G115 Virtual Field Trip #2: Coastal Exploration Page 1
G115 VIRTUAL FIELD TRIP #2: COASTAL EXPLORATION
I N T R O D U C T I O N *
This virtual fieldtrip is actually two fieldtrips, and it takes you first to the west coast and then to the east coast to
compare coastal features and processes, including wave action, beach sand source and movement, coastal bluff and
dunes, and human interferences. The first fieldtrip is to the shoreline of San Diego North County in Southern California,
and your trip guide is Chris Metzler, earth science professor at MiraCosta College (Fieldtrip 1). The second fieldtrip is to
northeast shore of Florida, near the town of Marineland, and your trip guide is Joann Mossa, geography professor at the
University of Florida (Fieldtrip 2).
Read this entire worksheet carefully and completely to ensure full credit for this assignment. Instructions for submitting
the Virtual Field Trip questions and Essay can be found at the end of this document.
*This field trip was adapted from http://seascisurf.com/geo_virtual_fieldtrip_west-east_coast_shores.pdf
F I R S T , W H E RE A RE W E ?
Go to maps.google.com, and search for “San Diego, CA” and “Marineland, FL”.
1. On the blank map here, mark a star near San Diego, California AND in the Marineland, Florida:
2. What ocean borders the California Coast? ___________________________________________________________
3. What ocean borders the northeast Florida Coast? _____________________________________________________
4. Go to this site (https://goo.gl/maps/NWcnELEQC9E2) and zoom and pan around the map. Also look at the
photos, linked to the right side of the satellite imagery. What does the coastline near Marineland, FL look like?
5. Go to this site (https://goo.gl/maps/2a2vUUanZkR2) and zoom and pan around the map. Also look at the
photos, linked to the right side of the satellite imagery. What does the coastline near San Diego, CA look like?
http://seascisurf.com/geo_virtual_fieldtrip_west-east_coast_shores.pdf
https://goo.gl/maps/NWcnELEQC9E2
https://goo.gl/maps/2a2vUUanZkR2
G115 Virtual Field Trip #2: Coastal Exploration Page 2
PH Y S I C A L C H A R A C T E RI S T I C S O F T H E T W O A RE A S
Please review the two links below to learn about the physical characteristics of the California and northeastern Florida
Coasts. You will have to look around the pages, and click some of the links within, to find all of the characteristics.
• San Diego, California coastal conditions: https://www.wunderground.com/marine-
weather/PZ/750.html?map=wave
• Marineland, Florida coastal conditions: https://www.wunderground.com/MAR/AM/454.html
Fill in the table below with the data from these sites:
San Diego, California Marineland, Florida
Sea surface temperature
Average wave size (make an
estimate, include units on your
answer)
Time of high and low tide (include
the date of your observation)
Wind direction and ...
This document outlines four tasks for a coastal fieldwork folio assignment. [1] Students are asked to submit a completed fieldwork booklet documenting their observations from a coastal fieldtrip to four locations. [2] They must create a Google Map detailing information about landforms, processes, and waves observed at each stop. [3] An iMovie or presentation is required on human impacts in the area and how they are being reduced. [4] Students must choose a coastal issue and present arguments from two stakeholders' perspectives in a newspaper article, interview, or cartoon. The tasks assess students' understanding of coastal characteristics and changes from natural processes and human activity.
This document provides an overview of crowded coasts as a topic for a geography exam. It discusses the increasing population pressures on coastal areas and the various risks and management challenges that arise as a result, including:
- Coasts attract large populations due to amenities, but this leads to competition for space and environmental pressures.
- Hazards like sea level rise and intense storms pose growing risks as the effects of climate change increase and more people live in vulnerable coastal areas.
- Coastal management involves strategies like protection, retreat, and integrated planning to address risks while enabling development and protecting environments and communities.
Diaz v. Carcamo Legal Analysis Grading GuideMGT434 Version 8.docxlynettearnold46882
This document provides information on two boating studies conducted in 2011 on Lake Superior. The studies aimed to understand boating experience and use of Lake Superior, barriers to boating more on the lake, awareness and use of safe harbors, and interest in overnight boating trips. Key findings include:
- Around a quarter to a third of boat owners surveyed had boated on Lake Superior in the past, with 3-6% allocating annual boating to the lake. Large boat owners were more likely to use the lake.
- Most boaters currently living in Minnesota who use Lake Superior come from the Twin Cities region or Northern Minnesota.
- Barriers to boating more on the lake included weather concerns,
Shoreline Change Special Area Management Plan (Beach SAMP) Stakeholder Meeting. Held on July 14, 2015. The purpose of the meeting was to review progress to date on development of tools, and discuss the next phase of the Beach SAMP porject.
This document discusses the Tulap Sea Turtle Project in Sulawesi, Indonesia. The project aims to protect sea turtles nesting on local beaches and involves activities like maximizing successful nesting and hatching, enabling hatchlings to safely reach the sea, and developing harmony between coastal villages and ecology. It notes the threats facing sea turtles like coastal pollution, destructive fishing, poaching, and discusses the species that nest in the area. Students will be learning about turtle ecology, threats they face worldwide, and evaluating solutions to the problem of plastic pollution in oceans. A beach cleanup is planned where students will assess causes and extent of beach pollution to critically analyze solutions.
This document provides instructions for an online oceanography course assignment on surf zones. Students are asked to study pictures and videos of different beaches to identify two types of waves - plunging and spilling - and describe how the type of breaker relates to the slope of the beach face. They also analyze evidence of rip currents and longshore drift. The assignment aims to help students define and describe surf types and hazards like rip currents and undertow.
Coastlines Yr 11 Revision Class For Ocr Spec AKateW
The document provides an overview of key concepts related to coastal landforms and processes. It discusses how waves are formed and their effects on shorelines. Coastal erosion is shaped by factors like rock type, geology, and coastline shape. Processes like abrasion and hydraulic action erode cliffs and shorelines. Features like caves, arches and stacks form through erosion. Longshore drift transports sediment along coastlines based on factors such as prevailing winds and sediment size. Deposition builds features like beaches, sand dunes, and bars. Coastal management techniques include hard structures and soft engineering to protect vulnerable shorelines from erosion. A case study on a specific location in the UK is used to illustrate these concepts and the impacts of
The document discusses coastal processes and how coastlines are affected. It covers topics like wave movement, erosion, deposition, and methods for stabilizing shorelines. Hard structures like seawalls, groins and jetties are discussed as well as soft methods like beach nourishment. Sea level rise is also covered as a threat to coastlines, as it can lead to beach loss over time. Case studies from Puerto Rico and other locations are presented to illustrate different coastal features and impacts of development or climate change on shorelines.
This document outlines four tasks for a coastal fieldwork folio assignment. [1] Students are asked to submit a completed fieldwork booklet documenting their observations from a coastal fieldtrip to four locations. [2] They must create a Google Map detailing information about landforms, processes, and waves observed at each stop. [3] An iMovie or presentation is required on human impacts in the area and how they are being reduced. [4] Students must choose a coastal issue and present arguments from two stakeholders' perspectives in a newspaper article, interview, or cartoon. The tasks assess students' understanding of coastal characteristics and changes from natural processes and human activity.
This document provides an overview of crowded coasts as a topic for a geography exam. It discusses the increasing population pressures on coastal areas and the various risks and management challenges that arise as a result, including:
- Coasts attract large populations due to amenities, but this leads to competition for space and environmental pressures.
- Hazards like sea level rise and intense storms pose growing risks as the effects of climate change increase and more people live in vulnerable coastal areas.
- Coastal management involves strategies like protection, retreat, and integrated planning to address risks while enabling development and protecting environments and communities.
Diaz v. Carcamo Legal Analysis Grading GuideMGT434 Version 8.docxlynettearnold46882
This document provides information on two boating studies conducted in 2011 on Lake Superior. The studies aimed to understand boating experience and use of Lake Superior, barriers to boating more on the lake, awareness and use of safe harbors, and interest in overnight boating trips. Key findings include:
- Around a quarter to a third of boat owners surveyed had boated on Lake Superior in the past, with 3-6% allocating annual boating to the lake. Large boat owners were more likely to use the lake.
- Most boaters currently living in Minnesota who use Lake Superior come from the Twin Cities region or Northern Minnesota.
- Barriers to boating more on the lake included weather concerns,
Shoreline Change Special Area Management Plan (Beach SAMP) Stakeholder Meeting. Held on July 14, 2015. The purpose of the meeting was to review progress to date on development of tools, and discuss the next phase of the Beach SAMP porject.
This document discusses the Tulap Sea Turtle Project in Sulawesi, Indonesia. The project aims to protect sea turtles nesting on local beaches and involves activities like maximizing successful nesting and hatching, enabling hatchlings to safely reach the sea, and developing harmony between coastal villages and ecology. It notes the threats facing sea turtles like coastal pollution, destructive fishing, poaching, and discusses the species that nest in the area. Students will be learning about turtle ecology, threats they face worldwide, and evaluating solutions to the problem of plastic pollution in oceans. A beach cleanup is planned where students will assess causes and extent of beach pollution to critically analyze solutions.
This document provides instructions for an online oceanography course assignment on surf zones. Students are asked to study pictures and videos of different beaches to identify two types of waves - plunging and spilling - and describe how the type of breaker relates to the slope of the beach face. They also analyze evidence of rip currents and longshore drift. The assignment aims to help students define and describe surf types and hazards like rip currents and undertow.
Coastlines Yr 11 Revision Class For Ocr Spec AKateW
The document provides an overview of key concepts related to coastal landforms and processes. It discusses how waves are formed and their effects on shorelines. Coastal erosion is shaped by factors like rock type, geology, and coastline shape. Processes like abrasion and hydraulic action erode cliffs and shorelines. Features like caves, arches and stacks form through erosion. Longshore drift transports sediment along coastlines based on factors such as prevailing winds and sediment size. Deposition builds features like beaches, sand dunes, and bars. Coastal management techniques include hard structures and soft engineering to protect vulnerable shorelines from erosion. A case study on a specific location in the UK is used to illustrate these concepts and the impacts of
The document discusses coastal processes and how coastlines are affected. It covers topics like wave movement, erosion, deposition, and methods for stabilizing shorelines. Hard structures like seawalls, groins and jetties are discussed as well as soft methods like beach nourishment. Sea level rise is also covered as a threat to coastlines, as it can lead to beach loss over time. Case studies from Puerto Rico and other locations are presented to illustrate different coastal features and impacts of development or climate change on shorelines.
This document summarizes genetic research on the endangered fairy shrimp species Branchinecta sandiegonensis. DNA sequencing of B. sandiegonensis samples from across its range revealed two distinct evolutionary groups that warrant separate conservation status designations. Pools in undisturbed areas often contained genetically unique populations. The research aimed to better understand connectivity between pools historically and currently to inform conservation of these fragmented vernal pool habitats.
Coasts provide important economic and environmental resources:
- They attract tourism which brings income and jobs in hotels, shops, and activities like water sports.
- Fishing and trade through ports also generate income and employment.
- Rare coastal habitats support biodiversity and tourism, further boosting local economies.
Polar ice melt due to rising global temperatures will have widespread impacts. As ice melts, sea levels will rise which affects coastal regions where hundreds of millions of people live. Sea level rise contributes to increased flooding and erosion, threatening lives and infrastructure. Melting ice also warms ocean temperatures and alters circulation patterns, changing global and local climate conditions. International cooperation is needed to address the causes and effects of polar ice melt to mitigate risks to communities and ecosystems around the world from sea level rise and climate change.
This unit plan outlines a geography unit focused on the regions of South Carolina. It includes 30 lessons over 15 days to teach students about maps, the location and features of South Carolina, the six geographic regions of the state, and how human activity has impacted the landscape. Lessons incorporate maps, videos, songs, and activities. The unit aims to answer the essential question: What are the regions of South Carolina and how have they been affected by people?
Coastal processes like erosion, submersion, and saltwater intrusion occur naturally but can be exacerbated by human activities. Coastal land development, waste disposal, and construction can contribute to coastal changes if not properly managed. Effective mitigation includes conducting environmental impact assessments before development, properly disposing waste away from coasts, and building structures at a safe distance from shorelines. Regulating these activities helps reduce their impacts on coastal areas.
Each presentation should rely on lots of impressive visual photos an.docxbrownliecarmella
Each presentation should rely on lots of impressive visual photos and figures and maps. Please include a minimum of 5 slides including the following information:
1) Title / Introduction Slide—Discussion of the memorable event. When, What, Where? Tell us the story. Why did you chose this location? What happened? Recollect your personal experience of the event, the personal experience of a family member, and / or reports recorded by witnesses of the event. Please include a map of the region, including the nearest city impacted. (2 points)
2) Slide Two—Tectonic Setting of the chosen region. Where is the site of the hazard located with respect to the nearest plate boundary? Describe the plate boundary—what type of forces are present and what type of faults are most common given that plate boundary type? What is the rate of relative plate motion? Show us a map of the local and regional tectonic setting at this location. (2 points)
3) Geologic Setting—Describe the landforms... Is there a major river, mountain range, lake, volcano, ocean, etc.? How were these landforms created? What are the main rock types mapped in your area? Why are these rocks present and how did those rocks form? What is the long term history of geologic hazards at this location? Be sure to include vivid and information visuals. (2 points)
4) Cause of this Geologic Hazard—what happened to cause the incident and why? Please describe the chain of events from a science concept and geologic standpoint. [For example, if the event was a post-fire debris flow the chain of events probably is: a) the steep slope formed slowly over time, b) fire destroyed vegetation on this slope, c) roots that hold the soil together died off, d) major precipitation occurred, which rapidly coalesced on the ground as surface flow, e) surface water captured all the soil and rapidly moved it down the nearest channel is a massive slurry, e) this debris flow impacted houses and residents downstream.] (2 points)
5) What did geologists learn about geology from this event? How did the community adapt its safety plans since this event? What changes have people and businesses made to address future risk of similar hazards? (2 points)
.
1. The document provides photos and descriptions of beaches around the world to illustrate different types of surf zone features including plunging and spilling breakers, longshore currents, and rip currents.
2. Students are instructed to study the beach photos and answer questions about the features present at each beach.
3. The questions assess the student's ability to identify plunging and spilling breakers based on beach slope, and to explain how longshore currents can converge to form rip currents.
Azores presentation for Discover the WorldMrs Coles
Presentation for Sustainability and Tourism in the Azores for Discover the World conference. Embedded video links on some slides and notes on a separate page.
Recap on slapton fieldtrip coasts 2014 apandypinks
This document provides information and instructions related to a field trip for studying coastal landforms and processes. It discusses techniques used in fieldwork investigations at Start Bay and Torbay, including beach profiles, cost-benefit analyses, and questionnaires. Students are reminded to consider limitations and sampling strategies in their work. Suggestions for additional research on coastal erosion and development include using historical maps, newspapers, and census data.
This thesis proposes a resilient coastal strategy called "The Irie Coast" for Montego Bay, Jamaica. It begins with an introduction and literature review on oceans, cities, coral reefs and the threats facing the Caribbean region. An inventory and analysis of Montego Bay's existing urban and marine contexts is presented. The proposal section illustrates a master plan for a continuous green and blue network along the coastline that aims to improve shoreline protection, habitat restoration and community resilience through an integrated strategy.
- The document outlines tasks for a project on Antarctica, including collecting information, annotating sources, summarizing findings, and evaluating the process.
- The learning intention is that Antarctica is an environment of global significance, and the success criteria includes completing the outlined tasks.
- Sources were collected and annotated to answer questions about why Antarctica is significant, the impacts of people, and whether enough is being done to ensure sustainability.
This document provides an overview of coastal resource management. It begins by defining key coastal geography terms and describing various coastal landforms and features formed by sediment. It then discusses coastal processes and resources. Coastal resource management is defined as ensuring functions and activities are organized to achieve desired results through policies and projects. Factors affecting coastal resource management and its benefits are listed. Examples of coastal resource management processes and engineering approaches are provided, including coastal habitat management. The document concludes with a list of references.
Here are a few key points about John McPhee's book Rising from the Plains:
- McPhee uses the landscape of the Great Plains to tell the geological history of the area over millions of years, transforming the same plot of land across geological eras.
- He balances geological facts and concepts with personal stories, like that of the Love family ranch, to make the science more relatable and engaging for readers.
- McPhee introduces specialized geological terms in context through the narrative, helping readers understand and overcome barriers to learning complex material.
- A central figure is David Love, a geologist born and raised on a ranch in Wyoming who serves the public through the US Geological Survey rather than private industry.
Here are a few key points about John McPhee's book Rising from the Plains:
- McPhee uses the landscape of the Great Plains to tell the geological history of the area over millions of years, transforming the same plot of land across geological eras.
- He balances geological facts and concepts with personal stories, like that of the Love family ranch, to make the science more relatable and engaging for readers.
- McPhee introduces specialized geological terms in context through the narrative, helping readers understand and overcome barriers to learning complex material.
- A central figure is David Love, a geologist born and raised on a ranch in Wyoming, who serves the public through the US Geological Survey rather than private industry
The impact of climate and environment changes on the sustainability of the co...Yasser Mahgoub
This paper investigates the
impact of climate and environment changes on the sustainability of the coastal area of Ain Sukhna, Red Sea, Egypt .
Ain Sukhna sea shores and Galala
mountain region have witnessed
rapid change and modifications
during the past 40 year.
Climate changes are expected to
impact this area through the
increase and intensification of
amount and rain fall and the rise
of sea water tides .
This document provides an overview of Module 1 of a Marine Science Honors course. It includes links to multimedia presentations and articles about ocean geography, topography, continental drift, plate tectonics, waves, tsunamis, tides, and ocean currents. Students are asked to read the articles, watch presentations, and complete labeling and question activities to bring to the next class, along with notes, supplies, and materials from previous experiments.
Polar ice melt due to rising global temperatures will have widespread implications. As ice sheets and glaciers melt, sea levels will rise due to thermal expansion of warming oceans and the addition of fresh water. Approximately 400 million people live within 20 meters of coastlines and will be impacted by sea level rise. Changes in ocean temperatures and currents due to melting ice will also affect global and local climate patterns and temperatures. Students are tasked with researching these issues to better understand the causes and effects of polar ice melt and sea level rise, and to communicate their findings to the United Nations.
Coastal Access in Nova Scotia (written by Peter Green - 13th Dec 2004)Trimaran Enthusiasts
Coastal Access - Understanding, Inventorying & Analyzing,
Case Study of the Eastern Chebucto Peninsula, HRM
Author: Peter Green (Dalhousie University, Halifax - Nova Scotia, Canada)
13th December 2004
Source: http://architectureandplanning.dal.ca (direct link: http://bit.ly/1ONSS3o )
Explain how firms can benefit from forecastingexchange rates .docxhanneloremccaffery
Explain how firms can benefit from forecasting
exchange rates
Describe the common techniques used for
forecasting
Explain how forecasting performance can be
evaluated
explain how interval forecasts can be applied
APA format, minimum 3 sources
Paper will be a minimum of 650 and a maximum of 900 words.
(This includes title section, content, and references…in other
words the entire paper)
.
•POL201 •Discussions •Week 5 - DiscussionVoter and Voter Tu.docxhanneloremccaffery
• POL201 • Discussions • Week 5 - Discussion
Voter and Voter Turnout
Prepare: Prior to completing this discussion question, review Chapters 10, 11, and 12 in American Government and review Week Five Instructor Guidance. Also read the following articles: How Voter ID Laws Are Being Used to Disenfranchise Minorities and the Poor (Links to an external site.)Links to an external site., Fraught with Fraud (Links to an external site.)Links to an external site., and Proof at the Polls (Links to an external site.)Links to an external site.
Reflect: The U.S. has one of the lowest voter turnout rates among modern democratic political systems. One study ranks the U.S. 120th on a list of 169 nations compared on voter turnout (Pintor, Gratschew, & Sullivan, 2002). During the last decade, many initiatives have been undertaken to increase voter participation, yet concerns about the possibility of election fraud have also increased. Additionally, some political interests feel threatened by the increase in turnout among some traditionally low-turnout ethnic minorities. Several states have recently passed legislation imposing new registration and identification requirements. This has sparked debate about whether these are tactics intended to suppress turnout or to prevent fraud. Think about the media’s role in the election process and how both mass media and social media can impact the election process.
Write: In your initial post, summarize recent developments in several states enacting voter ID laws. Analyze and describe the pros and cons on both sides of the debate about these laws. Is voter fraud a major problem for our democracy or are some groups trying to make it harder for some segments of society to vote? What impact has the media (mass and social) had in influencing public opinion regarding voter ID laws? Draw your own conclusion about the debate over voter ID laws and justify your conclusions with facts and persuasive reasoning. Fully respond to all parts of the prompt and write your response in your own words. Your initial post must be at least 300 words. Support your position with at least two of the assigned resources required for this discussion, and/or peer reviewed scholarly sources obtained through the AU Library databases. Include APA in-text citations (Links to an external site.)Links to an external site. in the body of your post and full citations on the references list (Links to an external site.)Links to an external site. at the end. Support your position with APA citations from two or more of the assigned resources required for this discussion. Please be sure that you demonstrate understanding of these resources, integrate them into your argument, and cite them properly.
.
•No less than 4 pages causal argument researched essay •In.docxhanneloremccaffery
•
No less than 4 pages causal argument researched essay
•
Includes an interview with an expert from a university
•
Includes survey question with students concerning the topic
•
Includes arguments from official sources from the library
.
•Focus on two or three things in the Mesopotamian andor Ovids ac.docxhanneloremccaffery
•Focus on two or three things in the Mesopotamian and/or Ovid's account of creation that differ from Genesis. How do they differ? What is the significance of these differences?
•Focus on two or three things in the Mesopotamian and/or
Ovid's account of the flood that differ from Genesis. How do they differ? What is the significance of these differences
.
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This unit plan outlines a geography unit focused on the regions of South Carolina. It includes 30 lessons over 15 days to teach students about maps, the location and features of South Carolina, the six geographic regions of the state, and how human activity has impacted the landscape. Lessons incorporate maps, videos, songs, and activities. The unit aims to answer the essential question: What are the regions of South Carolina and how have they been affected by people?
Coastal processes like erosion, submersion, and saltwater intrusion occur naturally but can be exacerbated by human activities. Coastal land development, waste disposal, and construction can contribute to coastal changes if not properly managed. Effective mitigation includes conducting environmental impact assessments before development, properly disposing waste away from coasts, and building structures at a safe distance from shorelines. Regulating these activities helps reduce their impacts on coastal areas.
Each presentation should rely on lots of impressive visual photos an.docxbrownliecarmella
Each presentation should rely on lots of impressive visual photos and figures and maps. Please include a minimum of 5 slides including the following information:
1) Title / Introduction Slide—Discussion of the memorable event. When, What, Where? Tell us the story. Why did you chose this location? What happened? Recollect your personal experience of the event, the personal experience of a family member, and / or reports recorded by witnesses of the event. Please include a map of the region, including the nearest city impacted. (2 points)
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4) Cause of this Geologic Hazard—what happened to cause the incident and why? Please describe the chain of events from a science concept and geologic standpoint. [For example, if the event was a post-fire debris flow the chain of events probably is: a) the steep slope formed slowly over time, b) fire destroyed vegetation on this slope, c) roots that hold the soil together died off, d) major precipitation occurred, which rapidly coalesced on the ground as surface flow, e) surface water captured all the soil and rapidly moved it down the nearest channel is a massive slurry, e) this debris flow impacted houses and residents downstream.] (2 points)
5) What did geologists learn about geology from this event? How did the community adapt its safety plans since this event? What changes have people and businesses made to address future risk of similar hazards? (2 points)
.
1. The document provides photos and descriptions of beaches around the world to illustrate different types of surf zone features including plunging and spilling breakers, longshore currents, and rip currents.
2. Students are instructed to study the beach photos and answer questions about the features present at each beach.
3. The questions assess the student's ability to identify plunging and spilling breakers based on beach slope, and to explain how longshore currents can converge to form rip currents.
Azores presentation for Discover the WorldMrs Coles
Presentation for Sustainability and Tourism in the Azores for Discover the World conference. Embedded video links on some slides and notes on a separate page.
Recap on slapton fieldtrip coasts 2014 apandypinks
This document provides information and instructions related to a field trip for studying coastal landforms and processes. It discusses techniques used in fieldwork investigations at Start Bay and Torbay, including beach profiles, cost-benefit analyses, and questionnaires. Students are reminded to consider limitations and sampling strategies in their work. Suggestions for additional research on coastal erosion and development include using historical maps, newspapers, and census data.
This thesis proposes a resilient coastal strategy called "The Irie Coast" for Montego Bay, Jamaica. It begins with an introduction and literature review on oceans, cities, coral reefs and the threats facing the Caribbean region. An inventory and analysis of Montego Bay's existing urban and marine contexts is presented. The proposal section illustrates a master plan for a continuous green and blue network along the coastline that aims to improve shoreline protection, habitat restoration and community resilience through an integrated strategy.
- The document outlines tasks for a project on Antarctica, including collecting information, annotating sources, summarizing findings, and evaluating the process.
- The learning intention is that Antarctica is an environment of global significance, and the success criteria includes completing the outlined tasks.
- Sources were collected and annotated to answer questions about why Antarctica is significant, the impacts of people, and whether enough is being done to ensure sustainability.
This document provides an overview of coastal resource management. It begins by defining key coastal geography terms and describing various coastal landforms and features formed by sediment. It then discusses coastal processes and resources. Coastal resource management is defined as ensuring functions and activities are organized to achieve desired results through policies and projects. Factors affecting coastal resource management and its benefits are listed. Examples of coastal resource management processes and engineering approaches are provided, including coastal habitat management. The document concludes with a list of references.
Here are a few key points about John McPhee's book Rising from the Plains:
- McPhee uses the landscape of the Great Plains to tell the geological history of the area over millions of years, transforming the same plot of land across geological eras.
- He balances geological facts and concepts with personal stories, like that of the Love family ranch, to make the science more relatable and engaging for readers.
- McPhee introduces specialized geological terms in context through the narrative, helping readers understand and overcome barriers to learning complex material.
- A central figure is David Love, a geologist born and raised on a ranch in Wyoming who serves the public through the US Geological Survey rather than private industry.
Here are a few key points about John McPhee's book Rising from the Plains:
- McPhee uses the landscape of the Great Plains to tell the geological history of the area over millions of years, transforming the same plot of land across geological eras.
- He balances geological facts and concepts with personal stories, like that of the Love family ranch, to make the science more relatable and engaging for readers.
- McPhee introduces specialized geological terms in context through the narrative, helping readers understand and overcome barriers to learning complex material.
- A central figure is David Love, a geologist born and raised on a ranch in Wyoming, who serves the public through the US Geological Survey rather than private industry
The impact of climate and environment changes on the sustainability of the co...Yasser Mahgoub
This paper investigates the
impact of climate and environment changes on the sustainability of the coastal area of Ain Sukhna, Red Sea, Egypt .
Ain Sukhna sea shores and Galala
mountain region have witnessed
rapid change and modifications
during the past 40 year.
Climate changes are expected to
impact this area through the
increase and intensification of
amount and rain fall and the rise
of sea water tides .
This document provides an overview of Module 1 of a Marine Science Honors course. It includes links to multimedia presentations and articles about ocean geography, topography, continental drift, plate tectonics, waves, tsunamis, tides, and ocean currents. Students are asked to read the articles, watch presentations, and complete labeling and question activities to bring to the next class, along with notes, supplies, and materials from previous experiments.
Polar ice melt due to rising global temperatures will have widespread implications. As ice sheets and glaciers melt, sea levels will rise due to thermal expansion of warming oceans and the addition of fresh water. Approximately 400 million people live within 20 meters of coastlines and will be impacted by sea level rise. Changes in ocean temperatures and currents due to melting ice will also affect global and local climate patterns and temperatures. Students are tasked with researching these issues to better understand the causes and effects of polar ice melt and sea level rise, and to communicate their findings to the United Nations.
Coastal Access in Nova Scotia (written by Peter Green - 13th Dec 2004)Trimaran Enthusiasts
Coastal Access - Understanding, Inventorying & Analyzing,
Case Study of the Eastern Chebucto Peninsula, HRM
Author: Peter Green (Dalhousie University, Halifax - Nova Scotia, Canada)
13th December 2004
Source: http://architectureandplanning.dal.ca (direct link: http://bit.ly/1ONSS3o )
Similar to G115 Virtual Field Trip #2 Coastal Exploration Page 1 G.docx (18)
Explain how firms can benefit from forecastingexchange rates .docxhanneloremccaffery
Explain how firms can benefit from forecasting
exchange rates
Describe the common techniques used for
forecasting
Explain how forecasting performance can be
evaluated
explain how interval forecasts can be applied
APA format, minimum 3 sources
Paper will be a minimum of 650 and a maximum of 900 words.
(This includes title section, content, and references…in other
words the entire paper)
.
•POL201 •Discussions •Week 5 - DiscussionVoter and Voter Tu.docxhanneloremccaffery
• POL201 • Discussions • Week 5 - Discussion
Voter and Voter Turnout
Prepare: Prior to completing this discussion question, review Chapters 10, 11, and 12 in American Government and review Week Five Instructor Guidance. Also read the following articles: How Voter ID Laws Are Being Used to Disenfranchise Minorities and the Poor (Links to an external site.)Links to an external site., Fraught with Fraud (Links to an external site.)Links to an external site., and Proof at the Polls (Links to an external site.)Links to an external site.
Reflect: The U.S. has one of the lowest voter turnout rates among modern democratic political systems. One study ranks the U.S. 120th on a list of 169 nations compared on voter turnout (Pintor, Gratschew, & Sullivan, 2002). During the last decade, many initiatives have been undertaken to increase voter participation, yet concerns about the possibility of election fraud have also increased. Additionally, some political interests feel threatened by the increase in turnout among some traditionally low-turnout ethnic minorities. Several states have recently passed legislation imposing new registration and identification requirements. This has sparked debate about whether these are tactics intended to suppress turnout or to prevent fraud. Think about the media’s role in the election process and how both mass media and social media can impact the election process.
Write: In your initial post, summarize recent developments in several states enacting voter ID laws. Analyze and describe the pros and cons on both sides of the debate about these laws. Is voter fraud a major problem for our democracy or are some groups trying to make it harder for some segments of society to vote? What impact has the media (mass and social) had in influencing public opinion regarding voter ID laws? Draw your own conclusion about the debate over voter ID laws and justify your conclusions with facts and persuasive reasoning. Fully respond to all parts of the prompt and write your response in your own words. Your initial post must be at least 300 words. Support your position with at least two of the assigned resources required for this discussion, and/or peer reviewed scholarly sources obtained through the AU Library databases. Include APA in-text citations (Links to an external site.)Links to an external site. in the body of your post and full citations on the references list (Links to an external site.)Links to an external site. at the end. Support your position with APA citations from two or more of the assigned resources required for this discussion. Please be sure that you demonstrate understanding of these resources, integrate them into your argument, and cite them properly.
.
•No less than 4 pages causal argument researched essay •In.docxhanneloremccaffery
•
No less than 4 pages causal argument researched essay
•
Includes an interview with an expert from a university
•
Includes survey question with students concerning the topic
•
Includes arguments from official sources from the library
.
•Focus on two or three things in the Mesopotamian andor Ovids ac.docxhanneloremccaffery
•Focus on two or three things in the Mesopotamian and/or Ovid's account of creation that differ from Genesis. How do they differ? What is the significance of these differences?
•Focus on two or three things in the Mesopotamian and/or
Ovid's account of the flood that differ from Genesis. How do they differ? What is the significance of these differences
.
•Langbein, L. (2012). Public program evaluation A statistical guide.docxhanneloremccaffery
•Langbein, L. (2012). Public program evaluation: A statistical guide (2nd ed.). Armonk, NY: ME Sharpe. ◦Chapter 7, “Designing Useful Surveys for Evaluation” (pp. 209–238)
•McDavid, J. C., Huse, I., & Hawthorn, L. R. L. (2013). Program evaluation and performance measurement: An introduction to practice (2nd ed.). Thousand Oaks, CA: Sage. ◦Chapter 4, “Measurement for Program Evaluation and Performance Monitoring” (pp. 145–185)
•Geddes, B. (1990). How the cases you choose affect the answers you get: Selection bias in comparative politics. Political Analysis, 2(1), 131–150. Retrieved from http://www.uky.edu/~clthyn2/PS671/Geddes_1990PA.pdf
•Levitt, S., & List, J. (2009). Was there really a Hawthorne effect at the Hawthorne plant? An analysis of the original illumination experiments. Retrieved from http://www.nber.org/papers/w15016.pdf
•Urban Institute. (2014). Outcome indicators project. Retrieved from http://www.urban.org/center/cnp/projects/outcomeindicators.cfm
•Bamberger, M. (2010). Reconstructuring baseline data for impact evaluation and results measurement. Retrieved from http://siteresources.worldbank.org/INTPOVERTY/Resources/335642-1276521901256/premnoteME4.pdf
•Parnaby, P. (2006). Evaluation through surveys [Blog post]. Retrieved from http://www.idea.org/blog/2006/04/01/evaluation-through-surveys/
•Rutgers, New Jersey Agricultural Experiment Station. (2014). Developing a survey instrument. Retrieved from http://njaes.rutgers.edu/evaluation/resources/survey-instrument.asp
•MEASURE Evaluation. (n.d.). Secondary analysis of data. Retrieved February 24, 2015, from http://www.cpc.unc.edu/measure/our-work/secondary-analysis/secondary-analysis-of-data
•Zeitlin, A. (2014). Sampling and sample size [PowerPoint slides]. Retrieved from http://www.povertyactionlab.org/sites/default/files/2.%20Sampling%20and%20Sample%20Size_AFZ3.pdf
Now that you have thought through a logical model or framework for your Final Project, it is time to develop preliminary input, output, and outcome indicators. For this Assignment, use the guidelines from the Urban Institute resource and consult relevant Optional Resources from this week.
Submit a 2- to 3-page paper which describes your input, output, and outcome program indicators, including the following:
•Describe the variables and the data you will be using.
•Provide a realistic discussion of the availability of research data.
•Provide an analysis of intended data collection strategies.
◦If a sample or sample survey will be used, discuss the sampling frame or the sampling strategy you intend to use.
.
•Chapter 10 Do you think it is possible for an outsider to accura.docxhanneloremccaffery
•Chapter 10: Do you think it is possible for an outsider to accurately discern about the underlying cultural values of an organization by analyzing symbols, ceremonies, dress, or other observable aspects of culture in comparison to an insider with several years of work experience? Select a percentage (e.g., 10%, 70%, etc.) and explain your reasoning.
•Chapter 11: A noted organization theorist once said, "Pressure for change originates in the environment. Pressure for stability originates within the organization." Do you agree?
•Chapter 12: If managers frequently use experience and intuition to make complex, non-programmed decisions, how do they apply evidence-based management (which seems to suggest that managers should rely on facts and data)?
•Chapter 13: In a rapidly changing organization, are decisions more likely to be made using the rational or political model of organization?
•What biblical implications should be included/addressed?
•How can/should a biblical worldview be applied?
Group Discussion Board Forum Thread Grading Rubric
Criteria
Points Possible
Points Earned
Thread
0 to 30 points
All questions associated with Part 1 are provided in a thread.
At least 4 peer-reviewed references are included in the thread.
The thread is 1200 words.
The thread is posted by the stated deadline.
Spelling and grammar are correct.
Sentences are complete, clear, and concise.
Total
.
· Bakit Di gaanong kaganda ang pagturo sa UST sa panahon.docxhanneloremccaffery
·
Bakit
Di gaanong kaganda ang pagturo sa UST sa panahon ni Jose Rizal
·
bakit
Merong diskriminasyon; minamaliit ang mga Pilipinosa panahon ni Jose Rizal
·
bakit
Galit sa kay Jose Rizal ang mga Dominikano dahil sa pagtatatag ng Companerismo (Fraternity)
·
bakit
Gustong gamutin ni Jose Rizal ang ina niya
.
·YOUR INDIVIDUAL PAPER IS ARGUMENTATIVE OR POSITIONAL(Heal.docxhanneloremccaffery
·
YOUR INDIVIDUAL PAPER IS ARGUMENTATIVE OR POSITIONAL
(Healthcare Information Technology)
THIS is NOT and information paper so please read this carefully
Individual Writing Assignment
This Individual Writing Assignment is worth 20 points, and it is due at the end of Week 5.
The purposes of this assignment are to a) help you effectively use research resources through library data bases and search engines to complete course requirements; b) improve your critical thinking skills, and c) develop your effectiveness in writing about topics relevant to course objectives and healthcare information systems. The paper explores, in greater detail than the required readings and class discussion, any healthcare information system topic identified in the course text or syllabus. Your job is to select a current issue in healthcare information systems, provide the necessary background and your position, along with a conclusion and future direction. I encourage you to select a subject in which you have interest and approach this assignment as a potential publishable work.
Position Paper
Your final paper is 15 pages double-spaced (excluding the executive summary, footnotes, and references) with a 10 or 12 point font. Tables, graphics, and diagrams must be placed in the paper as attachments. They do not count in the page length. This is a guide to help you organize your content and what is expected in each section. The page counts are suggested, however, where they have a limit, that must be adhered to.
·
Cover Page:
APA Style (1 Page, not included in page count)
·
Table of Contents:
(not included in page count)
·
Executive Summary:
Bottom line up front (1 page, no more)
·
Introduction
: (1/2 to 1 page)
·
Background
: Information on the topic that provides context so readers can understand the background leading into your statement and analysis of the issue (up to 2 pages, no more)
·
Analysis of the issue
: This is the problem you see with the current state of your topic supported by evidence and literature that brings validity to the issue or problem you are stating exists. Then describe the factors contributing to the issue /problem broken down by (2-3 pages)
People
Processes
Technology
·
Position
: Now that the reader understands the problem broken down by people, process, and technology, provide a clear statement of what your position is on the issue and why. (1/2 to 1 page)
·
Rationale
: Now that the reader clearly understands your position and why you will detail your position with supporting evidence and literature to persuade the reader your position is the most valid. You should address opposing views with counter arguments here also. Your position should have evidence directly addressing the issues you stated above broken down by the same (3-4 pages)
People
Process
Technology
·
Recommendation
: Now that you have convinced the reader on your position being the best way forward, you need to provide 3-5 discrete recommen.
·Write a 750- to 1,Write a 750- to 1,200-word paper that.docxhanneloremccaffery
·
Write
a 750- to 1,
Write
a 750- to 1,200-word paper that addresses the following:
Define religion.
Describe the theory of animism.
Explain the influence of religion on cultures.
Identify the seven major religions of the world.
Describe any four types of theism.
Format
your paper consistent with APA guidelines.
Include
a minimum of five references.
Limit
direct quotes to less than 10% of the total manuscript.
Criteria for grading
·
Introduction provides sufficient background on the topic and previews major points
·
Define religion
·
Describe the theory of animism
·
Explain the influence of religion on cultures (e.g., architecture, art, politics, social norms, etc.)
·
Identify the seven major religions of the world and provide one or two sentences about each
·
Describe any four types of theism (e.g., atheism, monotheism, ditheism, polytheism, pantheism, etc.) and provide an example of each
·
Conclusion
.
[Type here]Ok. This school makes me confused. The summary of t.docxhanneloremccaffery
[Type here]
Ok. This school makes me confused. The summary of this week they posted like this:
SUMMARY:
This week introduced you to grand theories and middle-range theories that serve to articulate the voice of nursing within healthcare.
Here are the key points covered:
Grand theories are comparatively more abstract than middle-range theories since they are at a higher level of abstraction. Compared to grand theories, middle-range theories are made up of limited number of concepts that lend themselves to empirical testing. All theories help to explain human health behavior.
· Sister Callista Royï's adaptive model theory is built on the conceptual foundation of adaptation. It identifies the positive role that nursing plays in the promotion and enhancement of client adaptation to environments that facilitate the healing process.
· Leiningerï's culture care theory is pertinent in the current multicultural healthcare environment where nurses are exposed to diverse cultures.
· Penderï's health promotion and disease prevention theory can be called as a "direction setting exercise" for nursing professionals. It believes in fostering the spirit of health promotion and disease and risk reduction.
From the chapter, Models and Theories Focused on Nursing Goals and Functions, read the following:The Health Promotion Model: Nola J. Pender
From the chapter, Models and Theories Focused on a Systems Approach, read the following:
The Roy Adaptation Model
From the chapter, Models and Theories Focused on Culture, read the following:
Leininger's Cultural Care Diversity and Universality Theory and Model
SO, THAT IS WHY I ASSUMED THAT HAS TO BE ONE OF THEM (Pender, Roy Adaptaion or Leininger)
ANYWAY, I AM PUTTING INFORMATION TOGETHER.
Week 4 Chapter 17
Models and Theories Focused on Nursing Goals and Functions
The Health Promotion Model: Nola J. Pender
Background
Nola J. Pender was born in 1941 in Lansing, Michigan. She graduated in 1962 with a diploma in nursing. In 1964, Pender completed a bachelor’s of science in nursing at Michigan State University. By 1969, she had completed a doctor of philosophy in psychology and education. During this time in her career, Pender began looking at health and nursing in a broad way, including defining the goal of nursing care as optimal health.
In 1975, Pender published a model for preventive health behavior; her health promotion model first appeared in the first edition of the text Health Promotion in Nursing Practice in 1982. Pender’s health promotion model has its foundation in Albert Bandura’s (1977) social learning theory (which postulates that cognitive processes affect behavior change) and is influenced by Fishbein’s (1967) theory of reasoned action (which asserts that personal attitudes and social norms affect behavior).
Pender’s Health Promotion Model
McCullagh (2009) labeled Pender’s health promotion model as a middle-range integrative theory, and rightly so. Fawcett (2005) decisively presented the differenc.
{
Discrimination
*
GENERAL DISCRIMINATION
+
RACIAL DISCRIMINATION
RELIGIOUS DISCRIMINATION
(on freedom of religion)
DISCRIMINATION ON SEXUAL ORIENTATION
(still weak protection)
GENDER DISCRIMINATION
(CEDAW)
TYPES OF DISCRIMINATION
NON-DISCRIMINATION in INT’L LAW
A. GENERAL DISCRIMINATION
Arts 1 & 2 Universal Declaration on Human Rights
Arts. 2 & 26 ICCPR
Art. 14 ECHR & Add. Protocol 12
B. RACIAL DISCRIMINATION
Int’l Convention against All Forms of Racial Discrimination (ICERD)
Art . 2: (1). Each State Party to the present Covenant undertakes to respect and to ensure to all individuals within its territory and subject to its jurisdiction the rights recognized in the present Covenant, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status.
(2). States to take the necessary steps to adopt laws and measures to give effect to art. 2;
(3). States to ensure effective remedy, determined by competent judicial, administrative or legislative authorities, or by any other competent authority and enforce such remedies.
Art. 26: non-discrimination before the law and equal protection by the law
ICCPR
*
Justification for differential treatment
General Comment 18 HRC
Not every differentiation of treatment will constitute discrimination:
if the criteria are reasonable and objective
and the aim is to achieve the purpose which is legitimate
ICCPR cont.
*
“Racial discrimination" shall mean any distinction, exclusion, restriction or preference based on race, colour, descent, or national or ethnic origin which has the purpose or effect of nullifying or impairing the recognition, enjoyment or exercise, on an equal footing, of human rights and fundamental freedoms in the political, economic, social, cultural or any other field of public life (art. 1)
States Parties particularly condemn racial segregation and apartheid and undertake to prevent, prohibit and eradicate all practices of this nature in territories under their jurisdiction (art. 3)
RACIAL DISCRIMINATION-
International Convention on the Elimination of All Forms of Racial Discrimination
Direct discrimination: Indirect discrimination
Formal equality: Substantive equality
Discrimination in law: Discrimination in practice
Non-discrimination: negative protection
Equality: positive obligations -> special measures
Is there a hierarchy in the protection of discrimination?
Racial Discrimination (prohibition Jus Cogens);
gender based discrimination?
Religious-based discrimination??
Discrimination based on sexual orientation???
Discrimination (forms & grounds)
= Affirmative action/ positive action
Article 1.4 of ICERD:
Special measures taken for the sole purpose of securing adequate advancement of certain racial or ethnic groups or individuals requiring such protection as may be necessary in order to ensure such groups or in.
`HISTORY 252AEarly Modern Europe from 1500 to 1815Dr. Burton .docxhanneloremccaffery
`HISTORY 252A
Early Modern Europe from 1500 to 1815
Dr. Burton Van Name Edwards (Van)
Tuesday – Thursday 3:30-4:45
Unistructure 247
Third Paper Assignment
Due Tuesday, December 13th
The third paper will be based on a book in the list at the end of the syllabus. These works are generally works of literature, with some concerned with philosophy or politics. The student’s task will be to show how the chosen work reflects or shows the influence of conditions and events in Europe that were operating at the time of the writing of the work. This is not a book report. I am not interested in plots or descriptions of the general argument of a given work. Instead, I am looking for an analysis of specific sections of the chosen work that may illuminate social and economic attitudes or contemporaneous conditions.
The paper should be 7-8 pages long.
You will be expected to give a 5-10 minute oral report based on your finding in the third paper. This oral report will be a significant part of your class participation grade.
.
^ Acadumy of Management Journal2001. Vol. 44. No. 2. 219-237.docxhanneloremccaffery
^ Acadumy of Management Journal
2001. Vol. 44. No. 2. 219-237.
A SOCIAL CAPITAL THEORY OF CAREER SUCCESS
SCOTT E. SEIBERT
MARIA L. KRAIMER
•̂ ' ' ' Cleveland State University
ROBERT C. LIDEN
University of Illinois at Chicago
A model integrating competing theories of social capital with research on career
success was developed and tested in a sample of 448 employees with various occupa-
tions and organizations. Social capital was conceptualized in terms of network struc-
ture and social resources. Results of structural equation modeling showed that net-
work structure was related to social resources and that the effects of social resources
on career success were hilly mediated by three network benelits: access to information,
access to resources, and career sponsorship.
Organizational researchers have begun to de-
velop increasingly comprehensive models of career
success using demographic, human capital, work-
family, motivational, organizational, and industry
variables (e.g., Dreher & Ash, 1990; Judge & Bretz,
1994: Judge, Cable. Boudreau, & Bretz. 1995; Kirch-
meyer, 1998). Although this work has provided
considerable evidence regarding the determinants
of career outcomes, the roles of informal interper-
sonal behaviors have not been fully explored (Judge
& Bretz, 1994; Pfeffer, 1989). Popular advice for
getting ahead in one's career rarely fails to mention
the importance of networking for the achievement
of career goals (e.g., Bolles, 1992; Kanter, 1977).
Indeed, Luthans, Hodgetts, and Rosenkrantz (1988)
found that the most successful managers in their
study spent 70 percent more time engaged in net-
working activities and 10 percent more time en-
gaged in routine communication activities than
their less successful counterparts. Recent advances
in social capital theory (Coleman, 1990) have begun
to provide a finer-grained analysis of the ways in-
dividuals' social networks affect their careers in
organizations (Burt, 1992, 1997; Ibarra, 1995;
Podolny & Baron, 1997; Sparrowe & Popielarz,
1995). This theoretical perspective has the poten-
Data were collected and the manuscript was submitted
and processed while Scott E. Seibert was in the Manage-
ment Department at the University of Notre Dame and
Maria L. Kraimer was a graduate student at the Univer-
sity of Illinois at Chicago. Support for this project was
provided by the Management Department at the Univer-
sity of Notre Dame and the Alumni Office of the Univer-
sity of Notre Dame. The current investigation is part of a
larger study of career success.
tial to considerably enhance scholars' knowledge of
the role of social processes in career success.
The first purpose of the current study was to
integrate the current conceptualizations of social
capital as they pertain to career success. Tbree dif-
ferent theoretical approaches—weak tie theory
(Granovetter, 1973), structural hole theory (Burt,
1992), and social resource theory (Lin, 1990)—
focus on different network properties as r.
`
Inclusiveness. The main difference that can distinguish a happy employee from disgruntled employee. As with all decisions that are made, there is always an audience that the decision will affect. When employees are privy and organizational decisions are inclusive to employees this can greatly increase their level of fulfillment. Whether or not the end user of the decision will be content with the outcome or not, there will always be critics. Which leads us to discuss key characteristics and the importance of involving employees in relative organizational decision making.
It is not uncommon to find that during strategic organizational planning that top-level management will include their employees to engage and provide their input on complex processes. Human capital, whether the organization is large or small, corporate ran or small business managed is key to an organization’s success. Employee satisfaction level drives productivity and is what increases revenue for the company. Happy employees equal happy customers.
What does it take to keep employees motivated? A critical and important element for employers to keep their employees happy and content is clear communication. It is critical that an organization’s objective and vision for future growth is communicated clearly throughout all levels. Top-level management must be skilled at delivering the company’s mission and values to every tier within their organization. Each tier within the organization with healthy communication should be able to open-mindedly accept the message and freely provide any feedback positive or negative without fear of repercussion. Keeping an open line of communication within an organization is key to building the foundation for success.
As we move away from the golden days of traditional office operations consisting of fax machines, telephones, paper, pencils, etc. and move towards a more technologically repertoire, we lose the personable face to face interaction with one another. We spend most of the day behind our computer screen at our desk. The need to sustain job satisfaction amongst employees could not be ever more present than now. To maintain the morale amongst employees, organizations should be able to keep them challenged and motivated. Take technology for example. If the increase of new technology isn’t daunting enough, consider the challenge to remain current with technology all the while maintaining a competitive advantage in the industry? Reach internally to our internal resource, human capital. Employees must be given the opportunity to share their knowledge, skills, and abilities. When empowered to provide input concerning highly visible organizational decisions, employee morale is boosted. Not only is this beneficial for employees but also the employer as they receive ideas and input that could possibly lead to the solution. Employee engagement boosts the overall welfare of the organization.
According to.
__MACOSX/Sujan Poster/._CNA320 Poster Presentation rubric.pdf
__MACOSX/Sujan Poster/._CNA320+Poster+Template (1).ppt
__MACOSX/Sujan Poster/._Helpful Hints for the Poster Presentation.docx
Sujan Poster/Poster Abstract - Aspiration pneumonia (1).docx
Title: Aspiration pneumonia: Best practice to avoid complications
Background
Aspiration pneumonia is a lung infection due to inhaled contents; this is a relevant topic because aspiration pneumonia is prevalent and accounts for up to 15% of all pneumonia cases and is particularly common in older people, and thus it is important for nurses to be aware of how to manage the condition particularly as the population is ageing so this will be of more concern (Kwong, Howden & Charles 2011).
Target Audience
The target audience for this presentation is experienced Registered Nurses and thus the presentation has been designed for this group.
Main Findings
Aspiration pneumonia is an infection within the lungs that occurs after a person aspirates either liquid, vomit or food into the larynx and lower respiratory tract; this can occur when an individual inhales their gastric or oral contents. Patients at risk include individuals who are elderly or those who have a marked disturbance of consciousness such as that resulting from a drug overdose, seizures, a massive cerebrospinal accident, dysphagia or dysphasia (Kwong, Howden & Charles 2011). Aspiration pneumonia can quickly develop into respiratory failure, abscess and empyema and this requires supportive care, which is the main form of therapy, however prophylactic antimicrobial therapy is also often prescribed (Joundi, Wong & Leis 2015). Best practice suggests suctioning, supplemental oxygen to keep O2 above 90%, septic shock therapy, management of hypotension and antibiotic therapy for 7-10 days. Sputum cultures should be taken so that antibiotics can be tailored appropriately (McAdams-Jones & Sundar 2012).
Implications for Practice
These findings are important for registered nurses to be aware of so that aspiration pneumonia can be managed appropriately and complications can be avoided, which could cause increased hospital stay and costs. Nurses need to be aware of the best practice recommendations such as oxygen supplementation, sit up while eating, provide thickened foods and drinks, dental care and about taking sputum cultures when managing aspiration pneumonia so that treatment can be tailored appropriately and recovery can occur quickly.
Feedback from marker (Teacher)
Thank you for your abstract.
You have just managed a pass grade, your work is very basic and you will need to engage with the basic practice literature to ensure you have a comprehensive understanding of this topic in your poster.
I am also unclear on your focus, is this about prevention of aspiration or management once it has occurred or both?
Kind regards Andrea
Sources of Evidence
Joundi, R, Wong, B & Leis, J 2015, "Antibiotics “Just-In-Ca.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Accounting for Restricted Grants When and How To Record Properly
G115 Virtual Field Trip #2 Coastal Exploration Page 1 G.docx
1. G115 Virtual Field Trip #2: Coastal Exploration Page 1
G115 VIRTUAL FIELD TRIP #2: COASTAL EXPLORATION
I N T R O D U C T I O N *
This virtual fieldtrip is actually two fieldtrips, and it takes you
first to the west coast and then to the east coast to
compare coastal features and processes, including wave action,
beach sand source and movement, coastal bluff and
dunes, and human interferences. The first fieldtrip is to the
shoreline of San Diego North County in Southern California,
and your trip guide is Chris Metzler, earth science professor at
MiraCosta College (Fieldtrip 1). The second fieldtrip is to
northeast shore of Florida, near the town of Marineland, and
your trip guide is Joann Mossa, geography professor at the
University of Florida (Fieldtrip 2).
Read this entire worksheet carefully and completely to ensure
full credit for this assignment. Instructions for submitting
the Virtual Field Trip questions and Essay can be found at the
end of this document.
*This field trip was adapted from
http://seascisurf.com/geo_virtual_fieldtrip_west-
east_coast_shores.pdf
F I R S T , W H E RE A RE W E ?
Go to maps.google.com, and search for “San Diego, CA” and
“Marineland, FL”.
2. 1. On the blank map here, mark a star near San Diego,
California AND in the Marineland, Florida:
2. What ocean borders the California Coast?
_____________________________________________________
______
3. What ocean borders the northeast Florida Coast?
_____________________________________________________
4. Go to this site (https://goo.gl/maps/NWcnELEQC9E2) and
zoom and pan around the map. Also look at the
photos, linked to the right side of the satellite imagery. What
does the coastline near Marineland, FL look like?
5. Go to this site (https://goo.gl/maps/2a2vUUanZkR2) and
zoom and pan around the map. Also look at the
photos, linked to the right side of the satellite imagery. What
does the coastline near San Diego, CA look like?
http://seascisurf.com/geo_virtual_fieldtrip_west-
east_coast_shores.pdf
https://goo.gl/maps/NWcnELEQC9E2
https://goo.gl/maps/2a2vUUanZkR2
G115 Virtual Field Trip #2: Coastal Exploration Page 2
3. PH Y S I C A L C H A R A C T E RI S T I C S O F T H E T
W O A RE A S
Please review the two links below to learn about the physical
characteristics of the California and northeastern Florida
Coasts. You will have to look around the pages, and click some
of the links within, to find all of the characteristics.
• San Diego, California coastal conditions:
https://www.wunderground.com/marine-
weather/PZ/750.html?map=wave
• Marineland, Florida coastal conditions:
https://www.wunderground.com/MAR/AM/454.html
Fill in the table below with the data from these sites:
San Diego, California Marineland, Florida
Sea surface temperature
Average wave size (make an
estimate, include units on your
answer)
Time of high and low tide (include
the date of your observation)
Wind direction and speed
F I E L D T R I P 1 : S A N D I E GO , C A L I F O R N I A
B E A C H E S
4. The first part of this virtual fieldtrip will take you to the San
Diego North County beaches can be found at Chris
Metzler’s Coastal Erosion Field Trip Webpage:
http://www.miracosta.cc.ca.us/home/cmetzler/field_trip/top.htm
l
Click on the link above. Read and review each page of the
website by clicking the links in the left box of the page.
Answer the questions below, as you review the pages.
6. What type of shoreline does San Diego North County have?
Describe it.
7. List the following information for ALL THREE of the major
rock formations observed along the bluffs.
Rock formation name:
Principle type(s) of rock
that makes up each
formation
The geologic age of each
rock formation
Relative erodability
(Strong, medium, or weak)
8. Which of these rock units is considered the most durable,
resistant unit – forming the steepest part of a bluff?
5. 9. Which of these rock units is considered the least durable,
resistant unit – prone to greatest bluff failure?
https://www.wunderground.com/marine-
weather/PZ/750.html?map=wave
https://www.wunderground.com/marine-
weather/PZ/750.html?map=wave
https://www.wunderground.com/MAR/AM/454.html
http://www.miracosta.cc.ca.us/home/cmetzler/field_trip/top.htm
l
G115 Virtual Field Trip #2: Coastal Exploration Page 3
10. List thee (3) natural agents, processes or features that help
cause bluff erosion?
11. List the two (2) human activities that help cause bluff
erosion?
12. How does climate fluctuations over the last few centuries
compare with today’s climate in terms of local bluff
erosion?
6. 13. List the three (3) human activities that help reduce or slow
bluff erosion?
14. Which one appears to be the most affective in reducing bluff
erosion? Why?
15. List the two (2) adverse (negative) effects that seawalls
have on the beach.
16. Describe and explain the seawalls along the North County
shoreline, in terms of:
a) Where the seawalls are constructed along a beach
b) The various materials that make up a seawall.
c) How much they cost.
d) Their intended purpose.
e) Some negative, unintended effects.
17. Where are piles of rip rap placed along a beach, what are
they made of, how much do they cost, and what is their
intended purpose?
18. List advantages that rip-rap has over seawalls in protecting
bluffs.
7. 19. List disadvantages that rip-rap has over seawalls in
protecting bluffs.
G115 Virtual Field Trip #2: Coastal Exploration Page 4
20. Which one would you choose if you were a bluff
homeowner? Why?
F I E L D T RI P # 2 : M A RI N E L A N D , F L
The second virtual fieldtrip to a Northeast Florida beaches can
be found at Joann Mossa's Coastal Dynamics of
Northwestern Florida webpage:
http://fcit.usf.edu/florida/teacher/science/mod2/resources/coasta
l.pdf
21. What are the two principle materials that Florida beaches
made of? List and describe the following:
a) Principle mineral(s)
b) Sediment grain size(s)
c) Source of the sediment?
22. Describe the beaches in Northeastern Florida. Make sure to
include dimensional characteristics like width and slope.
8. 23. What are the Florida shoreline dunes made of? List and
describe the following
a) Principle mineral(s)
b) Sediment grain size(s)
c) Source of the sediment?
24. Describe the coastal dunes in Northeastern Florida. Make
sure to include dimensional characteristics like width and
slope.
25. Compare and contrast the two different shorelines of the
local barrier islands:
a) Describe the similarities between the open-ocean shorelines
and the lagoonal shorelines, in terms of
beach size, slope and sediment characteristics. Why the
similaries between the two?
b) Describe the differences between the open-ocean shorelines
and the lagoonal shorelines, in terms of
beach size, slope and sediment characteristics. Why the
difference between the two?
10. 31. What are the natural means of stabilizing the coastal dunes?
How and why does it work?
32. List the ways that humans have tried to help reduce or slow
coastal erosion.
33. What are the similarities and differences between groins and
rip rap revetments, in terms of:
a) What they are made of.
b) Their location/orientation to the shore.
c) Their intended purpose.
34. What are the negative effects that groins and rip rap
revetments have on beaches and dunes?
G115 Virtual Field Trip #2: Coastal Exploration Page 6
E S S A Y : C O M P A R I S O N O F E A S T A N D W E S
T C O A S T S H O R E L I N E S
Now that you have reviewed the coastal characteristics of two
different locations, you will prepare a well-researched,
11. well-written, detailed (750-1000 words) comparison of the two
location. Your essay should answer the following
questions:
• What two locations did you study, and what are their physical
characteristics?
• What did you find similar, in terms of features and processes,
that occur on both East and West coast
shorelines?
• What did you find significantly different between the two?
What is the cause of these differences?
• What human effects / interventions did you explore in this
field trip, and what are the consequences of
humans on each coastline?
• Which shoreline would you prefer to spend time at, and why?
Your essay should be informative and well organized. You
should begin with an introduction, followed by several
paragraphs that describe the physical characteristics,
similarities and differences, and human effects of each
coastline, a conclusion, and a reflection. You should include
imagery and maps, and support your discussion with
primary resources from this virtual field trip, or others that you
find through additional research. Follow the tips and
guidelines below when preparing a report on your chosen
location:
• A minimum of 750 words and a maximum of 1000 words. This
is 1-2 pages of double-spaced text.
• Your essay must include a title, at least 3 subheadings, at least
3 images, and a section titled “Works Cited”.
• Your descriptions should be oceanographic and scientific in
nature. Use terminology from the virtual field trip
12. worksheet and from your textbook readings. Your descriptions
should give a thorough overview of the location and
all of your content must be scientific and geologic in nature.
You may decide how best to do this, but your essay
should be informative, and contain subheadings for each of your
major topics. Consider using the topics explored
on the previous page of this virtual field trip as your major
ideas for the essay.
• Your description should include at least 3 graphics; one
should be a map and all should be captioned and
referenced. A caption tells your reader what the graphic shows.
The reference tells where you found the graphic.
• At least 3 resources must be cited in MLA or APA format,
both in-text and in a Works Cited section. Your essay
should integrate at least three primary resources. Your resources
must be cited in-text, and in a works cited section
at the end of your essay.
• A reflection paragraph at the end of your essay, of no less than
250 words, should address the following
questions:
o What did you learn from this virtual field trip that you did not
know before?
o What did you find most interesting about this virtual field
trip?
o Give a specific example of a time where you were able to
directly apply your oceanographic knowledge during
this virtual field trip.
o What other questions did this virtual field trip create in your
mind? In other words, what more do you want to
know about either location studied in this field trip?
13. Your essay should clearly flow from introduction to conclusion
and should give your reader a comprehensive
overview of the oceanographic characteristics of the two
locations. Refer to your FT1 feedback for tips to improve
your essay for FT2. Review the grading rubric for FT2 in
Canvas Assignments to know how your work will be assessed.
For more resources on the writing and research process, please
see page 8 of the course syllabus. If you have any
questions, or need more resources for writing, please contact
your instructor or the University Writing Center (see
syllabus, page 10).
G115 Virtual Field Trip #2: Coastal Exploration Page 7
S U B M I T T I N G Y O U R C O M P L E T E D V I R T U
A L F I E L D T RI P A N D E S S A Y
Your grade for this assignment is based on your answers to the
virtual field trip questions (page 1-5 of this document)
and the quality and completeness of your essay (page 5 of this
document). Therefore, you need to submit both your
answers to the virtual field trip questions AND your essay to
earn full credit for this assignment. Both portions will be
submitted to the “(FT2) Virtual Field Trip #2: Coastal
Exploration” assignment of Canvas Assignments.
You should plan to upload both at the same time; you will NOT
have the option to submit one first, and the other later –
both parts must be submitted at the SAME time.
V I RT U A L F I E L D T RI P Q U E S T I O N S U B M I
14. SS I O N ( PA GE S 1 - 5 )
You have several options for submitting your completed field
trip questions on page 1-5 of this document, please
choose ONE of these option to submit your worksheet answers
by the due date.
1. Scan and Upload your completed worksheet (in your own
handwriting) to Canvas Assignments.
2. Upload a Word document of your completed answers (typed)
to Canvas Assignments.
Whichever option you chose should be submitted to the “(FT2)
Virtual Field Trip #2: Coastal Exploration”
assignment of Canvas Assignments. You should plan to upload
your answers at the same time as your essay (see
below). You will NOT have the option to submit one first, and
the other later – both parts must be submitted at the
SAME time.
A rubric is posted to Canvas Assignments for grading, and will
be used to evaluate your work. In general, your instructor
will be looking to see that you answered each question
completely, and that your answers demonstrate a clear
understanding of the web resources provided, and of your
understanding of the module readings assigned.
E S S A Y S U B M I S SI O N ( D E S C R I B E D O N P A
G E 6 - 7 )
Your essay should be submitted as a Word or PDF document
only, submitted to the “(FT2) Virtual Field Trip #2:
Coastal Exploration” assignment of Canvas Assignments. You
should plan to upload your essay at the same time as
your answers to the questions on page 1-5 of this document (see
above). You will NOT have the option to submit one
15. first, and the other later – both parts must be submitted at the
SAME time.
Your essay will be graded on how well you cover the
oceanography of the locations in an organized, cohesive,
grammatically correct, well-referenced essay. A rubric will be
posted to Canvas Assignment to show how your grade for
the essay will be calculated; plan to review that rubric before
you submit your essay.
G RA D I N G
Your virtual field trip answers and essay will be graded within
1-2 weeks of the due date. The rubric posted to Canvas
Assignments for this assignment will be used to assess your
work. Your instructor may include additional feedback with
the rubric. You should plan to review your rubric and feedback
after it is posted, and apply that feedback to your next
virtual field trip. Generally, your grade will be calculated as:
• 25 points for the accurateness and quality of your answers to
the Virtual Field Trip Questions 1-34.
• 50 points for the quality, accuracy, resources, and reflection
of your Virtual Field Trip Essay.
If you plagiarize this assignment, you will receive zero (0)
points with the possibility of failing the class and being
reported to your Dean for academic misconduct. Your essay will
be submitted to Canvas “Assignments” and will be
checked against the Turntin.com database. Please review pages
6 and 8 of the course syllabus for more information
on academic honesty and plagiarism.
https://guides.instructure.com/m/4212/l/67891-how-do-i-view-
rubric-results-for-my-assignment
https://guides.instructure.com/m/4212/l/67891-how-do-i-view-
16. rubric-results-for-my-assignmentIntroduction*FIRST, Where
are we?PHysical Characteristics of the TWO areasFieldtrip 1:
San Diego, California BeachesFieldtrip #2: Marineland,
FLEssay: Comparison of east and west coast
shorelinesSubmitting your completed virtual field trip and
EssayVirtual Field Trip Question Submission (pages 1-5)Essay
Submission (described on page 6-7)Grading
Top of Form
Central Line Associated Bloodstream Infections Reduction
Policy in the United States – A Lesson from Spain?
Client: Joint United Nations Programme on AIDS (UNAIDS)
Problem Statement: What can be done to reduce central line
associated bloodstream infections (CLABSI)?
Substantial stakeholders in decreasing CLABSI’s include:
Patients -health care consumers - Individuals who are receiving
or scheduled for healthcare services. Patients’ principal desires
for the health care system are quality, access, and minimal
individually incurred costs (Shaywitz, 2011). There are multiple
organizations and associations that advocate for patients.
Consumer Reports via their policy and action arm, Consumers
Union, provides educational material about CLABSI, and
advocates for healthcare system changes that result in its
decrease (Consumers Union, 2016). The Patient Safety
Movement Organization has a goal of reducing preventable
deaths to zero by 2020 and has specifically targeted reducing
CLABSI (Patient Safety Movement, 2016). They advocate for
policy that results in evidence-based central line placement and
maintenance. Similarly, the European Patients Forum has called
for guidelines to reduce the incidence of HAI’s (Immonen-
Charalambous & Padeanu, 2016).
Providers – Allied health professionals, nurses, and physicians
who provide health care to patients. A representative society in
the United States is the Society of Interventional Radiology
(SIR). The SIR “is a national organization of physicians,
scientists and allied health professionals dedicated to improving
17. public health through disease management and minimally
invasive, image-guided therapeutic interventions” (The Society
of Interventional Radiology, 2016). A significant percentage of
the 3.4 million central venous access catheters (CVACS) that
are put into patients each year in the United States are placed
by interventional radiologists (The Society of Interventional
Radiology, 2004). The SIR has a strong interest in CVAC
outcomes and publishes a variety of relevant educational,
reporting, and standards of practice documents including one
that specifically deals with central line associated bloodstream
infections (CLABSI) (Miller & O'Grady, 2012). The SIR
maintains a political action committee (SIRPAC) “dedicated to
advancing the interests of SIR members, their practices and
patients before Congress” (The Society of Interventional
Radiology, 2016). In 2015, the SIR launched the Venous
Access National Guideline and Registry Development
(VANGUARD) to further develop terminology, reporting
requirements, registries, standards, and guidelines to help
improve outcomes following CVAC placement including the
reduction of CLABSI (The Society of Interventional Radiology,
2015). Kevin Baskin, the director of VANGUARD, has told me
that he hopes the project will develop evidence and engender
enough public interests that it helps move the national public
policy agenda regarding CLABSI forward. The analogous
society to the SIR in Europe is the Cardiovascular and
Interventional Radiology Society of Europe (CIRSE) (CIRSE,
2016). The SIR and the CIRSE have collaborated on a number
of quality improvement projects and guidelines (The Society of
Interventional Radiology, 2016).
Legislators - The people who make laws. Legislators and
government executives principal concerns about health care are
how it will be financed and delivered (Jaffe, 2009). A
legislative group particularly interested in healthcare is the
Congressional Healthcare Caucus. It was founded at the
beginning of the 111th Congress by Michael C. Burgess, M.D.
(R-Texas) (Congressional Healthcare Caucus, 2009). The
18. Caucus is focused on educating legislators on healthcare issues.
Activities include policy forms and member briefings. The
Caucus has presented possible solutions to a multitude of health
care issues.
Government executives - Government executive branch
personnel at a variety of jurisdictional levels who execute and
enforce laws. The National Governors Association (NGA)
represents governors of the various states within the United
States.The NGA seeks to “share best practices, speak with a
collective voice on national policy and develop innovative
solutions that improve state government and support the
principles of federalism” (National Governors Association,
2016). The NGA shares best practices in different states,
including on how to reduce medical errors (National Governors
Association, 2005). They have also circulated information
about reducing the incidence of infections (National Governors
Association, 2016).
Insurance Companies - Businesses that cover the cost of
healthcare expenses for individuals and employers who pay
premiums. The principal motivation of insurance companies is
profit (Ubel, 2014). The leading trade organization for the
healthcare insurance companies in the United States is
America’s Health Insurance Plans (AHIP). “AHIP advocates for
public policies that expand access to affordable health care
coverage to all Americans through a competitive marketplace
that fosters choice, quality, and innovation” (America’s Health
Insurance Plans, 2016). AHIP undertakes a variety of patient
safety initiatives including those specifically aimed at reducing
healthcare associated infections (HAIs) (America's Health
Insurance Plans, 2011).
Government payers and/or providers of healthcare - In the
United States,state-run Medicaid programs and the Center for
Medicare and Medicaid services (CMS) that cover the costs of
healthcare for their constituents.CMS maintains a variety of
CLABSI reporting standards (National Healthcare Safety
Network, 2016). CLABSI is included in CMS’ Hospital-
19. Acquired Condition (HAC) Reduction Program, which
withholds payment for reasonably preventable conditions such
as CLABSI (CMS, 2014). Spain has a national health system
known as Sistema Nacional de Salud (SNS) (García-Armesto,
García-Armesto, Durán, Hernández-Quevedo, & Bernal-
Delgado, 2010). SNS has multiple programs in place to reduce
HAIs and CLABSI. Governments are strongly interested in the
cost of care and in particular desire to improve preventive care
and reduce medical errors in order to reduce those costs.
Hospitals - Institutions that provide in-patient medical and
surgical care to patients.The principal goals of hospitals
depends upon whether they are nonprofit, for-profit or
government facilities (Horwitz, 2005). According to Jill
Horowitz, writing in Health Affairs “For-profits are most likely
to offer relatively profitable medical services; government
hospitals are most likely to offer relatively unprofitable
services; nonprofits often fall in the middle (Horwitz,
2005). The American Hospitals Association (AHA) leads,
represents and serves hospitals, health systems and other related
organizations that are accountable to the community and
committed to health improvement” (American Hospital
Association, 2016). The AHA’s mission is “to advance the
health of individuals and communities. The AHA in partnership
with the Health Research & Educational Trust has developed a
CLABSI “Change Package” for hospitals participating in the
Centers for Medicare and Medicaid’s (CMS) Partnership for
Patients (PFP) Hospital Engagement Network (HEN) 2.0
project. The “Change Package” advocates not only for changes
in practice but also for changes in culture particularly on the
part of physicians. In particular, the “Change Package”
advocates for standardized, multidisciplinary approach to
reducing CLABSI (Health Research & Educational Trust, 2016).
Spanish institutions participate in the healthcare associated
infection surveillance network whose purpose is to reduce
HAIs including CLABSI (The Joint Commission, 2013).
20. Public Agenda and Window of Opportunity - as evidenced by
the discussion above, CLABSI is getting a great deal of
attention from all of the major Stakeholders. It is therefore
high on the public agenda although I would temper this claim by
recognizing that a significant portion of the general population
is probably not aware of CLABSI. Because the problem is well
recognized, policy is available, and the stakeholders are aligned
in their desire to solve the problem the window of opportunity
is open (in keeping with the requirements of this assignment the
problem background and the policy options are not presented
herein).
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