This document discusses engaging pharmacy students in wellness and disease prevention services through community pharmacy advanced practice experiences (APPEs). It provides guidance for preceptors to incorporate these activities, which include establishing foundations, student activities around health observances, risk assessments, health screenings, immunizations, and specific disease prevention topics. Student activities range from developing educational materials to directly interacting with patients through counseling, assessments, and screenings. The goal is to prepare pharmacists for their role in promoting healthy behaviors and lifestyles.
Peer response’s # 2Rules Please try not to make the responses s.docxdanhaley45372
Peer response’s # 2
Rules: Please try not to make the responses super lengthy, contribute one fact AND include references
HMGT 420
· Wk#3
Talar posted Jun 4, 2016 11:57 PM
Patients who have complex health needs require not only medical. But also social services and support from a variety of caregivers and providers. Facility managers who are part of care coordination could assist patient in receiving optimal care by addressing the challenges in coordinating care for these patients, and offer programmatic changes and policies that help deliver the best services to all patients.
Facility managers can come up with strategic plans based on prior data and make necessary changes based on preexisting conditions. “Patient- centered, comprehensive, coordinated, and accessible care that continuously improved through a systems-based approach to quality and safety” (AHRQ, 2012) are what’s needed to achieve the highest quality care possible in any health care facility.
Patient centered care can’t be achieved with providers only. It requires team work and collaboration among all stakeholders. To improve the quality and safety of patients, health care facility managers can work hand and hand with the coordinated team to provide a system based approach by drawing on decision-support tools, taking into account patient experience, and using population health management approach. Patient preference and needs on what aspects of care to be improved.
Respond to Talar here:
· Vanscoy, Week 3
Sarah posted Jun 5, 2016 11:07 AM
As a facility manager, and part of the care coordination team, I would look into models of care that would assist our situation. With the Affordable Care Act in place, there are accountable care organizations (ACOs), which provide models of care (“Promise,” 2013). There are many different definitions and perspectives on care coordination, but all lead to the goal of meeting patient needs and providing adequate healthcare (“Care,” 2014).
Care coordination is essential because each patient can interact with a variety of professionals each visit. For example, for a routine physical appointment, the patient could meet with the scheduling staff, medical assistants, nurses, doctors, pharmacists, and the billing staff. If each one of these member fails to coordinate as a whole, the patient could be harmed or neglected. As a care coordinator, I would be responsible for discussing an individualized care plan with each patient and ensuring that they understand their responsibilities. All barriers should be identified, such as financial, social (language), psychological, and anything that would effect the patient from following their correct plan of care and interacting with the staff (“Promise,” 2013). Another key point is to ensure the medical staff has reviewed the patient’s medical records and ensure that everyone is on the same page. These are just a few examples, because each case is different and each patient will have different needs. .
Budget RESEARCHBudget Template - page 1 of 2GRANT(For Internal Use.docxAASTHA76
Budget RESEARCHBudget Template - page 1 of 2GRANT(For Internal Use Only - see specific sponsoringTitle:Union County of Georgia cancer prevention programagency for the proper forms)Date:12-May-17RFA no.PI:Project Period:2017/2018Budget Period:2017-2018Year 1Field researchResearch assitants( Salaries & benefits)250,000Transport120,000Research tools( questionaires and interviews)50,000420,000Screening actvitiesLocal hospital staff service fees80,000Electricity consumed by equipment20,000Maintenace expenses40,000140,000MarketingNutrionists service fees150,000Local gym service15,000Formation of chamber fo commerce180,000Education workshops ( schools and community centers)50,000395,000
pasterme:
rate as of 7/1/05
subject to change
confirm with the SPH
Business Office
pasterme:
part-time student rate as of 7/1/04 subject to change confirm with the SPH Business Office
pasterme:
rate subject to change Please review all budgets with the SPH
Business Office.
Running head: COMMUNITY COALITION 1
COMMUNITY COALITION 3
Community Coalition
Kimberly Crawford
Kaplan University
January 8, 2018
Community Coalition
1. Choose 5 partnerships to engage and explain why you would invite each of these people//organizations to be a part of the coalition.
The creation of community health promotion and education programs takes into consideration several agencies or parties who help in the achievement of the desired health goals. Each of the partners will address its roles using different approaches depending on their area of expertise. This is an important factor to consider as different institutions address health promotion using different approaches and perspectives. The overall outcome from the contribution of every partner should be able to restore and promote the physical, emotional, spiritual, psychological, and social wellness of the community in relation to the health issue being suffered (Minelli, & Breckon, 2009). Chronic diseases are currently the leading causes of death in the community due to their complexity and the severe effects on human health. The community health promotion and education program will be provided by the ‘Health Concerns Coalition’ which will be made up of the following partners; community religious groups, Cancer Supportive Care Foundation, an association of cancer-survivor patients, nutritional organizations, and the local authority.
1. Cancer Supportive Care Foundation – This is an important part of the coalition as it will offer technical expertise in education and diagnosis of chronic diseases. The foundation team will include medical experts who will diagnose the community members of any chronic illnesses. Examinations for diseases such as breast cancer, prostate cancer, diabetes and blood pressure will be conducted by this partner as they will provide modern machines needed for the diagnosis of chronic illnesses.
2. Community religious groups – Community religious groups ca ...
Peer response’s # 2Rules Please try not to make the responses s.docxdanhaley45372
Peer response’s # 2
Rules: Please try not to make the responses super lengthy, contribute one fact AND include references
HMGT 420
· Wk#3
Talar posted Jun 4, 2016 11:57 PM
Patients who have complex health needs require not only medical. But also social services and support from a variety of caregivers and providers. Facility managers who are part of care coordination could assist patient in receiving optimal care by addressing the challenges in coordinating care for these patients, and offer programmatic changes and policies that help deliver the best services to all patients.
Facility managers can come up with strategic plans based on prior data and make necessary changes based on preexisting conditions. “Patient- centered, comprehensive, coordinated, and accessible care that continuously improved through a systems-based approach to quality and safety” (AHRQ, 2012) are what’s needed to achieve the highest quality care possible in any health care facility.
Patient centered care can’t be achieved with providers only. It requires team work and collaboration among all stakeholders. To improve the quality and safety of patients, health care facility managers can work hand and hand with the coordinated team to provide a system based approach by drawing on decision-support tools, taking into account patient experience, and using population health management approach. Patient preference and needs on what aspects of care to be improved.
Respond to Talar here:
· Vanscoy, Week 3
Sarah posted Jun 5, 2016 11:07 AM
As a facility manager, and part of the care coordination team, I would look into models of care that would assist our situation. With the Affordable Care Act in place, there are accountable care organizations (ACOs), which provide models of care (“Promise,” 2013). There are many different definitions and perspectives on care coordination, but all lead to the goal of meeting patient needs and providing adequate healthcare (“Care,” 2014).
Care coordination is essential because each patient can interact with a variety of professionals each visit. For example, for a routine physical appointment, the patient could meet with the scheduling staff, medical assistants, nurses, doctors, pharmacists, and the billing staff. If each one of these member fails to coordinate as a whole, the patient could be harmed or neglected. As a care coordinator, I would be responsible for discussing an individualized care plan with each patient and ensuring that they understand their responsibilities. All barriers should be identified, such as financial, social (language), psychological, and anything that would effect the patient from following their correct plan of care and interacting with the staff (“Promise,” 2013). Another key point is to ensure the medical staff has reviewed the patient’s medical records and ensure that everyone is on the same page. These are just a few examples, because each case is different and each patient will have different needs. .
Budget RESEARCHBudget Template - page 1 of 2GRANT(For Internal Use.docxAASTHA76
Budget RESEARCHBudget Template - page 1 of 2GRANT(For Internal Use Only - see specific sponsoringTitle:Union County of Georgia cancer prevention programagency for the proper forms)Date:12-May-17RFA no.PI:Project Period:2017/2018Budget Period:2017-2018Year 1Field researchResearch assitants( Salaries & benefits)250,000Transport120,000Research tools( questionaires and interviews)50,000420,000Screening actvitiesLocal hospital staff service fees80,000Electricity consumed by equipment20,000Maintenace expenses40,000140,000MarketingNutrionists service fees150,000Local gym service15,000Formation of chamber fo commerce180,000Education workshops ( schools and community centers)50,000395,000
pasterme:
rate as of 7/1/05
subject to change
confirm with the SPH
Business Office
pasterme:
part-time student rate as of 7/1/04 subject to change confirm with the SPH Business Office
pasterme:
rate subject to change Please review all budgets with the SPH
Business Office.
Running head: COMMUNITY COALITION 1
COMMUNITY COALITION 3
Community Coalition
Kimberly Crawford
Kaplan University
January 8, 2018
Community Coalition
1. Choose 5 partnerships to engage and explain why you would invite each of these people//organizations to be a part of the coalition.
The creation of community health promotion and education programs takes into consideration several agencies or parties who help in the achievement of the desired health goals. Each of the partners will address its roles using different approaches depending on their area of expertise. This is an important factor to consider as different institutions address health promotion using different approaches and perspectives. The overall outcome from the contribution of every partner should be able to restore and promote the physical, emotional, spiritual, psychological, and social wellness of the community in relation to the health issue being suffered (Minelli, & Breckon, 2009). Chronic diseases are currently the leading causes of death in the community due to their complexity and the severe effects on human health. The community health promotion and education program will be provided by the ‘Health Concerns Coalition’ which will be made up of the following partners; community religious groups, Cancer Supportive Care Foundation, an association of cancer-survivor patients, nutritional organizations, and the local authority.
1. Cancer Supportive Care Foundation – This is an important part of the coalition as it will offer technical expertise in education and diagnosis of chronic diseases. The foundation team will include medical experts who will diagnose the community members of any chronic illnesses. Examinations for diseases such as breast cancer, prostate cancer, diabetes and blood pressure will be conducted by this partner as they will provide modern machines needed for the diagnosis of chronic illnesses.
2. Community religious groups – Community religious groups ca ...
Reply 1Explain the role of health education in health promotion..docxcarlt4
Reply 1
Explain the role of health education in health promotion. How is the nursing process used in developing health education? Describe a contemporary issue, local or global, that a family may experience today. What steps would the nurse take to address these as part of a health education plan?
The role of health education in health promotion is vital. Health promotion by definition is “educating people about healthy lifestyles, reduction of risk, developmental needs, activities of daily living (ADL’s) and preventive self-care.” (Whitney et al., 2018). In order to live a healthy lifestyle an individual must know what a “healthy lifestyle” consists of. The same goes for reducing risks, ADL’s, preventative self-care and developmental needs. It is important for the healthcare professional or in our case, the nurse, to educate an individual continuously for the duration of the patient's care with the nurse. They should be educated on what the medications are that they are being given, as well as why it is being administered, dosage, route etc. For example, patients always want to know why they are getting Lovenox or Protonix when they have not taken it before. They should also be educated on diet choices, at the hospital that I work at, sometimes the patients will be placed on certain diets like nothing by mouth (NPO), American Diabetes Association (ADA), renal, heart healthy, low potassium etc., and they state that they do not have diet restrictions at home, so they have to be educated on why they were placed on the diet and they should consider this type of diet once discharged.
The nursing process is used in developing health education because the nurse must assess the patient. This assessment is not only a head to toe assessment, but the nurse must also determine the patients needs, readiness to learn and the patient's ability and desire to actively engage in their plan of care and meeting goals. Then the nurse makes their nursing diagnoses, for example is their non-compliance evident, immobility, learning deficit etc. The nurse then develops a plan of care and action that can be made with the patient and begins to implement the plan of care. The nurse and patient evaluate how well they are meeting their care goals and continue to develop a plan that changes to the patients needs and better assists with meeting goals. Throughout the whole process the nurse is educating the patient on what the problem is preventing the patient from getting better and then the nurse educates the patient on how they can work towards solving that problem.
A contemporary issue that a family may experience today is the issue of vaccination. There is a lot of information out there that is telling parents to not vaccinate their children. However, recently there was an issue with a measles outbreak in New York where I live, as well as some other states. In the media there became this discussion about the importance of vaccinating your children, not only for the.
PamDiscuss how you feel nurses can positively impact the Healthy.docxjakeomoore75037
Pam
Discuss how you feel nurses can positively impact the Healthy people 2020 goals.
Healthy people 2020 has many goals. I feel nurses can greatly impact the healthy people 2020 goals by first teaching patients about prevention. Healthy people goals for global health is one of those preventions. “Improve public health and strengthen U.S. national security through global disease detection, response, prevention, and control strategies.” Disease detection starts with well check-ups with your primary care physician. Nursing strategies include educating patients on the importance of keeping check-up appointments. Any chronic illness to be assessed and any new information to be given to patient verbally or written materials given to patient.
Secondly, we as nurses can introduce health promotion. Healthy people 2020 in immunizations and infectious disease goals, “Increase immunization rates and reduce preventable infectious diseases.” Floor nurses can educate patients before discharge on influenzas, pneumonia, or shingles vaccine. We in the cancer center as nurses give handouts on neutropenia symptoms and how to prevent infection (we have many patients that are or become neutropenic). We handout thermometers and give face masks to our patients. According to NIH.gov, “Nurses must have an evidence-based understanding of the significant effect that can be made through health promotion interventions and communicate this understanding to the public at large. As more people grow in their awareness of activities that lead to good health and become knowledgeable about their own health status and the health of their families, the overall health of the population will improve.” At my hospital where I work we have health screening fairs a few times a year. Other hospitals around our town offer that as well.
According to my current other class Caring for the Community in week 2 it discusses the first level of prevention which is primary prevention. “This is conventional prevention—preventing an undesirable thing from happening. It includes efforts at immunization, nutrition teaching, and education about modes of transmission of communicable disease. For example, encouraging people to protect themselves from the sun's ultraviolet rays is an example of primary prevention of skin cancer. Other examples in primary prevention include well baby clinics, HIV community education efforts, and programs that discourage substance abuse. In the community, this may involve fitness events, water fluoridation, or even efforts to install sidewalks near schools.”
.
· · · Must be a foreign film with subtitles· Provide you wit.docxLynellBull52
·
·
· Must be a foreign film with subtitles
· Provide you with a glimpse of what life is like in another culture
· The process of watching this movie or TV show should provide you with a unique cultural experience.
· Watch the movie or TV show that you selected, and use your reactions as part of your response to the following topic:
· Define ethnocentrism. Discuss how ethnocentrism affects individuals and societies.
Write a paper of 2–3 pages addressing the following:
· Provide a comprehensive overview of the concept of ethnocentrism.
· Use your cultural experience of watching the selected movie or TV show to discuss the effect of ethnocentrism on individuals and societies.
· Use any personal experiences that you may have had visiting different countries around the world as part of this paper; however, do not let your personal experiences with other cultures be the focal point of this paper.
· The focal point of the paper is your cultural experience watching the selected movie or TV show and your comprehensive overview of the concept of ethnocentrism.
· Please note that this paper is not intended to be a summary of the movie or TV show.
· This paper is not a book review or overview of the movie or TV show you selected.
· Focus on the cultural observations that you are able to make based on this experience and your discussion of the concept of ethnocentrism.
Please submit your assignment.
The following rubric will be used for grading:
Grading Rubric
Submission addresses content requirements
30%
Evidenced critical thinking and connection to real-world and assignment scenario applicability
40%
Justified ideas and responses by using appropriate examples and references from texts, Web sites, and other references or personal experience
20%
Adherence to assignment deadlines, length requirement, correct spelling and proper grammar, and properly formatted per APA style
10%
For assistance with your assignment, please use your text, Web resources, and all course materials. Please refer to the following multimedia course material(s):
· Unit 2: Social Interaction (Watch It)
· Unit 2: Social Interaction and Group Functioning
· Unit 2: Social Interaction (Answer It)
· Unit 2: Concepts in Sociology
· Unit 2: Social Groups and Organizations
Instructions
You and your teammates are working for a company as members of their management team.
Write a 1,300- to 1,500-word management plan that includes the following:
•Discuss the best methods that the management team can use to problem solve areas under consideration.
•Discuss how judgment is included in these processes.
•Provide an example in your plan.
Sources should include the course text and at least 1 peer-reviewed journal article.
Papers should adhere to APA style.
Problem Solving and Judgment
Everyday we’re faced with making a decision or decisions, some are life changing, and others may be derived from a policy or procedure that has little or no input from the individual that requires a judgment t.
· Identify the stakeholders and how they were affected by Heene.docxLynellBull52
· Identify the stakeholders and how they were affected by Heene's actions?
· 2. What stage of moral reasoning is exhibited by Richard Heene's actions? Do you believe the punishment fit the crime? Why or why not?
· 3. Explain how the cognitive-developmental approach influences one's ability to make ethical judgments.
4. How do you assess at what stage of moral development in Kohlberg's model you reason at in making decisions? Are you satisfied with that stage? Do you believe there are factors or forces preventing you from reasoning at a higher level? If so, what are they?
.
More Related Content
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Reply 1Explain the role of health education in health promotion..docxcarlt4
Reply 1
Explain the role of health education in health promotion. How is the nursing process used in developing health education? Describe a contemporary issue, local or global, that a family may experience today. What steps would the nurse take to address these as part of a health education plan?
The role of health education in health promotion is vital. Health promotion by definition is “educating people about healthy lifestyles, reduction of risk, developmental needs, activities of daily living (ADL’s) and preventive self-care.” (Whitney et al., 2018). In order to live a healthy lifestyle an individual must know what a “healthy lifestyle” consists of. The same goes for reducing risks, ADL’s, preventative self-care and developmental needs. It is important for the healthcare professional or in our case, the nurse, to educate an individual continuously for the duration of the patient's care with the nurse. They should be educated on what the medications are that they are being given, as well as why it is being administered, dosage, route etc. For example, patients always want to know why they are getting Lovenox or Protonix when they have not taken it before. They should also be educated on diet choices, at the hospital that I work at, sometimes the patients will be placed on certain diets like nothing by mouth (NPO), American Diabetes Association (ADA), renal, heart healthy, low potassium etc., and they state that they do not have diet restrictions at home, so they have to be educated on why they were placed on the diet and they should consider this type of diet once discharged.
The nursing process is used in developing health education because the nurse must assess the patient. This assessment is not only a head to toe assessment, but the nurse must also determine the patients needs, readiness to learn and the patient's ability and desire to actively engage in their plan of care and meeting goals. Then the nurse makes their nursing diagnoses, for example is their non-compliance evident, immobility, learning deficit etc. The nurse then develops a plan of care and action that can be made with the patient and begins to implement the plan of care. The nurse and patient evaluate how well they are meeting their care goals and continue to develop a plan that changes to the patients needs and better assists with meeting goals. Throughout the whole process the nurse is educating the patient on what the problem is preventing the patient from getting better and then the nurse educates the patient on how they can work towards solving that problem.
A contemporary issue that a family may experience today is the issue of vaccination. There is a lot of information out there that is telling parents to not vaccinate their children. However, recently there was an issue with a measles outbreak in New York where I live, as well as some other states. In the media there became this discussion about the importance of vaccinating your children, not only for the.
PamDiscuss how you feel nurses can positively impact the Healthy.docxjakeomoore75037
Pam
Discuss how you feel nurses can positively impact the Healthy people 2020 goals.
Healthy people 2020 has many goals. I feel nurses can greatly impact the healthy people 2020 goals by first teaching patients about prevention. Healthy people goals for global health is one of those preventions. “Improve public health and strengthen U.S. national security through global disease detection, response, prevention, and control strategies.” Disease detection starts with well check-ups with your primary care physician. Nursing strategies include educating patients on the importance of keeping check-up appointments. Any chronic illness to be assessed and any new information to be given to patient verbally or written materials given to patient.
Secondly, we as nurses can introduce health promotion. Healthy people 2020 in immunizations and infectious disease goals, “Increase immunization rates and reduce preventable infectious diseases.” Floor nurses can educate patients before discharge on influenzas, pneumonia, or shingles vaccine. We in the cancer center as nurses give handouts on neutropenia symptoms and how to prevent infection (we have many patients that are or become neutropenic). We handout thermometers and give face masks to our patients. According to NIH.gov, “Nurses must have an evidence-based understanding of the significant effect that can be made through health promotion interventions and communicate this understanding to the public at large. As more people grow in their awareness of activities that lead to good health and become knowledgeable about their own health status and the health of their families, the overall health of the population will improve.” At my hospital where I work we have health screening fairs a few times a year. Other hospitals around our town offer that as well.
According to my current other class Caring for the Community in week 2 it discusses the first level of prevention which is primary prevention. “This is conventional prevention—preventing an undesirable thing from happening. It includes efforts at immunization, nutrition teaching, and education about modes of transmission of communicable disease. For example, encouraging people to protect themselves from the sun's ultraviolet rays is an example of primary prevention of skin cancer. Other examples in primary prevention include well baby clinics, HIV community education efforts, and programs that discourage substance abuse. In the community, this may involve fitness events, water fluoridation, or even efforts to install sidewalks near schools.”
.
· · · Must be a foreign film with subtitles· Provide you wit.docxLynellBull52
·
·
· Must be a foreign film with subtitles
· Provide you with a glimpse of what life is like in another culture
· The process of watching this movie or TV show should provide you with a unique cultural experience.
· Watch the movie or TV show that you selected, and use your reactions as part of your response to the following topic:
· Define ethnocentrism. Discuss how ethnocentrism affects individuals and societies.
Write a paper of 2–3 pages addressing the following:
· Provide a comprehensive overview of the concept of ethnocentrism.
· Use your cultural experience of watching the selected movie or TV show to discuss the effect of ethnocentrism on individuals and societies.
· Use any personal experiences that you may have had visiting different countries around the world as part of this paper; however, do not let your personal experiences with other cultures be the focal point of this paper.
· The focal point of the paper is your cultural experience watching the selected movie or TV show and your comprehensive overview of the concept of ethnocentrism.
· Please note that this paper is not intended to be a summary of the movie or TV show.
· This paper is not a book review or overview of the movie or TV show you selected.
· Focus on the cultural observations that you are able to make based on this experience and your discussion of the concept of ethnocentrism.
Please submit your assignment.
The following rubric will be used for grading:
Grading Rubric
Submission addresses content requirements
30%
Evidenced critical thinking and connection to real-world and assignment scenario applicability
40%
Justified ideas and responses by using appropriate examples and references from texts, Web sites, and other references or personal experience
20%
Adherence to assignment deadlines, length requirement, correct spelling and proper grammar, and properly formatted per APA style
10%
For assistance with your assignment, please use your text, Web resources, and all course materials. Please refer to the following multimedia course material(s):
· Unit 2: Social Interaction (Watch It)
· Unit 2: Social Interaction and Group Functioning
· Unit 2: Social Interaction (Answer It)
· Unit 2: Concepts in Sociology
· Unit 2: Social Groups and Organizations
Instructions
You and your teammates are working for a company as members of their management team.
Write a 1,300- to 1,500-word management plan that includes the following:
•Discuss the best methods that the management team can use to problem solve areas under consideration.
•Discuss how judgment is included in these processes.
•Provide an example in your plan.
Sources should include the course text and at least 1 peer-reviewed journal article.
Papers should adhere to APA style.
Problem Solving and Judgment
Everyday we’re faced with making a decision or decisions, some are life changing, and others may be derived from a policy or procedure that has little or no input from the individual that requires a judgment t.
· Identify the stakeholders and how they were affected by Heene.docxLynellBull52
· Identify the stakeholders and how they were affected by Heene's actions?
· 2. What stage of moral reasoning is exhibited by Richard Heene's actions? Do you believe the punishment fit the crime? Why or why not?
· 3. Explain how the cognitive-developmental approach influences one's ability to make ethical judgments.
4. How do you assess at what stage of moral development in Kohlberg's model you reason at in making decisions? Are you satisfied with that stage? Do you believe there are factors or forces preventing you from reasoning at a higher level? If so, what are they?
.
· · Re WEEK ONE - DISCUSSION QUESTION # 2posted by DONALD DEN.docxLynellBull52
·
· Re: WEEK ONE - DISCUSSION QUESTION # 2
posted by DONALD DENNIS
Aug 19, 2014, 8:31 AM
Financial statements are crucial documents with details of what the company earns, how they earn, as well as what and how the company spends its money.
The income statement shows figures of profitability of that given company over a period of time. The statements usually include detailed sections of revenue, gains in addition to their expenses and losses. If revenue and gains are greater than expenses and losses, the income statement will show a profit for the company
The balance sheet provides information about the company's financial situation over a period of time. This information is used to make certain business decisions for future projects, plans or general business operations. The balance sheet includes more information than that of the income statement. This information included the company's assets, liabilities, in addition to the stockholders' equity (their investment). The assets should always equal liabilities, plus the stockholders investment(s).
· Comment on Aug 19, 2014, 6:52 PM
Re: WEEK ONE - DISCUSSION QUESTION # 2
posted by Linda Moore
Aug 19, 2014, 6:52 PM
Good! The income statement tells us what we've earned, our sales and expenses, and in the balance sheet we see our assets and liabilities, and owner's equity. The equity will also increase if we have net income and other investments from our owners. Our income statement tells us a lot especially when we compare months over time - we can see trends of expenses and revenues; and analyze what has changed.
Class: Any questions?
· Comment on Aug 20, 2014, 9:13 AM
2 Other Statements
posted by DONALD DENNIS
Aug 20, 2014, 9:13 AM
Other than the income and balance sheets, there are two other documents that are just as important. More about these will be mentioned in this week and class.
Owners equity statement - This shows and explains changes in the retained earnings. Retained earnings are on the balance sheet and will change due to incomes or dividends.
Cash flow statement - A company could be successful, yet lack cash to pay its bills. This will show sources of cash and where cash is being used.
· Comment on Aug 20, 2014, 11:36 AM
Re: 2 Other Statements
posted by Mark Pollack
Aug 20, 2014, 11:36 AM
Donald,
You bring up a great point about the cash flow statement. I was a small business owner in a retail strip center. I cant tell you how many conversations I had with fellow business owners that were struggling to pay there bills; however they showed a profit. The company used the money in various ways other than appropriately such as product that did not sell, decorations, "write-offs" for their home. I do believe that many small businesses fail because they are underfunded and do not use simple accounting principles to determine its health.
Mark
· Comment on Aug 21, 2014, 10:09 AM
Re: 2 Other Statements
posted by DONALD DENNIS
Aug 21, 2014, 10:09 AM
I curre.
· Week 3 AssignmentGovernment and Not-For-Profit AccountingVal.docxLynellBull52
· Week 3 Assignment
Government and Not-For-Profit Accounting
Value of Donated Assets
Which is the proper value to be assigned to certain donated assets? (This is a question for which answers cannot be found in either GASB pronouncements or the text), research is necessary.
A city’s road maintenance department received “donations” of two type of assets:
1. From the county in which the city is located it received earthmoving equipment. The equipment had cost the county $800,000 when it was acquired five years earlier. Accounted for in a county proprietary fund, its book value, net of accumulated depreciation at the time of donation, was $500,000. Its fair market value was $530,000.
2. From the city’s own utility fund (a proprietary fund) it received motor vehicles that had cost the city $400,000 when acquired three years earlier. At the time of transfer, the vehicles were recorded on the utility’s books at $180,000, net of accumulated depreciation. Their fair market value was #225,000.
Write a 1000 word, APA you answer style paper where the following:
1. At what value should the city record in its government-wide financial statements for: (1) the earth-moving equipment, and (2) the motor vehicles?
1. Briefly justify your response, commenting on any apparent inconsistencies in the values assigned to each of the two types of assets.
1. Comment on the significance of the resultant book values for decisions or assessments to be made by statement users.
Myth Clash Paper #1
Zheng Hui
The present paper will discuss how different ancient poets describe the myths. It will compare and Contrast the two versions of the myth of the Cyclops Polyphemus in the Archaic Greek poet Homer’s Odyssey (EH 298-314) and in the Hellenistic poet Theocritus' poem (Idyll 11) (ACM 399-401). It will also elaborate how Roman poet Ovid combine elements from each of these earlier poets’ versions to make his own version of the myth in his poem, the Metamorphoses (OM 374-381). In general, the paper will discuss and analyze the differences and similarities among several versions from different aspects including characters, features, techniques and others.
According to ancient Greek myth, there were three separate tribes of the mythical, one eyed giants known as Cyclops, or Cyclopes. One of them is the Ouranian Cyclopes, who was the offspring of Gaea and Ouranos. Besides, there is also another Cyclops called the mason-Cyclopes, who represents workers in Hephaestus’s forge. The third one is the shepherd-like Cyclopes, who was neighbors of the island-dwelling Polyphemus, who was a son of Poseidon (Weinstock, 2013). Based on the description of the Cyclopes in the ancient Greek myth, one feature that is present in all these Cyclopes is that they had one unique anatomy. In addition, they all had a single round eye in the middle of their foreheads. In fact, the eye, according to the Greek poet Hesiod, is the source of their name.
In Greek, Cyclops means “circle-eye.” These giants .
· Week 10 Assignment 2 Submission
Students, please view the "Submit a Clickable Rubric Assignment" in the Student Center.
Instructors, training on how to grade is within the Instructor Center.
Click the link above to submit your assignment.
Assignment 2: Critical Thinking
Topic: "People have become overly dependent on technology"
Your paper should present a reasoned, convincing argument for a position on a selected topic.
Write a four to six (4-6) page paper in which you:
1. Follow the five (5) steps of persuasion: establishing credibility, acknowledging the audience’s position, constructing a rationale, transplanting root elements, and asking for a response.
2. Clearly define your position and supporting evidence.
3. Include all the necessary “evidence” for the reader to reach the expected conclusion in each argument in the paper (whether the overriding argument or one contained in an individual paragraph)
4. Ensure that each argument in the paper (whether the overriding argument or one contained in an individual paragraph) is valid and free from both formal and informal fallacies.
5. Include at least four (4) references (sources). At least one (1) of your sources must be obtained from the collection of databases accessible from the Learning Resources Center Web page.
The paper should follow guidelines for clear and effectively organized writing:
• The paper is well-organized, and every explanation is both complete and easy to understand.
• Include an introductory paragraph and concluding paragraph for the paper.
• Main ideas should be addressed in body paragraphs with a topic sentence and supporting sentences.
• Adhere to standard rules of English grammar, punctuation, and mechanics.
• The paper should be checked for spelling and grammatical errors.
Your assignment must:
• Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
• Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
• Create written work utilizing the concepts of critical thinking.
• Use technology and information resources to research issues in critical thinking skills and informal logic.
• Write clearly and concisely about issues in critical thinking using proper writing mechanics.
.
· Write in paragraph format (no lists, bullets, or numbers).· .docxLynellBull52
· Write in paragraph format (no lists, bullets, or numbers).
· Do not re-write the question(s) from the assignment list.
· Ensure that you have a minimum of three (3) paragraphs.
· Each paragraph should be six (6) to eight (8) sentences each.
· Include at least one in-text citation per paragraph that corresponds to the References.
· You need to use and cite at least two (2) references for each submitted assignment, including DBs.
Remember we are in a college-level course. As such, you need to clearly and thoroughly answer every question asked in each project. This will rarely be accomplished with one or two sentences. In addition to providing a basic answer for each question, a quality response will explain:
a. “How” you arrived at your answer(s)
b. “What” facts and sources you reviewed and considered
c.“Why” your response is the best one from all the alternatives
SPE 352N Module 3 Lecture Instructional Strategies for Teaching Students With MR
When thinking about how to instruct students with mental retardation, educators must consider the fact that instructional organization and effective instructional delivery are the keys to success. Instruction is not just done in some sort of haphazard, discovery-learning manner without any particular goals in mind; rather, teachers should be thinking about their students' particular disability and their associated learning characteristics from start to finish.
Three Assumptions To Guide Instructional Delivery
Assumptions in science have to do with laying out ground rules or basic agreements about how something is to be interpreted, discussed, or studied by interested parties; it is much like setting the rules for playing a game. Similarly, teachers need basic assumptions to govern the science and practice of teaching. The first assumption teachers should come to agreement about is that due to the unique learning characteristics of students with mental retardation, instructional procedures that work well for typically developing students may not work as well with this population (Taylor, Richards, & Brady, 2005). The learning characteristics of students with mental retardation will ultimately affect what actual skills will be learned and what educational goals can realistically be attained. So while typically developing students will benefit from the global general education curriculum, the educational goals and specific skills students with mental retardation will focus on will depend heavily on the decisions of an individualized education plan (IEP) team as they consider the unique educational needs and monitor instructional progress over time (Miner & Bates, 1997).
The second assumption teachers of students with mental retardation should adhere to is that instructional progress can only be obtained if that instruction is direct and explicit. The idea that typically developing students do not need precise instruction to make academic gains is losing ground in America because s.
· WEEK 1 Databases and SecurityLesson· Databases and Security.docxLynellBull52
· WEEK 1: Databases and SecurityLesson
· Databases and Security
Databases are in just about everything we use today. When you are performing any task, think to yourself, Does this involve a database in some way?
As a daily process, communication occurs between people by many mediums, but there is no other medium more utilized than the large internetwork of computer systems we know as the Internet. When we look at some of the transactions that are performed on a daily basis, it is highly likely that there is a database involved. For example, if you open a web page to www.google.com and type a keyword in the textbox to search for, this process starts a series of searches through multiple databases. Another example is when searching for a book in the APUS library, this search is conducted using a database of books known as a catalog. so databases play an integral part in our daily lives; they store millions of pieces of data and more is collected each day (Basta, 2012).
In recent years, we find that technology has expanded to the reaches of utilities and production environments. Many of the utilities we come to rely on so heavily, such as gas, oil and electric, have been tied into the networks we use today. This interconnection allows for many new innovations in keeping everything in working order, but at the same time it also presents some very real threats to security. In reality, an intruder could take down an entire electrical grid which would remove power to millions of customers. An article in CIO Insight gives a great perspective on this and other issues in security where databases play such an important role (CIOInsight, 2011).
With the importance of securing the database infrastructure, we need to look at a multilayered approach to security. As can be seen in many security programs, multiple layers allow for strong security because it adds another roadblock that an intruder has to bypass to get to these systems. This same approach leads us to begin with the foundation of security; the CIA Triad. It all begins with the most basic approach, computer security and moves forward from that point on. Below is a detailed description of the components of the CIA Triad from (Basta, 2012):
· Confidentiality: For a system to provide confidentiality, it needs to do two things: ensure that information maintains its privacy by limiting authorized access to resources; block unauthorized access to resources.
· Integrity: This refers to the efforts taken through policy, procedure, and design in order to create and maintain reliable, consistent, and complete information and systems.
· Availability: This refers to the efforts taken through policy, procedures, and design to maintain the accessibility of resources on a network or within a database. These resources include, but are not limited to, data, applications, other databases, computers, servers, applications, files, drives, shares, and network access.
Database Structure, Models and Management
A databa.
· Unit 4 Citizen RightsINTRODUCTIONIn George Orwells Animal.docxLynellBull52
· Unit 4 Citizen Rights
INTRODUCTION
In George Orwell's Animal Farm, the assertion that "all animals are equal but some animals are more equal than others" signals the breakdown of any semblance of a fair society. We have probably all experienced it: a situation where someone who was better connected, more influential, or in a position of power could advance far beyond the position or actions of the common person. On a typical day, this happens in travel, restaurant seating, the selection of a church pew, and the line at the grocery store.
It should not, however, happen in our public services. As citizens, we all have rights, and we all have the same rights. That is the beauty of the United States's democratic government structure, and perhaps one of the most cherished aspects of it. Economic and social diversity aside, when we interact with the government, we expect to receive the same treatment, whether we are a Rockefeller or a plumber. The reality is that this balance of citizen rights is difficult to achieve, because in many cases, those wielding power and influence attempt to trump equity.
TOGGLE DRAWERHIDE FULL INTRODUCTION
Inherent in the concept of citizenship is the exchange wherein citizens give allegiance to a nation and receive protection offered by that nation. Citizens therefore have certain privileges in the eyes of the nation, such as the right to vote, to pay taxes, and to refuse certain actions, such as reciting the Pledge of Allegiance because it refers to God. There are benefits and entitlements that the citizen can demand from the government. These rights are balanced by responsibilities, such as upholding the law, participating in government, and engaging in the same privileges previously mentioned.
In this unit, issues of the middle class, the welfare state, and what constitutes citizenship will be examined based on the concept of citizen rights.
Reference
Orwell, G. (1945). Animal Farm. New York, NY: Harcourt Brace & Company.
SANDRA CISNEROS
Woman Hollering Creek
The day Don Serafín gave Juan Pedro Martínez Sánchez permission to take CleófilasEnriquetaDeLeón Hernández as his bride, across her father’s threshold, over several miles of dirt road and several miles of paved, over one border and beyond to a town en el otrolado—on the other side—already did he divine the morning his daughter would raise her hand over her eyes, look south, and dream of returning to the chores that never ended, six good-for-nothing brothers, and one old man’s complaints.
He had said, after all, in the hubbub of parting: I am your father, I will never abandon you. He had said that, hadn’t he, when he hugged and then let her go. But at the moment Cleófilas was busy looking for Chela, her maid of honor, to fulfill their bouquet conspiracy. She would not remember her father’s parting words until later. I am your father, I will never abandon you.
Only now as a mother did she remember. Now, when she and Juan Pedrito sat by the creek’s edge..
· Unit Interface-User Interaction· Assignment Objectives Em.docxLynellBull52
· Unit: Interface-User Interaction
· Assignment Objectives: Employ appropriate tools and methods for simple, functional, and effective interfaces.
· Deliverable Length: Screenshot or functional application, and a Word document of 1-2 pages
Building on your initial user interface (UI) design mock-up of the organization’s program UI, the interface now needs to present more information to the user. Complete the following for this assignment:
· The interface should present information visually with icons or graphics and text regarding critical issues related to the system, such as the following:
· New orders
· Change in employee status
· Updated pictures
· New products or services offered
· You must add at least 5 critical issue UI design items to your interface. Remember to ensure that these are easily understood by users.
· Submit a screenshot in Word or another functional application.
· Describe the items that you added to your interface design. Be specific with your descriptions, and identify the particular design features along with an explanation of why they are added in the way that they were.
.
· The Victims’ Rights MovementWrite a 2 page paper. Address the.docxLynellBull52
· The Victims’ Rights Movement
Write a 2 page paper. Address the following in your paper:
· Explain how has the victims’ rights movement has affected the criminal justice system and the rights of offenders?
Include a title page and 3-5 references. Only one reference may be from the internet (not Wikipedia).
Paper 2
· Victim Selection
Write a 2 page paper. Address the following in your paper:
· Is the victim selection process different between team serial killers and those who work alone?
· Discuss any differences and or similarities as it relates to motives, methods, and offender history.
· Support your argument. Be sure to cite your resource(s), use APA style formatting.
Include a title page and 3-5 references. Only one reference may be from the internet (not Wikipedia
Paper 3
· Credit Card Crime
In a two to three page paper, please discuss the following: Assume a person accidentally picks up a credit card that is not theirs and uses the card in several instances.
Can the person be charged with multiple violations of a state statute that makes it a crime to "knowingly obtain, possess, use, or transfer a means of identification or financial information of another?" Why or why not? See State vs. Leyda, 138 P.3d 610 (Wash. 2006).
Make sure you format your paper and cite all sources used in this paper appropriately according to APA style guidelines.
.
· Question 1· · How does internal environmental analy.docxLynellBull52
· Question 1
·
·
How does internal environmental analysis help health care organizations sustain competitive advantage? As a health care leader, what are some of the key aspects that you will assess in conducting your own internal environmental analysis?
Question 2
· How does the “value chain” relate to health care organizations? What is the role of the value chain in the strategic planning process?
Question 3
· How can the value chain be used to identify organizational strengths and weaknesses in health care organizations?
· Question 4
·
Read the Perspective 4-3–LEAN Six Sigma on page 140 in your textbook Discuss the Ottawa Ankle Rules as an example of Six Sigma utilization. How was Six Sigma beneficial in this case example? Think about your own health care organization or one which you hope to lead. How might Six Sigma be utilized in your own facility, as our colleagues in Ottawa did a few years ago?
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Clarence_Eder_Biography_(Jan_2015) (1).pdf
BIOGRAPHY: CLARENCE L. EDER (January 2015)
Clarence Eder is a retired United States Air Force officer and is currently working as Principal Acquisition
Associate and Senior Systems Engineer for Quantech Services, Inc. in El Segundo, California. He leads a team
of systems engineers and acquisition professionals in the development of strategies and documents to start the
new Air Force Weather Systems Follow-On (WSF) program. Clarence has over 18 years of acquisitions,
engineering, and operational experience in space, intelligence, missile defense, and aircraft programs.
Clarence was raised in Honolulu, Hawaii. He graduated with a Mechanical Engineering degree from the
University of Hawaii and was commissioned into the Air Force in 1996. As a second lieutenant, he was
assigned to Wright-Patterson Air Force Base in Dayton, Ohio. He worked to improve Air Force flying training
systems, and then became a project manager to improve T-37 aircraft engines and A-10 aircraft engines.
In 1999, he was assigned to Space and Missiles Systems Center in Los Angeles, California. He worked as an
Acquisition Support manager to implement Department of Defense (DoD) processes and policies to major space
programs. As a captain, he became a Mission Integration Manager for launch vehicles. He led teams to
integrate Global Positioning System (GPS), weather, and intelligence satellites into the newly acquired $18.8B
Air Force rockets. He also worked Ground systems integration issues.
In 2003, he was assigned to the National Geospatial Intelligence Agency (NGA) in Reston, Virginia to be Chief
of Tactical Imagery Dissemination. He led a team to develop, test, and deploy a $17M imagery system. He
trained Navy Seals and Special Forces deployed worldwide to use the system. As a major, he became a
Contacting Officer Technical Representative (COTR) for the $2B Geoscout program, NG.
· Question 1Question 192 out of 2 pointsWhat file in the.docxLynellBull52
· Question 1Question 19
2 out of 2 points
What file in the etc/ directory contains user’s hashed password?
Selected Answer:
etc/shadow file
Correct Answer:
[None]
Response Feedback:
[None Given]
· Question 20
1 out of 2 points
What file and file-field are read by the finger command?
Selected Answer:
Passwd file, it reads user id info like user name phone number and so on
Correct Answer:
[None]
Response Feedback:
gecos field
· Question 21
0 out of 2 points
When a parent process dies, what happens to any child processes that are still running?
Selected Answer:
They Child Processes keep running
Correct Answer:
[None]
Response Feedback:
process becomes child of init
· Question 22
1 out of 2 points
What is the effect of the command: $ killall root (Where root is the root account of the system)
Selected Answer:
It canceles all the Processes that the user
Correct Answer:
[None]
Response Feedback:
shutdown
· Question 23
2 out of 2 points
List 4 shortcomings of root accounts.
Selected Answer:
1- Single Point of failure if compromised
2-The security model is not strong enough for a network
3-High security environments enforce rules that cannot be implemented with traditional UNIX
4- Since some rules are implemented in command code, modification requires rewrite and recompilation
5- Minimal support for auditing
Correct Answer:
[None]
Response Feedback:
[None Given]
· Question 24
1 out of 2 points
Write a BASH command that would force the OS into single-user mode.
Selected Answer:
Root should run the init command to change the run level using the letter s or the number 1 for example
Correct Answer:
[None]
Response Feedback:
telinit 1
· Question 25
0 out of 2 points
Explain when it would be necessary to use the non-rewinding interface file of any backup device.
Selected Answer:
To implement permanent changes to the backup device
Correct Answer:
[None]
Response Feedback:
Only if multiple dumps were being made to the same tape drive. Failure to use the non-rewind would cause successive dumps to overwrite each other.
· Question 26
2 out of 2 points
What BASH shell command can send any signal level to a running process?
Selected Answer:
Kill Command
Correct Answer:
[None]
Response Feedback:
[None Given]
· Question 27
2 out of 2 points
Which two inter-process signals cannot be caught or blocked?
Selected Answer:
Kill process
Stop Process
Correct Answer:
[None]
Response Feedback:
[None Given]
· Question 28
2 out of 2 points
What BASH shell utility allows you to monitor CPU and memory usage?
Selected Answer:
Network Monitoring: Netstat, nethogs, iptraf, iftop
Disk I/O: iotop
CPU/ memory: top, Ps, htop, atop
Correct Answer:
[None]
Response Feedback:
[None Given]
· Question 29
0 out of 2 points
In the file permission listing drwxr-xr-x, what is the file type?
Selected Answer:
.sh
Correct Answer:
[None]
Response Feedback:
directory
· .
· Question 15 out of 5 pointsWhen psychologists discuss .docxLynellBull52
· Question 1
5 out of 5 points
When psychologists discuss fear, anger, sadness, joy, surprise, disgust, and contempt, they are usually describing the:
Answer
Selected Answer:
b.
primary emotions
· Question 2
5 out of 5 points
Studies on sex differences in emotion have found that men are more likely to ruminate about _____________ thoughts whereas women are more likely to ruminate about ____________.
Answer
Selected Answer:
a.
anger; depression
· Question 3
5 out of 5 points
Positive emotions evoke more electrical activity in the __________, and negative emotions evoke more activity in the __________.
Answer
Selected Answer:
c.
left hemisphere; right hemisphere
· Question 4
5 out of 5 points
What limbic structure is a center for fear responses?
Answer
Selected Answer:
b.
amygdala
· Question 5
5 out of 5 points
Imagine that you have just discovered a space craft that landed in a remote field near your home. Fortunately, the aliens aboard the space craft share your language, but they do not know anything about how to interact appropriately within the cultural norms of North America. Using your knowledge of emotions and emotional expression, create a list of 5 important points to remember when expressing emotion in this culture.
Answer
Selected Answer:
Smiling Frequently is ok
Dont kiss other male friends if male (european countries)
shake hands before hugging
Arms length of space between people, it can be seen as hostile or uncomfortable otherwise
Public displays of affection are often more acceptable then in other cultures
· Question 6
0 out of 5 points
Cindy used to study with her friend Amanda but found that she had to quit studying with her because Amanda was always so hyper and anxious before taking tests. Cindy often felt anxious after the study sessions and was worried that this might have a negative influence on her test performance. Cindy was probably experiencing:
Answer
Selected Answer:
c.
catharsis.
· Question 7
5 out of 5 points
Social and cultural rules that regulate when, how, and where a person may express emotions are referred to as:
Answer
Selected Answer:
c.
display rules
· Question 8
5 out of 5 points
Why are polygraph tests considered invalid or unreliable?
Answer
Selected Answer:
d.
There is no pattern of physical arousal that is specific to lying and distinct from other types of arousal
· Question 9
5 out of 5 points
This term is the process by which the facial muscles send messages to the brain about the basic emotion being expressed.
Answer
Selected Answer:
c.
facial feedback
· Question 10
5 out of 5 points
___________, or how we explain events or behavior, affect our emotional responses.
Answer
Selected Answer:
a.
Attributions
· Question 11
0 out of 5 points
In one study, infants were put on a modified version of a visual cliff that is only moderately frightening because the cliff did not dr.
· Question 1 2 out of 2 pointsWhich of the following i.docxLynellBull52
· Question 1
2 out of 2 points
Which of the following is not considered a union unfair labor practice?
Answer
Selected Answer:
under a valid union-shop agreement, demanding the discharge of an employee who fails to pay union dues
· Question 2
2 out of 2 points
In recent years,
Answer
Selected Answer:
all of the above
· Question 3
0 out of 2 points
The first U.S. President ever to grant official recognition to federal government employees to bargain collectively was President
Answer
Selected Answer:
Nixon
· Question 4
0 out of 2 points
Recent media campaign ads by the Automobile Workers have contained the message
Answer
Selected Answer:
"America works best when we say, 'Union, Yes!' "
· Question 5
0 out of 2 points
Most of the local union's time is devoted to
Answer
Selected Answer:
negotiating labor agreements.
· Question 6
0 out of 2 points
Most members of the National Education Association
Answer
Selected Answer:
support right-to-work laws
· Question 7
0 out of 2 points
About 85 percent of the UAW's spending goes to
Answer
Selected Answer:
strike funds.
· Question 8
0 out of 2 points
As compared to the Teachers, many of the building trades are much
Answer
Selected Answer:
less active in research efforts.
· Question 9
0 out of 2 points
In 1970, an unprecedented federal sector eight-day strile was carried on by the employees of the
Answer
Selected Answer:
State Department
· Question 10
2 out of 2 points
The American Federation of Labor was originally entitled the
Answer
Selected Answer:
Federation of Organized Trades and Labor Unions
· Question 11
0 out of 2 points
Under Taft-Hartley, if management or labor wishes to terminate or modify an existing labor contract, it must give a
Answer
Selected Answer:
thrity-day notice to the other party.
· Question 12
0 out of 2 points
At present, the unionized percentage of all United States workers is approximately
Answer
Selected Answer:
33.4
· Question 13
0 out of 2 points
In 1993, the Retail, Wholesale and Department Store Union merged with the
Answer
Selected Answer:
Service Employees International Union.
· Question 14
0 out of 2 points
By 1917 some thrity states had introduced
Answer
Selected Answer:
antitrust laws for unions.
· Question 15
0 out of 2 points
Investigation of union misconduct under the Landrum-Griffin is the responsibility of the
Answer
Selected Answer:
Senate Subcommittee on Ethics.
· Question 16
0 out of 2 points
COPE is a part of the
Answer
Selected Answer:
Furriers.
· Question 17
0 out of 2 points
When it has found that employees have been unlawfully discharged for union activities, the NLRB has most frequently required
Answer
Selected Answer:
automatic union certification.
· Question 18
2 out of 2 points
Employ.
· Processed on 09-Dec-2014 901 PM CST · ID 488406360 · Word .docxLynellBull52
· Processed on 09-Dec-2014 9:01 PM CST
· ID: 488406360
· Word Count: 1969
Similarity Index
47%
Similarity by Source
Internet Sources:
46%
Publications:
2%
Student Papers:
N/A
sources:
1
30% match (Internet from 27-Mar-2009)
http://www.isaca.org/Content/ContentGroups/Journal1/20023/The_IS_Audit_Process.htm
2
13% match (Internet from 29-Mar-2011)
http://www.scribd.com/doc/36655995/Chapter-1-the-Information-System-Audit-Process
3
2% match (publications)
Athula Ginige. "Web site auditing", Proceedings of the 14th international conference on Software engineering and knowledge engineering - SEKE 02 SEKE 02, 2002
4
1% match (Internet from 26-Feb-2012)
http://www.dc.fi.udc.es/~parapar/files/ai/The_IS_Audit_Process_isaca_sayana.pdf
5
1% match (Internet from 01-Apr-2009)
http://www.idkk.gov.tr/web/guest/it_audit_manual_isaca
paper text:
Running head: AUDITING INFORMATION SYSTEMS PROCESS Auditing information systems process Student’s Name University Affiliation Auditing information systems 2process Information systems are the livelihood of any huge business. As in past years, computer systems do not simply record transactions of business, but essentially drive the main business procedures of the enterprise. In such a situation, superior management and business managers do have worries concerning information systems. Auditing is a methodical process by which a proficient, independent person impartially obtains and assesses evidence concerning assertions about a financial entity or occasion for the reason of outlining an outlook about and reporting on the extent to which the contention matches to an acknowledged set of standards. Auditing of information systems is the administration controls assessment inside the communications of Information Technology. The obtained proof valuation is used to decide if systems of information are defensive assets, maintenance reliability of data, and also if they are efficiently operating in order to attain organization’s goals or objectives (Hoelzer, 2009). Auditing of Information Systems has become an essential part of business organization in both large and small business environments. This paper examines the preliminary points for carrying out and Information system audit and some of the, techniques, tools, guidelines and standards that can be employed to build, manage, and examine the review function. The Certified Information Systems Auditor (CISA) qualifications is recognized worldwide as a standard of accomplishment for those who assess, monitor, control and audit the information technology of an organization and business systems. Information Systems experts with a concern in information systems security, control and audit. At least five years of specialized information systems security, auditing and control work practice is necessary for certification. An audit contract should be present to evidently state the responsibility of the management, 2objectives for, and designation of authority to Information .
· Strengths Public Recognition of OrganizationOverall Positive P.docxLynellBull52
· Strengths Public Recognition of Organization
Overall Positive Perception of Organization
Established Integrity and Longevity of the Organizations
Continued success in saving lives and always willing to lend a helping hand
Weaknesses
Lack of Congruency of public and internal views
Commitment to service to the public overlooks the work environment of the employees that make these endeavors possible daily
Opportunities
Disaster relief is always a turning point for anyone’s perception of the organization especially when it hits close to home
Threats
Possibility of not being able to help someone due to lack in financial or physical resources
Understanding that it’s impossible to please everyone, there could be some bad experiences that are communicated to many tarnishing the positive perception of the brand
Strengths with Opportunities
Increasing amount of volunteers and assistance of employees on a continual basis in order to secure definite support in the face of a disaster
Weaknesses with Threats
Increase and expand awareness of employees concerns through surveys and group discussions in order to increase the morale of the organization.
Strengths with Threats
With understanding the necessity of all aspects of the organization needing to be congruent, implementing and ensuring that public and employees all hold the same values to be true simultaneously through continued efforts of the organization increasing the involvement of the employees in minor decision making abilities in order to feel as if the organization is less of a dictatorship and slightly reflective of a democracy
Weaknesses with Opportunities
Increasing awareness of the severity of a need for this organization in the country due to the lack of ability by the country alone
.
· Part I Key Case SummaryThis case discusses the Union Carbid.docxLynellBull52
· Part I: Key
Case Summary
This case discusses the Union Carbide gas leak that occurred in Bhopal, India in 1984. Over five thousand people were killed and hundreds of thousands were injured after water inadvertently mixed with methyl isocyanate (MIC) causing the release of a deadly gas. The plant in Bhopal was a pesticide production facility that served the increasing demand of India’s thriving farming industry. However, uncontrolled zoning allowed the plant to be built within close proximity to a densely populated region. While the plant was initially profitable, market changes negatively impacted revenue forcing budget cuts that led to the decay of maintenance and safety practices. There are several theories as to why the incident occurred such as a disgruntled employee’s maliciousness or an accidental contamination. Over several years, Union Carbide paid out hundreds of millions of dollars to the survivors and ultimately ceased to exist, while the community continues to struggle with the aftermath of the disaster.
Main Critical Issues (the list):
· India’s officials adopted careless zoning practices and allowed the construction of the plant near dense population.
· The proper safety procedures were not followed and the equipment was not being properly utilized as designed. UCIL managers placed a higher weight on cost cutting than on safety, resulting in the reduction of maintenance and safety practices.
· Union Carbide Corp. did not require frequent reporting from its subsidiary in India (UCIL), which allowed malpractices and unsafe systems in the Bhopal plant to go unnoticed.
· Union Carbide Corporation and UCIL had an ethical obligation to warn the surrounding community of potential dangers of living close to the pesticide plant
· If the case, the disgruntled employees action to sabotage the plant to take vengeance
· Employees and supervisors in the Bhopal plant did not follow numerous policies and routines that could have prevented the tragedy (e.g. acting upon the alarming increase in the tank pressure, instead of postponing it to after the tea break).
· The residents were not informed of what actions to take in the event of a toxic leak or accident.
· The employees did not use the emergency buses to evacuate surrounding residents.
·
Part II: Key
Stakeholders:
The following are the stakeholders in the case: The Union Carbide’s Corporation Stockholders, The Bhopal’s population, The Indian Government, The Bombay Stock Exchange, The Union Carbide’s workers from de Indian subsidiary “UCIL”. The workers from Union Carbide headquarter in Connecticut, The Board of Directors of Union Carbide Headquarter, and The Board of Directors from Union Carbide’s Indian subsidiary. The American and Indian lawyers. UCIL’s Executives. Carbides’ Scientifics. Indian Scientists and engineers. Indian Court Systems. Insurance company. Indian Public. Corrupts Physicians. Corrupts Court Officials. Bhopal Congress. Chemical Industry. Dow Chemical. The Activis.
· Perceptual process is a process through manager receive organize.docxLynellBull52
· Perceptual process is a process through manager receive organize and interpret information. According to this case, after Andrea decided quit this job, Sam chose Grant for the manager position from three candidates, even he is not very suitable for this position, because Sam strongly believes the manager have to be a full time based on previous customer experience(He believed that you can’t be a part time manager and that his customers would think Vibe was not a serious company if he appointed a part time manager for marketing and public relations-Sam Nguyen) Moreover Sam thought Grant could Increase himself-awareness to achieve demonstrate good relationship with customer.
· Job satisfaction is a collection of positive or negative felling that an individual holds toward their job. In this case, Andrea is a good example of having a negative felling of her job. ( Sam’s only criticism of her was that she seemed to live to work). Because Sam does not care about the employee satisfaction, Andrea can not get more spiritual benefit even get good salary. People may have different level of the job satisfaction. In this case, Andrea work long hours, she may feel very stressful, she is happy with cognitive job satisfaction, but not with the affective job satisfaction.
LIBRARY USE
lllillllllllllllll LA TROBE UNIVERSITY
3 2934 02374381 0
SEMESTER TWO EXAMINATION PERIOD
2010
student ID: Seat Number:
Unit Code: LST2LBA
Unit Name:
Paper Name:
Reading Time:
Writing Time:
Paper No: 1
Law of Business Association
Final
30 minutes
3 hours
No. of Pages (including cover sheet): 9
OFFICE USE ONLY (FACULTY/SCHOOL STAFF):
CAMPUS AW BE BU MI SH
Number
102
92
ALLOWABLE MATERIALS
Description
Open book, including electronic dictionary
Students may make notes during reading time (not on script books or multiple
choice answer sheets)
INSTRUCTIONS TO CANDIDATES
1. This examination Is in three parts:
i. Part A: This Is a set of 20 multiple choice questions, worth 1 mark each. You may tear off the
answer sheet at the back of the examination paper. Write your student number on the answer
sheet. Circle the appropriate letter for each question.
li. Part B: This comprises three questions worth 10 marks each. Answer all questions.
III. Part C: Answer ONE of the two questions In Part C. It Is worth 20 marks.
2. This examination is worth 70 marks, being 70% of the marks for the course.
This paper MUST NOT BE REMOVED from the examination venue
Part A
This Part of the examination consists of twenty (20) multiple choice questions, each worth
one (1) marlc. The suggested time for completion is fifty minutes; that is, two minutes and
thirty seconds for each question. Be very careftal not to spend too much time on this section.
Students should circle the most appropriate answer to each question in Part A on the Part A
answer sheet provided at the end of this examination paper. Y o u may tear the answer shee.
· Performance Critique Assignment· During the first month of.docxLynellBull52
· Performance Critique Assignment
· During the first month of class, you are required to attend a theatrical production and to respond to it in the form of a performance critique (due February 29). A performance critique is a short essay in which you describe and offer your perspective on the specific choices that were made in a production. For this particular assignment, you are asked to develop an argument about how the production choices reflected (or failed to clearly reflect) the play’s central message.
· This piece of writing is uniquely tied to your own experience as a spectator in the theatre. Your critique should engage with the production as performance. This is different from doing a simple literary analysis of the main themes in the play. You should explore how these ideas are communicated through specific scenic choices – acting, directing, design, use of space, etc. – and make an argument about how these choices contributed to the production as a whole. Did they further the audience’s understanding of the message it was trying to convey? Did they make sense within the world they were trying to create? Was the text more alive because of them?
·
· *If there is a director’s note in the program, this will be particularly useful in ascertaining what the director’s intentions were or why he/she chose to stage this play in particular.
·
· A Performance Critique Looks Like:
·
· Format: 4 pages, 12-point font, double-spaced, 1” margins. Consulting other sources is not recommended (and you should definitely NOT consult other reviews of the performance), but if there is a secondary source that you feel provides important supporting information for your argument, you may use it if you include proper MLA citation.
·
· Ticket: Staple your ticket stub to the back page of your paper.
·
· Description: Give the audience a sense of the play. Include information about the name of the production, location, notable cast members, etc. Also include a very brief description of the main action, and/or the driving character relationships, and/or the genre (period piece, musical, etc.). When describing the action of the play, use the present tense.
·
· Argument: You should move far beyond saying simply whether you liked or disliked the play. Be sure to develop a clear thesis about what you think the production company was attempting to accomplish and whether they were successful.
·
· Specific Examples: Remember to provide specific examples to back up your argument. Your critique should help readers "visualize" the play. Provide relevant and evocative details. You will likely want to address several of the following elements: Acting (were the characters believable? Were they supposed to be?), Directing (Did there seem to be a unifying concept behind the production? How was that concept realized? Did the different elements of the production fit together?), Costume/Set/Lighting/Sound Design (H.
· Please read the following article excerpt, and view the video cl.docxLynellBull52
· Please read the following article excerpt, and view the video clips below. Listen carefully in order to understand as much of the Spanish as you can, using the images and contextual clues to help you get a sense of the gist of the video content.
· Next, write a 200-word response in English to the issues raised. Make sure to address the following questions:
1. What is syncretism and how does it differ from the concept of the melting pot?
2. How is Latin America’s (specifically Brazil and Cuba) experience with racial and cultural mixture different from that of the U.S.?
3. Can you give a couple of examples of syncretism in your own culture or in the U.S.?
Article
SYNCRETISM AND ITS SYNONYMS: REFLECTIONS ON CULTURAL MIXTURE by CHARLES STEWART
(If you would like to read the article from which this excerpt was taken, you can find it in Doc Sharing.)
The subject matter of anthropology has gradually changed over the last twenty years. Nowadays ethnographers rarely search for a stable or original form of cultures; they are usually more concerned with revealing how local communities respond to historical change and global influences. The burgeoning literature on transnational flows of ideas, global institutions, and cultural mixture reflects this shift of attention. This increased awareness of cultural penetration has, furthermore, been instrumental in the critique of earlier conceptions of “culture” that cast it as too stable: bounded, and homogeneous to be useful in a world characterized by migrations (voluntary or forced), cheap travel, international marketing, and telecommunications… In this body of literature the word syncretism has begun to reappear alongside such related concepts as hybridization and creolization as a means of portraying the dynamics of global social developments.
My purpose in considering the history of syncretism up to the present is not to enforce a standard usage conformed to the domain of religion; nor is it my goal to promote syncretism to a position of primus inter pares in the company of all other terms for mixture. I see my approach instead as an attempt to illustrate historically that syncretism has an objectionable but nevertheless instructive past…
Current Discussions of Mixture
Cultures, if we still wish to retain this term (and I do), are porous; they are open to intermixture with other, different cultures and they are subject to historical change precisely on account of these influences. This has no doubt always been the case…
Cultural borrowing and interpenetration are today seen as part of the very nature of cultures… To phrase it more accurately, syncretism describes the process by which cultures constitute themselves at any given point in time. Today's hybridization will simply give way to tomorrow's hybridization, the form of which will be dictated by historical-political events and contingencies… As [Edward] Said expresses it: all cultures are involved in one another, none is simple and pure, all.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
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!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Digital Artifact 2 - Investigating Pavilion Designs
COMMUNITY PHARMACYEngaging Students in Wellness and Diseas
1. COMMUNITY PHARMACY
Engaging Students in Wellness and Disease Prevention Services
Audra S. Anderson, PharmD* and Jean-Venable R. Goode,
PharmD
School of Pharmacy, Virginia Commonwealth University
Pharmacy education has traditionally focused on medications
and treatment of disease. However, as an
accessible health care professional, pharmacists can influence
healthy behaviors in their patients. En-
couraging/promoting healthier lifestyles in the United States is
essential because the leading causes of
mortality are tobacco use, poor nutrition, and inactivity. In
order to prepare pharmacists for this role,
student pharmacists must be taught how to implement and
deliver wellness and prevention services.
Community advanced pharmacy practice experiences (APPEs)
occur at an ideal point in the curriculum
to engage students in these activities. This article provides
preceptors with guidance and tools for
restructuring the community APPE at their sites to incorporate
wellness and disease prevention activities.
Keywords: wellness, disease prevention, health promotion,
advanced pharmacy practice experiences, community
pharmacy
INTRODUCTION
Much of the morbidity and mortality associated with
2. chronic disease in the United States could be prevented
though lifestyle and behavioral changes. Although the
leading causes of death in the United States are heart
disease and cancer, the actual leading causes of mortality
are tobacco use, poor nutrition, and inactivity.1 Tradition-
ally, pharmacy education has focused on medications and
the treatment of disease. However, as accessible health-
care professionals, pharmacists are in an ideal position to
make an impact on patients’ behaviors. Furthermore,
pharmacists have been identified as key healthcare pro-
fessionals to help the nation meet the goals of Healthy
People 2010.
2-4 Healthy People 2010 is a document re-
flecting the nation’s health goals for reducing significant
preventable threats to public health. There are 2 overarch-
ing goals, which are to increase the quality and years of
life of Americans and to eliminate health disparities.2 In
order to accomplish these goals, as a profession, pharma-
cists will need to be prepared to deliver wellness and
disease prevention services.
The Center for Advancement of Pharmaceutical Ed-
ucation (CAPE) recently revised the educational out-
comes for colleges and schools of pharmacy.
5 The
advisory panel identified public health as a major area
for improvement and expansion in pharmacy education,
including teaching students strategies for promoting
health improvement, wellness, and disease prevention
to patients, communities, and at-risk populations, in col-
laboration with other health care providers. Community
advanced pharmacy practice experiences (APPE’s) are
3. ideal areas of the curriculum for offering these learning
experiences for students. Therefore, preceptors may need
to restructure APPE learning activities to provide oppor -
tunities for students to gain knowledge about wellness and
disease prevention. This article will provide preceptors
with ideas for incorporating wellness and disease preven-
tion into student learning experiences.
ESTABLISHING A WELLNESS AND
DISEASE PREVENTION FOUNDATION
Community practitioners should prepare for teaching
wellness and disease prevention by building a basic foun-
dation. The basic foundation for preceptors recommended
by these authors includes the following:
(1) Creating a model of wellness and disease pre-
vention in the advanced practice setting. This
means being a role model for students by hav-
ing at least one active service relating to well-
ness or disease prevention in the practice.
(2) Providing students with pertinent literature
about wellness, disease prevention, and health
promotion and addressing these issues either
during daily activities or during discussion
sessions.2-4,6-9
From the foundation, preceptors can build on stu-
dent’s knowledge using several different approaches in
their practice. These include students actively participat-
ing in the practice’s wellness and disease prevention
Corresponding Author: Jean-Venable R. Goode, PharmD.
Address: VCU School of Pharmacy, PO Box 980533,
Richmond, VA 23298-0533. Tel: 804-828-3865.
4. Fax: 804-828-8359. E-mail: [email protected]
*Dr. Anderson’s current affiliation is Ukrop’s Pharmacy,
Richmond, Va.
American Journal of Pharmaceutical Education 2006; 70 (2)
Article 40.
1
activities, creating new wellness and disease prevention
activities for the practice, creating tools and educational
materials, discussing pertinent wellness and disease pre-
vention literature, writing newsletters or articles about
wellness and disease prevention, marketing wellness
and disease prevention services, and assessing outcomes
of the programs and services (Figure 1). Ideally, students
should be involved in a range of activities and discussions
about wellness and disease prevention throughout an ad-
vanced practice experience. Activities do not have to be
complicated; however, depending on the activity, it may
take more preceptor time, either through direct supervi-
sion or reviewing and revising the materials students cre-
ate. Preceptors will need to consider their ability to
supervise and provide guidance and teaching as they de-
sign activities and learning experiences around wellness
and disease prevention. The following sections will focus
on how to incorporate these approaches using several
wellness and disease prevention strategies.
STUDENT ACTIVITIES
Health Observances
The Office of Disease Prevention and Health Promo-
tion publishes a comprehensive calendar of national
5. health observances, eg, October is National Breast Cancer
Awareness Month.6 Most of the health observances have
websites with additional information and materials.
These materials are excellent resources for pharmacists
and students developing wellness and disease prevention
activities7 and can be used as a framework for many of
the student activities during an APPE. Students should
choose a health observance that interests them and that
will occur during their experience. The student should
develop an activity that can be accomplished during the
rotation and be incorporated into the practice site. For
example, during National Osteoporosis Awareness and
Prevention Month, when dispensing a prescription, the
student could counsel every female patient about the ap-
propriate amount of dietary calcium and/or supplemental
calcium. This would engage the student in health promo-
tion activities directly with the patient.
Another activity based on the national health observ-
ances includes the development of handouts and patient
education materials to be made available at the pharmacy.
For example, during National Stroke Awareness Month in
May, students could develop handouts and patient educa-
tion materials on the risk factors and signs and symptoms
of stroke, and measures patients can take to prevent strokes.
Students could also evaluate patient education materials
that could be used by the practice site. Evaluation should
Figure 1. Algorthim for engaging students in wellness and
prevention.
American Journal of Pharmaceutical Education 2006; 70 (2)
Article 40.
2
6. include assessing the handout’s literacy level. If the prac-
tice site has a population of patients whose primary lan-
guage is not English, students should research the available
educational materials in other languages.
If the pharmacy has space, students could develop
a bulletin board or display with educational messages
and handouts for a national health observance. The phar-
macy could use these materials each year. If the pharmacy
does not have space for a bulletin board or display, stu-
dents could be involved in developing shelf-talkers or
posters to convey a message about a national health ob-
servance. For example, students could develop a message
around National SAFE KIDS Week that could be put on
the shelves displaying children’s products, toys, etc.
Students could also be involved in developing a pre-
sentation about a national health observance. The presen-
tation could be given in a meeting room or similar space at
the pharmacy or at a community center, church, civic
building, or library for various groups or associations. If
the pharmacy has a newsletter or if other community pub-
lications exist, a student activity could include developing
an article about the national health observance.
National health observances can also be used as a plat-
form for more advanced pharmacy activities such as risk
assessments, screenings, lifestyle counseling, immuniza-
tions, and targeted interventions. These activities will be
discussed later in the article.
Students do not have to focus on a national health
observance. Any of these activities could also center on
7. other health-related issues including seasonal concerns
(eg, sunscreen protection, allergies, bug bites, influenza)
or disease prevention topics (eg, diabetes mellitus,
obesity, depression).
Risk Assessment
If the practice site or state laws do not allow pharma-
cists to conduct health screenings, risk assessments are
another way to increase patient interaction and provide
patients with valuable information.
10,11 Risk assessments
may also be used in combination with screenings, such as
the Framingham Risk Assessment for which obtaining
cholesterol and blood pressure values are necessary. As
mentioned previously, risk assessments may be an activ-
ity related to a national health observance or a standalone
activity that is offered in the pharmacy.
Student activities can be related to designing and
implementing a new risk assessment program. Part of this
activity should include researching different risk assess-
ment tools for a specific disease state and choosing a risk
assessment tool that will be appropriate for the practice
site. Table 1 contains some resources for locating risk
assessments on the Internet. Some risk assessment tools
are available in paper format and others are available for
completion via the Internet. Once a risk assessment tool is
chosen, students should design an educational handout
with the risk assessment score and how to interpret the
patient’s risk. Preceptors should have the students de-
velop policies and procedures for the new risk assessment
program.
8. After designing and implementing the program or if
a risk assessment service is already in place at the practice
site, student activities should center around identifying
patients who should complete the risk assessment, per-
forming and documenting the actual risk assessment, pro-
viding patient counseling and education, recommending
lifestyle changes or preventative measures, referring to
other healthcare providers, and providing follow -up. To
enhance this activity, preceptors should have the student
present 1-2 patient cases from the risk assessments. The
case presentations can be brief but should address patient
demographics, pertinent information about the risk assess-
ment, plan, education and/or counseling, and follow -up.
Health Screenings
If the practice site and state laws permit pharmacists
to conduct health screenings, this is another way for stu-
dents to become involved in wellness and direct patient
care. Providing various screenings within the pharmacy
allows students to have extensive patient contact and will
assist in the development of their communication skills as
well.
Students can assist with implementing a specific type
of screening into the practice or they can improve and en-
hance an existing screening program. Screenings that can
be conducted within the community pharmacy include,
but are not limited to, blood pressure, blood glucose,
Table 1. Selected Patient Risk-Assessment Resources for Use in
a Community Advanced Pharmacy Practice Experience
Risk Assessment Web Site
Health Check Tools
9. www.nlm.nih.gov/medlineplus/interactivetools/
Interactive Health Tools
www.brighamandwomens.org/healthinfor/healthTools.asp
Framingham CHD Risk Calculator
hin.nhlbi.nih.gov/atpiii/calculator.asp?usertype5pub
Men’s Health www.ncpanet.org/knowyourscore/assessment.pdf
Breast Cancer bcra.nci.nih.gov/brc/q1.htm
American Journal of Pharmaceutical Education 2006; 70 (2)
Article 40.
3
cholesterol, osteoporosis, Alzheimer’s disease, depres-
sion, metabolic syndrome, and body fat analysis.12-22
For a practice site that does not already have established
screenings in place, several steps may need to be taken.
Conducting non-invasive tests that do not require
a human specimen, such as blood pressure or osteoporosis
screening, have few or no regulations. Student activities
for implementing these types of screenings include the
development of screening forms, patient education materi-
als, and a general policy and procedures guide for the site.
Tests that require human specimens, such as blood
samples, are considered invasive and there are more strin-
gent regulations and requirements for conducting those
tests.
10. 23 The Clinical Laboratory Improvement Act
(CLIA) of 1988 was enacted to assist in the standar-
dization of laboratory screening, personnel, and quality
control. There are varying levels of laboratory testing
based on the complexity of the test being performed. Most
pharmacy-based screenings, such as blood glucose or
cholesterol testing, are waived tests and are less regulated.
These tests require the site to have a certificate of waiver
from a local or regional Centers for Medicare and Med-
icaid Services (CMS) office and to agree to follow good
laboratory practices. To enroll in the CLIA program
a pharmacy must complete and submit CMS Form 116
for a Certificate of Waiver. A CLIA waiver is required to
allow pharmacy-based laboratory screenings. If there are
multiple screening sites, each site must have its own
CLIA waiver. Complete information regarding CLIA and
the waiver process is available at www.cms.hhs.gov/clia. A
full list of waived tests can be found at www.cms.hhs.gov/
clia/waivetbl.pdf. Students can learn about maintaining
a pharmacy-based laboratory including good laboratory
procedures, standard operating procedures, and quality
control. Along with obtaining the CLIA waiver for per-
forming screenings, pharmacies must also comply with
the universal precautions for blood-borne pathogens
regulations from the Occupational Safety and Health
Administration (OSHA). OSHA regulates worksite
safety and provides guidelines for protection, exposure
actions, and proper policies and procedures. Complete
information is available on the OSHA website at www.
osha.gov.
Another activity for students is researching the vari-
ous instruments and devices to perform screenings. For
example, there are numerous lipid analyzers available for
cholesterol screening. The most commonl y used device is
11. the Cholestech LDX. Obtaining information such as cost,
supplies needed, and reliability of the instrument is im-
portant in selecting the appropriate device.
For practice sites that already have patient screenings
in place, students could assist with enhancing the current
program. Finding ways to increase the number of patients
that take advantage of the screening services is an impor-
tant task with which students could assist.
In addition to assisting with establishing and promot-
ing the screening program, students can participate in
administering the program, performing and documenting
screening tests, providing counseling and education, rec-
ommending lifestyle changes or preventative measures,
referring patients to other healthcare providers, and fol-
lowing up with patients to determine effectiveness/out-
comes of the program. Preceptors should have students
present 1-2 patient cases per week from the screening
program. Students should be able to justify the recom-
mendations made to their patients.
Involving students in planning and implementing
a screening service in a pharmacy practice provides them
with a unique and valuable experience, increased confi -
dence, and the skills and tools for developing their own
services and programs.
Specific Screenings
Students can be asked to lead a presentation and
discussion of particular diseases, prior to conducting
screenings. Providing appropriate and accurate patient
counseling requires knowledge of the current guidelines
and recommendations for the disease. For example,
12. reviewing the JNC 7 Guidelines and all available anti -
hypertensive medications with the student is a good
way to increase his/her knowledge and confidence rela-
ted to the screening and management of high blood
pressure. Also, instruction in the proper operation of
the equipment that will be used in the screening is impor-
tant prior to the students’ interaction with patients. For
example, prior to providing cholesterol screening, the
student should observe how to obtain the blood sample,
operate the lipid analyzer, and counsel the patient based
on the results. Patient education after a screening should
include discussing diet, exercise, and potential drug
therapy alternatives. Observing the preceptor screening
a patient and discussing the patient’s disease state will
help the student become confident in providing patient
care.
Immunizations
Immunizations are another area of wellness and dis-
ease prevention that pharmacists can implement at their
practice site. Pharmacists have the authority to administer
immunizations in 44 states.24 Additionally, many col-
leges and schools of pharmacy have incorporated vaccine
science and vaccines into the curriculum; therefore, APPE
students will usually have some knowledge of immuni za-
tions. In 1997, the American Pharmacists Association’s
Board of Trustees adopted guidelines for pharmacy-based
American Journal of Pharmaceutical Education 2006; 70 (2)
Article 40.
4
13. immunization advocacy.25 The guidelines include 3 lev-
els: advocacy, facilitation, and administration. Activities
for students should be designed around these levels.
In states that do not allow pharmacist or student phar-
macist administration of immunizations, students should
be involved in recommending immunizatio ns to at-risk
populations, educating patients about the vaccines, and
referring patients to an appropriate health care provider.
Additionally, students could research vaccine controver-
sies and create handouts for patients with the facts about
the vaccine controversy. Students could also research
anti-vaccine web sites so they have an understanding of
the information patients may be exposed to on the Inter-
net.
26 Students could be responsible for updating the phar-
macy’s staff on the frequently changing recommendations
regarding vaccines and for developing a vaccine record
card for patients.
If the pharmacy practice is active in the second level,
facilitation of immunizations (having another healthcare
professional administer vaccines at the site), students
could assist with screening patients for immunizations
and processing paperwork. Students could also be in-
volved with identifying at-risk patients, marketing the
service, and answering questions.
In states that allow pharmacists to administer immu-
nizations, students could assist with designing and imple-
menting a new program or enhancing an existing one.
For example, if the practice site offers only influenza
vaccinations during October and November, students
could design and implement a year-round immunization
program, identifying patients at risk for other diseases
14. for which immunizations are available such as tetanus-
diphtheria or pneumococcal vaccine. Students could
assist with the administration of vaccines if allowed by
state law.
Preventative Services
Another way to approach wellness and disease pre-
vention is to target patients based on their age. The US
Preventative Health Services Task Force has a guide to
preventative health services which is based on age and
gender.
27 In addition, several other organizations publish
preventative health checklists based on age and gender
including the American Academy of Family Physicians
(www.aafp.org), the American College of Physicians
(www.acponline.org), and the American College of
Obstetricians and Gynecologists (www.acog.com). Stu-
dents could use these checklists to design a preventative
services counseling program for the practice site. Ano-
ther exercise is to have the student assess the usability
of preventative health guidelines (ie, how difficult is it
to identify the services recommended and determine
how frequently they should be performed), and sug-
gest changes that would make the checklists easier to
use.
Lifestyle Counseling
Knowledge and training about educating patients on
proper lifestyle choices is one of the keys to actually
helping them make positive changes. Realizing each
patient’s specific situation and goals is essential in help-
ing them attain those goals. Additionally, it is important to
15. understand how patients make lifestyle changes. APPE
activities could include researching and learning about
the different theories addressing changing patient behav-
iors. Several models have been used by pharmacists in-
cluding the Health Belief Model, Fishbein-Ajzen Theory
of Reasoned Action, and the Transtheoretical Model.
28-30
Students should observe preceptors using these models
in patient counseling, and then employ them when
working with patients trying to make lifestyle changes.
Other techniques used for disease and wellness programs
that students should learn include conducting motiva-
tional interviewing and providing self-management
education.31
Smoking Cessation
Tobacco use is one of the leading causes of mortality
in the United States. Providing directed interventions to-
ward patients who use tobacco is another way pharmacists
and student pharmacists can become involved in wellness
and disease prevention in their practice.
Students could provide brief interventions with
patients, such as counseling them on the benefits of quit-
ting, or more detailed interventions as part of a com-
prehensive smoking cessation program that includes
conducting one-on-one counseling, making drug ther-
apy recommendations, and providing follow-up care/
counseling.32-34 Students could assist in the development
of forms describing the various nonprescription and pre-
scription smoking cessation products available and the
advantages and disadvantages, side effects, and cost of
each.35 Providing patients with detailed information re-
16. garding available pharmacotherapy can help them make
informed decisions. To assist in the implementation and
delivery of a smoking cessation program within the prac-
tice site, students could develop patient handouts, and
patient interview and documentation forms.32,33
Students could also participate in one-on-one patient
counseling sessions provided for patients. Additionally,
some smoking cessation programs may include group ed-
ucational sessions, students may be involved in creating
and/or teaching these sessions. Offering smoking cessation
therapy management and obtaining payment for the
services will give the student a valuable experience in the
American Journal of Pharmaceutical Education 2006; 70 (2)
Article 40.
5
delivery of wellness and disease prevention services within
a pharmacy practice.
Basic Nutrition and Exercise Counseling
A fundamental component of wellness and disease
prevention is good nutrition and adequate exercise. Stu-
dents should learn the basic nutrition and exercise infor-
mation needed for pharmacists to appropriately and
effectively counsel their patients regarding either pre-
vention or management of disease.
8-9 This topic is usually
not stressed in pharmacy curriculums and APPE’s pro-
vide an excellent forum for students to learn about nutri-
17. tion and exercise and practice their patient counseling
skills.
Preceptors can assign readings and have a topic
discussion about nutrition and exercise.
8-9 Students can
research and learn about the differences between fad
diets and create a chart for the pharmacy staff. Stu-
dents could also do this for vitamins and dietary sup-
plements.
Nutrition and exercise counseling can be incorporated
into patient counseling during risk assessment, disease
screening, and targeted intervention programs. Students
could be involved in developing, implementing, and mar-
keting a new patient care service for weight management or
starting a body composition screening service. Possible
activities would be similar to activities discussed in pre-
vious sections.
Targeted Interventions
Targeted intervention programs are programs designed
to focus on promoting wellness, disease prevention, and
healthy living for patients who already have a chronic
disease. As with the other areas of wellness, student
activities could include developing and implementing
the target intervention program, including writing poli-
cies and procedures, creating monitoring forms, and de-
veloping or evaluating existing patient educational
materials. For example, a targeted intervention program
for patients with diabetes might center on ensuring that
patients who have diabetes are receiving appropriate
medications such as ACE inhibitors or aspirin therapy.
18. 36
Even though this is not really wellness, it is prevention of
future problems related to diabetes mellitus. A targeted
intervention program for patients with diabetes mellitus
could also include ensuring that these patients have access
to appropriate preventative services, such as annual
check-ups with a podiatrist and ophthalmologist and
bi-annual check-ups with a dentist.
Conducting targeted intervention provides students
with lessons in communicating with patients and pro-
viders, and in managing chronic diseases. Other activities
could include the preceptor conducting topic discussions
with the student that reinforce the student’s knowledge of
the pathophysiology and the pharmacologic and non-
pharmacologic (lifestyle modifications and preventative
measures) treatment of the disease. Students could be re-
quired to create a patient case and present all of this in-
formation to the preceptor, or ideally, the preceptor and
the student could discuss specific patients in the targeted
intervention program.
Targeted intervention programs can be used to assess
the outcomes of the practices’ patient care activities.
These outcomes can be used by the pharmacists to market
patient care services to self-insured employers or other
payors. This gives the preceptor another opportunity for
teaching APPE students. Students can be involved in the
process of organizing the outcomes for presentation and
developing materials for the meeting. Additionally, the
preceptor can engage the student in discussions about
compensation for patient care services.
Marketing
19. Acquiring a basic knowledge of marketing is impor-
tant for APPE students since effectively marketing a phar-
macy’s services to the appropriate patient population not
only increases the site’s revenue stream, it ensures that
patients are aware of the valuable and potentially life-
saving services offered. Students should be involved with
the marketing of any of the previously mentioned health
promotion programs and preventative services. Students
should be able to design marketing materials (signs, shelf
talkers, brochures, and patient handouts) including a plan
for how to inform patients about any new service or pro-
gram. Students could also develop a marketing strategy
that targets others such as caregivers, third-party payors,
and family members. Preceptors could assign readings
for students to learn more about marketing pharmacy
services.
37-39 Another valuable activity is to have stu-
dents participate in marketing the program to patients
directly. Preceptors should use this activity to have
discussion with the student about marketing, including
the difference between product and service marketing.
As another component, students could visit local physi-
cians and their practices to market new programs and
services.
Outcomes Assessment
All pharmacy services should be evaluated to determine
the outcomes and success of the program and then this in-
formation should be used for continuous quality improve-
ment. A learning activity for students could be designing an
evaluation process for the risk-assessment program or per-
forming evaluation activities such as tallying numbers of
patients, number at risk, and number of referrals. Students
20. could be involved with designing or researching available
American Journal of Pharmaceutical Education 2006; 70 (2)
Article 40.
6
evaluation tools for the program (eg, patient satisfaction
instruments).40,41
CONCLUSION
A community APPE provides an excellent opportunity
for developing and implementing wellness and disease pre-
vention activities. Additionally, preceptor involvement
with these activities provides a positive role model for
students. In turn, teaching and practicing wellness and dis-
ease prevention for the benefit of patients and student phar -
macists will help improve the professions’ capability of
making an impact on the health of the nation.
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26. It was highly structured and specific in its organization and
focus of supporting points
and sub-points.
Depending on how successful you were in completing this stage
of our assignment, the
creation of your rough draft should be logical and rewarding.
Many students and writers attempt to write full paragraphs and
reports before they
have outlined and formulated specific topics and points. Not so
for you as you’ve
already crafted a detailed and focused outline with proposed
quotes and sources that
are relevant and specific.
Writing a Rough Draft
By creating a detailed outline with proposed quotes and sources
for each point, you can
begin to craft paragraphs for each section of your report.
• Each paragraph should begin with a focused topic sentence
which gives an
overview of the main idea for the entire paragraph and its
connection to your
thesis.
• Following this topic sentence, each paragraph should supply
approximately 15
sentences of supporting details which include quotes, facts,
graphics or expert
opinions that use in-text documentation in MLA formats.
• Equally important, in each paragraph you must supply your
own insights and
27. opinion which synthesize and analyze this factual information
and connect
them to the thesis. In this way, you will avoid a copy-and-paste
report – a
common mistake in report writing in which the writer merely
assembles a variety
of quotes, with or without focus, fails to analyze or synthesize
them and offers
no insights or opinion.
Also, you must strive to organize your points and material
within each paragraph.
Consider time order, cause and effect, reasons, a range of
opinions, strengths vs.
weaknesses, or distinct categories of frameworks or sources.
In addition, you must establish authority, introduce and qualify
each source from which
you quote in your paragraphs.
2
Establish Authority & Qualify Sources
In addition, you must establish authority. Introduce and qualify
each source from which
you quote in your paragraphs. Consider this quote:
“Apple has unlimited growth potential, not only in sales of its
innovative
products, but also its business model of offering a lucrative
28. platform and
charging suppliers and providers of content and applications – a
brilliant source
of ongoing revenue and profits.” (Buffett 213)
Who is Warren Buffett? Why does his opinion matter? Now
look at this example of
qualifying and introducing an expert’s opinion or qualitative
quote:
World-renowned equity expert and billionaire Warren Buffet
believes,
“Apple has unlimited growth potential, not only in sales of its
innovative
products, but also its business model of offering a lucrative
platform and
charging suppliers and providers of content and applications – a
brilliant source
of ongoing revenue and profits.”
Notice that I have qualified and introduced who Warren Buffett
is and why his opinion is
of value. Also, I documented the quote in the introductory
material of the sentence
rather than at the end in parenthesis. As with every quote I use,
I would then ensure
that I have a Works Cited page entry that begins with Buffett,
Warren and supplies the
full information for the source of this quote.
An example of qualifying, introducing and integrating statistics,
facts or quantitative
quotes:
29. According to Apple’s Annual Report, “revenues have increased
by 30% for the
quarter ending December, 2009” (23).
Again, I have documented the statistics in the introductory
material of the sentence
rather than at the end in parenthesis. However, I have included
the page number in
parenthesis at the end of the sentence. I also need to confirm
that I have a Works Cited
page entry that begins with “Annual Report – Apple” and
supplies the full information
for the source of this quote.
If I have already introduced and qualified the source earlier in
the report, I would
document the quote in parenthesis at the end of the sentence:
“Revenues have increased by 30% for the quarter ending
December, 2009”
(“Annual Report – Apple” 23).
Notice where and how quotation marks, periods and parentheses
are specifically used
and placed.
3
30. Use Correct Documentation
Again refer to your book and the online sources previously
identified to compare your
writing and formats to the MLA models for integration of
quotes and sources, in-text
documentation and Work Cited formats.
In addition, be sure to follow models in your book and online
for correctly citing and
using in-text documentation for any images, charts or graphs
you use. As with quotes,
facts or statistics which use words or numbers, the in-text
documentation you use for
images, charts and graphs should track back directly to a
specific Works Cited entry.
Avoid First-person Writing
Finally, avoid the use of “I” or “we” when writing sentences in
each paragraph which
supply your analysis, synthesis, opinion and insights.
An example using first-person writing:
I think Apple’s a great company and even though they don’t
give any dividends, I
still would buy the stock!
By avoiding first person, the revised sentence below must
synthesize and provide valid
reasons for opinions:
31. Even though Apple does not pay dividends to its shareholders,
its stock price has
increased significantly during the last decade, offering massive
profits to those
who have held shares for the long-term.
Refer to your completed Outline & Sources Integration
assignment from our previous
module.
• The 4 sections of your report should have 3 subpoints each
• In other words, you should supply 12 paragraphs for the body
of your report. (4
sections with 3 paragraphs each.)
Each paragraph should include:
• A focused topic sentence, which gives an overview of the
main of the entire
paragraph and its connection to your thesis
• Approximately 15 sentences of supporting details, which
include quotes, facts,
graphics or expert opinions that use in-text documentation in
MLA formats.
• Your own insights and opinion, which synthesize and analyze
this factual
information and connect them to the thesis.
Group Recommendation
Once all your group members have completed these body
32. paragraphs, you are ready to
write your own recommendation section which synthesizes all
the frameworks, insights,
facts, details, quotes and opinions from the previous 4 sections
and formulates your
group’s collective opinion about the company’s stock – buy,
sell or hold.
4
You may find that this section is one long paragraph or a series
of shorter paragraphs,
but your group should discuss the logic and organization of this
section.
Remember the purpose of the Group Recommendation section:
Synthesize the
research and comment on whether your group would recommend
investing in this
company. Give specific reasons for your opinions. BUY / SELL
/ HOLD
You may discover there are advantages and disadvantages,
strengths and weaknesses,
3-5 reasons, or 3-5 frameworks that seem logical as separate
paragraphs which highlight
each distinct point you are making.
Regardless of how you organize this crucial section of your
report, you must provide 1 or
more substantial paragraphs with focused topic sentences,
compelling evidence and
33. support, valuable synthesis, insights and analysis and an
articulate recommendation.
Once you have completed all the required sections for your
rough draft, refer to the
Rough Draft Rubric for your Company Report and be sure you
have proofread and
revised all sections before submitting it for my evaluation.
Required Sections for Rough Draft:
• Company Background & Current Stage in Growth Lifecycle
• Detailed Financial Information -- Microeconomics
• Industry Landscape, Trends and Competitors --
Macroeconomics
• Recent Developments, Analyst Opinions and Wall Street
Consensus
• Group’s Recommendation
• Updated Works Cited
Questions to Ask
Does your rough draft:
• Include all required sections?
• Supply sufficient organization & content?
• Effectively integrate sources, MLA formats and include your
updated works
cited?
• Follow standards for grammar & mechanics?
Make sure you communicate regularly with your group
members, especially for the
group recommendation section.
35. Paragraphs in all sections include:
• A focused topic sentence with an overview of the main idea
for the entire paragraph and
its connection to thesis
• Approximately 15 sentences of supporting details which
include quotes, facts, graphics or
expert opinions
• Writers’ insights and opinions are provided, which synthesize
and analyze researched
quantitative, qualitative and responsive information, and
connect to the thesis
• Points and material within each paragraph are logically
organized. Consider time order,
cause and effect, reasons, a range of opinions, strengths vs.
weaknesses, or distinct
categories of frameworks or sources.
SOURCE INTEGRATION, MLA FORMATS & WORKS CITED
(2.5 POINTS)
• Sources are integrated effectively establishing authority,
introducing and qualifying each
source quoted in paragraphs
• In-text documentation follows MLA formats
• Works Cited page follows MLA formats
GRAMMAR & MECHANICS (2.5 POINTS)
• Writing follows standards for effective business writing,
avoiding first person and errors
in sentence skills, mechanics, grammar and spelling
36. TOTAL POINTS: __________________
Company Report “Rough Draft” Rubric
Now that you have fully researched your company, written a
detailed outline and source review, selected the specific quotes,
graphics, and details which are quantitative, qualitative and
responsive, and created a correctly formatted and accurately
detailed Works Cited page, you are ready to compile and begin
writing the first draft of your Company Report.
Contrary to the method you may have used in writing researched
reports in the past, we will not begin by writing the introduction
or first paragraph of your report. You must first fully
collaborate and cooperate with your team members and begin
compiling the specific sections of your report -- the body. After
you have ensured that these sections are all complete and fully
developed, then your group can begin to synthesize all the
research and analysis featured in these sections to formulate and
write your group’s own recommendation section and opinion --
buy, sell or hold. In our next module, after completing this and
all the body sections of your report, your group will write an
introduction, summary, and conclusion that unify and frame
your report.
Design and create your masterpiece first – the body sections of
your report – then add a frame and packaging after – the
introduction, summary, and conclusion.
(No Group)