Pediatric Nursing
Required Uniform Assignment: Ethical Dilemma
PURPOSE
For this assignment, you will examine ethical dilemmas that exist in pediatric acute care settings, particularly
those involving genetics/genomics issues. You will also explore the resources available to assist patients,
families, and healthcare professionals in solving these dilemmas, and integrate the principle of the ANA code of
Ethics.
COURSE OUTCOMES This assignment enables the student to meet the following course outcomes.
CO #1: Provides individualized comprehensive care for children and their families with multiple health problems in
institutions and community care settings from birth through adolescence. (PO #1)
CO #4: Utilizes critical thinking skills in clinical decision making in the care of pediatric clients. (PO #4)
CO #6: utilizes legal, ethical, and professional standards and principles, including those related to child abuse recognition
and intervention, as a basis for pediatric clinical decision‐making. (PO #6)
DUE DATE
Refer to Course Calendar for details. The Late Assignment Policy applies to this assignment.
TOTAL POINTS POSSIBLE
100 points
REQUIREMENTS
Write a 2‐3 page paper (not including the title page and reference page) using APA format.
Describe an ethical dilemma you encountered in your clinical setting. Example topics related to
genetics/genomics issues include, but are not limited to: genetic testing, diagnosis of a genetic disorder,
genetic counseling (or lack thereof), pharmacogenomics, lifelong surveillance, and recruiting individuals
for genetics research. Keep in mind to maintain the privacy of all members involved in the dilemma.
PREPARING THE ASSIGNMENT
Identify all the relevant and applicable principles within the ANA Code of Ethics that relates to your
dilemma.
Describe in detail how your dilemma relates to the principle(s) you have identified.
Discuss the outcome of the dilemma to the best of your knowledge.
Discuss the resources within the clinical agency for dealing with such ethical dilemmas.
Utilize resources such as your textbook, journal articles, Internet sites, etc, to aid in your discussion and
to support your perspective about the situations.
Complete the assignment using APA formatting. Include a reference page in APA format of sources
used. You must use at least two references in this assignment (one will be the ANA Code of Ethics).
N328 RUA Ethical Dilemma for JUL16.docx Revised 06/2016 2
N328 Pediatric Nursing
DIRECTIONS AND ASSIGNMENT CRITERIA
Assignment
Criteria
Points % Description
Dilemma
Description
(15 points)
15 15% Describe the ethical dilemma, including how you became aware of the
situation and who was involved (family, health, care providers, etc…)
Identify the
Principle(s) from
the ANA Code of
Ethics
(10 points)
10 10% Include all the ethical principles that are relevant and applica.
Pharmacology question Pharmacology for Psychological DisordersLdannies7qbuggie
Pharmacology question: Pharmacology for Psychological Disorders
Learning Objectives
Students will:
· Evaluate patients for treatment of psychological disorders
· Analyze decisions made throughout the diagnosis and treatment of patients with psychological disorders
· Analyze impacts of pharmacotherapeutics for psychological disorders on patient pathophysiology
· Evaluate patients for treatment of neurological and musculoskeletal disorders
· Analyze decisions made throughout the diagnosis and treatment of patients with neurological and musculoskeletal disorders
· Justify decisions made throughout the diagnosis and treatment of patients with neurological and musculoskeletal disorders
Discussion question: Decision Making When Treating Psychological Disorders
Psychological disorders, such as depression, bipolar, and anxiety disorders can present several complications for patients of all ages. These disorders affect patients physically and emotionally, potentially impacting judgment, school and/or job performance, and relationships with family and friends. Since these disorders have many drastic effects on patients’ lives, it is important for advanced practice nurses to effectively manage patient care. With patient factors and medical history in mind, it is the advanced practice nurse’s responsibility to ensure the safe and effective diagnosis, treatment, and education of patients with psychological disorders.
For this Discussion, you will select an interactive media piece to practice decision making when treating patients with psychological disorders. You will recommend the most effective pharmacotherapeutic to treat the psychological disorder presented and examine potential impacts of pharmacotherapeutics on a patient’s pathophysiology.
To Prepare
· Review this week’s interactive media pieces and select one to focus on for this Discussion.
· Reflect on the decision steps in the interactive media pieces, and consider the potential impacts from the administration of the associated pharmacotherapeutics on the patient’s pathophysiology.
Post a brief explanation of the psychological disorder presented and the decision steps you applied in completing the interactive media piece for the psychological disorder you selected. Then, explain how the administration of the associated pharmacotherapeutics you recommended may impact the patient’s pathophysiology. How might these potential impacts inform how you would suggest treatment plans for this patient? Be specific and provide examples.
Post a brief explanation of the psychological disorder presented and the decision steps you applied in completing
the interactive media piece for the psychological disorder you selected.
Then, explain how the administration of the associated pharmacotherapeutics you recommended may impact
the patient’s pathophysiology. How might these potential impacts inform how you would suggest treatment plans for for this patient?
RUBRIC TO FFL F ...
Examine how nature is discussed throughout The Open Boat.” Loo.docxcravennichole326
Examine how nature is discussed throughout “The Open Boat.” Look at the literary critical piece by Anthony Channell Hilfer. Once you have established your own ideas, consider how Hilfer discusses nature in the short story and analyze the following questions: What does nature mean to the men aboard the boat? or Do their perceptions of nature shift throughout the story? Why or why not?
Do their perceptions of nature shift throughout the story? Why or why not?
Write down a loose response about what I think of the question and what I remember of the story.
ICE method.
I introduce the citation
C the citation itself
E explain its meaning to your argument.
The scenes shift with no discernable rhyme or reason. Crane invites every reader in. Critic Anthony Channell Hilfer disagrees with point, saying, “Crane’s image is an accusation of the putative picturesque spectators” (Hilfer 254). Hilfer’s challenge goes against what Crane is trying to do, by making nature a copilot through the reading.
3. Nature as Protagonist in “The Open Boat”
Anthony Channell Hilfer
Texas Studies in Literature and Language, Volume 54, Number 2, Summer
2012, pp. 248-257 (Article)
Published by University of Texas Press
DOI:
For additional information about this article
[ Access provided at 9 Apr 2020 17:36 GMT from Marymount University & (Viva) ]
https://doi.org/10.1353/tsl.2012.0012
https://muse.jhu.edu/article/476402
https://doi.org/10.1353/tsl.2012.0012
https://muse.jhu.edu/article/476402
Anthony Channell Hilfer248
3. Nature as Protagonist in “The Open Boat”
The bottom of the sea is cruel.
—Hart Crane, “Voyages”
As many critics have argued, questions of perspective and epistemology are
central to Stephen Crane’s “The Open Boat” (Kent; Hutchinson). The story’s
first sentence famously clues us to this: “None of them knew the color of
the sky” (68). But behind the uncertainties of perspective is a determinable
ontology, a presence, or rather, I shall argue, a sort of presence, the existence
of which implies a rectified aesthetic response. This response emerges, how-
ever, from negations, denials, and occultations: what is not seen, who is not
there, and what does not happen.3 Here again, when we look at nature we
behold things that are not there and miss “the nothing that is.”
Fully as much as Stevens in “The Snow Man,” Crane is concerned
with certain conventions of representation: personification, the pictur-
esque, the American sublime, and the melodramatic, which although it
does not inform “The Snow Man” is played on in Stevens’s “The Ameri-
can Sublime.” Crane’s story is intertextual with nature poetry, sentimental
poetry, hymns, and landscape art, as well as with Darwinism, theological
clichés, and, less obviously, theological actualities. For the most part these
conventions add up to what the Stevens poem declares is “not there.” To
get to “the nothing that is” we must first traverse this ocean of error. Doing
so helps keep our p.
Examine All Children Can Learn. Then, search the web for effec.docxcravennichole326
Examine
"All Children Can Learn"
. Then, search the web for effective, evidence-based differentiated strategies that are engaging, motivating, and address the needs of individual learners.
First, provide five evidence-based strategies:
Two instructional strategies (i.e., graphic organizers),
Two instructional tools (e.g., technology tool, device or iPad App, Web Quests, etc.),
One activity (e.g., Think-Pair-Share).
Second, for the two instructional strategies you listed explain how you can alter each to address the classroom needs you designed in Weeks One and Two and how the modification is relevant to the theory of differentiation.
.
More Related Content
Similar to Chamberlain College of NursingNR 305 Health AssessmentDisc.docx
Questionnairre desisgn-Advance Research MethodologyRehan Ehsan
This Presentation states the details of Questionnairre desisgn for students to get help in advance research methodology. Rearchers may also get help from this work.
MGT 3332: Organizational Behavior
Module 4 Assignment: Making a Tough Decision
Guidelines and Rubric
Overview:
In this exercise, you will examine how to weigh a set of facts and make a difficult personnel decision about laying off valued employees during a
time of financial hardship. You also will examine your own values and criteria used in the decision-making process.
Begin this assignment by reviewing the following scenario:* Walker Space Institute (WSI) is a medium-sized firm located in Connecticut.
The firm essentially has been a subcontractor on many large space contracts that have been acquired by firms such as Alliant Techsystems and
others. With cutbacks in many NASA programs, WSI has an excess of employees. Stuart Tartaro, the head of one of the sections, has been told
by his superior that he must reduce his section of engineers from seven to four. He is looking at the following summaries of their vitae and
pondering how he will make this decision:
1. Roger Allison, age 26, married, two children. Allison has been with WSI for a year and a half. He is a very good engineer, with a degree
from Rensselaer Polytechnic Institute. He has held two prior jobs and lost both of them because of cutbacks in the space program. He
moved to Connecticut from California to take this job. Allison is well-liked by his coworkers.
2. Dave Jones, age 24, single. Jones is African American, and the company looked hard to get him because of affirmative action pressure.
He is not very popular with his coworkers. Because he has been employed less than a year, not too much is known about his work. On
his one evaluation (which was average), Jones accused his supervisor of bias against African Americans. He is a graduate of the Detroit
Institute of Technology.
3. William Foster, age 53, married, three children. Foster is a graduate of the “school of hard knocks.” After serving in Operation Desert
Storm, he started to go to college but dropped out because of high family expenses. Foster has worked at the company for 20 years. His
ratings were excellent for 15 years. The last five years they have been average. Foster feels his supervisor evaluates him unfairly
because he does not “have sheepskins covering his office walls.”
4. Donald Boyer, age 32, married, no children. Boyer is well-liked by his coworkers. He has been at WSI five years, and he has a B.S. and
M.S. in engineering from Purdue University. Boyer’s ratings have been mixed. Some supervisors rated him high and some average.
Boyer’s wife is a doctor.
5. Sherman Soltis, age 37, divorced, two children. He has a B.S. in engineering from The Ohio State University. Soltis is very active in
community affairs: Scouts, Little League, and United Way. He is a friend of the firm’s vice president through church work. His ratings have
1
MGT 3332: Organizational Behavior
been average, although some recent ones indicate that his skills are out of date. He is well- ...
Chamberlain College of NursingNR439 – Evidence-Based PracticeR.docxtidwellveronique
Chamberlain College of Nursing NR439 – Evidence-Based Practice
Reading Research Literature #1 – Week 5
Type your answers to the following questions using complete sentences and correct grammar, spelling, and syntax. Click Save as and save the file with your last name and assignment, e.g.,NR439_RRL1_Smith. Submit to the Reading Research Literature #1 basket in the Dropbox by 11:59 pm MT Sunday at the end of Week 5. The guidelines and grading rubric for this assignment may be found in Doc Sharing.
Title: RRL#1
Name: [replace this text with your name]
The following questions pertain to: Sanford, J., Townsend-Rocchicciolli, J., Horigan, A., & Hall, P. (2011). A process of decision making by caregivers of family members with heart failure. Research & Theory for Nursing Practice, 25(1), 55–70.
1) What is the purpose of this research?
2) What is the research question (or questions)? This may be implicit or explicit.
3) Did the authors describe the design of this study? If so, give a description.
4) What characteristics does this study possess that are qualitative in nature? Review Chapter 2.
5) What is the evidence that this journal is peer-reviewed? Does the journal have an editorial board? (Look for the journal’s website to discover this information)
6) Is there evidence of any conflict of interest? Do the authors have any potential financial gain from the results of this study?
7) Describe the population for this study.
8) How was the sample selected? What are the strengths and weaknesses of this sampling strategy?
9) Were the subjects in this study vulnerable? Were there any risks for them as the result of participation in the research study?
10) Are there any HIPAA concerns that are evident in this study?
The following questions pertain to: Schwarz, K., Mion, P., Hudock, D., & Litman, G. (2008). Telemonitoring of heart failure patients and their caregivers: A pilot randomized controlled study. Progress in Cardiovascular Nursing, 23(1), 18–26.
11) What is the purpose of this research?
12) What is the research question (or questions)? This may be implicit or explicit.
13) Did the authors describe the design of this study? If so, give a description.
14) What characteristics does this study possess that are quantitative in nature? Review Chapter 2.
15) What is the evidence that this journal is peer-reviewed? Does the journal have an editorial board? (Look for the journal’s website to discover this information)
16) Is there evidence of any conflict of interest? Do the authors have any potential financial gain from the results of this study?
17) Describe the population for this study.
18) How was the sample selected? What are the strengths and weaknesses of this sampling strategy?
19) Were the subjects in this study vulnerable? Were there any risks for them as the result of participation in the research study?
20) Are there any HIPAA concerns that are evident in this study?
NR439 RRL1 Form.docx ...
1 SYLLABUS COURSE NUMBER NUR 4286-DL-AD .docxjeremylockett77
1
SYLLABUS
COURSE NUMBER: NUR 4286-DL-AD
COURSE TITLE: Nursing and The Aging Family.
COURSE CREDITS: 3 credits
PREREQUISITES: See student handbook
INSTRUCTOR: [email protected]
INSTRUCTOR’S EMAIL: Lisys Camacho, APRN, MSN
1. Text and Materials:
Touhy, T.A & Jett, K.F (2018). Ebersole and Hess' Gerontological Nursing. (5th ed.)
Author: Theris A. Touhy DNP CNS DPNAP , Kathleen F Jett PhD GNP-BC
ISBN: 9780323401678 - Publisher: Elsevier - (Not sold in FNU Bookstore)
Publication Manual American Psychological Association (APA) (6th ed.).
2009 ISBN: 978-1-4338-0561-5
2. Course Description: This course provides the skills for interventions,
evaluation and managing care of diverse older adults/families in a
multicultural global environment.
3. Learning outcomes:
• The students will identify the physiological process of aging.
• The students will be able to differentiate the adaptative human response
to the aging process.
• The student will be able to manage and care older adults and their
families.
4. Course Objectives: Upon completion of this course, the student will be able
to:
• Describe and develop comprehensive and focused assessments (physical,
psychosocial, developmental, spiritual, socioeconomic, and
environmental) of health and illness parameters of diverse older
adults/families.
• Evaluate holistic, patient-centered care that reflects an understanding of
genetics and genomics, pathophysiology, pharmacology, clinical
management, and ethical issues for older adults/families in
multicultural communities.
2
• Develop decision making skills, including the nursing process and
problem solving processes, to deliver evidence-based family-centered care
in the health promotion, maintenance, and restoration, disease and
injury prevention, and rehabilitation of health for older adults/families,
using developmentally and culturally appropriate approaches.
• Examine evidence-based practice guidelines/research, nursing theories,
and theories from other disciplines on aging that support the
identification of clinical problems, prioritization of activities,
implementation of nursing skills, and quality outcomes in the care of
older adults/families.
• Consider collaborative practice and patient education in managing
pharmacotherapeutics safely for older adults (e.g., prescription drugs
interacting with other drugs, over-the-counter agents,
complementary/alternative therapies, lifestyles and health practices,
dietary supplements, and food).
• Use inter- and intra- professional collaboration and communication to
develop plans of care for older adults/families that take into account
determinants of health, genetics and genomics, family functioning,
patient preferences, available resources, and the range of activities that
contribute to health promotion and the prevention of disease and injury.
• Differentiate older adult patient/family-centered transitions, i ...
1
SYLLABUS
COURSE NUMBER: NUR 4286-DL-AD
COURSE TITLE: Nursing and The Aging Family.
COURSE CREDITS: 3 credits
PREREQUISITES: See student handbook
INSTRUCTOR: [email protected]
INSTRUCTOR’S EMAIL: Lisys Camacho, APRN, MSN
1. Text and Materials:
Touhy, T.A & Jett, K.F (2018). Ebersole and Hess' Gerontological Nursing. (5th ed.)
Author: Theris A. Touhy DNP CNS DPNAP , Kathleen F Jett PhD GNP-BC
ISBN: 9780323401678 - Publisher: Elsevier - (Not sold in FNU Bookstore)
Publication Manual American Psychological Association (APA) (6th ed.).
2009 ISBN: 978-1-4338-0561-5
2. Course Description: This course provides the skills for interventions,
evaluation and managing care of diverse older adults/families in a
multicultural global environment.
3. Learning outcomes:
• The students will identify the physiological process of aging.
• The students will be able to differentiate the adaptative human response
to the aging process.
• The student will be able to manage and care older adults and their
families.
4. Course Objectives: Upon completion of this course, the student will be able
to:
• Describe and develop comprehensive and focused assessments (physical,
psychosocial, developmental, spiritual, socioeconomic, and
environmental) of health and illness parameters of diverse older
adults/families.
• Evaluate holistic, patient-centered care that reflects an understanding of
genetics and genomics, pathophysiology, pharmacology, clinical
management, and ethical issues for older adults/families in
multicultural communities.
2
• Develop decision making skills, including the nursing process and
problem solving processes, to deliver evidence-based family-centered care
in the health promotion, maintenance, and restoration, disease and
injury prevention, and rehabilitation of health for older adults/families,
using developmentally and culturally appropriate approaches.
• Examine evidence-based practice guidelines/research, nursing theories,
and theories from other disciplines on aging that support the
identification of clinical problems, prioritization of activities,
implementation of nursing skills, and quality outcomes in the care of
older adults/families.
• Consider collaborative practice and patient education in managing
pharmacotherapeutics safely for older adults (e.g., prescription drugs
interacting with other drugs, over-the-counter agents,
complementary/alternative therapies, lifestyles and health practices,
dietary supplements, and food).
• Use inter- and intra- professional collaboration and communication to
develop plans of care for older adults/families that take into account
determinants of health, genetics and genomics, family functioning,
patient preferences, available resources, and the range of activities that
contribute to health promotion and the prevention of disease and injury.
• Differentiate older adult patient/family-centered transitions, i ...
ASSIGNMENT 04C06I Business EthicsDirections Be sure to save .docxdavezstarr61655
ASSIGNMENT 04
C06I Business Ethics
Directions: Be sure to save an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English, spelling and grammar. Sources must be cited in APA format. Your response should be four (4) double-spaced pages; refer to the "Assignment Format" page located on the Course Home page for specific format requirements.
Respond to the items below.
1. Define the following: a right, a legal right, a moral right, a human right. How are they related?
2. What three (3) features define a moral right?
3. How do we know that people have rights? What is the basis of the moral rights according to a utilitarian view? According to Immanuel Kant?
4. Fully discuss the idea that human beings have a "natural right" to liberty and a "natural right" to private property, as claimed by John Locke (1632-1704).
Grading Rubric
Please refer to the rubric on the next page for the grading criteria for this assignment.
CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable
15 points 12 points 8 points 5 points
Student provides a clear,
logical definition of a right, a
legal right, a moral right, and
a human right, including how
they are related.
Student provides a mostly
clear, logical definition of a
right, a legal right, a moral
right, and a human right,
including how they are
related.
Student provides a weak or
unclear definition of a right,
a legal right, a moral right,
and a human right,
including how they are
related.
Student provides a poor
definition of a right, a legal
right, a moral right, and a
human right, including
how they are related.
15 points 12 points 8 points 5 points
Student provides a clear,
logical description of the
three features that define a
moral right.
Student provides a mostly
clear, logicaldescription of
the three features that
define a moral right.
Student provides a weak or
unclear description of the
three features that define a
moral right.
Student provides a poor
description of the three
features that define a
moral right.
5 points 4 points 3 points 2 points
Student provides a clear,
logical discussion of how we
know people have rights.
Student provides a mostly
clear, logical discussion of
how we know people have
rights.
Student provides a weak or
unclear discussion of how
we know people have
rights.
Student provides a poor
discussion of how we
know people have rights.
10 points 8 points 5 points 2 points
Student provides a clear,
logical discussion of the
utilitarian view of moral
rights.
Student provides a mostly
clear, logical discussion of
the utilitarian view of moral
rights.
Student provides a weak or
unclear discussion of the
utilitarian view of moral
rights.
Student provides a poor
discussion of the utilitarian
view of moral rights.
10 points 8 points 5 points 2 points
Student provides a clear,
logical discussion of the
Kan.
Page 1 of 13Psyc-E1900 Start of Block DefaultTatianaMajor22
Page 1 of 13
Psyc-E1900
Start of Block: Default Question Block
Q35
This survey should take about 5 minutes. Your answers are anonymous, but if there are any
questions you don't feel comfortable answering, simply skip them.
ImaginaryFriend
Did you have an imaginary friend as a kid?
o Yes (1)
o Maybe (0)
o No (-1)
Display This Question:
If Did you have an imaginary friend as a kid? = Yes
ImaginaryFriendAge
How old were you when you stopped having an imaginary friend?
________________________________________________________________
Page 2 of 13
Ghosts
How much do you agree with the following statement?
"Ghosts are real."
o Strongly agree (1)
o Agree (2)
o Somewhat agree (3)
o Neither agree nor disagree (4)
o Somewhat disagree (5)
o Disagree (6)
o Strongly disagree (7)
God
How much do you agree with the following statement?
"There is a god."
o Strongly agree (1)
o Agree (2)
o Somewhat agree (3)
o Neither agree nor disagree (4)
o Somewhat disagree (5)
o Disagree (6)
o Strongly disagree (7)
Page 3 of 13
UFO
How much do you agree with the following statement?
"Extraterrestrial aliens have already visited earth."
o Strongly agree (1)
o Agree (2)
o Somewhat agree (3)
o Neither agree nor disagree (4)
o Somewhat disagree (5)
o Disagree (6)
o Strongly disagree (7)
SETI
How much do you agree with the following statement?
"It is likely that there is life in the universe besides planet Earth."
o Strongly agree (1)
o Agree (2)
o Somewhat agree (3)
o Neither agree nor disagree (4)
o Somewhat disagree (5)
o Disagree (6)
o Strongly disagree (7)
Page 4 of 13
GMOs
How much do you agree with the following statement?
"GMOs are dangerous and need to be banned."
o Strongly agree (1)
o Agree (2)
o Somewhat agree (3)
o Neither agree nor disagree (4)
o Somewhat disagree (5)
o Disagree (6)
o Strongly disagree (7)
MoreAttractive
Thinking of 100 people your same sex and age, how many of them do you think you are more
attractive than?
________________________________________________________________
Page 5 of 13
AttractiveConfident
On a scale of 1-7, how confident are you regarding your response to the previous question?
(You indicated you were more attractive than ${MoreAttractive/ChoiceTextEntryValue} of 100
people of your same sex and age.)
o 1 - Not at all Confident (1)
o 2 (2)
o 3 (3)
o 4 - Moderately Confident (4)
o 5 (5)
o 6 (6)
o 7 - Completely Confident (7)
Stronger
Thinking of 100 people your same sex and age, how many of them do you think you are
stronger than?
________________________________________________________________
Page 6 of 13
StrongerConfident
On a scale of 1-7, how confident are you regarding your response to the previous
questio ...
An explanation of the Doing Ethics Technique Graham R Seach .docxnettletondevon
An explanation of the Doing Ethics Technique
Graham R Seach
Simpson, C. R., Nevile, L., & Burmeister, O. K. (2003). Doing ethics: A universal technique in an
accessibility context. Australian Journal of Information Systems, 10(2), 127-133.
The 'Doing Ethics' technique (DET) is a process for analysing ethical issues in any scenario. It doesn't
guarantee that what you come up with will be the best solution, but it does help you to think
ethically. That said, I understand that the technique may seem a little vague and perhaps lacking
guidance. To that end, the following might help you to understand how to apply the technique in
order to better understand ethical analysis.
To gain the most from the technique, you must explore and answer all eight questions in the order
in which they are posed. Each question stands alone and you cannot take the view that because you
have given information in response to one question that you can omit the same information from
subsequent questions.
Q1. What's going on?
This is a synopsis of what the case is all about. It is written in your own words, and can be taken from
a variety of perspectives, for example, from the perspective of a person raising a complaint, in which
case, it is a synopsis of the complaint. It can be taken from the perspective of an uninvolved
observer, in which case, it is an outline of what was observed, without going into too much detail.
Where you see multiple perspectives, you should describe them here. This question should target a
reader who has no knowledge of the case at hand, and is a brief outline of the case.
Q2. What are the facts?
This is a descriptive list of all the facts of the case. It doesn't just describe the case, but lists all the
facts as they are known (from all sources and perspectives), and also what one might reasonably
consider to be possibilities. For example, if a person was raising a complaint, Question 1 would
outline their complaint, and Question 2 would provide the detailed facts and the evidence to both
support and refute the claims (facts). All facts listed here must be supported by credible evidence, of
which the case itself is one source. If you choose, you may optionally assign a credibility weighting to
each fact, to help with later analysis.
Q3. What are the ethical and non-ethical issues?
This is a list of ALL the issues that are involved in the case, whether they be ethical, legal, social or
otherwise. In Question 5 we extract only the ethical issues for further analysis, but for now, simply
list and describe every relevant issue you can think of. This is probably the most difficult and
important question to get right, because Question 5 can only include the ethical that you have raised
here in Question 3. Therefore, this question must be a complete and comprehensive list of ALL the
issues.
Q4. Who is affected?
This is a list of all the stakeholders (people and entities) invo.
Thinking through the material covered in these 8 weeks.docxrhetttrevannion
Thinking through the material covered in these 8 weeks, respond to the following for your final exam:
1. What is your biggest takeaway with regard to the material on women and girls as
victims of crime? Why?
2. What is your biggest takeaway with regard to women and girls as
perpetrators of crime? Why?
3. What is your biggest takeaway with regard to women as
professionals in the criminal legal system? Why?
Each of these three questions should be answered in essay format, and material from your modules should be used and cited in your answers. Each essay should be 2-3 pages, double spaced, with no extraneous spacing (so a total of 6 to 9 pages). Please cite the information you use for your answers within and at the end of the text. Late submissions will receive a grade of zero.
View Rubric
Informative Rubric (1) (1)
Informative Rubric (1) (1)
Criteria
Ratings
Pts
Purpose, Focus and Organization
view longer description
5 pts
Excellent
The main idea is easy to find. All the ideas are connected to the topic through explanation.
4 pts
Mastery
The main idea is easy to find. The examples and details are linked to the topic, but not well explained.
3 pts
Good Job
The main idea is easy to find. Most of the ideas are connected to the topic.
2 pts
Needs Improvement
The main idea may be hard to find. The examples and details are not connected.
1 pts
Needs Help
The writing is difficult to understand.
/ 5 pts
Purpose, Focus and Organization
view longer description
5 pts
Excellent
The tone is academic, nothing is written in a personal manner.
4 pts
Mastery
The tone is objective but not academic, missing the precise academic vocabulary.
3 pts
Good Job
The writer used personal pronouns and or did not stay objective.
2 pts
Needs Improvement
There are many personal pronouns, it is informal.
1 pts
Needs Help
It is unclear what kind of style the writer used. It is personal.
/ 5 pts
Purpose, Focus and Organization
view longer description
5 pts
Excellent
There are full introduction and concluding paragraphs. The ideas build on each other in an order that makes sense.
4 pts
Mastery
There are introductory and concluding paragraphs. The order of ideas makes sense.
3 pts
Good Job
The introduction and or conclusion may be missing information.
2 pts
Needs Improvement
Missing either the introduction or conclusion.
1 pts
Needs Help
The essay was written as one paragraph. No clear organization of ideas.
/ 5 pts
Purpose, Focus and Organization
view longer description
5 pts
Excellent
Transition words and phrases are used between paragraphs and in the paragraphs to move from one idea to the next smoothly.
4 pts
Mastery
Transition words and phrases are used, but may be repeated, or simple
3 pts
Good Job
The essay may be missing transitions, and/ or the ideas sound more like a list than a paragraph.
2 pts
Needs Improvement
There are few to no transitions, and the ideas are listed.
1 pts
Needs Help
It is difficu.
How will the physical and mental work environment affect my curre.docxhoward4little59962
How will the physical and mental work environment
affect my current or future job in the healthcare field?
This assignment helps you apply your knowledge from this week’s modules and readings.
It is important to understand how both the physical and mental work environments may affect your overall work experience.
Using effective communication techniques, properly solving problems, and making rational decisions will help your work performance.
Exploring the Workplace
Answer the following questions.
1.
Why is it important to understand organizational behavior?
Type answer here
2.
List
three factors in the physical work environment.
a.
Type answer here
b.
Type answer here
c.
Type answer here
3.
If you could have the ideal physical work environment when you graduate UMA, what would it look like and why?
Type answer here
4.
How does the physical work environment affect employees?
Type answer here
5.
List
three factors of the mental work environment.
a.
Type answer here
b.
Type answer here
c.
Type answer here
6.
How does the mental work environment affect employees?
Type answer here
7.
How can you positively influence the mental work environment?
Type answer here
Perception and Problem-Solving
Answer the following prompts.
8.
Define
the term: mental set
Type answer here
9.
List
four determinants of perception.
a.
Type answer here
b.
Type answer here
c.
Type answer here
d.
Type answer here
10.
Describe
a time when your environmental background and experience affected your perception(s).
Type answer here
11.
List
the nine-step decision-making system.
a.
Type answer here
b.
Type answer here
c.
Type answer here
d.
Type answer here
e.
Type answer here
f.
Type answer here
g.
Type answer here
h.
Type answer here
i.
Type answer here
Office Communication
Answer the following questions.
12.
In your opinion, which type of nonverbal symbol of communication is the most important and why?
Type answer here
13.
What are the communication differences between men and women?
Type answer here
Reflection
Reflect on what you have learned this week to help you respond to the question below. You may choose to respond in writing or by recording a video!
14.
How could the physical and mental work environment affect your current or future career in the healthcare field?
Type answer here
What is sociology and why is it important
to my UMA education and healthcare career?
This assignment helps you apply your knowledge from this week’s modules and readings.
Healthcare professionals interact daily with diverse groups of people. Appreciating different cultures, using a sociological mindset, is key to success in the workplace.
Sociology
Answer the following questions.
1.
Define
the term: sociology
Type answer here
2.
How does using sociological imagination help sociologists in their research?
Type answer here
3.
List .
N328 Pediatric Nursing
Required Uniform Assignment: Ethical Dilemma
PURPOSE
For this assignment, you will examine ethical dilemmas that exist in pediatric acute care settings, particularly
those involving genetics/genomics issues. You will also explore the resources available to assist patients,
families, and healthcare professionals in solving these dilemmas, and integrate the principle of the ANA code of
Ethics.
COURSE OUTCOMES This assignment enables the student to meet the following course outcomes.
CO #1: Provides individualized comprehensive care for children and their families with multiple health problems in
institutions and community care settings from birth through adolescence. (PO #1)
CO #4: Utilizes critical thinking skills in clinical decision making in the care of pediatric clients. (PO #4)
CO #6: utilizes legal, ethical, and professional standards and principles, including those related to child abuse recognition
and intervention, as a basis for pediatric clinical decision‐making. (PO #6)
DUE DATE
Refer to Course Calendar for details. The Late Assignment Policy applies to this assignment.
TOTAL POINTS POSSIBLE
100 points
REQUIREMENTS
Write a 2‐3 page paper (not including the title page and reference page) using APA format.
Describe an ethical dilemma you encountered in your clinical setting. Example topics related to
genetics/genomics issues include, but are not limited to: genetic testing, diagnosis of a genetic disorder,
genetic counseling (or lack thereof), pharmacogenomics, lifelong surveillance, and recruiting individuals
for genetics research. Keep in mind to maintain the privacy of all members involved in the dilemma.
PREPARING THE ASSIGNMENT
Identify all the relevant and applicable principles within the ANA Code of Ethics that relates to your
dilemma.
Describe in detail how your dilemma relates to the principle(s) you have identified.
Discuss the outcome of the dilemma to the best of your knowledge.
Discuss the resources within the clinical agency for dealing with such ethical dilemmas.
Utilize resources such as your textbook, journal articles, Internet sites, etc, to aid in your discussion and
to support your perspective about the situations.
Complete the assignment using APA formatting. Include a reference page in APA format of sources
used. You must use at least two references in this assignment (one will be the ANA Code of Ethics).
N328 RUA Ethical Dilemma for JUL16.docx Revised 06/2016 2
N328 Pediatric Nursing
DIRECTIONS AND ASSIGNMENT CRITERIA
Assignment
Criteria
Points % Description
Dilemma
Description
(15 points)
15 15% Describe the ethical dilemma, including how you became aware of the
situation and who was involved (family, health, care providers, etc…)
Identify the
Principle(s) from
the ANA Code of
Ethics
(10 points)
10 10% Include all the ethical principles that are relevant and applica.
Pharmacology question Pharmacology for Psychological DisordersLdannies7qbuggie
Pharmacology question: Pharmacology for Psychological Disorders
Learning Objectives
Students will:
· Evaluate patients for treatment of psychological disorders
· Analyze decisions made throughout the diagnosis and treatment of patients with psychological disorders
· Analyze impacts of pharmacotherapeutics for psychological disorders on patient pathophysiology
· Evaluate patients for treatment of neurological and musculoskeletal disorders
· Analyze decisions made throughout the diagnosis and treatment of patients with neurological and musculoskeletal disorders
· Justify decisions made throughout the diagnosis and treatment of patients with neurological and musculoskeletal disorders
Discussion question: Decision Making When Treating Psychological Disorders
Psychological disorders, such as depression, bipolar, and anxiety disorders can present several complications for patients of all ages. These disorders affect patients physically and emotionally, potentially impacting judgment, school and/or job performance, and relationships with family and friends. Since these disorders have many drastic effects on patients’ lives, it is important for advanced practice nurses to effectively manage patient care. With patient factors and medical history in mind, it is the advanced practice nurse’s responsibility to ensure the safe and effective diagnosis, treatment, and education of patients with psychological disorders.
For this Discussion, you will select an interactive media piece to practice decision making when treating patients with psychological disorders. You will recommend the most effective pharmacotherapeutic to treat the psychological disorder presented and examine potential impacts of pharmacotherapeutics on a patient’s pathophysiology.
To Prepare
· Review this week’s interactive media pieces and select one to focus on for this Discussion.
· Reflect on the decision steps in the interactive media pieces, and consider the potential impacts from the administration of the associated pharmacotherapeutics on the patient’s pathophysiology.
Post a brief explanation of the psychological disorder presented and the decision steps you applied in completing the interactive media piece for the psychological disorder you selected. Then, explain how the administration of the associated pharmacotherapeutics you recommended may impact the patient’s pathophysiology. How might these potential impacts inform how you would suggest treatment plans for this patient? Be specific and provide examples.
Post a brief explanation of the psychological disorder presented and the decision steps you applied in completing
the interactive media piece for the psychological disorder you selected.
Then, explain how the administration of the associated pharmacotherapeutics you recommended may impact
the patient’s pathophysiology. How might these potential impacts inform how you would suggest treatment plans for for this patient?
RUBRIC TO FFL F ...
Examine how nature is discussed throughout The Open Boat.” Loo.docxcravennichole326
Examine how nature is discussed throughout “The Open Boat.” Look at the literary critical piece by Anthony Channell Hilfer. Once you have established your own ideas, consider how Hilfer discusses nature in the short story and analyze the following questions: What does nature mean to the men aboard the boat? or Do their perceptions of nature shift throughout the story? Why or why not?
Do their perceptions of nature shift throughout the story? Why or why not?
Write down a loose response about what I think of the question and what I remember of the story.
ICE method.
I introduce the citation
C the citation itself
E explain its meaning to your argument.
The scenes shift with no discernable rhyme or reason. Crane invites every reader in. Critic Anthony Channell Hilfer disagrees with point, saying, “Crane’s image is an accusation of the putative picturesque spectators” (Hilfer 254). Hilfer’s challenge goes against what Crane is trying to do, by making nature a copilot through the reading.
3. Nature as Protagonist in “The Open Boat”
Anthony Channell Hilfer
Texas Studies in Literature and Language, Volume 54, Number 2, Summer
2012, pp. 248-257 (Article)
Published by University of Texas Press
DOI:
For additional information about this article
[ Access provided at 9 Apr 2020 17:36 GMT from Marymount University & (Viva) ]
https://doi.org/10.1353/tsl.2012.0012
https://muse.jhu.edu/article/476402
https://doi.org/10.1353/tsl.2012.0012
https://muse.jhu.edu/article/476402
Anthony Channell Hilfer248
3. Nature as Protagonist in “The Open Boat”
The bottom of the sea is cruel.
—Hart Crane, “Voyages”
As many critics have argued, questions of perspective and epistemology are
central to Stephen Crane’s “The Open Boat” (Kent; Hutchinson). The story’s
first sentence famously clues us to this: “None of them knew the color of
the sky” (68). But behind the uncertainties of perspective is a determinable
ontology, a presence, or rather, I shall argue, a sort of presence, the existence
of which implies a rectified aesthetic response. This response emerges, how-
ever, from negations, denials, and occultations: what is not seen, who is not
there, and what does not happen.3 Here again, when we look at nature we
behold things that are not there and miss “the nothing that is.”
Fully as much as Stevens in “The Snow Man,” Crane is concerned
with certain conventions of representation: personification, the pictur-
esque, the American sublime, and the melodramatic, which although it
does not inform “The Snow Man” is played on in Stevens’s “The Ameri-
can Sublime.” Crane’s story is intertextual with nature poetry, sentimental
poetry, hymns, and landscape art, as well as with Darwinism, theological
clichés, and, less obviously, theological actualities. For the most part these
conventions add up to what the Stevens poem declares is “not there.” To
get to “the nothing that is” we must first traverse this ocean of error. Doing
so helps keep our p.
Examine All Children Can Learn. Then, search the web for effec.docxcravennichole326
Examine
"All Children Can Learn"
. Then, search the web for effective, evidence-based differentiated strategies that are engaging, motivating, and address the needs of individual learners.
First, provide five evidence-based strategies:
Two instructional strategies (i.e., graphic organizers),
Two instructional tools (e.g., technology tool, device or iPad App, Web Quests, etc.),
One activity (e.g., Think-Pair-Share).
Second, for the two instructional strategies you listed explain how you can alter each to address the classroom needs you designed in Weeks One and Two and how the modification is relevant to the theory of differentiation.
.
Examine each of these items, which are available on the internet .docxcravennichole326
Examine each of these items, which are available on the internet:
1) for music, listen to the first movement of J.S. Bach's MAGNIFICAT; this is the High Baroque era. If you can find a performance with Sir John Eliot Gardiner and his Monteverdi Choir and the English Baroque soloists, go for it.
2) For art, find Giovanni Bellini's ST. FRANCIS IN THE DESERT; you might want to read up on the background of this wonderful painting. Not only St. Francis, but what else do you notice i the painting?
3) For architecture, look at the church at Melk Abbey, Austria; BE SURE to look at the interior shots. Again,
this is high Baroque--but in post-Reformation Catholicism, it had a political aim, too; can you figure it out?
After you have analyzed these, telling what you think the artists/musicians valued and were trying to express, tell me what
YOU think about them! Remember, if you read up on these items, LIST THE WORKS YOU CONSULTED! That way, you avoid plagiarism.
write a 1-page paper on each of these three, telling 1) where they found this value, 2) why it was important “back then,” and 3) is it still around today.
.
Examine a web browser interface and describe the various forms .docxcravennichole326
Examine a web browser interface and describe the various forms of analogy and composite interface metaphors that have been used in its design. What familiar knowledge has been combined with new functionality? need a couple of paragraphs.. and one reference
need this in the next 4 hours..
.
Examine a scenario that includes an inter-group conflict. In this sc.docxcravennichole326
Examine a scenario that includes an inter-group conflict. In this scenario, you are recognized as an authority in cross-cultural psychology and asked to serve as a consultant to help resolve the conflict. You will be asked to write up your recommendations in a 6-page paper not including your title and reference page.
Darley, J.M. & Latané, B. (1968). Bystander interview in emergencies: Diffusion of responsibility.
Journal of Personality and Social Psychology, 8
(4), 377-383.
Scenario: Culture, Psychology, and Community
Imagine an international organization has approached you to help resolve an inter-group conflict. You are an authority in cross-cultural psychology and have been asked to serve as a consultant based on a recent violent conflict involving a refugee community in your town and a local community organization. In the days, weeks, and months leading up to the violent conflict, there were incidents of discrimination and debates regarding the different views and practices people held about work, family, schools, and religious practice. Among the controversies has been the role of women’s participation in political, educational, and community groups
.
Part 1: Developing an Understanding
(2 pages)
Based on the scenario, explain how you can help integrate the two diverse communities so that there is increased understanding and appreciation of each group by the other group. (
Note
: Make sure to include in your explanation the different views and practices of cultural groups as well as the role of women.)
Based on your knowledge of culture and psychology, provide three possible suggestions/solutions that will help the community as a whole. In your suggestions make sure to include an explanation regarding group think and individualism vs. collectivism.
Part 2: Socio-Emotional, Cognitive, and Behavioral Aspects
(2 pages)
Based on your explanations in Part 1, how do your suggestions/solutions impact the socio-emotional, cognitive, and behavior aspects of the scenario and why?
Part 3: Gender, Cultural Values and Dimensions, and Group Dynamics
(2 pages)
Explain the impact of gender, cultural values and dimensions, and group dynamics in the scenario.
Further explain any implications that may arise from when working between and within groups.
Support your Assignment by citing all resources in APA style, including those in the Learning Resources.
.
Examine a current law, or a bill proposing a law, that has to do wit.docxcravennichole326
Examine a current law, or a bill proposing a law, that has to do with technology and criminal activity. The law can be at the state or federal level. Identify the law or bill, where it comes from, and its purpose or intent. Next, identify positive outcomes if the law is successful. Finally, identify at least two unintended consequences that the law could bring about. . . DUE 4/18, 2021
.
Exam IT 505Multiple Choice (20 questions , 2 points each)Pleas.docxcravennichole326
Exam IT 505
Multiple Choice (20 questions , 2 points each)
Please Submit a word document of your exam. Please DO NOT repeat the questions. Only submit your answers for example 1.A, 2. B……Ect
1. Which of the following is NOT one of the typical characteristics of back-end networks?
A. high data rate B. high-speed interface
C. distributed access D. extended distance
2. Problems with using a single Local Area Network (LAN) to interconnect devices
on a premise include:
A. insufficient reliability, limited capacity, and inappropriate network
interconnection devices
B. insufficient reliability, limited capacity, and limited distances
C. insufficient reliability, limited distances, and inappropriate network
interconnection devices
D. limited distances, limited capacity, and inappropriate network
interconnection devices
3. Which of following is NOT one of the designs that determines data rate and
distance?
A. the number of senders B. the number of receivers
C. transmission impairment D. bandwidth
4. The fact that signal strength falls off with distance is called ________________.
A. bandwidth B. attenuation
C. resistance D. propagation
5. Which of the following is NOT one of the distinguishing characteristics for optical
fiber cables compared with twisted pair or coaxial cables?
A. greater capacity B. lower attenuation
C. electromagnetic isolation D. heavier weight
6.________ is a set of function and call programs that allow clients and servers to intercommunicate.
A. IaaS B. SQL C. API D. Middleware
7. A computer that houses information for manipulation by networked clients is a __________.
A. server B. minicomputer C. PaaS D. broker
8. ________ is software that improves connectivity between a client application and a server.
A. SQL B. API C. Middleware D. SAP
9. The inability of frame relay to do hop by hop error control is offset by:
A. its gigabit speeds B. its high overhead
C. the extensive use of in-band signaling D. the increasing reliability of networks
10. All Frame Relay nodes contain which of the following protocols?
A. LAPB B. LAPD
C. LAPF Core D. LAPF Control
11. The technique employed by Frame Relay is called __________.
A. inband signaling B. outband signaling
C. common channel signaling D. open shortest path first routing
12. In ATM, the basic transmission unit is the ________.
A. frame B. cell
C. packet D. segment
13. When using ATM, which of the following is NOT one of the advantages for the
use of virtual paths?
A. less work is needed to set a virtual path
B. the network architecture is simplified
C.
EXAM
Estructura 8.1 - Miniprueba A
Verbos
Complete the chart with the correct verb forms.
infinitivo
seguir
(1) [removed]
yo
(2) [removed]
morí
tú
seguiste
(3) [removed]
nosotras
seguimos
(4) [removed]
ellos
(5) [removed]
murieron
Completar
Fill in the blanks with the correct preterite forms of the verbs in parentheses.
Diego y Javier [removed] (conseguir) un mapa.
Esta mañana usted [removed] (despedirse) de los estudiantes.
Tú [removed] (sentirse) mal ayer.
La semana pasada yo no [removed] (dormir) bien.
Amparo [removed] (preferir) comer en casa.
Oraciones
Write sentences using the information provided. Use the preterite and make any necessary changes.
Modelo
Edgar / preferir / pollo asado
Edgar prefirió el pollo asado.
Álvaro y yo / servir / los entremeses
[removed]
¿quién / repetir / las instrucciones?
[removed]
ayer / yo / despedirse / de / mis sobrinos
[removed]
ustedes / dormirse / a las diez
[removed]
La cena
Fill in the blanks with the preterite form of the appropriate verbs from the list. Four verbs will not be used.
abrir
conseguir
escoger
leer
mirar
pedir
preferir
probar
repetir
sentirse
servir
vestirse
Anoche Jorge, Iván y yo salimos a cenar a Mi Tierra, un restaurante guatemalteco. Nosotros
(1) [removed]
este lugar porque Jorge
(2) [removed]
una reseña (
review
) en Internet que decía (
said
) que la comida es auténtica y muy sabrosa. No es un restaurante elegante; entonces nosotros
(3) [removed]
de bluejeans. De verdad, en Mi Tierra mis amigos y yo
(4) [removed]
como (
like
) en casa. El camarero que nos
(5) [removed]
fue muy amable. Para empezar, Jorge e Iván
(6) [removed]
tamales, pero yo
(7) [removed]
esperar el plato principal: carne de res con arroz y frijoles. Comimos tanto (
so much
) que no
(8) [removed]
nada de postre (
dessert
). ¡Fue una cena deliciosa!
.
Examine current practice guidelines related to suicide screeni.docxcravennichole326
Examine current practice guidelines related to suicide screening and prevention and how they could pertain to John.
Choose two of the following questions to answer as part of your initial post.
What events in John's life created a "downward spiral" into homelessness and hopelessness? Which events were related to social needs, mental health needs, and medical needs, and which could health care have addressed?
What were some of the barriers John faced in accessing medical care and mental health care?
How does homelessness and mental illness intersect? Do you believe homelessness may develop because of a mental health issue, or do you believe those who become homeless eventually sink into psychological despair?
The tipping point for many people who live at the margins of society may be things that could have been managed given the right support. How can your role as an APRN help identify, alleviate, or support those who are in need like John?
In your own experience, have you encountered a homeless individual? What was that like? Do you recall what you were thinking?
Please include at least three scholarly sources within your initial post.
Rubric:
Discussion Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understandin.
Examine Case Study Pakistani Woman with Delusional Thought Processe.docxcravennichole326
Examine Case Study: Pakistani Woman with Delusional Thought Processes.
You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.
At each decision point stop to complete the following:
Decision #1
Which decision did you select?
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?
Decision #2
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?
Decision #3
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
Also include how ethical considerations might impact your treatment plan and communication with clients.
BACKGROUND
The client is a 34-year-old Pakistani female who moved to the United States in her late teens/early 20s. She is currently in an “arranged” marriage (her husband was selected for her since she was 9 years old). She presents to your office today following a 21 day hospitalization for what was diagnosed as “brief psychotic disorder.” She was given this diagnosis as her symptoms have persisted for less than 1 month.
Prior to admission, she was reporting visions of Allah, and over the course of a week, she believed that she was the prophet Mohammad. She believed that she would deliver the world from sin. Her husband became concerned about her behavior to the point that he was afraid of leaving their 4 children with her. One evening, she was “out of control” which resulted in his calling the police and her subsequent admission to an inpatient psych unit.
During today’s assessment, she appears quite calm, and insists that the entire incident was “blown out of proportion.” She denies that she believed herself to be the prophet Mohammad and states that her husband was just out to get her because he never loved her and wanted an “American wife” instead of her. She tells you that she knows this because the television is telling her so.
She currently weighs .
Examination of Modern LeadershipModule 1 Leadership History, F.docxcravennichole326
Examination of Modern Leadership
Module 1: Leadership: History, Fundamentals, and the Modern Context
Module 1 content establishes the context for the entire course dedicated to the examination of modern and postmodern leadership. The introduction of critical theory and its use in ORG561 provides a framework for investigation. The context of social, economic, political, and technological environments informs an exploration of modern and postmodern leadership approaches. Emphasis on leader self-awareness sets the stage for reflection, introspection, and personal leadership development.
Learning Outcomes
1. Compare and contrast historical leadership concepts against modern and postmodern organization needs.
2. Analyze leadership approaches using a critical framework.
3. Construct a personal leadership biography.
For Your Success & Readings
A key to success in ORG561 is to start early, build, reflect, reinforce, build, reflect, and reinforce.
Begin each week’s study by reading and comprehending the learning outcomes. Learning outcomes are always revealed in assignments, discussions, and lectures. Likewise, learning outcomes are reflected in rubrics, which are used as objective measures for scoring and grading. Establish the learning outcomes as your checklist for success.
In Module 1 criticaltheory is introduced through the readings, lecture, discussion, and Critical Thinking Assignment. The critical approach provides new frameworks on which to research leadership. You may not be familiar with critical inquiry, so seize the opportunity to advance your analytic skills. You are expected to use one or more critical frames in each module of this course. Take the time this week to fully understand the reasoning and context of critical theory.
Studying the history of leadership requires reading publications from earlier eras. Notice that some of the required and recommended readings for Module 1 are not current publications, but these contribute to understanding the earlier periods of organization and leadership study.
Postmodern leadership literature expounds on the notion that self-awareness is a critical component required to lead. In ORG561, the thread of self-examination is woven throughout the course. You will have opportunities to move beyond reflection to develop a better understanding of personal assumptions and biases, skills and competencies, and professional development plans, all related to leadership. Embrace the opportunity!
Required
· Introduction and Chapters 1 & 2 in Leadership: A Critical Text
· Axley, S. R. (1990). The practical qualities of effective leaders. Industrial Management, 32(5), 29-31.
· Brocato, B., Jelen, J., Schmidt, T., & Gold, S. (2011). Leadership conceptual ambiguities.Journal of Leadership Studies, 5(1), 35-50. doi:10.1002/jls.20203
· Gandolfi, F., & Stone, S. (2016). Clarifying leadership: High-impact leaders in a time of leadership crisis. Revista De Management Comparat International, 17(3), 212-224.
· Blom, M. .
Examine current international OB issues that challenge organizat.docxcravennichole326
Examine current international OB issues that challenge organizational leaders to resolve critical issues involving cross-cultural communication, negotiation, leadership, motivation, decision-making, among others.
(1) identify the key organizational behavior issues facing management,
(2) what impact the international environment has on these issues,
(3) strategies management should use to overcome these issues,
(4) how these strategies will impact the overall organizational operations, and
(5) identify the potential costs and risks to the organizations of implementing the newly developed strategies.
Offer a set of recommendations, which must be derived from both data and theory. Teams must include aspects of global leadership, global motivation and global team-management in their work.
APA format, Times New Roman (12), 20-25 pages, No plagiarism.
.
Executive Program Practical Connection Assignment .docxcravennichole326
Executive Program Practical Connection Assignment
Component Proficient (15 to 20 points) Competent (8 to 14 points) Novice (1 to 7 points) Score
Assignment
Requirements
Student completed all required
portions of the assignment
Completed portions of the
assignment
Did not complete the required
assignment.
Writing Skills,
Grammar, and APA
Formatting
Assignment strongly demonstrates
graduate-level proficiency in
organization, grammar, and style.
Assignment is well written, and ideas
are well developed and explained.
Demonstrates strong writing skills.
Student paid close attention to spelling
and punctuation. Sentences and
paragraphs are grammatically correct.
Proper use of APA formatting. Properly
and explicitly cited outside resources.
Reference list matches citations.
Assignment demonstrates graduate-
level proficiency in organization,
grammar, and style.
Assignment is effectively
communicated, but some sections
lacking clarity. Student paid some
attention to spelling and
punctuation, but there are errors
within the writing. Needs attention
to proper writing skills.
Use of APA formatting and citations
of outside resources, but has a few
instances in which proper citations
are missing.
Assignment does not demonstrate
graduate-level proficiency in
organization, grammar, and style.
Assignment is poorly written and
confusing. Ideas are not
communicated effectively. Student
paid no attention to spelling and
punctuation. Demonstrates poor
writing skills.
The assignment lacks the use of APA
formatting and does not provide
proper citations or includes no
citations.
Maintains
purpose/focus
Submission is well organized and has a
tight and cohesive focus that is
integrated throughout the document
Submissions has an organizational
structure and the focus is clear
throughout.
Submission lacks focus or contains
major drifts in focus
Understanding of
Course Content
Student demonstrates understand of
course content and knowledge.
Student demonstrates some
understanding of course content
and knowledge.
Student does not demonstrate
understanding of course content and
knowledge.
Work Environment
Application
Student strongly demonstrates the
practical application, or ability to apply,
of course objectives within a work
environment.
Student demonstrates some
practical application, or ability to
apply, of course objectives within a
work environment.
Student does not demonstrate the
practical application, or ability to
apply, of course objectives within a
work environment.
Executive Program Practical Connection Assignment
At UC, it is a priority that students are provided with strong educational programs and courses that
allow them to be servant-leaders in their disciplines and communities, linking research with practice and
kn.
Executive Program Practical Connection Assignment Component .docxcravennichole326
Executive Program Practical Connection Assignment
Component
Proficient (15 to 20 points)
Competent (8 to 14 points)
Novice (1 to 7 points)
Score
Assignment Requirements
Student completed all required portions of the assignment
Completed portions of the assignment
Did not complete the required assignment.
Writing Skills, Grammar, and APA Formatting
Assignment strongly demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is well written, and ideas are well developed and explained. Demonstrates strong writing skills. Student paid close attention to spelling and punctuation. Sentences and paragraphs are grammatically correct.
Proper use of APA formatting. Properly and explicitly cited outside resources. Reference list matches citations.
Assignment demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is effectively communicated, but some sections lacking clarity. Student paid some attention to spelling and punctuation, but there are errors within the writing. Needs attention to proper writing skills.
Use of APA formatting and citations of outside resources, but has a few instances in which proper citations are missing.
Assignment does not demonstrate graduate-level proficiency in organization, grammar, and style.
Assignment is poorly written and confusing. Ideas are not communicated effectively. Student paid no attention to spelling and punctuation. Demonstrates poor writing skills.
The assignment lacks the use of APA formatting and does not provide proper citations or includes no citations.
Maintains purpose/focus
Submission is well organized and has a tight and cohesive focus that is integrated throughout the document
Submissions has an organizational structure and the focus is clear throughout.
Submission lacks focus or contains major drifts in focus
Understanding of Course Content
Student demonstrates understand of course content and knowledge.
Student demonstrates some understanding of course content and knowledge.
Student does not demonstrate understanding of course content and knowledge.
Work Environment Application
Student strongly demonstrates the practical application, or ability to apply, of course objectives within a work environment.
Student demonstrates some practical application, or ability to apply, of course objectives within a work environment.
Student does not demonstrate the practical application, or ability to apply, of course objectives within a work environment.
.
Executive Program Group Project Assignment Component Profi.docxcravennichole326
Executive Program Group Project Assignment
Component
Proficient (15 to 20 points)
Competent (8 to 14 points)
Novice (1 to 7 points)
Score
Assignment Requirements
Student completed all required portions of the assignment
Completed portions of the assignment
Did not complete the required assignment.
Writing Skills, Grammar, and APA Formatting
Assignment strongly demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is well written, and ideas are well developed and explained. Demonstrates strong writing skills. Student paid close attention to spelling and punctuation. Sentences and paragraphs are grammatically correct.
Proper use of APA formatting. Properly and explicitly cited outside resources. Reference list matches citations.
Assignment demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is effectively communicated, but some sections lacking clarity. Student paid some attention to spelling and punctuation, but there are errors within the writing. Needs attention to proper writing skills.
Use of APA formatting and citations of outside resources, but has a few instances in which proper citations are missing.
Assignment does not demonstrate graduate-level proficiency in organization, grammar, and style.
Assignment is poorly written and confusing. Ideas are not communicated effectively. Student paid no attention to spelling and punctuation. Demonstrates poor writing skills.
The assignment lacks the use of APA formatting and does not provide proper citations or includes no citations.
Maintains purpose/focus
Submission is well organized and has a tight and cohesive focus that is integrated throughout the document
Submissions has an organizational structure and the focus is clear throughout.
Submission lacks focus or contains major drifts in focus
Understanding of Course Content
Student demonstrates understand of course content and knowledge.
Student demonstrates some understanding of course content and knowledge.
Student does not demonstrate understanding of course content and knowledge.
Work Environment Application
Student strongly demonstrates the practical application, or ability to apply, of course objectives within a work environment.
Student demonstrates some practical application, or ability to apply, of course objectives within a work environment.
Student does not demonstrate the practical application, or ability to apply, of course objectives within a work environment.
Criteria Excellent Satisfactory Less than Satisfactory Not Completed
Log
Completion
4 points
Food logs are
complete with detailed
food/beverage items
3 points
Food logs are
complete but lack
some detail on
food/beverage items
(3 pts)
2 points
Food logs are
complete are missing
substantial detail on
food/beverage items
0 points
Student did not
complete this
component of the
project.
/ 4
Por.
Executive Practical Connection Activityit is a priority that stu.docxcravennichole326
Executive Practical Connection Activity
it is a priority that students are provided with strong educational programs and courses that allow them to be servant-leaders in their disciplines and communities, linking research with practice and knowledge with ethical decision-making. This assignment is a written assignment where students will demonstrate how this course research has connected and put into practice within their own career.
Assignment:
Provide a reflection of at least 500 words (or 2 pages double spaced) of how the knowledge, skills, or theories of this course have been applied, or could be applied, in a practical manner to your current work environment. If you are not currently working, share times when you have or could observe these theories and knowledge could be applied to an employment opportunity in your field of study.
Requirements:
· Provide a 500 word (or 2 pages double spaced) minimum reflection.
· Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited.
· Share a personal connection that identifies specific knowledge and theories from this course.
· Demonstrate a connection to your current work environment. If you are not employed, demonstrate a connection to your desired work environment.
· You should NOT, provide an overview of the assignments assigned in the course. The assignment asks that you reflect how the knowledge and skills obtained through meeting course objectives were applied or could be applied in the workplace.
MY ROLE: BIGDATA/KAFKA ADMIN
Need Plagiarism report for this Assignement.
****Directions
Choose from one of the following tweets and answer the 4 questions, Include at least one scholarly source***** The link is included in each tweet for more information.
1. Identify a healthcare issue within your community and explain the issue to your class colleagues. (You may use the same issue you identified in Week 2, but please expand your responses to address this week's focus).
2. Describe the type of healthcare policy you would advocate for in an effort to change this issue.
3. What type of campaign would you need to launch in order to gather a network of support?
4. Compose a Tweet that describes what you have shared with your class colleagues. Remember, Twitter only allows for 140 characters so you will need to be concise.
1. NR708HealthPol Retweeted
Tara Heagele, PhD, RN, PCCN, EMT@TaraHeagele
#NurseTwitter Hurricane season starts today! Helping Vulnerable People Before Disasters Strike | Campaign for Action https://campaignforaction.org/helping-vulnerable-people-before-disasters-strike/#.XtUB00-UAZ4.twitter …
Helping Vulnerable People Before Disasters Strike | Campaign for Action
Floods, tornadoes, heat waves, blizzards, earthquakes, and hurricanes threaten the health and well-being of millions of people each year
campaignforaction.org
13h
·
·
2. NR708HealthPol Retweeted
Diana Mason@djmasonrn
By @AmyAnderso.
Executive FunctionThe Search for an Integrated AccountMari.docxcravennichole326
Executive Function
The Search for an Integrated Account
Marie T. Banich
Department of Psychology & Neuroscience, and Institute of Cognitive Science, University of Colorado at Boulder;
Department of Psychiatry, University of Colorado Denver
ABSTRACT—In general, executive function can be thought
of as the set of abilities required to effortfully guide be-
havior toward a goal, especially in nonroutine situations.
Psychologists are interested in expanding the under-
standing of executive function because it is thought to be a
key process in intelligent behavior, it is compromised in a
variety of psychiatric and neurological disorders, it varies
across the life span, and it affects performance in compli-
cated environments, such as the cockpits of advanced
aircraft. This article provides a brief introduction to the
concept of executive function and discusses how it is
assessed and the conditions under which it is compromised.
A short overview of the diverse theoretical viewpoints re-
garding its psychological and biological underpinnings is
also provided. The article concludes with a consideration
of how a multilevel approach may provide a more inte-
grated account of executive function than has been previ-
ously available.
KEYWORDS—executive function; frontal lobe; prefrontal
cortex; inhibition; task switching; working memory; atten-
tion; top-down control
Like other psychological constructs, such as memory, executive
function is multidimensional. As such, there exists a variety of
models that provide varying viewpoints as to its basic component
processes. Nonetheless, common across most of them is the idea
that executive function is a process used to effortfully guide
behavior toward a goal, especially in nonroutine situations.
Various functions or abilities are thought to fall under the rubric
of executive function. These include prioritizing and sequencing
behavior, inhibiting familiar or stereotyped behaviors, creating
and maintaining an idea of what task or information is most
relevant for current purposes (often referred to as an attentional
or mental set), providing resistance to information that is dis-
tracting or task irrelevant, switching between task goals, uti-
lizing relevant information in support of decision making,
categorizing or otherwise abstracting common elements across
items, and handling novel information or situations. As can be
seen from this list, the functions that fall under the category of
executive function are indeed wide ranging.
ASSESSING EXECUTIVE FUNCTION
The very nature of executive function makes it difficult to
measure in the clinic or the laboratory; it involves an individual
guiding his or her behavior, especially in novel, unstructured,
and nonroutine situations that require some degree of judgment.
In contrast, standard testing situations are structured—partic-
ipants are explicitly told what the task is, given rules for per-
forming the task, and provide.
Executive Compensation and IncentivesMartin J. ConyonEx.docxcravennichole326
Executive Compensation and Incentives
Martin J. Conyon*
Executive Overview
The objective of a properly designed executive compensation package is to attract, retain, and motivate
CEOs and senior management. The standard economic approach for understanding executive pay is the
principal-agent model. This paper documents the changes in executive pay and incentives in U.S. firms
between 1993 and 2003. We consider reasons for these transformations, including agency theory, changes
in the managerial labor markets, shifts in firm strategy, and theories concerning managerial power. We show that
boards and compensation committees have become more independent over time. In addition, we demonstrate
that compensation committees containing affiliated directors do not set greater pay or fewer incentives.
Introduction
E
xecutive compensation is a complex and con-
troversial subject. For many years, academics,
policymakers, and the media have drawn atten-
tion to the high levels of pay awarded to U.S.
chief executive officers (CEOs), questioning
whether they are consistent with shareholder in-
terests.1 Some academics have further argued that
flaws in CEO pay arrangements and deviations
from shareholders’ interests are widespread and
considerable.2 For example, Lucian Bebchuk and
Jesse Fried provide a lucid account of the mana-
gerial power view and accompanying evidence.3
Marianne Bertrand and Sendhil Mullainathan too
provide an analysis of the ‘skimming view’ of CEO
pay.4 In contrast, John Core et al. present an
economic contracting approach to executive pay
and incentives, assessing whether CEOs receive
inefficient pay without performance.5 In this pa-
per, we show what has happened to CEO pay in
the United States. We do not claim to distinguish
between the contracting and managerial power
views of executive pay. Instead, we document the
pattern of executive pay and incentives in the
United States, investigating whether this pattern
is consistent with economic theory.
The Context: Who Sets Executive Pay?
B
efore examining the empirical evidence pre-
sented in this paper, it is important to consider
the pay-setting process and who sets executive
pay. The standard economic theory of executive
compensation is the principal-agent model.6 The
theory maintains that firms seek to design the most
efficient compensation packages possible in order to
attract, retain, and motivate CEOs, executives, and
managers.7 In the agency model, shareholders set
pay. In practice, however, the compensation com-
mittee of the board determines pay on behalf of
shareholders. A principal (shareholder) designs a
contract and makes an offer to an agent (CEO/
manager). Executive compensation ameliorates a
moral hazard problem (i.e., manager opportunism)
arising from low firm ownership. By using stock
options, restricted stock, and long-term contracts,
shareholders motivate the CEO to maximize firm
value. In other words, shareholders try to design
optimal compensation packages .
Executing the StrategyLearning ObjectivesAfter reading.docxcravennichole326
Executing the Strategy
Learning Objectives
After reading this chapter, you should be able to:
• Distinguish good operational plans from weak ones.
• Detail the value of tracking progress on all operational plans.
• Discuss why emergent strategies occur and how they might affect an organization’s
current strategy.
• Implement the ten basic steps of a generic strategic formulation process.
• Manage, improve, and evaluate an existing strategic management process.
Chapter 9
Neil Webb/Ikon Images/Getty Images
spa81202_09_c09.indd 247 1/16/14 10:08 AM
CHAPTER 9Section 9.1 Managing Operational Plans
Implementing a strategy (see Figure 1.1) in the real world is not a leisurely swim across
a calm pond on a sunny day, but rather like crossing from one bank of a raging river to
the other, encountering hidden eddies, fog, driving rain, lightning, and riptides along the
way. While it is not impossible to reach the other bank (the goal), the task often becomes
one of overcoming obstacles and making constant adjustments without losing sight of the
goal. Implementation is like that. Even the most brilliant strategy is worthless if it cannot
be implemented.
This chapter focuses on strategy execution and its difficulties. Part of the chapter is devoted
to assessing, improving, and managing the strategy formulation process itself.
9.1 Managing Operational Plans
The process for obtaining board approval of operational plans is covered in this chapter.
Exactly what is it that gets approved? An operational plan is a document that specifies the
projects or tasks that must be accomplished to achieve particular operational objectives.
Many of these plans will contain activities that are ongoing. Some will include plans for
enhanced or new services. Details specified in operational plans include the names of those
who will be involved and the indi-
vidual responsible for each one, what
equipment will be needed, when each
will start and end, and the estimated
costs for each activity. Given the level
of detail required, it should come as
no surprise that an operational plan
for a large functional unit, such as the
nursing department in a hospital, can
run to many pages, as there are lots of
activities to be detailed. Operational
plans for small HSOs such as physi-
cian clinics and community health
centers may be just a few pages long
unless new strategic initiatives are to
be undertaken.
It takes contributions from everyone
who will be involved in that HSO’s
operations to create such plans. They
will make sure that continuing cur-
rent operations are included in the plans, which is easily done. What adds a level of com-
plexity and difficulty is incorporating additional tasks demanded by a change in strategy.
Consider the following scenarios, which illustrate the difficulty in creating operational
plans that involve more than simply repeating what was done the previous year:
Javier Larrea/age fotostock/Getty Ima.
Executing Strategies in a Global Environment Examining the Case of .docxcravennichole326
Executing Strategies in a Global Environment: Examining the Case of Federal Express 5-7 pages
Requirements:
1.
An
al
yz
e
Fe
d
era
l
E
x
pre
ss
’
s
v
a
lu
e
cr
e
atio
n
f
r
ont
i
e
r
,
a
n
d
deter
m
in
e
w
h
i
ch
o
f
th
e
f
ou
r
bu
i
l
d
i
ngb
l
oc
k
s
o
f
c
o
m
pet
i
t
i
v
e
a
d
v
a
nta
g
e
t
h
e
co
m
pa
n
y
n
eed
s
i
n
orde
r
t
o
con
t
i
n
u
e
t
o
m
a
i
n
t
a
i
n
a
b
o
v
e-a
v
er
a
g
e
pro
f
ita
b
i
l
i
t
y
.
Provi
d
ea
ra
ti
o
n
aletosup
p
orttheresponse.
2.
Deter
m
i
n
e
th
e
m
a
i
n
aspe
ct
o
f
produc
t
d
i
ff
erent
i
atio
n
a
n
d
capac
i
t
y
c
o
ntr
o
l
t
h
a
t
Fe
d
era
l
E
x
pre
s
s
c
oul
d
us
e
i
n
or
d
e
r
t
o
m
a
i
n
t
a
i
n
a
n
ed
g
eo
v
e
r
i
tsr
i
v
a
l
s
.J
u
st
i
f
y
t
h
er
e
sp
on
se.
3.
A
ss
es
s
th
e
e
f
f
i
c
i
en
c
y
o
f
Federa
l
E
x
pre
ss
’
s
c
ur
r
en
t
bu
s
i
ne
ss
m
odel
,
a
n
d
reco
m
m
en
d
o
n
e
(1
)
ne
w
bu
s
i
n
es
s
-leve
l
stra
t
e
g
y
t
h
a
t
gi
v
e
s
t
h
e
co
m
pa
n
ya
co
m
p
et
i
t
i
ve
a
dvant
a
g
e
ove
r
it
s
r
i
v
a
l
s.
P
r
o
v
i
d
earat
i
o
n
ale
f
o
rthereco
m
m
enda
ti
on.
4.
E
x
a
m
in
e
th
e
m
anne
r
i
n
wh
i
c
h
overa
l
l
g
l
o
b
a
l
co
m
pet
i
t
i
o
n
m
a
y
i
m
pa
ct
th
e
n
e
w
bu
s
i
ne
ss
strate
g
y
tha
t
y
o
u
re
c
o
m
m
ende
d
i
n
Que
s
t
i
o
n
3
.
Next
,
su
g
ge
st
on
e
(1
)
si
g
n
i
f
i
c
an
t
w
a
y
t
ha
t
Feder
a
l
E
x
pre
s
s
m
a
y
c
on
f
r
on
t
i
ts
g
l
ob
a
lc
o
m
pet
it
i
o
n
.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Chamberlain College of NursingNR 305 Health AssessmentDisc.docx
1. Chamberlain College of Nursing NR 305 Health
Assessment
Discharge Teaching Plan:
Guidelines and Grading RubricPurpose
In addition to the information presented in the week 2
introduction threaded discussion for Red Yoder, our elderly
patient male patient, the student will read an assigned case
study and write a discharge teaching plan utilizing the
information gained from both sources.Course Outcomes
This assignment enables the student to meet the following
course outcomes:
CO #1: Utilize prior knowledge of theories and principles of
nursing and related disciplines to explain expected client
behaviors, while differentiating between normal findings,
variations, and abnormalities. (PO #1)
CO #3: Utilize effective communication when performing a
health assessment. (PO #3)
CO #4: Identify teaching/learning needs from the health history
of an individual. (PO #2)
CO #5: Explore the professional responsibilities involved in
conducting a comprehensive health assessment and providing
appropriate documentation. (PO #6)
Points
This assignment is worth a total of 100 points.
Due Date
The completed Discharge Teaching Plan form is to be submitted
to the Dropbox by 11:59 p.m. MT Sunday of Week 2. Post
questions to the weekly Q & A Forum. Contact your instructor
if you need additional assistance. See the Course Policies
regarding late assignments. Failure to submit your assignment
to the Dropbox on time may result in a deduction of
points.Directions
2. 1. Review the initial information presented regarding Mr. Red
Yoder, whom you met in week 2 threaded discussion. Read the
Discharge Teaching Plan Case Study located in Doc Sharing.
Take notes and highlight important points that are important to
consider when developing a discharge teaching plan.
2. Use Microsoft Word 2010 (or later) to fill in the Discharge
Teaching Plan form, which is located in Doc Sharing. This
assignment is to be completed with a maximum of 6 pages. You
may bullet point your responses.
3. Use scholarly writing including correct English grammar,
syntax and sentence structure when writing in complete
sentences.
4. Submit the assignment to the Discharge Teaching Plan
Dropbox by Sunday, 11:59 p.m. MT, by the end of Week 2.
Please post questions about this assignment to the weekly Q &
A Forums so that the entire class may view the answers.Grading
Criteria
(Bulleted points you will need to address in your responses)
Category
Points
%
Description
Special/ age related needs
10
10%
· Are there any special needs regarding Mr. Yoder’s case?
· Does Mr. Yoder’s age present a problem?
· What are the risks of a readmission for Mr. Yoder?
· What measures might be put into place in an attempt to
prevent a readmission?
Cognitive issues
12
12%
· What is Mr. Yoder’s cognitive status in your opinion?
· What available assessment tool might you use to assess Mr.
Yoder’s cognitive ability?
3. · Does the fact that Mr. Yoder mentioned: “I have not checked
the bandage in a few days” concern you?
Physical barriers
10
10%
· Why does the fact Mr. Yoder lives in a farmhouse alone, 20
miles from town present as a barrier?
· How is Mr. Yoder’s eyesight a possible barrier for him, given
his age? What problems will this present?
Medications
12
12%
· What medication teaching does Mr. Yoder need prior to
discharge?
· Describe teaching material/techniques to help Mr. Yoder
understand his diabetes as it relates to his blood sugar and
necessity for insulin injection.
Nutrition
12
12%
· What measures are needed to ensure Mr. Yoder follows a
diabetic diet?
· Will he be able to prepare his own meals and if not, how will
he get the nutrition he needs for wound healing and to keep his
blood sugar under control?
Roles and Relationships
8
8%
· Who are the closest family members to Mr. Yoder and what is
the state of that relationship?
· His friends “worry about him.” Do you believe his friends
could be a support system for Mr. Yoder and help him be more
compliant in his own care?
Self-concept
8
8%
4. · Given the scenario and Mr. Yoder’s non-compliant behavior,
what would you expect his self-concept to be?
Wound care
12
12%
· What are some important teaching points to make in regard to
Mr. Yoder and his foot wound? Name 3 teaching points.
Resources/ Referrals needed
10
10%
· What are some community resources that may be available for
Mr. Yoder?
· Will there be challenges because of the location in which he
lives?
Clarity writing
6
6%
· Content is organized logically and clearly understandable.
Writing is free of spelling, grammar and syntax errors.
Total
100
100%
A quality paper will meet or exceed all of the above
requirements.
Grading Rubric
Assignment Criteria
A
(92-100%)
Outstanding or highest level of performance
B
(84-91%)
Very good or high level of performance
C
(76-83%)
Competent or satisfactory level of performance
F
5. (0-75%)
Poor or failing or unsatisfactory level of performance
Special/age related needs
(10) points
Discusses full and complete list of special or age-related needs.
Suggests teaching methods/approach and provides rationale.
Identifies risks of readmission and poses measures to prevent
readmission to the hospital.
(9-10 points)
Discusses partial list of special or age-related needs. Suggests
teaching methods/approach and provides rationale. Identifies
risks of readmission and poses measures to prevent readmission
to the hospital.
(8 points)
Discusses minimal list of special or age-related needs. Barely
addresses teaching methods/approach and rationale. Identifies
risks of readmission but does not address measures to prevent
readmission to the hospital.
(7 points)
Barely address special or age related needs.
Does not address teaching methods/approach and rationale.
Fails to identify risks of readmission and does not address
measures to prevent readmission to the hospital.
(0-6 points)
Cognitive issues
(12) points
Provides an accurate assessment of Mr. Yoder’s cognitive
ability and utilizes and explains an appropriate geriatric
assessment tool. Provides rationale.
(11-12 points)
Provides an accurate assessment of Mr. Yoder’s cognitive
ability and utilizes but does not explain an appropriate geriatric
assessment tool used. Provides rationale.
(10 points)
Provides an accurate assessment of Mr. Yoder’s cognitive
ability but fails to utilize or explain an appropriate geriatric
6. assessment tool which could be used. No rationale provided.
(9 points)
Barely addresses an assessment of Mr. Yoder’s cognitive ability
and does not utilize or explain an appropriate geriatric
assessment tool which could be used. No rationale provided.
(0-8 points)
Physical barriers
(10) points
Describes physical barriers that may impede Mr. Yoder’s
continuity of care. Offers suggestions to remedy. Provides
rationale.
(9-10 points)
Describes physical barriers that may impede Mr. Yoder’s
continuity of care. Offers suggestions to remedy. Does not
provide rationale.
(8 points)
Provides minimal description of physical barriers that may
impede Mr. Yoder’s continuity of care. Fails to offer
suggestions to remedy. Does not provide rationale.
(7 points)
Barely address physical barriers that may impede Mr. Yoder’s
continuity of care. Does not offer any suggestions to remedy.
(0-6 points)
Medications
(12) points
Describes pertinent teaching needs for Mr. Yoder and offers a
description of teaching techniques/approach used. Rationale
provided.
(11-12 points)
Describes partial pertinent teaching needs for Mr. Yoder and
offers a description of teaching techniques/approach used.
Rationale provided.
(10 points)
Describes minimal pertinent teaching needs for Mr. Yoder and
does not offer any examples of teaching techniques/approach
used. Does not provide rationale.
7. (9 points)
Barely addresses pertinent teaching needs for Mr. Yoder and
does not offer a description of teaching techniques/approach
used.
(0-8 points)
Nutrition
(12) points
Describes measures needed to ensure Mr. Yoder follows his
prescribed diet. Troubleshoots potential barriers that may
prevent Mr. Yoder from accessing or complying with his
prescribed diet. Offers teaching technique/approach to problem
and provides rationale.
(11-12 points)
Describes partial measures needed to ensure Mr. Yoder follows
his prescribed diet. Troubleshoots potential barriers that may
prevent Mr. Yoder from accessing or complying with his
prescribed diet. Offers teaching technique/approach to problem
and provides rationale
(10 points)
Addresses minimal measures needed to ensure Mr. Yoder
follows his prescribed diet. Does not address potential barriers
that may prevent Mr. Yoder from accessing or complying with
his prescribed diet. Provides teaching technique/approach to
problem but does not provide rationale.
(9 points)
Barely describes measures needed to ensure Mr. Yoder follows
his prescribed diet. Minimizes or fails to address potential
barriers that may prevent Mr. Yoder from accessing or
complying with his prescribed diet. Does not provide teaching
technique/approach to problem and does not provide rationale.
(0-8 points)
Roles and Relationships
(8) points
Discusses how the role and relationships of Mr. Yoder’s family
and friends may help him be more compliant in his own care.
Offers suggestions/approach to any existing concerns with
8. rationale.
(8 points)
Provides partial discussion of how the role and relationships of
Mr. Yoder’s family and friends may help him be more
compliant in his own care. Offers suggestions/approach to any
existing concerns but does not provide rationale.
(7 points)
Minimal discussion of how the role and relationships of Mr.
Yoder’s family and friends may help him be more compliant in
his own care. Does not discuss suggestions/approach to any
existing concerns and does not provide rationale.
(6 points)
Barely discusses or fails to discuss how the role and
relationships of Mr. Yoder’s family and friends may help him
be more compliant in his own care. Does not discuss
suggestions/approach to any existing concerns and does not
provide rationale.
(0-5 points)
Self-concept
(8) points
Provides insight into Mr. Yoder’s perceived self-concept and
his previous non-non-compliant behaviors. Discusses ways to
approach concerns with appropriate resources. Provides
rationale.
(8 points)
Provides partial insight into Mr. Yoder’s perceived self-concept
and his previous non-non-compliant behaviors. Discusses ways
to approach concerns with appropriate resources. Does not
provide rationale.
(7 points)
Provides minimal insight into Mr. Yoder’s perceived self-
concept and his previous non-non-compliant behaviors. Does
not discuss ways to approach concerns with appropriate
resources. Does not provide rationale.
(6 points)
Fails to provide insight into Mr. Yoder’s perceived self-concept
9. and his previous non-non-compliant behaviors. Does not discuss
ways to approach concerns with appropriate resources. Does not
provide rationale
(0-5 points)
Wound care
(12) points
Provides complete teaching points that are particular to Mr.
Yoder’s case in addition to general teaching of wound care
measures. Names 3 or more. Provides rationale.
(11-12 points)
Provides partial teaching points that are particular to Mr.
Yoder’s case in addition to general teaching of wound care
measures. Names 3 or more and provides rationale.
(10 points)
Provides minimal teaching points that are particular to Mr.
Yoder’s case in addition to general teaching of wound care
measures. Names 2 or more and provides rationale.
(9 points)
Fails to provide teaching points that are particular to Mr.
Yoder’s case in addition to general teaching of wound care
measures. Does not provide teaching points.
(0-8 points)
Resources/ Referrals needed
(10) points
Provides reasonable and accurate resources/ referrals for Mr.
Yoder’s discharge to home and follow up needed. Explains
choice of referrals and provides rationale.
(9-10 points)
Provides partial list of resources/ referrals for Mr. Yoder’s
discharge to home and follow up needed. Explains choice of
referrals and provides rationale.
(8 points)
Minimally addresses resources/ referrals for Mr. Yoder’s
discharge to home and follow up needed. Explains choice of
referrals and but does not provide rationale.
10. (7 points)
Does not provide reasonable and accurate resources/ referrals.
No rationale provided.
(0-6 points)
Clarity and accuracy of writing
(6) points
No grammar, spelling, or syntax errors. Writes logically in
complete sentences.
(6 points)
No more than 2 errors of any type.
(5 points)
2-3 errors of any type.
(4 points)
3 or more errors of any type.
(0-3 points)
Total Points Possible = 100 points
NR305 Discharge Teaching Plan Guidelines.docx Revised
3/15/15 vh
1
Chamberlain College of Nursing NR305 Health Assessment
Discharge Teaching Plan Form
Your Name: Date:
Your Instructor’s Name:
Purpose: The focus of this assignment is identifying patient’s
needs and analysis and synthesis of details within the written
client record and planning an appropriate discharge plan with
11. necessary patient teaching of the disease process.
Points: This assignment is worth a total of 100 points.
Directions: Please refer to the Discharge Teaching Plan
Guidelines found in Doc Sharing for details about how to
complete this form. Remember there is a 6 page maximum limit
on this assignment.
Type your answers on this form. Click “Save as” and save the
file with the assignment name and your last name, e.g.,
“NR305_Discharge_Teaching_ Plan_Form_Smith” When you
are finished, submit the form to the Teaching Plan Dropbox by
the deadline indicated in your guidelines. Post questions in the
Q & A Forum or contact your instructor if you have questions
about this assignment.
Look at the EXAMPLE in the first assessment area. This is NOT
an all-inclusive response and you will need to add your
responses as well. Please be sure to review your guidelines.
Assessment area
Need(s) identified.
Teaching technique or approach to problem identified.
Describe content.
Rationale for choosing this technique/approach.
Example:
Special/ age related needs
These are some ideas, there may be others that you identify.
· Age, lives alone, is non-compliant with diet.
· Expected aging changes such as decreased hearing, visual
difficulties.
· Red appears to not understand his glucose numbers and how
that relates to his diet and insulin administration.
· Home health nurse to assist Red and family in proper insulin
management and administration
Ideas for teaching methods/approach based on the scenario and
problems noted. You may have identified others.
12. · Teach importance of diet and insulin management to Red and
family and how to better manage his diabetes.
· Use videos, audio and teach back methods. It may even be
helpful to assure proper reading of the glucometer and
administration of the insulin by Red or his family.
Provide a brief rationale on why you chose these particular
technique/approaches.
For example, Red may have poor eyesight due to the diabetes
and needs audio and demonstration with return demonstration.
He may not be able to see the lines on the insulin syringe.
Cognitive issues
Physical barriers
Medications
Nutrition
Roles and Relationships
Self-concept
Wound care
13. Resources/ referrals needed
NR305_Discharge_Teaching_Plan_Form
3/23/15 vh
2
Chamberlain College of Nursing NR 305 Health
Assessment
Discharge Teaching Plan Case Study
Week 2: Sherman “Red” Yoder
Directions
This case study provides information you will need to know to
complete the Discharge Teaching Plan Assignment. Please see
the guidelines in Doc Sharing for more details and grading
rubrics for this assignment. After you read the case study,
obtain the Discharge Teaching Plan form from Doc Sharing and
document your teaching plan for Mr. Yoder.
Case Study
Continuing our story of Mr. Red Yoder, our elderly diabetic
patient:
Two weeks later, Red misses his Monday morning coffee at the
local VFW. He has also missed church for the past four
Sundays. He usually has a few whiskey sours a day and needs to
take something for sleep (Benadryl). Jon (Red’s son) gets
“irritated with me over my beer and whiskey habits and yells
pretty loud” at times. His friends “worry about him.” “I know
it’s only 20 miles to the VFW, but I just haven’t felt like eating
14. the last couple of days; maybe I’ve got the flu that’s going
around.”
Red does not like to cook and usually picks up whatever is
convenient, such as cake and donuts and some fast food. He also
loves bacon! The home health nurse wanted to make sure he
didn’t get an infection in that toe and now she is back to change
the bandage. Red relates to the home health nurse “I’m not sure
if I should take my insulin because I’m not eating, but my blood
sugar was 203 when I poked my finger this morning. How can
my sugar be that high when I’m not eating much? I just took off
my sock to check on my sore and my whole foot is red and big.
I haven’t looked at it for a few days; it was just a little pink the
last time I checked it. I should have paid closer attention to
those pills I was supposed to take, that antibiotic. “
Red requires admission to the hospital for sepsis of the wound.
Admission notes:
Today’s Date: [assume it is today]Brief Description of Client:
Name: Sherman “Red” Yoder
Gender: Male Age: 80 Race: Caucasian
Weight: 109 kg (240 pounds)
Height: 183cm (72 inches)
Religion: Protestant
Major Support: Jon (son) Phone: 869-555-3452
Allergies: no known allergies
Immunizations: Influenza last fall; tetanus 4 years ago
Attending Physician/Team: Dr. Frank Baker
Past Medical History: Diabetes Type 2 diagnosed June 2 (last
year).History of Present illness:
Patient developed an ulcer on his big toe that was treated at
home for 2 weeks. Son brought patient to ER 6 days ago and
patient was treated for sepsis with IV antibiotics.Social History:
Widower; son (Jon) lives nearbyPrimary Medical Diagnosis:
SepsisSurgeries/Procedures & Dates:
L4-5 laminectomy – 25 years ago;
Transurethral resection of the prostate – 6 years agoNursing
Diagnoses:
15. · Impaired Walking;
· Impaired Skin Integrity;
· Ineffective Health Maintenance;
· Ineffective Self Health Management
One week later, Red is being discharged home with home health
for wound care. Please prepare a discharge teaching plan for
Mr. Yoder and his care takers.
NR305 Discharge Teaching Plan Case Study.docx Revised
12/5/2014 jm
1