Introductory Unit-2.pptx
IS 336 Health and Health Care Issues Introductory Unit
Welcome!
We are glad you are here!
Course Description
This course identifies and examines current issues involving the health behaviors, health status and health care of people in the United States. Among the specific issues included in this course are: (1) the impact of health behaviors on health status and the health care system, (2) the ethics of health care treatment and decision-making, (3) the patterns of health status based on gender, age, race and income, (4) the cost of health care, (5) inequalities in access to health care, and (6) alternative models of health care reform.
The objectives of the course are for students to examine:
“health” and its’ determinants, including individual health behavior.
multiple health behaviors—prevalence, impact on the health status of the United States collectively and of specific groups (e.g., gender, race, age)/ United States collectively, and impact on the United States’ health care system.
the general health status and health risks of the U.S. population (overall in the U.S., by age, by gender, by race and ethnicity, by income).
healthcare disparities (quality of care, access, preventive care, acute treatment, chronic disease management) related to age, race, ethnicity, and income in the U.S.
the effectiveness of the U.S. health system, including levels of satisfaction of the U.S. population with the health system, opinions concerning health care reform, and the impact of the Patient Protection and Accordable Care Act.
Achievement of course and unit objectives will be assessed through evaluations of performance on unit exams and selected issue presentation
Introductory Unit Objectives
Overview course and course expectations, including accurate citations—in-text citations to support propositions and literature-cited (references)
Syllabus
Introductory PowerPoint
Introduce course faculty and students
Introductory discussion board posting
Begin identification of a health/healthcare issue of specific interest
Introductory discussion board posting
Practice online exam completion within Canvas
Introductory Quiz
Unit 1
Health
Measures
Life Expectancy
Self Assessed Quality of Life
Disease Incidence
Activity Limitations
Determinants
Individual Behavior
Biology & Genetics
Psychosocial Factors
Environmental Factors
Health Services
Policy Making
Unit 2
Health
Status
IS 336 United States’ Health & Healthcare Issues Course Overview
Unit 3
Healthcare System
Effectiveness
Measures
% Insurance Coverage
Cost control
Perceived Quality of Care
Health Outcomes
Choice
5
Course Grading
LATE PENALTY: Assignments turned in after the due date listed will receive a 20% reduction in the grade of the assignment. The last day that late assignments can be submitted is Friday, July 24, 2015 (midnight).
Instructional Units
Introductory Unit Course Overview
Introductory Quiz-Untimed
Introductory Discu.
This document provides information on a Personal Health course taught by Eudora Claw at the University of Nevada, Las Vegas in Fall 2015. The course is 3 credits and meets on Mondays and Wednesdays from 11:30-12:45pm in room CEB 205. The required textbook is listed. The course description states it will cover health principles applicable to college life including mental health, sexuality, substance abuse, nutrition, and environmental health. The course objectives are divided into knowledge, dispositions, and performances categories and describe concepts and skills students will gain in areas such as health definitions, risk factors, diseases, fitness, and nutrition. Requirements include attendance, public health news analyses, and a health reflection paper
This document provides guidelines for a course reflection assignment in a nursing program. Students are instructed to write a 3-6 page reflective essay discussing how well a clinical manifestations and physical assessment course has prepared them to conduct comprehensive patient assessments and recognize the relationship between genetics/genomics and health. The reflection should address 21 specific nursing competencies related to assessment, patient-centered care, evidence-based practice, quality and safety. Students are to use APA format and include an introduction, course reflection, and conclusion sections.
Assignment 1Positioning Statement and MottoUse the pro.docxdeanmtaylor1545
Assignment 1
Positioning Statement and Motto
Use the provided information, as well as your own research, to assess one (1) of the stated brands (Alfa Romeo Hewlett Packard, Subway, or Sony) by completing the questions below. At the end of the worksheet, be sure to develop a new positioning statement and motto for the brand you selected. Submit the completed template in the Week 4 assignment submission link.
Name:
Professor’s Name:
Course Title:
Date:
Company/Brand Selected (Alfa Romeo Hewlett Packard, Subway, or Sony):
1. Target Customers/Users
Who are the target customers for the company/brand? Make sure you tell why you selected each item that you did. (NOTE: DO NOT say “ANY, ALL, EVERYONE” you cannot target everyone, you must be specific)
Age Bracket: [Insert response]
Gender: [Insert response]
Income Bracket: [Insert response]
Education Level: [Insert response]
Lifestyle: [Insert response]
Psychographics (Interest, Hobbies, Past-times): [Insert response]
Values (What the customer values overall in life): [Insert response]
Other items you would segment up on: [Insert response]
How does the company currently reach its customers/users? What methods and media does the company use to currently reach the customers/users? What methods and media should the company use to currently reach the customers/users?
[Insert response]
What would grab the customers/users’ attention? Why do you think this will capture their attention?
[Insert response]
What do these target customers’ value from the business and its products? Why do you think they value these items?
[Insert response]
2. Competitors
Who are the brand’s competitors? Provide at least 3 competitors and tell why you selected each competitor.
Competitor 1: [Insert response]
Competitor 2: [Insert response]
Competitor 3: [Insert response]
What product category does the brand fit into? Why have you placed this brand into the product category that you did?
[Insert response]
What frame of reference (frame of mind) will customers use in making a choice to use/purchase this brand/service? What other brands/companies might customers compare this brand to (other than the top three identified above)?
[Insert response]
3. USP (Unique Selling Proposition) Creation
What is the brand’s uniqueness? Why do you think this is a key uniqueness for this business?
[Insert response]
What is the competitive advantage of the brand? How is it different from other competing brands? Why do you consider this a competitive advantage?
[Insert response]
What attributes or benefits does the brand have that dominate competitors? Why do you think they dominate?
[Insert response]
How is this brand/company better than its competitors? What is the brand’s USP (Unique Selling Proposition? Why have you decided upon this USP?
Unique Selling Proposition: [Insert response]
Defense of USP: [Insert response]
4. Positioning Statement & Motto
Develop a new positioning statement and motto for the brand you selected. Below is an.
Best Practices Addressing a Current Health Care Problem Research.docxwrite31
This document provides instructions for an assessment on researching best practices addressing a current healthcare problem. Students are asked to select a healthcare problem or issue, research scholarly literature on the topic, and create an annotated bibliography summarizing 4 peer-reviewed sources. The annotated bibliography should provide an overview of each source and discuss how it relates to the topic. Students are also asked to analyze what they learned from their research. The goal is for students to develop research skills to find credible evidence and best practices to support decisions in healthcare.
Developing A Health Care Perspective Letter.docxwrite5
This document analyzes patient safety issues in healthcare. It identifies the main causes of patient safety issues as diagnostic errors, contextual errors, and communication errors. It discusses how these errors can harm patients. The document proposes implementing electronic health records and improving communication between healthcare professionals as potential solutions to increase patient safety. It acknowledges some ethical implications of these solutions, such as privacy violations, data inaccuracies, and challenges during implementation. Overall, the document analyzes a current healthcare problem and proposes a solution while discussing relevant ethical considerations.
Analyze a Current Health Care Problem or Issue.docxwrite22
The document provides instructions for an assignment to analyze a current health care problem or issue. Students are asked to write a 4-6 page paper identifying a problem, analyzing its causes and affected populations, discussing potential solutions and their implementation requirements, and analyzing the ethical implications of one proposed solution. The document provides topics to choose from, references for further research, and a scoring guide for evaluation.
NUR 3125 FNU WK5 Clinical Manifestations Physical Assessment Course Reflectio...bkbk37
This document provides guidelines for a course reflection assignment in an undergraduate nursing course. The reflection requires students to assess their preparation in 22 nursing competencies based on BSN Essentials. Students must discuss each competency using examples from course readings, discussions, and applications. The 3-6 page reflection is graded based on introduction, reflection content, conclusion, writing quality, and APA format. The reflection allows students to demonstrate meeting course outcomes of applying nursing processes and documenting with critical thinking skills.
This document outlines the components of a paper discussing the link between educational attainment and health issues:
1. The introduction provides context by establishing the population of focus (unskilled workers), defining key terms, and justifying the topic's importance.
2. The thesis states that high school dropouts have higher risks for physical and mental health problems later in life due to income deficits and susceptibility to depression.
3. The background surveys previous research on employment and healthcare histories as well as current education-employment connections.
4. Major points discuss how employment affects physical and mental health, and how financial problems relate to health.
5. Minor points provide specific examples and evidence to support each major point.
6.
This document provides information on a Personal Health course taught by Eudora Claw at the University of Nevada, Las Vegas in Fall 2015. The course is 3 credits and meets on Mondays and Wednesdays from 11:30-12:45pm in room CEB 205. The required textbook is listed. The course description states it will cover health principles applicable to college life including mental health, sexuality, substance abuse, nutrition, and environmental health. The course objectives are divided into knowledge, dispositions, and performances categories and describe concepts and skills students will gain in areas such as health definitions, risk factors, diseases, fitness, and nutrition. Requirements include attendance, public health news analyses, and a health reflection paper
This document provides guidelines for a course reflection assignment in a nursing program. Students are instructed to write a 3-6 page reflective essay discussing how well a clinical manifestations and physical assessment course has prepared them to conduct comprehensive patient assessments and recognize the relationship between genetics/genomics and health. The reflection should address 21 specific nursing competencies related to assessment, patient-centered care, evidence-based practice, quality and safety. Students are to use APA format and include an introduction, course reflection, and conclusion sections.
Assignment 1Positioning Statement and MottoUse the pro.docxdeanmtaylor1545
Assignment 1
Positioning Statement and Motto
Use the provided information, as well as your own research, to assess one (1) of the stated brands (Alfa Romeo Hewlett Packard, Subway, or Sony) by completing the questions below. At the end of the worksheet, be sure to develop a new positioning statement and motto for the brand you selected. Submit the completed template in the Week 4 assignment submission link.
Name:
Professor’s Name:
Course Title:
Date:
Company/Brand Selected (Alfa Romeo Hewlett Packard, Subway, or Sony):
1. Target Customers/Users
Who are the target customers for the company/brand? Make sure you tell why you selected each item that you did. (NOTE: DO NOT say “ANY, ALL, EVERYONE” you cannot target everyone, you must be specific)
Age Bracket: [Insert response]
Gender: [Insert response]
Income Bracket: [Insert response]
Education Level: [Insert response]
Lifestyle: [Insert response]
Psychographics (Interest, Hobbies, Past-times): [Insert response]
Values (What the customer values overall in life): [Insert response]
Other items you would segment up on: [Insert response]
How does the company currently reach its customers/users? What methods and media does the company use to currently reach the customers/users? What methods and media should the company use to currently reach the customers/users?
[Insert response]
What would grab the customers/users’ attention? Why do you think this will capture their attention?
[Insert response]
What do these target customers’ value from the business and its products? Why do you think they value these items?
[Insert response]
2. Competitors
Who are the brand’s competitors? Provide at least 3 competitors and tell why you selected each competitor.
Competitor 1: [Insert response]
Competitor 2: [Insert response]
Competitor 3: [Insert response]
What product category does the brand fit into? Why have you placed this brand into the product category that you did?
[Insert response]
What frame of reference (frame of mind) will customers use in making a choice to use/purchase this brand/service? What other brands/companies might customers compare this brand to (other than the top three identified above)?
[Insert response]
3. USP (Unique Selling Proposition) Creation
What is the brand’s uniqueness? Why do you think this is a key uniqueness for this business?
[Insert response]
What is the competitive advantage of the brand? How is it different from other competing brands? Why do you consider this a competitive advantage?
[Insert response]
What attributes or benefits does the brand have that dominate competitors? Why do you think they dominate?
[Insert response]
How is this brand/company better than its competitors? What is the brand’s USP (Unique Selling Proposition? Why have you decided upon this USP?
Unique Selling Proposition: [Insert response]
Defense of USP: [Insert response]
4. Positioning Statement & Motto
Develop a new positioning statement and motto for the brand you selected. Below is an.
Best Practices Addressing a Current Health Care Problem Research.docxwrite31
This document provides instructions for an assessment on researching best practices addressing a current healthcare problem. Students are asked to select a healthcare problem or issue, research scholarly literature on the topic, and create an annotated bibliography summarizing 4 peer-reviewed sources. The annotated bibliography should provide an overview of each source and discuss how it relates to the topic. Students are also asked to analyze what they learned from their research. The goal is for students to develop research skills to find credible evidence and best practices to support decisions in healthcare.
Developing A Health Care Perspective Letter.docxwrite5
This document analyzes patient safety issues in healthcare. It identifies the main causes of patient safety issues as diagnostic errors, contextual errors, and communication errors. It discusses how these errors can harm patients. The document proposes implementing electronic health records and improving communication between healthcare professionals as potential solutions to increase patient safety. It acknowledges some ethical implications of these solutions, such as privacy violations, data inaccuracies, and challenges during implementation. Overall, the document analyzes a current healthcare problem and proposes a solution while discussing relevant ethical considerations.
Analyze a Current Health Care Problem or Issue.docxwrite22
The document provides instructions for an assignment to analyze a current health care problem or issue. Students are asked to write a 4-6 page paper identifying a problem, analyzing its causes and affected populations, discussing potential solutions and their implementation requirements, and analyzing the ethical implications of one proposed solution. The document provides topics to choose from, references for further research, and a scoring guide for evaluation.
NUR 3125 FNU WK5 Clinical Manifestations Physical Assessment Course Reflectio...bkbk37
This document provides guidelines for a course reflection assignment in an undergraduate nursing course. The reflection requires students to assess their preparation in 22 nursing competencies based on BSN Essentials. Students must discuss each competency using examples from course readings, discussions, and applications. The 3-6 page reflection is graded based on introduction, reflection content, conclusion, writing quality, and APA format. The reflection allows students to demonstrate meeting course outcomes of applying nursing processes and documenting with critical thinking skills.
This document outlines the components of a paper discussing the link between educational attainment and health issues:
1. The introduction provides context by establishing the population of focus (unskilled workers), defining key terms, and justifying the topic's importance.
2. The thesis states that high school dropouts have higher risks for physical and mental health problems later in life due to income deficits and susceptibility to depression.
3. The background surveys previous research on employment and healthcare histories as well as current education-employment connections.
4. Major points discuss how employment affects physical and mental health, and how financial problems relate to health.
5. Minor points provide specific examples and evidence to support each major point.
6.
1
SYLLABUS
COURSE NUMBER: NUR 4286-DL-AD
COURSE TITLE: Nursing and The Aging Family.
COURSE CREDITS: 3 credits
PREREQUISITES: See student handbook
INSTRUCTOR: [email protected]
INSTRUCTOR’S EMAIL: Lisys Camacho, APRN, MSN
1. Text and Materials:
Touhy, T.A & Jett, K.F (2018). Ebersole and Hess' Gerontological Nursing. (5th ed.)
Author: Theris A. Touhy DNP CNS DPNAP , Kathleen F Jett PhD GNP-BC
ISBN: 9780323401678 - Publisher: Elsevier - (Not sold in FNU Bookstore)
Publication Manual American Psychological Association (APA) (6th ed.).
2009 ISBN: 978-1-4338-0561-5
2. Course Description: This course provides the skills for interventions,
evaluation and managing care of diverse older adults/families in a
multicultural global environment.
3. Learning outcomes:
• The students will identify the physiological process of aging.
• The students will be able to differentiate the adaptative human response
to the aging process.
• The student will be able to manage and care older adults and their
families.
4. Course Objectives: Upon completion of this course, the student will be able
to:
• Describe and develop comprehensive and focused assessments (physical,
psychosocial, developmental, spiritual, socioeconomic, and
environmental) of health and illness parameters of diverse older
adults/families.
• Evaluate holistic, patient-centered care that reflects an understanding of
genetics and genomics, pathophysiology, pharmacology, clinical
management, and ethical issues for older adults/families in
multicultural communities.
2
• Develop decision making skills, including the nursing process and
problem solving processes, to deliver evidence-based family-centered care
in the health promotion, maintenance, and restoration, disease and
injury prevention, and rehabilitation of health for older adults/families,
using developmentally and culturally appropriate approaches.
• Examine evidence-based practice guidelines/research, nursing theories,
and theories from other disciplines on aging that support the
identification of clinical problems, prioritization of activities,
implementation of nursing skills, and quality outcomes in the care of
older adults/families.
• Consider collaborative practice and patient education in managing
pharmacotherapeutics safely for older adults (e.g., prescription drugs
interacting with other drugs, over-the-counter agents,
complementary/alternative therapies, lifestyles and health practices,
dietary supplements, and food).
• Use inter- and intra- professional collaboration and communication to
develop plans of care for older adults/families that take into account
determinants of health, genetics and genomics, family functioning,
patient preferences, available resources, and the range of activities that
contribute to health promotion and the prevention of disease and injury.
• Differentiate older adult patient/family-centered transitions, i ...
Instructions below PLEASE READ!Healthcare System Paper (Us RelaLaticiaGrissomzz
Instructions below: PLEASE READ!
Healthcare System Paper (Us Related)
a. Research Healthcare Organization, Governance Model, Process and Outline (3-5
pages of content):
Provide the organization of the project, an overall introduction about the type of
healthcare organization along with a description of the typical governance model. Discuss
type of organization, location(s), what product or service they provide, and their vision,
mission, values. In addition, describe the governance model that the group will examine
and why it was chosen. Be sure to cite 5 or more sources including at least 3 academic
journal articles. (See the Grading Rubric in this syllabus.) .
b. Topic Opportunities and Threats (Challenges) (2-3 pages of content):
This part of the Group Project will examine both the internal and external issues related to
the governance models used in this type of organization.
This is often called the SWOT (Strengths, Weaknesses, Opportunities and Threats). You
will focus on Opportunities and Threats (Challenges)
c. Assessment and Recommendations (3-5 pages of content):
This assignment is two-fold. First provide a detailed assessment of the chosen governance
model based on the opportunities and challenges. Be sure to consider if the model is
working well or not. The second part of this deliverable is to make recommendations for
improving and/or sustaining the governance model in this type of organization.
d. Executive Summary Presentation:
Each group will present a summary of their research topic from the selection to
recommendations from the Group Consulting Project in a PowerPoint presentation at the
end of the course. The group will do a 30 minute overview of the project with
approximately 10 minutes of Q & A during the final session of the course. This is the
group’s vehicle for summarizing their findings with fellow classmates, and learning about
the processes they researched. Emphasis should be placed on the topic studied, model,
process, the distinctive aspects, and the recommendation section. Simply upload the
group’s presentation to the appropriate
g. Additional Considerations for the Group Research Project
Appropriate references: All sections of the group project must include library research,
and each group must use multiple sources as indicated in each section of the assignment
above. Most of these sources are to be published academic journal articles; others may be
organizational websites, government websites, or other reputable Internet sources and other
publications.
Concept Map (TEMPLATE)
Student Name:
Instructor:
DATE Care Provided and UNIT:
Patient Information
(1)
Patient Initials:
Age & Gender:
Height/Weight:
Code Status:
Living Will/ DPOA:
History of Present Illness (HPI), Pathophysiology of Admitting Dx (Cite References) Medical, Surgical, Social History (1).
WHAT BROUGHT THE PT TO THE HOSPITAL? WHAT EVENTS LEAD UP TO THIS? WHAT HAPPENED WHEN THEY GOT TO ...
Instructions below PLEASE READ!Healthcare System Paper (Us RelaTatianaMajor22
Instructions below: PLEASE READ!
Healthcare System Paper (Us Related)
a. Research Healthcare Organization, Governance Model, Process and Outline (3-5
pages of content):
Provide the organization of the project, an overall introduction about the type of
healthcare organization along with a description of the typical governance model. Discuss
type of organization, location(s), what product or service they provide, and their vision,
mission, values. In addition, describe the governance model that the group will examine
and why it was chosen. Be sure to cite 5 or more sources including at least 3 academic
journal articles. (See the Grading Rubric in this syllabus.) .
b. Topic Opportunities and Threats (Challenges) (2-3 pages of content):
This part of the Group Project will examine both the internal and external issues related to
the governance models used in this type of organization.
This is often called the SWOT (Strengths, Weaknesses, Opportunities and Threats). You
will focus on Opportunities and Threats (Challenges)
c. Assessment and Recommendations (3-5 pages of content):
This assignment is two-fold. First provide a detailed assessment of the chosen governance
model based on the opportunities and challenges. Be sure to consider if the model is
working well or not. The second part of this deliverable is to make recommendations for
improving and/or sustaining the governance model in this type of organization.
d. Executive Summary Presentation:
Each group will present a summary of their research topic from the selection to
recommendations from the Group Consulting Project in a PowerPoint presentation at the
end of the course. The group will do a 30 minute overview of the project with
approximately 10 minutes of Q & A during the final session of the course. This is the
group’s vehicle for summarizing their findings with fellow classmates, and learning about
the processes they researched. Emphasis should be placed on the topic studied, model,
process, the distinctive aspects, and the recommendation section. Simply upload the
group’s presentation to the appropriate
g. Additional Considerations for the Group Research Project
Appropriate references: All sections of the group project must include library research,
and each group must use multiple sources as indicated in each section of the assignment
above. Most of these sources are to be published academic journal articles; others may be
organizational websites, government websites, or other reputable Internet sources and other
publications.
Concept Map (TEMPLATE)
Student Name:
Instructor:
DATE Care Provided and UNIT:
Patient Information
(1)
Patient Initials:
Age & Gender:
Height/Weight:
Code Status:
Living Will/ DPOA:
History of Present Illness (HPI), Pathophysiology of Admitting Dx (Cite References) Medical, Surgical, Social History (1).
WHAT BROUGHT THE PT TO THE HOSPITAL? WHAT EVENTS LEAD UP TO THIS? WHAT HAPPENED WHEN THEY GOT TO ...
The document discusses strategies and opportunities for publishing scholarly work in medical education. It provides an overview of different types of publications including journals, conferences, and online venues. It also covers topics like the characteristics of educational scholarship, developing a research question, quantitative and qualitative research methods, and the peer review process. Authors are encouraged to disseminate their work to advance medical education.
GUIDELINEPURPOSE As you learned in NR302, before any nursing.docxshericehewat
GUIDELINE
PURPOSE
As you learned in NR302, before any nursing plan of care or intervention can be implemented or evaluated, the nurse conducts an assessment, collecting subjective and objective data from an individual. The data collected are used to determine areas of need or problems to be addressed by the nursing care plan. This assignment will focus on collecting both subjective and objective data, synthesizing the data, and identifying health and wellness priorities for the person. The purpose of the assignment is twofold.
• To recognize the interrelationships of subjective data (physiological, psychosocial, cultural and spiritual values, and developmental) and objective data (physical examination findings) in planning and implementing nursing care
• To reflect on the interactive process that takes place between the nurse and an individual while conducting a health assessment and a physical examination
COURSE OUTCOMES
CO1: CO1. Explain expected client behaviors while differentiating between normal findings, variations and abnormalities. (PO1)
CO 2: Utilize prior knowledge of theories and principles of nursing and related disciplines to integrate clinical judgment in professional decision-making and implementation of nursing process while obtaining a physical assessment. (POs 4, 8)
CO 3: Recognize the influence that developmental stages have on physical, psychosocial, cultural, and spiritual functioning. (PO 1)
CO 4: Utilize effective communication when performing a health assessment. (PO 3)
CO5: Demonstrate beginning skill in performing a complete physical examination using the techniques of inspection, palpation, percussion, and auscultation. (PO 2
CO 6: Identify teaching/learning needs from the health history of an individual. (POs 2, 5)
CO 7: Explore the professional responsibilities involved in conducting a comprehensive health assessment and providing appropriate documentation. (PO 6, 7)
PREPARING THE ASSIGNMENT
There are four graded parts to this assignment: (1) Obtain a health history and conduct a physical examination on an individual of your choosing (not a patient), (2) compile a health education needs assessment, (3) self-reflection, and (4) writing style and format.
Health History Assessment and Physical Assessment (50 points)
Using the following subjective and objective components, as well as your textbook for explicit details about each category, complete a health history and physical examination on an individual. You may choose to complete portions of this assignment as you obtain the health history and perform the physical examination associated with the body systems covered
NR304. Please be sure to avoid the use of any identifiers in preparing the assignment. Students may seek input from the course instructor on securing an individual for this assignment. Keep notes on each part of the health history and physical examination as you complete them so that you can refer to the notes as you write the paper ...
1 SYLLABUS COURSE NUMBER NUR 4286-DL-AD .docxjeremylockett77
This 3-credit online course provides an overview of caring for aging families. The course uses a nursing textbook and focuses on assessing, managing care, and promoting health for diverse older adults and their families. It is divided into 15 weekly modules that include assigned readings, discussions, and quizzes. Students must achieve learning objectives such as identifying the aging process and differentiating adaptive responses to aging. The syllabus outlines the course requirements, including discussion participation, weekly quizzes accounting for 30% of the grade, a midterm exam worth 20%, a final exam worth 20%, and a course reflection paper worth 10% of the final grade.
CASE STUDY RUBRIC MICROBIOLOGY For the Case Study assig.docxdrennanmicah
CASE STUDY RUBRIC MICROBIOLOGY
For the Case Study assignment the current pathogen selections may be requested by sending
an email to your instructor!
Assigned Case Study Problem:
You will create a case study for a microbial infection selected from the current pathogen list. Your case
study will be assembled using a detailed rubric (see below). Upon completion, you will submit your
case study to the Blackboard gradebook in Unit 5 and to SafeAssign.
How to create a case study
The case studies are meant to be an enjoyable, interesting, and informative assignment. This is your
chance to show that you understand the key teaching points about a microbe and to communicate
these points in a written format.
What information belongs in my case study?
Have at least 3-4 key referenced points in each of the five areas shown in the Case Study Information
Chart (see below). The left-hand heading in the chart suggests the type of information requested for the
pathogen. Outlines can be in whatever form you prefer (bullets/charts/outlines/diagrams or a mix). Be
sure to include two discussion questions (and provide complete answers) that you can incorporate
into your case study (place them at the end of your write-up). These questions should help connect your
case to other material in the course. For example, what other microbes have an A-B toxin? What other
viruses are transmitted by fecal-oral spread?
How much information should I provide for my case study?
For the Case Study, you are asked to provide at least the information requested in the chart below. The
boxed questions are suggestions for the minimum amount of information within each category. The
more detailed the information, the better the study. You may consult your textbook, CDC, WHO, Access
Medicine, Google Scholar, NCBI, WebMD, etc. to find the information. For example, if you perform a
Google search using the name of the pathogen and the word ‘vaccine’, you will find information on
current vaccines (if any), those in clinical trials, vaccines used only in animals, etc.
Case Study Information Chart
Typical Case What does a typical case look like? Use the standard format for a
patient presentation with chief complaint (CC), history of present illness
(HPI), key physical exam details (PE), lab findings, signature signs, and
any other important findings.
Description of the infectious
agent
If it is a bacterium, how is it classified? If it is a virus, what kind of
nucleic acid does it have? Does it target specific cellular types
(tropism)? Does it form a spore? Is it aerobic? Is it intracellular? Can it
only be grown in a specific type of media? How is it distinguished from
other members of the species? Does the pathogen have a significant
history with humans or animals?
Epidemiology What do you feel are the most important points about the
epidemiology of the disease? Incidence? Portal of entry? Source? Is it a
normal microb.
Running head RESEARCH CRITIQUE & PICOT - FINAL 16RE.docxtodd521
Running head: RESEARCH CRITIQUE & PICOT - FINAL 1
6
RESEARCH CRITIQUE & PICOT
Research Critique & PICOT Statement – Final Draft
Student’s Name
NRS-433V Introduction to Nursing Research
Grand Canyon University
Due Date
Research Critique & PICOT Statement - Final Draft
Give a brief introduction of this paper as it is the final draft. In this section include the names of the studies that were critiqued in the qualitative and quantitative sections below with the cited reference after the name of each study. The graded assignments from weeks one, two and three should be the basis for this assignment. The corrections made for all sections of those assignments according to the instructor’s comments should be clearly present. Do not include the instructor’s comments. Just make the corrections and put them in the proper places noted by the headings below. Throughout this paper, you should use spell check and grammar check always. Speak in the active voice and not a passive voice. Support statements with references. Use citations in all sections when references are made to the study or studies used in this paper. (Keep the word count between 1500 and 1750 words. Going outside of the word count will cause a 10% deduction of total points.)
Nursing Practice Problem and PICOT Statement
Nursing Practice Problem
State the practice problem that is relevant to nursing. This should be an extension of the PICOT question that was in the introduction of the literature Search on Week 1 of this class. The PICOT question should support the nursing practice problem with current research. Be clear, concise and relate the problem to nursing practice. State how current research supports this problem. Describe the relevant details and explain how the PICOT statement is linked or related to nursing practice. Current research must be used to show how the PICOT supports the nursing practice problem.
PICOT Statement
State the PICOT statement in a question. State the PICOT question using the format noted in the article on “EBP- Step-by-Step- Asking the Clinical Question: A Key Step in Evidence-Based Practice” by Stillwell, Fineout-Overhold & Melnyk (2010) found with the template for this assignment. Discuss the link betweenthe PICOT question, the nursing practice problem & evidence-based practice change how they are connected to relevant details supporting explanation.
Qualitative Study
Background of Study
Keep this section to just the criteria of the qualitative study. The clinical and research problem of the study, significance of the study, purpose of the study and main research question or hypothesis should be described briefly in this section.
Methods of Study
What qualitative methods were used to answer the research question stated above? Were there quantitative and qualitative studies of the literature review relevant to the focus of the study that were cited by the author? Were the references current? Were there weaknesses of the available studies us.
Bioethics Case Study1.1.Bioethics Case Study This assignment .docxmoirarandell
Bioethics Case Study
1.
1.Bioethics Case Study: This assignment asks you to examine a current ethical controversy case study. The paper is informal, but should be in APA style, and does not need an abstract or cover page. With a minimum of two pages and a maximum of four pages A reference page is needed. In-text citations should be in APA format. Papers will be graded on a 0 to 25-point scale.
Case Study in Primary care:
One hypothetical case study involves Jim a 54, year old patient who has recently diagnose with hypertension and his Creatinine and BUN laboratory results are elevated, if left untreated, will result in kidney failure. The patient refuses to take the medication because he said it will affect his sex life The NP must work with the patient to respect the fact that he doesn’t want the medication (autonomy), and needs to find a solution that would prevent him from going into kidney failure and other complications, which is in his best interest (beneficence). Although medications are the best choice, forcing the patient to accept the medication will result in probably patient leaving the care (non-maleficence). Finally, the NP needs to consider the impact that the patient’s choices might have on others if he starts to go into preventable kidney failure, he’ll need dialysis, which affects other people who need the same treatment (justice). So before making the final decision the NP must consider all four principles of health care ethics, which will help the NP make the choice that will have the best possible benefits for both the patient and society.
Questions?
1. What are the skills necessary for the provider to identify, address, and assess this clinical ethical issue?
2. What are the provider’s obligations when a patient discloses does he not intent to follow the treatment?
3. What are the ethical considerations in evaluating a patient’s failure to adhere to a prescribed therapy?
4. Will you terminate care for this patient? What are the implications?
Case Study Rubric
Criterion
Outstanding (25)
Very Good (22)
Average (18)
Unacceptable (15)
Score
Completeness
Complete in all respects; reflects all requirements
Complete in most respects; reflects most requirements
Incomplete many respects; reflects few requirements
Incomplete in most respects; does not reflect requirements
Understanding
Demonstrates excellent understanding of the topic(s) and issue(s)
Demonstrates an accomplished understanding of the topic(s) and issue(s)
Demonstrates an acceptable understanding of the topic(s) and issue(s)
Demonstrates an inadequate understanding of the topic(s) and issue(s)
Analysis
Presents an insightful and through analysis of the issue (s) identified
Presents a thorough analysis of most of the issue(s) identified
Presents a superficial analysis of some of the issue(s) identified
Presents an incomplete analysis of the issue(s) identified.
Evaluation
Makes appropriate and powerful connections between the issue(s) identified and the con.
After completing the processes from beginning to the.docxwrite4
Presenting findings is an important part of the public health field. Program evaluations are conducted to improve systems, address diseases, and create changes. It is crucial to present these findings to stakeholders, community leaders, and the public so others can learn. Public health professionals often present their findings through publications, conferences, or community meetings. Presenting research allows for societal improvements that benefit communities and systems. This document provides guidance for a public health educator to develop a 15-20 page research paper on a health issue or disease studied throughout a course. The paper should include descriptions of objectives and goals, the health problem, intervention strategies, planning, implementation, research methods, a budget, and two public health models aligned with the evaluation.
Topic 1 Disease ProcessFor a hypothetical patient who has tmaryettamckinnel
Topic 1: Disease Process
For a hypothetical patient who has the disease you selected, create a socioeconomic profile of your choice.
What is the level of this patient’s income, education, work experience, and cultural influences?
How might these socioeconomic factors influence his or her ability to access the necessary healthcare?
How can the patient engage in self-care practices, such as modifying diet and exercise, and understand the nature of the illness, treatment, and prognosis?
What healthcare services for this disease does the patient has access to?
Topic 2: Healthcare Profession
Identify the education and training of the healthcare professional you selected to study and answer the following:
What is the interface between this profession and other healthcare providers?
Who might their superior be in the healthcare network?
Who might their peers be? Colleagues? Subordinates?
What referral patterns might exist for this professional?
Remember this is a high stakes assignment. Review the rubric prior to completion to ensure you have covered all the necessary points.
Submission Details
Support your responses with examples.
Cite any sources in APA format.
Post your response to the Submissions Area by the due date assigned.
Submit your answers in a 4- to 5-page Microsoft Word document. Support your answers with appropriate examples and research. Cite all references in APA format.
Name your document SU_HCM2005_W3_A2_LastName_FirstInitial.doc.
...
NR‐222 HEALTH AND WELLNESS REQUIRED UNIFORM ASSIGNMENT HE.docxcherishwinsland
This document outlines the requirements for a health promotion project assignment in an NR-222 Health and Wellness course. Students must identify a health issue for a specific cultural population and age group, research the topic, and develop a 3-4 page paper and educational project. The paper must summarize 3 scholarly articles on the topic, discuss how the information relates to a Healthy People 2020 goal and the target population, and propose culturally appropriate health promotion approaches. Strict APA formatting and the use of TurnItIn are required. The assignment aims to apply health promotion concepts and cultural competency.
InstructionsFinal ProjectThe Final Project should demonstrat.docxJeniceStuckeyoo
Instructions
Final Project
The Final Project should demonstrate an understanding of the reading assignments, class discussions, your own research and the application of new knowledge. It should utilize previous skills developed in foundational health care courses and apply them within the context and viewpoint of a health care administrator and their role in managing health and human services.
For the Final Project, select one of the following topics and conduct scholarly and professional research while integrating the course’s learning outcomes to address a selected topic:
Research specific leadership and management traits and theories necessary for managing a multidisciplinary and multicultural health care organization to promote organizational effectiveness.
Present how strategic planning, performance improvement, and information systems are interrelated and fundamental to the delivery of quality health care.
Examine the financial characteristics of health care delivery along with managing costs, revenues, and human resources.
Analyze ethical and legal concepts, including specific federal regulations, required of health care organizations to ensure the delivery of high quality health care that protects patient safety.
Research Requirements
Academic research and papers must meet certain standards of quality that are recognized by the academic community. What constitutes quality academic research?
The use of primary (original), credible sources written by experts in the field of study.
Ensuring secondary sources are supported by research in primary sources.
Making sure all research is relevant and that material used is pertinent to the area of study.
In graduate work, the use of peer-reviewed journal articles (journal articles reviewed by recognized experts in the relevant field of study) is required.
Keep in mind that educational websites may be appropriate, in some cases, but should be evaluated carefully.
The Ashford University Library offers many excellent databases and other resources to assist you in conducting scholarly research.
What sources are not acceptable for academic research and referencing?
Encyclopedias
Dictionaries
Wikipedia, other wikis, or blogs
Websites and other sources that do not provide quality researched materials (e.g., they do not use credible sources to support the information in the document).
All research must reflect professional academic protocol and must be documented according to APA standards as outlined in the Ashford Writing Center.
Creating the Final Project
You may choose to present your research is the form of an eight- to ten-page research paper (excluding title and reference pages) or a comprehensive 10- to 15-slide PowerPoint presentation (excluding title and reference slides) with detailed speaker notes. In either case, the content of the assignment must include each of the elements listed below:
Introduction
Describe the issue. Include why it was selected, the perspective of your approac.
This document outlines the requirements for a nursing presentation assignment. It includes conducting a holistic health assessment of an older adult and creating a teaching plan based on the assessment. The presentation must address general health history, physiological, psychological, social, cultural, developmental, and spiritual assessments. It also requires identifying an abnormality, its impacts and coping mechanisms. The teaching plan must include goals and teaching strategies for physical, psychological, social, cultural, developmental and spiritual health. Best practices for PowerPoint are to be followed and the presentation must be supported by at least four scholarly sources using APA style referencing.
Chamberlain College of Nursing NR304 Health Assessment II .docxsleeperharwell
This document provides guidelines for a required uniform assignment in a health assessment course. Students are instructed to obtain a health history and conduct a physical examination on an individual, identifying at least two health education needs based on the assessment. They must also locate two peer-reviewed articles supporting the identified needs. Finally, students must write a reflection describing their experience completing the assignment. The assignment will be graded based on thoroughness of the health history and physical exam, appropriateness of the identified needs and supporting evidence, and quality of the written reflection.
Lecture note on demographic transition.pdfOyiachegbanh
This document outlines the course objectives, competencies, and structure for a graduate level public health fundamentals course. The course provides an overview of the field of public health, including the history, core functions, tools of inquiry, and government's role in health. It covers key areas like epidemiology, health promotion, environmental health, and healthcare administration. Students will analyze health problems, discuss means to achieve health equity, and apply knowledge to prevention strategies, policy recommendations, and research. The course aims to introduce students to the breadth of public health and lay the groundwork for future coursework and specialty areas. Students will be evaluated based on attendance, participation, and assignments related to readings, films, and lecture materials.
NR228 Nutrition, Health and Wellness Guidelines for Discussion.docxpoulterbarbara
NR228 Nutrition, Health and Wellness
Guidelines for Discussion on Culture & Nutrition.
Purpose
In this assignment students will explore the powerful connection and influence of culture on nutrition and health. The purpose is to emphasize that culture influences our values, beliefs and practices related to nutrition. Evidence base research shows that by understanding the nutrition habits specific to a cultural group the nurse can individualize the care of the patients. Which certainly facilitates patient wellbeing and health.
Each group of students will choose a culture and explore concepts such as why it is significant for health professional to understand the importance of culture on nutrition.
The purpose of this project is not to stereotype or make assumptions about a person based on his or her culture. But to enhance cultural awareness and individualize patient care.
Course Outcomes
This assignment enables the student to meet the following course outcomes:
1. CO1. Discuss the cultural implications of food on nutritional status of different ethnic groups. (POs 1, 2, 4, and 6)
2. CO2. Describe the significance of the role of nurse in assessing nutritional status of clients belonging to different culture. (POs 1, 3, 4, 8 and 11)
Due Date
See the Course Calendar for due dates. Students are required to post their discussion on canvas to open a robust discussion on the relationship between culture and nutrition.
Points Possible: 80 points
Requirements
1. As a group, choose a culture from the list provided. Focus is on researching and understanding the ethnic group or culture and their nutritional practices.
2. If you wish to research a culture which is not on the list kindly review your choice with your instructor to assure the choice is feasible for this assignment.
3. Research the approved culture using books, websites, journal articles, or any other reputable source.
Use at least three (3) reliable sources.
4. As a group, you will share your findings and research and post it on canvas. As with all group projects, each member is expected to participate in the preparation of this discussion.
Each group will discuss at least 5 of the following 13 concepts:
1. Why it is imperative for health professionals to understand cultural diversity?
2. Health beliefs and practices of cultural group (you selected) related to nutrition.
3. Why the nurse should understands the deep connection and influence of culture on an individual's food intake, attitudes, behaviors and health?
4. How does this specific culture define health?
5. What foods are commonly eaten in this cultural group?
6. When, how, and with whom foods are eaten. (Timing, frequency of meals. Family dinners)
7. Which foods are eaten on holidays, celebrations or special occasions?
8. Are there any restrictions? Is there fasting?
9. Are there common practices to maintain health (Jews do not mix diary with meet, Halal meat for Muslim patients)
10. How do they treat the sick (herb ...
IRM 3305 Risk Management Theory and PracticeFall 2014Proje.docxmariuse18nolet
IRM 3305 Risk Management Theory and Practice
Fall 2014
Project Requirements:
I. Teams
a. 16 Students split into 3 teams .
II. Weighting
a. The Project is 30% of your grade.
i. The presentation will be attended by Dr. Braniff as well as industry professionals and representatives of the National Alliance.
ii. Start divvying up duties now – last minute work shows during the presentation.
iii. Practice! Practice! Practice! - part of your grade has to do with the presentation having been rehearsed.
iv. This is a PROFESSIONAL presentation – since we’ll most likely have outsiders joining us, presenters must dress in a professional manner (no jeans, proper professional attire).
v. This presentation should mimic what you would be comfortable presenting to your board of directors and your CFO, etc.
vi. You will be graded on the information presented, as well as the professionalism of your presentation and your team assessment.
III. Project Components:
a. Executive Summary of your findings. The purpose of the executive summary is to summarize key points.
i. Should include bulleted key points
ii. Should include 1-3 graphs for visualization
iii. No more than 3 pages (including graphs)
iv. Make the summary part of the Power Point Presentation
b. Power Point Presentation
i. A visual presentation of the questions given to you for the project.
ii. Needs to show application of information learned in class, not just a regurgitation of the questions and answers, I want to see critical thinking.
iii. Presentations will occur on Monday, Nov 30 No exceptions, you MUST be present. Each group will present during this time (up to 30 minutes per group, at least 15).
iv. ALL team members must present a portion of the project.
c. All of the presentation documents need to be submitted to me. If you did not answer all
of the questions in your power point presentation, I need to receive the answers in a document.
IRM 3305 Risk Management Theory and Practice
Group Project
October 16, 2015
The Pebbles, Inc.
GENERAL
The Pebbles, Inc. (the “Company) is a casino & resort operating company based in Las Vegas, Nevada, USA. The Company’s resorts feature high-end accommodations, gaming and entertainment, convention and exhibition facilities, celebrity chef restaurants, and clubs. In the past several years, the Company has decided to add a couple of other types of businesses, the most profitable being the Spinout School of Racing in Monte Carlo and the Big Shark Surfing School in Sydney. The current primary properties are listed below:
LAS VEGAS, NEVADA
The Big Gambler Resort-Hotel-Casino
- 05/03/1999
Non-Gambler Expo & Convention Ctr.
- 02/01/2002
Pebbles Resort-Hotel-Casino
- 12/30/2007
MONTE CARLO, MONACO
Pebbles, Monte Carlo – Resort-Hotel-Casino
- 05/18/2004
Spinout School of Racing
- 06/14/2009
SYDNEY, AUSTRALIA
Pebbles, Sydney – ResortHotel-Casino
- 04/27/2010
Big Shark Surfing School
- 04/27/2014
LAS VEGAS, NEVADA.
Ironwood Company manufactures cast-iron barbeque cookware. During .docxmariuse18nolet
Ironwood Company manufactures cast-iron barbeque cookware. During a recent windstorm, it lost some of its accounting records. Ironwood has managed to reconstruct portions of its standard cost system database but is still missing a few pieces of information.
Required:
Use the information in the table to determine the unknown amounts. You may assume that Ironwood does not keep any raw material on hand.
2. Lamp Light Limited (LLL) manufactures lampshades. It applies variable overhead on the basis of directlabor hours. Information from LLL's standard cost card follows:
During August, LLL had the following actual results:
Units produced and sold 24,800
Actual variable overhead $9,470
Actual direct labor hours 15,800
Required:
Compute LLL's variable overhead rate variance, variable overhead efficiency variance, and over or under applied variable overhead.
Variable Overhead Rate Variance
Variable Overhead Efficiency Variance
Variable Overhead Spending Variance
3. Olive Company makes silver belt buckles. The company's master budget appears in the first column of the table.
Required:
Complete the table by preparing Olive's flexible budget for Rs.5,700, 7,700 and 8,700 units.
Ironwood Company manufactures cast
-
iron barbeque cookware. During a recent w
indstorm, it lost
some of its accounting records. Ironwood has managed to reconstruct portions of its standard cost
system database but is still missing a few pieces of information.
Required:
Use the information in the table to dete
r
mine the unknown amount
s. You may assume that Ironwood
does not keep any raw material on hand.
2.
Lamp Light Limited (LLL) manufactures lampshades. It applies variable overhead on the basis of
directlabor hours. Information from LLL's standard cost card follows:
During August, L
LL had the following actual results:
Units produced and sold 24,800
Actual variable overhead $9,470
Actual direct labor hours 15,800
Required:
Compute LLL's variable overhead rate variance, variable overhead efficiency variance, and over or under
a
pplied variable overhead.
Variable Overhead Rate Variance
Variable Overhead
Efficiency
Variance
Variable Overhead
Spending
Variance
3.
Olive Company makes silver belt buckles. The company's master budget appears in the first column of
the table.
Required:
Ironwood Company manufactures cast-iron barbeque cookware. During a recent windstorm, it lost
some of its accounting records. Ironwood has managed to reconstruct portions of its standard cost
system database but is still missing a few pieces of information.
Required:
Use the information in the table to determine the unknown amounts. You may assume that Ironwood
does not keep any raw material on hand.
2. Lamp Light Limited (LLL) manufactures lampshades. It applies variable overhead on the basis of
directlabor hours. Information from LLL's standard cost card follows:
During August, LLL had the following actual results:
Units prod.
IRM 3305 Risk Management Theory and PracticeGroup Project.docxmariuse18nolet
IRM 3305 Risk Management Theory and Practice
Group Project
October 16, 2015
The Pebbles, Inc.
GENERAL
The Pebbles, Inc. (the “Company) is a casino & resort operating company based in Las Vegas, Nevada, USA. The Company’s resorts feature high-end accommodations, gaming and entertainment, convention and exhibition facilities, celebrity chef restaurants, and clubs. In the past several years, the Company has decided to add a couple of other types of businesses, the most profitable being the Spinout School of Racing in Monte Carlo and the Big Shark Surfing School in Sydney. The current primary properties are listed below:
LAS VEGAS, NEVADA
The Big Gambler Resort-Hotel-Casino
- 05/03/1999
Non-Gambler Expo & Convention Ctr.
- 02/01/2002
Pebbles Resort-Hotel-Casino
- 12/30/2007
MONTE CARLO, MONACO
Pebbles, Monte Carlo – Resort-Hotel-Casino
- 05/18/2004
Spinout School of Racing
- 06/14/2009
SYDNEY, AUSTRALIA
Pebbles, Sydney – ResortHotel-Casino
- 04/27/2010
Big Shark Surfing School
- 04/27/2014
LAS VEGAS, NEVADA
The Big Gambler Resort, Hotel & Casino is the pride and joy of Pebbles, Inc. There are over seven thousand spacious suites, designer shopping, world-class dining, and incredible entertainment. The location also includes a theatre where very well-known acts perform year round. The venue has an estimated seating capacity of 5,000. Typically, the theatre books a resident performer for 9-12 months at a time. Most recently, they signed on Brianne Smalle – a chart topping twenty-five year old pop sensation – to begin performing in the next 30 days. Unfortunately, Brianne has just been arrested after a multi-state car chase. To make matters worse, when she was finally stopped, the police found proof of major involvement in an international drug ring. In addition to her charges of DUI, she is now being accused of various charges related to the drug ring including money laundering, drug trafficking, human trafficking, kidnap and murder.
The Non-Gambler Expo & Convention Center was opened in 2002 to respond to the demands of the city. The Expo & Convention Center boasts over 2 million square feet with exhibit space of 1.5 million square feet. The location is central and is walking distance from over 100,000 guest rooms. The Convention Center is in the process of undergoing major renovations in order to accommodate the technology needs and desires of their guests and vendors. The intention was to complete the renovations by the end of the summer. Unfortunately, the main contractor, Trust Us Construction, is three months behind schedule due to the main project manager’s recent problems with gambling addiction. The convention center has a major exposition scheduled in two weeks for Fine China and Crystal of The World. The owner of the Center is convinced that the expo will go on as planned, confident that spare boards, exposed cords, drilling, hammering and multiple construction workers walking through the ex.
Iranian Women and GenderRelations in Los AngelesNAYEREH .docxmariuse18nolet
Iranian Women and Gender
Relations in Los Angeles
NAYEREH TOHIDI
In California, the popular face of immigration tends to be either Latin American or
Asian, but large numbers of immigrants who come from other regions in the world,
especially the Near East, have been quietly reshaping California demography. In this
study, Nayereh Tohidi focuses on the Iranians who have come to Los Angeles in the
wake of the 1979 Iranian revolution, largely middle- and upper-middle-class Tehrani-
ans who have fled the repressive policies of the current post-Shah, fundamentalist
regime. But American freedoms have offered particular challenges to Iranian immi-
grants, especially women, who tend to have "more egalitarian views of marital roles
than Iranian men," in Tohidi's words, a "discrepancy" that has led to "new conflicts
between the sexes." Thus, Iranian women immigrants are at once freer than their
sisters in Iran, more conflicted, and more in need of a "new identity acceptable to
their ethnic community and appropriate to the realities of their host country." Tohidi
is an associate professor of women's studies at California State University, Northridge.
She directs a new program in Islamic Community Studies at CSUN and is also a re-
search associate at the Center for Near Eastern Studies at the University of Califor-
nia, Los Angeles. Tohidi's publications include Feminism, Democracy, and Islamism in
Iran (1996), Women in Muslim Societies: Diversity within Unity (1998), and Global-
ization, Gender, and Religion: The Politics of Women's Rights in Catholic and Muslim
Contexts (2001).
I mmigration is a major life change, and the process of adapting to a newsociety can be extremely stressful, especially when the new environ-
ment is drastically different from the old. There is evidence that the im-
pact of migration on women and their roles differs from the impact of
the same process on men (Espin 1987; Salgado de Snyder 1987). The mi-
gration literature is not conclusive, however, about whether the overall
effect is positive or negative. Despite all the trauma and stress associated
with migration, some people perceive it as emancipatory, especially for
women coming from environments where adherence to traditional gen-
der roles is of primary importance. As [one researcher] said, "When the
traditional organization of society breaks down as a result of contact and
collision .. . the effect is, so to speak, to emancipate the individual man.
Energies that were formerly controlled by custom and tradition are re-
leased" (Furio 1979, 18).
My own observations of Iranians in Los Angeles over the past eight
years, as well as survey research I carried out in 1990,1 reveal that Iranian
1 This article draws on a survey of a sample of 134 Iranian immigrants in Los Angeles, 83
females and 51 males, and on interviews with a smaller sample of women and men.
149
1 50 The Great Migration: Immigrants in California History
women immigrants in Los Angeles are a homogeneou.
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SYLLABUS
COURSE NUMBER: NUR 4286-DL-AD
COURSE TITLE: Nursing and The Aging Family.
COURSE CREDITS: 3 credits
PREREQUISITES: See student handbook
INSTRUCTOR: [email protected]
INSTRUCTOR’S EMAIL: Lisys Camacho, APRN, MSN
1. Text and Materials:
Touhy, T.A & Jett, K.F (2018). Ebersole and Hess' Gerontological Nursing. (5th ed.)
Author: Theris A. Touhy DNP CNS DPNAP , Kathleen F Jett PhD GNP-BC
ISBN: 9780323401678 - Publisher: Elsevier - (Not sold in FNU Bookstore)
Publication Manual American Psychological Association (APA) (6th ed.).
2009 ISBN: 978-1-4338-0561-5
2. Course Description: This course provides the skills for interventions,
evaluation and managing care of diverse older adults/families in a
multicultural global environment.
3. Learning outcomes:
• The students will identify the physiological process of aging.
• The students will be able to differentiate the adaptative human response
to the aging process.
• The student will be able to manage and care older adults and their
families.
4. Course Objectives: Upon completion of this course, the student will be able
to:
• Describe and develop comprehensive and focused assessments (physical,
psychosocial, developmental, spiritual, socioeconomic, and
environmental) of health and illness parameters of diverse older
adults/families.
• Evaluate holistic, patient-centered care that reflects an understanding of
genetics and genomics, pathophysiology, pharmacology, clinical
management, and ethical issues for older adults/families in
multicultural communities.
2
• Develop decision making skills, including the nursing process and
problem solving processes, to deliver evidence-based family-centered care
in the health promotion, maintenance, and restoration, disease and
injury prevention, and rehabilitation of health for older adults/families,
using developmentally and culturally appropriate approaches.
• Examine evidence-based practice guidelines/research, nursing theories,
and theories from other disciplines on aging that support the
identification of clinical problems, prioritization of activities,
implementation of nursing skills, and quality outcomes in the care of
older adults/families.
• Consider collaborative practice and patient education in managing
pharmacotherapeutics safely for older adults (e.g., prescription drugs
interacting with other drugs, over-the-counter agents,
complementary/alternative therapies, lifestyles and health practices,
dietary supplements, and food).
• Use inter- and intra- professional collaboration and communication to
develop plans of care for older adults/families that take into account
determinants of health, genetics and genomics, family functioning,
patient preferences, available resources, and the range of activities that
contribute to health promotion and the prevention of disease and injury.
• Differentiate older adult patient/family-centered transitions, i ...
Instructions below PLEASE READ!Healthcare System Paper (Us RelaLaticiaGrissomzz
Instructions below: PLEASE READ!
Healthcare System Paper (Us Related)
a. Research Healthcare Organization, Governance Model, Process and Outline (3-5
pages of content):
Provide the organization of the project, an overall introduction about the type of
healthcare organization along with a description of the typical governance model. Discuss
type of organization, location(s), what product or service they provide, and their vision,
mission, values. In addition, describe the governance model that the group will examine
and why it was chosen. Be sure to cite 5 or more sources including at least 3 academic
journal articles. (See the Grading Rubric in this syllabus.) .
b. Topic Opportunities and Threats (Challenges) (2-3 pages of content):
This part of the Group Project will examine both the internal and external issues related to
the governance models used in this type of organization.
This is often called the SWOT (Strengths, Weaknesses, Opportunities and Threats). You
will focus on Opportunities and Threats (Challenges)
c. Assessment and Recommendations (3-5 pages of content):
This assignment is two-fold. First provide a detailed assessment of the chosen governance
model based on the opportunities and challenges. Be sure to consider if the model is
working well or not. The second part of this deliverable is to make recommendations for
improving and/or sustaining the governance model in this type of organization.
d. Executive Summary Presentation:
Each group will present a summary of their research topic from the selection to
recommendations from the Group Consulting Project in a PowerPoint presentation at the
end of the course. The group will do a 30 minute overview of the project with
approximately 10 minutes of Q & A during the final session of the course. This is the
group’s vehicle for summarizing their findings with fellow classmates, and learning about
the processes they researched. Emphasis should be placed on the topic studied, model,
process, the distinctive aspects, and the recommendation section. Simply upload the
group’s presentation to the appropriate
g. Additional Considerations for the Group Research Project
Appropriate references: All sections of the group project must include library research,
and each group must use multiple sources as indicated in each section of the assignment
above. Most of these sources are to be published academic journal articles; others may be
organizational websites, government websites, or other reputable Internet sources and other
publications.
Concept Map (TEMPLATE)
Student Name:
Instructor:
DATE Care Provided and UNIT:
Patient Information
(1)
Patient Initials:
Age & Gender:
Height/Weight:
Code Status:
Living Will/ DPOA:
History of Present Illness (HPI), Pathophysiology of Admitting Dx (Cite References) Medical, Surgical, Social History (1).
WHAT BROUGHT THE PT TO THE HOSPITAL? WHAT EVENTS LEAD UP TO THIS? WHAT HAPPENED WHEN THEY GOT TO ...
Instructions below PLEASE READ!Healthcare System Paper (Us RelaTatianaMajor22
Instructions below: PLEASE READ!
Healthcare System Paper (Us Related)
a. Research Healthcare Organization, Governance Model, Process and Outline (3-5
pages of content):
Provide the organization of the project, an overall introduction about the type of
healthcare organization along with a description of the typical governance model. Discuss
type of organization, location(s), what product or service they provide, and their vision,
mission, values. In addition, describe the governance model that the group will examine
and why it was chosen. Be sure to cite 5 or more sources including at least 3 academic
journal articles. (See the Grading Rubric in this syllabus.) .
b. Topic Opportunities and Threats (Challenges) (2-3 pages of content):
This part of the Group Project will examine both the internal and external issues related to
the governance models used in this type of organization.
This is often called the SWOT (Strengths, Weaknesses, Opportunities and Threats). You
will focus on Opportunities and Threats (Challenges)
c. Assessment and Recommendations (3-5 pages of content):
This assignment is two-fold. First provide a detailed assessment of the chosen governance
model based on the opportunities and challenges. Be sure to consider if the model is
working well or not. The second part of this deliverable is to make recommendations for
improving and/or sustaining the governance model in this type of organization.
d. Executive Summary Presentation:
Each group will present a summary of their research topic from the selection to
recommendations from the Group Consulting Project in a PowerPoint presentation at the
end of the course. The group will do a 30 minute overview of the project with
approximately 10 minutes of Q & A during the final session of the course. This is the
group’s vehicle for summarizing their findings with fellow classmates, and learning about
the processes they researched. Emphasis should be placed on the topic studied, model,
process, the distinctive aspects, and the recommendation section. Simply upload the
group’s presentation to the appropriate
g. Additional Considerations for the Group Research Project
Appropriate references: All sections of the group project must include library research,
and each group must use multiple sources as indicated in each section of the assignment
above. Most of these sources are to be published academic journal articles; others may be
organizational websites, government websites, or other reputable Internet sources and other
publications.
Concept Map (TEMPLATE)
Student Name:
Instructor:
DATE Care Provided and UNIT:
Patient Information
(1)
Patient Initials:
Age & Gender:
Height/Weight:
Code Status:
Living Will/ DPOA:
History of Present Illness (HPI), Pathophysiology of Admitting Dx (Cite References) Medical, Surgical, Social History (1).
WHAT BROUGHT THE PT TO THE HOSPITAL? WHAT EVENTS LEAD UP TO THIS? WHAT HAPPENED WHEN THEY GOT TO ...
The document discusses strategies and opportunities for publishing scholarly work in medical education. It provides an overview of different types of publications including journals, conferences, and online venues. It also covers topics like the characteristics of educational scholarship, developing a research question, quantitative and qualitative research methods, and the peer review process. Authors are encouraged to disseminate their work to advance medical education.
GUIDELINEPURPOSE As you learned in NR302, before any nursing.docxshericehewat
GUIDELINE
PURPOSE
As you learned in NR302, before any nursing plan of care or intervention can be implemented or evaluated, the nurse conducts an assessment, collecting subjective and objective data from an individual. The data collected are used to determine areas of need or problems to be addressed by the nursing care plan. This assignment will focus on collecting both subjective and objective data, synthesizing the data, and identifying health and wellness priorities for the person. The purpose of the assignment is twofold.
• To recognize the interrelationships of subjective data (physiological, psychosocial, cultural and spiritual values, and developmental) and objective data (physical examination findings) in planning and implementing nursing care
• To reflect on the interactive process that takes place between the nurse and an individual while conducting a health assessment and a physical examination
COURSE OUTCOMES
CO1: CO1. Explain expected client behaviors while differentiating between normal findings, variations and abnormalities. (PO1)
CO 2: Utilize prior knowledge of theories and principles of nursing and related disciplines to integrate clinical judgment in professional decision-making and implementation of nursing process while obtaining a physical assessment. (POs 4, 8)
CO 3: Recognize the influence that developmental stages have on physical, psychosocial, cultural, and spiritual functioning. (PO 1)
CO 4: Utilize effective communication when performing a health assessment. (PO 3)
CO5: Demonstrate beginning skill in performing a complete physical examination using the techniques of inspection, palpation, percussion, and auscultation. (PO 2
CO 6: Identify teaching/learning needs from the health history of an individual. (POs 2, 5)
CO 7: Explore the professional responsibilities involved in conducting a comprehensive health assessment and providing appropriate documentation. (PO 6, 7)
PREPARING THE ASSIGNMENT
There are four graded parts to this assignment: (1) Obtain a health history and conduct a physical examination on an individual of your choosing (not a patient), (2) compile a health education needs assessment, (3) self-reflection, and (4) writing style and format.
Health History Assessment and Physical Assessment (50 points)
Using the following subjective and objective components, as well as your textbook for explicit details about each category, complete a health history and physical examination on an individual. You may choose to complete portions of this assignment as you obtain the health history and perform the physical examination associated with the body systems covered
NR304. Please be sure to avoid the use of any identifiers in preparing the assignment. Students may seek input from the course instructor on securing an individual for this assignment. Keep notes on each part of the health history and physical examination as you complete them so that you can refer to the notes as you write the paper ...
1 SYLLABUS COURSE NUMBER NUR 4286-DL-AD .docxjeremylockett77
This 3-credit online course provides an overview of caring for aging families. The course uses a nursing textbook and focuses on assessing, managing care, and promoting health for diverse older adults and their families. It is divided into 15 weekly modules that include assigned readings, discussions, and quizzes. Students must achieve learning objectives such as identifying the aging process and differentiating adaptive responses to aging. The syllabus outlines the course requirements, including discussion participation, weekly quizzes accounting for 30% of the grade, a midterm exam worth 20%, a final exam worth 20%, and a course reflection paper worth 10% of the final grade.
CASE STUDY RUBRIC MICROBIOLOGY For the Case Study assig.docxdrennanmicah
CASE STUDY RUBRIC MICROBIOLOGY
For the Case Study assignment the current pathogen selections may be requested by sending
an email to your instructor!
Assigned Case Study Problem:
You will create a case study for a microbial infection selected from the current pathogen list. Your case
study will be assembled using a detailed rubric (see below). Upon completion, you will submit your
case study to the Blackboard gradebook in Unit 5 and to SafeAssign.
How to create a case study
The case studies are meant to be an enjoyable, interesting, and informative assignment. This is your
chance to show that you understand the key teaching points about a microbe and to communicate
these points in a written format.
What information belongs in my case study?
Have at least 3-4 key referenced points in each of the five areas shown in the Case Study Information
Chart (see below). The left-hand heading in the chart suggests the type of information requested for the
pathogen. Outlines can be in whatever form you prefer (bullets/charts/outlines/diagrams or a mix). Be
sure to include two discussion questions (and provide complete answers) that you can incorporate
into your case study (place them at the end of your write-up). These questions should help connect your
case to other material in the course. For example, what other microbes have an A-B toxin? What other
viruses are transmitted by fecal-oral spread?
How much information should I provide for my case study?
For the Case Study, you are asked to provide at least the information requested in the chart below. The
boxed questions are suggestions for the minimum amount of information within each category. The
more detailed the information, the better the study. You may consult your textbook, CDC, WHO, Access
Medicine, Google Scholar, NCBI, WebMD, etc. to find the information. For example, if you perform a
Google search using the name of the pathogen and the word ‘vaccine’, you will find information on
current vaccines (if any), those in clinical trials, vaccines used only in animals, etc.
Case Study Information Chart
Typical Case What does a typical case look like? Use the standard format for a
patient presentation with chief complaint (CC), history of present illness
(HPI), key physical exam details (PE), lab findings, signature signs, and
any other important findings.
Description of the infectious
agent
If it is a bacterium, how is it classified? If it is a virus, what kind of
nucleic acid does it have? Does it target specific cellular types
(tropism)? Does it form a spore? Is it aerobic? Is it intracellular? Can it
only be grown in a specific type of media? How is it distinguished from
other members of the species? Does the pathogen have a significant
history with humans or animals?
Epidemiology What do you feel are the most important points about the
epidemiology of the disease? Incidence? Portal of entry? Source? Is it a
normal microb.
Running head RESEARCH CRITIQUE & PICOT - FINAL 16RE.docxtodd521
Running head: RESEARCH CRITIQUE & PICOT - FINAL 1
6
RESEARCH CRITIQUE & PICOT
Research Critique & PICOT Statement – Final Draft
Student’s Name
NRS-433V Introduction to Nursing Research
Grand Canyon University
Due Date
Research Critique & PICOT Statement - Final Draft
Give a brief introduction of this paper as it is the final draft. In this section include the names of the studies that were critiqued in the qualitative and quantitative sections below with the cited reference after the name of each study. The graded assignments from weeks one, two and three should be the basis for this assignment. The corrections made for all sections of those assignments according to the instructor’s comments should be clearly present. Do not include the instructor’s comments. Just make the corrections and put them in the proper places noted by the headings below. Throughout this paper, you should use spell check and grammar check always. Speak in the active voice and not a passive voice. Support statements with references. Use citations in all sections when references are made to the study or studies used in this paper. (Keep the word count between 1500 and 1750 words. Going outside of the word count will cause a 10% deduction of total points.)
Nursing Practice Problem and PICOT Statement
Nursing Practice Problem
State the practice problem that is relevant to nursing. This should be an extension of the PICOT question that was in the introduction of the literature Search on Week 1 of this class. The PICOT question should support the nursing practice problem with current research. Be clear, concise and relate the problem to nursing practice. State how current research supports this problem. Describe the relevant details and explain how the PICOT statement is linked or related to nursing practice. Current research must be used to show how the PICOT supports the nursing practice problem.
PICOT Statement
State the PICOT statement in a question. State the PICOT question using the format noted in the article on “EBP- Step-by-Step- Asking the Clinical Question: A Key Step in Evidence-Based Practice” by Stillwell, Fineout-Overhold & Melnyk (2010) found with the template for this assignment. Discuss the link betweenthe PICOT question, the nursing practice problem & evidence-based practice change how they are connected to relevant details supporting explanation.
Qualitative Study
Background of Study
Keep this section to just the criteria of the qualitative study. The clinical and research problem of the study, significance of the study, purpose of the study and main research question or hypothesis should be described briefly in this section.
Methods of Study
What qualitative methods were used to answer the research question stated above? Were there quantitative and qualitative studies of the literature review relevant to the focus of the study that were cited by the author? Were the references current? Were there weaknesses of the available studies us.
Bioethics Case Study1.1.Bioethics Case Study This assignment .docxmoirarandell
Bioethics Case Study
1.
1.Bioethics Case Study: This assignment asks you to examine a current ethical controversy case study. The paper is informal, but should be in APA style, and does not need an abstract or cover page. With a minimum of two pages and a maximum of four pages A reference page is needed. In-text citations should be in APA format. Papers will be graded on a 0 to 25-point scale.
Case Study in Primary care:
One hypothetical case study involves Jim a 54, year old patient who has recently diagnose with hypertension and his Creatinine and BUN laboratory results are elevated, if left untreated, will result in kidney failure. The patient refuses to take the medication because he said it will affect his sex life The NP must work with the patient to respect the fact that he doesn’t want the medication (autonomy), and needs to find a solution that would prevent him from going into kidney failure and other complications, which is in his best interest (beneficence). Although medications are the best choice, forcing the patient to accept the medication will result in probably patient leaving the care (non-maleficence). Finally, the NP needs to consider the impact that the patient’s choices might have on others if he starts to go into preventable kidney failure, he’ll need dialysis, which affects other people who need the same treatment (justice). So before making the final decision the NP must consider all four principles of health care ethics, which will help the NP make the choice that will have the best possible benefits for both the patient and society.
Questions?
1. What are the skills necessary for the provider to identify, address, and assess this clinical ethical issue?
2. What are the provider’s obligations when a patient discloses does he not intent to follow the treatment?
3. What are the ethical considerations in evaluating a patient’s failure to adhere to a prescribed therapy?
4. Will you terminate care for this patient? What are the implications?
Case Study Rubric
Criterion
Outstanding (25)
Very Good (22)
Average (18)
Unacceptable (15)
Score
Completeness
Complete in all respects; reflects all requirements
Complete in most respects; reflects most requirements
Incomplete many respects; reflects few requirements
Incomplete in most respects; does not reflect requirements
Understanding
Demonstrates excellent understanding of the topic(s) and issue(s)
Demonstrates an accomplished understanding of the topic(s) and issue(s)
Demonstrates an acceptable understanding of the topic(s) and issue(s)
Demonstrates an inadequate understanding of the topic(s) and issue(s)
Analysis
Presents an insightful and through analysis of the issue (s) identified
Presents a thorough analysis of most of the issue(s) identified
Presents a superficial analysis of some of the issue(s) identified
Presents an incomplete analysis of the issue(s) identified.
Evaluation
Makes appropriate and powerful connections between the issue(s) identified and the con.
After completing the processes from beginning to the.docxwrite4
Presenting findings is an important part of the public health field. Program evaluations are conducted to improve systems, address diseases, and create changes. It is crucial to present these findings to stakeholders, community leaders, and the public so others can learn. Public health professionals often present their findings through publications, conferences, or community meetings. Presenting research allows for societal improvements that benefit communities and systems. This document provides guidance for a public health educator to develop a 15-20 page research paper on a health issue or disease studied throughout a course. The paper should include descriptions of objectives and goals, the health problem, intervention strategies, planning, implementation, research methods, a budget, and two public health models aligned with the evaluation.
Topic 1 Disease ProcessFor a hypothetical patient who has tmaryettamckinnel
Topic 1: Disease Process
For a hypothetical patient who has the disease you selected, create a socioeconomic profile of your choice.
What is the level of this patient’s income, education, work experience, and cultural influences?
How might these socioeconomic factors influence his or her ability to access the necessary healthcare?
How can the patient engage in self-care practices, such as modifying diet and exercise, and understand the nature of the illness, treatment, and prognosis?
What healthcare services for this disease does the patient has access to?
Topic 2: Healthcare Profession
Identify the education and training of the healthcare professional you selected to study and answer the following:
What is the interface between this profession and other healthcare providers?
Who might their superior be in the healthcare network?
Who might their peers be? Colleagues? Subordinates?
What referral patterns might exist for this professional?
Remember this is a high stakes assignment. Review the rubric prior to completion to ensure you have covered all the necessary points.
Submission Details
Support your responses with examples.
Cite any sources in APA format.
Post your response to the Submissions Area by the due date assigned.
Submit your answers in a 4- to 5-page Microsoft Word document. Support your answers with appropriate examples and research. Cite all references in APA format.
Name your document SU_HCM2005_W3_A2_LastName_FirstInitial.doc.
...
NR‐222 HEALTH AND WELLNESS REQUIRED UNIFORM ASSIGNMENT HE.docxcherishwinsland
This document outlines the requirements for a health promotion project assignment in an NR-222 Health and Wellness course. Students must identify a health issue for a specific cultural population and age group, research the topic, and develop a 3-4 page paper and educational project. The paper must summarize 3 scholarly articles on the topic, discuss how the information relates to a Healthy People 2020 goal and the target population, and propose culturally appropriate health promotion approaches. Strict APA formatting and the use of TurnItIn are required. The assignment aims to apply health promotion concepts and cultural competency.
InstructionsFinal ProjectThe Final Project should demonstrat.docxJeniceStuckeyoo
Instructions
Final Project
The Final Project should demonstrate an understanding of the reading assignments, class discussions, your own research and the application of new knowledge. It should utilize previous skills developed in foundational health care courses and apply them within the context and viewpoint of a health care administrator and their role in managing health and human services.
For the Final Project, select one of the following topics and conduct scholarly and professional research while integrating the course’s learning outcomes to address a selected topic:
Research specific leadership and management traits and theories necessary for managing a multidisciplinary and multicultural health care organization to promote organizational effectiveness.
Present how strategic planning, performance improvement, and information systems are interrelated and fundamental to the delivery of quality health care.
Examine the financial characteristics of health care delivery along with managing costs, revenues, and human resources.
Analyze ethical and legal concepts, including specific federal regulations, required of health care organizations to ensure the delivery of high quality health care that protects patient safety.
Research Requirements
Academic research and papers must meet certain standards of quality that are recognized by the academic community. What constitutes quality academic research?
The use of primary (original), credible sources written by experts in the field of study.
Ensuring secondary sources are supported by research in primary sources.
Making sure all research is relevant and that material used is pertinent to the area of study.
In graduate work, the use of peer-reviewed journal articles (journal articles reviewed by recognized experts in the relevant field of study) is required.
Keep in mind that educational websites may be appropriate, in some cases, but should be evaluated carefully.
The Ashford University Library offers many excellent databases and other resources to assist you in conducting scholarly research.
What sources are not acceptable for academic research and referencing?
Encyclopedias
Dictionaries
Wikipedia, other wikis, or blogs
Websites and other sources that do not provide quality researched materials (e.g., they do not use credible sources to support the information in the document).
All research must reflect professional academic protocol and must be documented according to APA standards as outlined in the Ashford Writing Center.
Creating the Final Project
You may choose to present your research is the form of an eight- to ten-page research paper (excluding title and reference pages) or a comprehensive 10- to 15-slide PowerPoint presentation (excluding title and reference slides) with detailed speaker notes. In either case, the content of the assignment must include each of the elements listed below:
Introduction
Describe the issue. Include why it was selected, the perspective of your approac.
This document outlines the requirements for a nursing presentation assignment. It includes conducting a holistic health assessment of an older adult and creating a teaching plan based on the assessment. The presentation must address general health history, physiological, psychological, social, cultural, developmental, and spiritual assessments. It also requires identifying an abnormality, its impacts and coping mechanisms. The teaching plan must include goals and teaching strategies for physical, psychological, social, cultural, developmental and spiritual health. Best practices for PowerPoint are to be followed and the presentation must be supported by at least four scholarly sources using APA style referencing.
Chamberlain College of Nursing NR304 Health Assessment II .docxsleeperharwell
This document provides guidelines for a required uniform assignment in a health assessment course. Students are instructed to obtain a health history and conduct a physical examination on an individual, identifying at least two health education needs based on the assessment. They must also locate two peer-reviewed articles supporting the identified needs. Finally, students must write a reflection describing their experience completing the assignment. The assignment will be graded based on thoroughness of the health history and physical exam, appropriateness of the identified needs and supporting evidence, and quality of the written reflection.
Lecture note on demographic transition.pdfOyiachegbanh
This document outlines the course objectives, competencies, and structure for a graduate level public health fundamentals course. The course provides an overview of the field of public health, including the history, core functions, tools of inquiry, and government's role in health. It covers key areas like epidemiology, health promotion, environmental health, and healthcare administration. Students will analyze health problems, discuss means to achieve health equity, and apply knowledge to prevention strategies, policy recommendations, and research. The course aims to introduce students to the breadth of public health and lay the groundwork for future coursework and specialty areas. Students will be evaluated based on attendance, participation, and assignments related to readings, films, and lecture materials.
NR228 Nutrition, Health and Wellness Guidelines for Discussion.docxpoulterbarbara
NR228 Nutrition, Health and Wellness
Guidelines for Discussion on Culture & Nutrition.
Purpose
In this assignment students will explore the powerful connection and influence of culture on nutrition and health. The purpose is to emphasize that culture influences our values, beliefs and practices related to nutrition. Evidence base research shows that by understanding the nutrition habits specific to a cultural group the nurse can individualize the care of the patients. Which certainly facilitates patient wellbeing and health.
Each group of students will choose a culture and explore concepts such as why it is significant for health professional to understand the importance of culture on nutrition.
The purpose of this project is not to stereotype or make assumptions about a person based on his or her culture. But to enhance cultural awareness and individualize patient care.
Course Outcomes
This assignment enables the student to meet the following course outcomes:
1. CO1. Discuss the cultural implications of food on nutritional status of different ethnic groups. (POs 1, 2, 4, and 6)
2. CO2. Describe the significance of the role of nurse in assessing nutritional status of clients belonging to different culture. (POs 1, 3, 4, 8 and 11)
Due Date
See the Course Calendar for due dates. Students are required to post their discussion on canvas to open a robust discussion on the relationship between culture and nutrition.
Points Possible: 80 points
Requirements
1. As a group, choose a culture from the list provided. Focus is on researching and understanding the ethnic group or culture and their nutritional practices.
2. If you wish to research a culture which is not on the list kindly review your choice with your instructor to assure the choice is feasible for this assignment.
3. Research the approved culture using books, websites, journal articles, or any other reputable source.
Use at least three (3) reliable sources.
4. As a group, you will share your findings and research and post it on canvas. As with all group projects, each member is expected to participate in the preparation of this discussion.
Each group will discuss at least 5 of the following 13 concepts:
1. Why it is imperative for health professionals to understand cultural diversity?
2. Health beliefs and practices of cultural group (you selected) related to nutrition.
3. Why the nurse should understands the deep connection and influence of culture on an individual's food intake, attitudes, behaviors and health?
4. How does this specific culture define health?
5. What foods are commonly eaten in this cultural group?
6. When, how, and with whom foods are eaten. (Timing, frequency of meals. Family dinners)
7. Which foods are eaten on holidays, celebrations or special occasions?
8. Are there any restrictions? Is there fasting?
9. Are there common practices to maintain health (Jews do not mix diary with meet, Halal meat for Muslim patients)
10. How do they treat the sick (herb ...
Similar to Introductory Unit-2.pptxIS 336 Health and Health Care Is.docx (18)
IRM 3305 Risk Management Theory and PracticeFall 2014Proje.docxmariuse18nolet
IRM 3305 Risk Management Theory and Practice
Fall 2014
Project Requirements:
I. Teams
a. 16 Students split into 3 teams .
II. Weighting
a. The Project is 30% of your grade.
i. The presentation will be attended by Dr. Braniff as well as industry professionals and representatives of the National Alliance.
ii. Start divvying up duties now – last minute work shows during the presentation.
iii. Practice! Practice! Practice! - part of your grade has to do with the presentation having been rehearsed.
iv. This is a PROFESSIONAL presentation – since we’ll most likely have outsiders joining us, presenters must dress in a professional manner (no jeans, proper professional attire).
v. This presentation should mimic what you would be comfortable presenting to your board of directors and your CFO, etc.
vi. You will be graded on the information presented, as well as the professionalism of your presentation and your team assessment.
III. Project Components:
a. Executive Summary of your findings. The purpose of the executive summary is to summarize key points.
i. Should include bulleted key points
ii. Should include 1-3 graphs for visualization
iii. No more than 3 pages (including graphs)
iv. Make the summary part of the Power Point Presentation
b. Power Point Presentation
i. A visual presentation of the questions given to you for the project.
ii. Needs to show application of information learned in class, not just a regurgitation of the questions and answers, I want to see critical thinking.
iii. Presentations will occur on Monday, Nov 30 No exceptions, you MUST be present. Each group will present during this time (up to 30 minutes per group, at least 15).
iv. ALL team members must present a portion of the project.
c. All of the presentation documents need to be submitted to me. If you did not answer all
of the questions in your power point presentation, I need to receive the answers in a document.
IRM 3305 Risk Management Theory and Practice
Group Project
October 16, 2015
The Pebbles, Inc.
GENERAL
The Pebbles, Inc. (the “Company) is a casino & resort operating company based in Las Vegas, Nevada, USA. The Company’s resorts feature high-end accommodations, gaming and entertainment, convention and exhibition facilities, celebrity chef restaurants, and clubs. In the past several years, the Company has decided to add a couple of other types of businesses, the most profitable being the Spinout School of Racing in Monte Carlo and the Big Shark Surfing School in Sydney. The current primary properties are listed below:
LAS VEGAS, NEVADA
The Big Gambler Resort-Hotel-Casino
- 05/03/1999
Non-Gambler Expo & Convention Ctr.
- 02/01/2002
Pebbles Resort-Hotel-Casino
- 12/30/2007
MONTE CARLO, MONACO
Pebbles, Monte Carlo – Resort-Hotel-Casino
- 05/18/2004
Spinout School of Racing
- 06/14/2009
SYDNEY, AUSTRALIA
Pebbles, Sydney – ResortHotel-Casino
- 04/27/2010
Big Shark Surfing School
- 04/27/2014
LAS VEGAS, NEVADA.
Ironwood Company manufactures cast-iron barbeque cookware. During .docxmariuse18nolet
Ironwood Company manufactures cast-iron barbeque cookware. During a recent windstorm, it lost some of its accounting records. Ironwood has managed to reconstruct portions of its standard cost system database but is still missing a few pieces of information.
Required:
Use the information in the table to determine the unknown amounts. You may assume that Ironwood does not keep any raw material on hand.
2. Lamp Light Limited (LLL) manufactures lampshades. It applies variable overhead on the basis of directlabor hours. Information from LLL's standard cost card follows:
During August, LLL had the following actual results:
Units produced and sold 24,800
Actual variable overhead $9,470
Actual direct labor hours 15,800
Required:
Compute LLL's variable overhead rate variance, variable overhead efficiency variance, and over or under applied variable overhead.
Variable Overhead Rate Variance
Variable Overhead Efficiency Variance
Variable Overhead Spending Variance
3. Olive Company makes silver belt buckles. The company's master budget appears in the first column of the table.
Required:
Complete the table by preparing Olive's flexible budget for Rs.5,700, 7,700 and 8,700 units.
Ironwood Company manufactures cast
-
iron barbeque cookware. During a recent w
indstorm, it lost
some of its accounting records. Ironwood has managed to reconstruct portions of its standard cost
system database but is still missing a few pieces of information.
Required:
Use the information in the table to dete
r
mine the unknown amount
s. You may assume that Ironwood
does not keep any raw material on hand.
2.
Lamp Light Limited (LLL) manufactures lampshades. It applies variable overhead on the basis of
directlabor hours. Information from LLL's standard cost card follows:
During August, L
LL had the following actual results:
Units produced and sold 24,800
Actual variable overhead $9,470
Actual direct labor hours 15,800
Required:
Compute LLL's variable overhead rate variance, variable overhead efficiency variance, and over or under
a
pplied variable overhead.
Variable Overhead Rate Variance
Variable Overhead
Efficiency
Variance
Variable Overhead
Spending
Variance
3.
Olive Company makes silver belt buckles. The company's master budget appears in the first column of
the table.
Required:
Ironwood Company manufactures cast-iron barbeque cookware. During a recent windstorm, it lost
some of its accounting records. Ironwood has managed to reconstruct portions of its standard cost
system database but is still missing a few pieces of information.
Required:
Use the information in the table to determine the unknown amounts. You may assume that Ironwood
does not keep any raw material on hand.
2. Lamp Light Limited (LLL) manufactures lampshades. It applies variable overhead on the basis of
directlabor hours. Information from LLL's standard cost card follows:
During August, LLL had the following actual results:
Units prod.
IRM 3305 Risk Management Theory and PracticeGroup Project.docxmariuse18nolet
IRM 3305 Risk Management Theory and Practice
Group Project
October 16, 2015
The Pebbles, Inc.
GENERAL
The Pebbles, Inc. (the “Company) is a casino & resort operating company based in Las Vegas, Nevada, USA. The Company’s resorts feature high-end accommodations, gaming and entertainment, convention and exhibition facilities, celebrity chef restaurants, and clubs. In the past several years, the Company has decided to add a couple of other types of businesses, the most profitable being the Spinout School of Racing in Monte Carlo and the Big Shark Surfing School in Sydney. The current primary properties are listed below:
LAS VEGAS, NEVADA
The Big Gambler Resort-Hotel-Casino
- 05/03/1999
Non-Gambler Expo & Convention Ctr.
- 02/01/2002
Pebbles Resort-Hotel-Casino
- 12/30/2007
MONTE CARLO, MONACO
Pebbles, Monte Carlo – Resort-Hotel-Casino
- 05/18/2004
Spinout School of Racing
- 06/14/2009
SYDNEY, AUSTRALIA
Pebbles, Sydney – ResortHotel-Casino
- 04/27/2010
Big Shark Surfing School
- 04/27/2014
LAS VEGAS, NEVADA
The Big Gambler Resort, Hotel & Casino is the pride and joy of Pebbles, Inc. There are over seven thousand spacious suites, designer shopping, world-class dining, and incredible entertainment. The location also includes a theatre where very well-known acts perform year round. The venue has an estimated seating capacity of 5,000. Typically, the theatre books a resident performer for 9-12 months at a time. Most recently, they signed on Brianne Smalle – a chart topping twenty-five year old pop sensation – to begin performing in the next 30 days. Unfortunately, Brianne has just been arrested after a multi-state car chase. To make matters worse, when she was finally stopped, the police found proof of major involvement in an international drug ring. In addition to her charges of DUI, she is now being accused of various charges related to the drug ring including money laundering, drug trafficking, human trafficking, kidnap and murder.
The Non-Gambler Expo & Convention Center was opened in 2002 to respond to the demands of the city. The Expo & Convention Center boasts over 2 million square feet with exhibit space of 1.5 million square feet. The location is central and is walking distance from over 100,000 guest rooms. The Convention Center is in the process of undergoing major renovations in order to accommodate the technology needs and desires of their guests and vendors. The intention was to complete the renovations by the end of the summer. Unfortunately, the main contractor, Trust Us Construction, is three months behind schedule due to the main project manager’s recent problems with gambling addiction. The convention center has a major exposition scheduled in two weeks for Fine China and Crystal of The World. The owner of the Center is convinced that the expo will go on as planned, confident that spare boards, exposed cords, drilling, hammering and multiple construction workers walking through the ex.
Iranian Women and GenderRelations in Los AngelesNAYEREH .docxmariuse18nolet
Iranian Women and Gender
Relations in Los Angeles
NAYEREH TOHIDI
In California, the popular face of immigration tends to be either Latin American or
Asian, but large numbers of immigrants who come from other regions in the world,
especially the Near East, have been quietly reshaping California demography. In this
study, Nayereh Tohidi focuses on the Iranians who have come to Los Angeles in the
wake of the 1979 Iranian revolution, largely middle- and upper-middle-class Tehrani-
ans who have fled the repressive policies of the current post-Shah, fundamentalist
regime. But American freedoms have offered particular challenges to Iranian immi-
grants, especially women, who tend to have "more egalitarian views of marital roles
than Iranian men," in Tohidi's words, a "discrepancy" that has led to "new conflicts
between the sexes." Thus, Iranian women immigrants are at once freer than their
sisters in Iran, more conflicted, and more in need of a "new identity acceptable to
their ethnic community and appropriate to the realities of their host country." Tohidi
is an associate professor of women's studies at California State University, Northridge.
She directs a new program in Islamic Community Studies at CSUN and is also a re-
search associate at the Center for Near Eastern Studies at the University of Califor-
nia, Los Angeles. Tohidi's publications include Feminism, Democracy, and Islamism in
Iran (1996), Women in Muslim Societies: Diversity within Unity (1998), and Global-
ization, Gender, and Religion: The Politics of Women's Rights in Catholic and Muslim
Contexts (2001).
I mmigration is a major life change, and the process of adapting to a newsociety can be extremely stressful, especially when the new environ-
ment is drastically different from the old. There is evidence that the im-
pact of migration on women and their roles differs from the impact of
the same process on men (Espin 1987; Salgado de Snyder 1987). The mi-
gration literature is not conclusive, however, about whether the overall
effect is positive or negative. Despite all the trauma and stress associated
with migration, some people perceive it as emancipatory, especially for
women coming from environments where adherence to traditional gen-
der roles is of primary importance. As [one researcher] said, "When the
traditional organization of society breaks down as a result of contact and
collision .. . the effect is, so to speak, to emancipate the individual man.
Energies that were formerly controlled by custom and tradition are re-
leased" (Furio 1979, 18).
My own observations of Iranians in Los Angeles over the past eight
years, as well as survey research I carried out in 1990,1 reveal that Iranian
1 This article draws on a survey of a sample of 134 Iranian immigrants in Los Angeles, 83
females and 51 males, and on interviews with a smaller sample of women and men.
149
1 50 The Great Migration: Immigrants in California History
women immigrants in Los Angeles are a homogeneou.
IRB HANDBOOK
IRB A-Z Handbook
Effective September 16, 2013
Capella University
225 South Sixth Street, Ninth Floor
Minneapolis, MN 55402
1
IRB HANDBOOK
Table of Contents
Introduction to the IRB A to Z Handbook ................................................................................ 3
Preparation for IRB Review ...................................................................................................... 4
Developing a Human Research Protection Plan 5
Documenting the Plan in Your IRB Submission Materials 5
Determining Submission Requirements ......................................................................... 5
Selecting the IRB Application 6
Selecting the Informed Consent or Assent Form Templates 7
Identifying Instrument Requirement(s) 8
Identifying Other Supporting Documents 8
Completing Application Forms, Letters, and Templates .................................................... 8
Completing the IRB Application 9
Drafting the Informed Consent or Assent Form(s) 10
Drafting the Recruitment Material(s) 10
Obtaining Research Site Permissions 10
What if I can’t get permission before IRB review? 11
Assessing and Revising Submission Materials ............................................................... 12
Assessing IRB Submission Materials 12
Revising IRB Submission Materials 12
IRB Submission and Review .................................................................................................. 13
Submitting Your IRB Application ................................................................................. 13
Registering and Activating an Account 13
Starting an application 13
Sending your application to your mentor 14
Completing IRB Office Screening Process .................................................................... 14
Undergoing IRB Review ............................................................................................. 15
Introduction to the Levels of Review 15
Receiving the IRB Decision Letter 16
IRB Decisions 16
Revising Your Study in Response to IRB Decision 17
Obtaining IRB Approval or Exemption ......................................................................... 18
Reviewing the IRB Approval Letter 19
Post-IRB Approval Procedures .............................................................................................. 20
Ensuring Ongoing Compliance .................................................................................... 20
Requesting Modifications to IRB-approved Studies........................................................ 20
Submitting a Modification Request Package ................................................................. 20
Implementing the Modification 21
Undergoing Continuing Review ................................................................................... 21
Submitting a Continuing Review Package 21
Reporting Adverse Events or Unanticipated Problems .....
IQuiz # II-Emerson QuizGeneral For Emerson, truth (or.docxmariuse18nolet
I
Quiz # II-Emerson Quiz
General: For Emerson, truth (or Spirit) is indwelling in the Universe, expressed through
nature and man and perceived through Reason (or Intuition) rather than just
understanding (reason, logic). All things are potentially microcosms, containing the
germs of all Truth, and so are not to be read as logical arguments
Here are some quotes from "Self Reliance," Choose one and explain what Emerson
means in your own words in 500 words. Due at our next meeting-Oct. 31, 2013
1. "Speak your latent conviction, and it shall be the universal sense"
2. We but half express ourselves, and are ashamed of that divine idea which each of
us represents."
3. "Society everywhere is in conspiracy against the manhood of everyone of its
members."
4. "Nothing is at last sacred but the integrity of your own mind."
5. "A foolish consistency is the hobgoblin oflittle minds, [famous Emersonism]
adored by little statements and philosophers and divines. With consistency a
great soul has simply nothing to do."
6. "The centuries are conspirators against the sanity and authority of the soul."
7. "Life only avails, not the having lived. Power ceases in the instant of repose."
[another famous Emersonism]
8. "Just as men's prayers are a disease of the will, so are their creeds a disease of the
intellect. "
9. 10. "In the Will work and acquire, and thou has chained the wheel of Chance, and
shalt sit thereafter out of fear from her rotations .... Nothing can bring you peace
but yourself." .
------ --
.
This document provides a summary of the Python 2 For Beginners Only document in 3 sentences:
The document is a beginner's guide to Python programming derived from Think Python: How to Think Like a Computer Scientist and is released under the GNU Free Documentation License to allow copying, distribution, and modification of the document. It includes information on copyright and permissions for copying and distributing the document. The GNU Free Documentation License is designed to make manuals and documents free to copy, distribute, and modify while allowing authors and publishers to get credit for their work.
Iranian Journal of Military Medicine Spring 2011, Volume 13, .docxmariuse18nolet
Iranian Journal of Military Medicine Spring 2011, Volume 13, Issue 1; 11-16
* Correspondence; Email: [email protected] Received 2010/09/08; Accepted 2010/12/14
Personality traits, management styles & conflict management in a
military unit
Salimi S. H.
1
PhD, Karaminia R.
2
PhD, Esmaeili A. A.
*
MSc
*
Behavioral Sciences Research Center, Baqiyatallah University of Medical Sciences, Tehran, Iran;
1
Sport Physiology Research Center, Baqiyatallah University of Medical Sciences, Tehran, Iran;
2
Department of Clinical Psychology, Baqiyatallah University of Medical Sciences, Tehran, Iran
Abstract
Aims: Personality of managers affects their managerial style and their conflict management method. This study was
performed with the aim of investigating the relation between personality traits, leadership styles and conflict management
methods in a military unit.
Methods: This cross-sectional correlation study was performed on 200 senior managers of a military unit in Qom who were
selected by available sampling method. The leadership style was investigated by leadership styles questionnaire and
managers’ personality traits were investigated by NEO questionnaire and their conflict management method was studied by
Robbins questionnaire. Data was analyzed by SPSS 16 using descriptive and inferential statistical methods.
Results: The benevolence-consolatory imperative leadership style was the most frequent style (65.5%) and compatible
personality was the most observed characteristic (19.5%). The extrovert personality had positive relation with participatory
management style. There was a significant positive relationship between the extrovert personality and management style
score. In addition, there was a significant positive relationship between neuroticism and incompatible style.
Conclusion: The benevolence-consolatory imperative leadership style is the most frequent style and compatible personality
is the most observed characteristic among the studied unit’s senior managers. There is a significant positive relationship
between solution-seeking and controller methods of managing conflict and management style score and there is a significant
negative relationship between neuroticism and management style score.
Keywords: Personal Traits, Management Styles, Conflict Management, NEO Questionnaire
Introduction
In the current era, understanding the personality of
individuals is necessary in many situations of life.
Managers' personality is effective in the process and
choice of conflict resolution method and management
style. Research shows that there is a significant
correlation between personality traits and style of
conflict management. An indifferent or impassive
manager passes the issue and ignores it, while another
manager shows serious reactions [1]. Therefore, for
achieving organizational go.
IoT References:
https://www.techrepublic.com/article/how-to-secure-your-iot-devices-from-botnets-and-other-threats/
https://www.peerbits.com/blog/biggest-iot-security-challenges.html
https://www.bankinfosecurity.asia/securing-iot-devices-challenges-a-11138
https://www.sumologic.com/blog/iot-security/
https://news.ihsmarkit.com/press-release/number-connected-iot-devices-will-surge-125-billion-2030-ihs-markit-says
https://cdn.ihs.com/www/pdf/IoT_ebook.pdf
https://go.armis.com/hubfs/Buyers%E2%80%99%20Guide%20to%20IoT%20Security%20-Final.pdf
https://www.techrepublic.com/article/smart-farming-how-iot-robotics-and-ai-are-tackling-one-of-the-biggest-problems-of-the-century/
Video Resources:What is the Internet of Things (IoT) and how can we secure it?
https://www.youtube.com/watch?v=H_X6IP1-NDc
What is the problem with IoT security? - Gary explains
https://www.youtube.com/watch?v=D3yrk4TaIQQ
Final Research Project - Securing IoT Devices: What are the Challenges?
Internet security, in general, is a challenge that we have been dealing with for decades. It is a regular topic of discussion and concern, but a relatively new segment of internet security is getting most attention—internet of things (IoT). So why is internet of things security so important?
The high growth rate of IoT should get the attention of cybersecurity professionals. The rate at which new technology goes to market is inversely proportional to the amount of security that gets designed into the product. According to IHS Markit, “The number of connected IoT devices worldwide will jump 12 percent on average annually, from nearly 27 billion in 2017 to 125 billion in 2030.”
IoT devices are quite a bit different from other internet-connected devices such as laptops and servers. They are designed with a single purpose in mind, usually running minimal software with minimal resources to serve that purpose. Adding the capability to run and update security software is often not taken into consideration.
Due to the lack of security integrated into IoT devices, they present significant risks that must be addressed. IoT security is the practice of understanding and mitigating these risks. Let’s consider the challenges of IoT security and how we can address them.
Some security practitioners suggest that key IoT security steps include:
1. Make people aware that there is a threat to security;
2. Design a technical solution to reduce security vulnerabilities;
3. Align the legal and regulatory frameworks; and
4. Develop a workforce with the skills to handle IoT security.
Final Assignment - Project Plan (Deliverables):
1) Address each of the FOURIoT security steps listed above in terms of IoT devices.
2) Explain in detail, in a step-by-step guide, how to make people more aware of the problems associated with the use of IoT devices.
Bottom of Form
Top of Form
Bottom of Form
Personal data breaches and securing IoT devices
· By Damon Culbert (2019)
The Internet of Things (IoT) is taking the world b.
IP Subnet Design Project- ONLY QUALITY ASSIGNMENTS AND 0 PLAG.docxmariuse18nolet
The document summarizes Anthony Lewis's book "Gideon's Trumpet", which details Clarence Earl Gideon's struggle for justice and freedom. Gideon, an indigent man accused of a crime, demanded counsel be appointed to him but was denied. He took his case to the Supreme Court, arguing this violated his civil rights. Ultimately, the Court ruled in Gideon's favor, establishing the precedent that states must provide legal counsel to criminal defendants who cannot afford private attorneys. The book examines Gideon's case and its impact in establishing this important civil liberty. It demonstrates how even a poor individual can challenge unjust laws and effect meaningful change through the legal system.
Iran:
Ayatollah
Theocracy
Twelver Shiism
Vilayat-e Faghih (jurist's guardianship)
Imam
Shari’a
Dual Society
Constitutional Revolution
White Revolution
Islamic Revolution
Iranian Revolutionary Guard (Pasdaran)
Rentier state
Resource curse
Maslahat
Green Movement
reformers vs. conservatives
Majmu’eh (Society of the Militant Clergy) vs. Jam’eh (Association of the Militant Clergy)
Iman Jum'ehs
Hojjat al-Islams
Powers and roles of Guardian Council, Supreme Leader, Majles, President, Expediency Council and Assembly of Religious Experts
1. Discuss the source of the legitimacy problem associated with “earthly” regimes in Shia Islam prior to Khomeini’s book, Vilayat-e Faghih. How does Khomeini’s revision of this allow for the establishment of a theocracy within this country?
2. Describe in detail how Iran combines theocracy with democracy in its governmental system. Assess the relative balance between these two forces.
3. What are some of the ways in which the oil industry has advanced or distorted development in Iran?
4. List the steps in the electoral process used to elect the Iranian president. What is considered to be the main obstacle to fair elections in Iran?
5. What are the powers and limitations of Iran’s parliament?
6. What are the most important political challenges that now face Iran?
Mexico:
Mestizo
Ejidos
maquiladoras
import substituting industrialization (ISI)
parastatal
clientelism
state capitalism
Institutional Revolutionary Party (PRI)
National Action Party (PAN)
Party of the Democratic Revolution (PRD)
NAFTA
el dedazo
sexenio
amparos
1986 Immigration Reform and Control Act
Corporatist state
Anticlericalism
Porfiriato
Accommodation
1. What is the PRI? Describe how it has traditionally dominated the Mexican political system. List the other main political parties and briefly discuss their general platforms and typical supporters.
2. Describe the process of el dedazo. Describe two reasons why this process is no longer utilized in Mexico.
3. Mexico’s political system was traditionally characterized as a “hyper-presidential” system. What formed the basis for this characterization? Is this characterization still true? (Make sure to support your argument here.)
4. Are state institutions like the military and the judiciary truly independent of the executive branch of government? In what ways have these institutions promoted or hindered the growth of democracy in recent years?
5. What are the power bases of the main political parties in Mexican politics? What factors made it possible for the PAN to unseat the long-dominant PRI in 2000? What accounts for the continuing viability of the PRI as a political force?
6. What challenges does the process of globalization pose to Mexican’s strong sense of national identity?
.
ipopulation monitoring in radiation emergencies a gui.docxmariuse18nolet
i
population monitoring in radiation emergencies: a guide for state and local public health planners
Developed by the
Radiation Studies Branch
Division of Environmental Hazards and Health Effects
National Center for Environmental Health
Centers for Disease Control and Prevention
U.S. Department of Health and Human Services
August 2007
PREDECiSioNal DRaft
this planning guide is provided as a predecisional draft. Please send your comments
and suggestions to the Radiation Studies Branch at CDC via e-mail ([email protected])
or mail them to:
Radiation Studies Branch
Division of Environmental Hazards and Health Effects
National Center for Environmental Health
Centers for Disease Control and Prevention
1600 Clifton Rd, NE (MS-E39)
atlanta, Ga 30333
Electronic copies of this document can be downloaded from
http://emergency.cdc.gov/radiation/pdf/population-monitoring-guide.pdf
population monitoring in radiation emergencies:
a guide for state and local public health planners
ii
population monitoring in radiation emergencies: a guide for state and local public health planners
acknowledgments
the Centers for Disease Control and Prevention (CDC) thanks the many individuals and
organizations that provided input to this document, including the office of the Secretary,
Department of Health and Human Services, and the Population Monitoring interagency Working
Group.
Representatives from the following agencies and organizations participated in the CDC
roundtable on population monitoring on January 11–12, 2005, and many provided comments on
initial drafts of this document:
American Red Cross (ARC)
Armed Forces Radiobiology Research Institute (AFRRI)
Association of State and Territorial Health Officials (ASTHO)
Conference of Radiation Control Program Directors, Inc. (CRCPD)
Council of State and Territorial Epidemiologists (CSTE)
Columbia University, Center for International Earth Science Information Network
Pennsylvania State University, Milton S. Hershey Medical Center
Indian Health Services
International Atomic Energy Agency (IAEA)
National Association of County and City Health Officials (NACCHO)
New York City Dept. of Health and Mental Hygiene
Oak Ridge Institute for Science and Education (ORISE)
State of Arkansas Department of Health
State of California Department of Public Health
State of Georgia Division of Public Health, Emergency Medical Services (EMS)
State of Illinois Emergency Management Agency (IEMA)
State of Iowa Hygienic Laboratory Department of Health
State of Maine Health and Environmental Testing Laboratory
State of Washington Department of Health
Texas A&M University, Department of Nuclear Engineering
University of Alabama-Birmingham, School of Public Health
University of Georgia, Grady College of Journalism and Mass Communication
University of New Mexico Health Sciences Center, Department of Radiology
iii
population monitoring in radiation emergen.
In Innovation as Usual How to Help Your People Bring Great Ideas .docxmariuse18nolet
In Innovation as Usual: How to Help Your People Bring Great Ideas to Life (2013), Miller and Wedell-Wedellsborg discuss the importance of establishing systems within organizations that promote not only the creativity that results in innovation, but also make it possible for employees to bring innovative ideas to fruition. Miller and Wedell-Wedellsborg argue that a leader’s primary job “is not to innovate; it is to become an innovation architect, creating a work environment that helps . . . people engage in the key innovation behaviors as part of their daily work” (p. 4). Such a work environment must be reinforced by innovation architecture—the structures within an organization that support an innovation, from the brainstorming phase to final realization. The more well developed the architecture and the simpler the processes involved, the more likely employees are to be innovators.
For this assignment, you will research the innovation architecture of at least three companies that are well-known for successfully supporting a culture of innovation. Write a 1,500-word paper that addresses the following:
1. What particular elements of each organization’s culture, processes, and management systems and styles work well to support innovation?
2. Why do you think these organizations have been able to capitalize on innovation and intrapreneurship while others have not?
3. Based on what you have learned, what processes and systems might actually stifle innovation and intrapreneurship?
4. Imagine yourself as an innovation architect. What structures or processes would you put in place to foster a culture of innovation within your own organization?
Include in-text citations to at least four reputable secondary sources (such as trade journals, academic journals, and professional or industry websites) in your paper.
.
Investor’s Business Daily – Investors.comBloomberg Business – Blo.docxmariuse18nolet
Investor’s Business Daily – Investors.com
Bloomberg Business – Bloomberg.com
Bonds Online – Bondsonline.com
CBOE – CBOE.com
Yahoo Finance – Finance.Yahoo.com
SEC GOV EDGAR – sec.gov/edgar
Barron’s – barrons.com
CNBC – cnbc.com/pro
Treasury Direct – treasurydirect.gov
Goldman Sachs – goldmansachs.com
YouTube – Portfolio Management
Motley Fool
Morning Star – Morningstar.com
FI360 – fi360.com
Value Line – valueline.com
Earnings Cast – earningcast.com
WEEK 1
CHAPTER 1
DISCUSSION:
1. Briefly discuss each of the eight steps in the investment planning process. (p. 1)
2. Explain the importance of client assessment and capital markets assessment. (pp. 1-2)
3. Describe the three types of investments that can be included within a portfolio. (p. 2)
4. Discuss the importance of continuous monitoring of portfolios. (p. 3)
CHAPTER 2
DISCUSSION:
1. Describe some of the debt instruments that may be included in a money market fund and the nature of these type instruments. (p. 5)
2. Explain how an investor might manage interest rate risk through the use of CDs. (p. 7, item #8)
3. Briefly discuss the nature of fees associated with the purchase of CDs as they relate to (a) banking institutions and (b) brokerage firms. (p. 9)
CHAPTER 3
DISCUSSION:
1. Describe why a risk adverse investor would be inclined to favor a direct issue of Treasury Department over a corporate issue of similar length to maturity. (pp. 13-14)
2. Discuss the tax ramifications of purchasing a T-bill on the open market prior to its maturity. (pp. 14-15)
3. Briefly discuss, if all government securities with like maturites have the same risk/reward characteristics, WHY an investor might be selective in the type of security he purchases? (p. 16)
CHAPTER 4
DISCUSSION:
1. Explain the rationale behind why an investor might choose NOT to sell bonds. (pp.20-21)
2. Discuss how interest income is usually received and the tax ramifications to an investor who receives such income in a taxable account. (pp. 21-22)
3. Briefly explain what the affect of interest rate movements are on the price of corporate bonds, especially as it relates to their term to maturity. (p. 24)
Chapter 5
CHAPTER DISCUSSION:
1. Briefly discuss how a convertible security can offer a “floor” value below which an investor can protect his investment (pp. 27-28)
2. Explain why the rates offered by convertible securities are generally lower than those available on nonconvertible issues of similar quality (p. 29)
3. Tell how profits and losses on a preferred stock are treated (p. 29)
4. Discuss the major advantages of an investor who buys a “stock purchase warrant” and a nonconvertible bond (pp. 27-28)
CHAPTER 6
DISCUSSION:
1. Distinguish between the three types of municipal bonds presented in the introduction, and decide when investors might find these financial instruments to be a useful “tool” in their portfolios (p. 35)
2. Explain why a risk averse investor might prefer investing in a “general obligation’ bond, rather th.
Invitation to Public Speaking, Fifth EditionChapter 8 Introdu.docxmariuse18nolet
Invitation to Public Speaking, Fifth Edition
Chapter 8: Introductions and Conclusions
By Cindy L. Griffin
elizabeth () - changed
elizabeth () - changed to reflect new chapter numbers
Introduction
The speaker’s first contact with the audience
Introductions are like first impressions:
Important
Lasting
elizabeth () - new slide
Introduction
Catch the audience’s attention
Reveal the topic to the audience
Establish credibility with the audience
Preview the speech for the audience
Prepare a Compelling Introduction
Ask a Question
Tell a story
Recite a quotation or a poem
Give a demonstration
Make an intriguing or startling statement
Prepare a Compelling Introduction
State importance of topic
Share expertise
State what’s to come
Tips for the Introduction
Look for introductory materials as you do your research
Prepare and practice the full introduction in detail
Be brief
Be creative
elizabeth () - modified to reflect subhead
Conclusions
The speaker’s final contact with the audience
The conclusion represents your last impression:
Lingers with your listeners long after your speech is over
elizabeth () - new slide
The Conclusion
Bring your speech to an end
Reinforce your thesis statement
Prepare a Compelling Conclusion
Summarize main points
Answer introductory question
Refer back to the introduction
Recite a quotation
Tips for the Conclusion
Look for concluding materials
Be creative
Be brief
Don’t leave the conclusion to chance
Speech Introduction and Conclusion
Watch Mike deliver a speech introduction and conclusion.
Discuss if and how Mike Piel met the objectives of a speech introduction and conclusion.
Ellen DeGeneres
Ellen Degeneres Commencement Speech
Listen to the first 2 minutes of Ellen DeGeneres and identify how she remains audience-centered
There is more to citing sources than merely the accurate transcription or recitation of someone’s words.
Invitation to Public Speaking, Fifth Edition
Chapter 7: Organizing and Outlining your Speech
By Cindy L. Griffin
elizabeth () - changed
elizabeth () - changed to correspond to new chapter numbers
Organize for Clarity
Organization: the systematic arrangement of ideas into a coherent whole, makes speeches listenable
Main Points
Main points; the most important, comprehensive ideas you address in your speech.
elizabeth () - new slide
Main Points
Identify main points
Use an appropriate number of main points
Order main points
Ordering Main Points
Chronological – Good for when the idea about which you are speaking extend over a period of time.
Spatial – An arrangement of ideas by location or direction.
Causal – A pattern that describes cause-and-effect relationships between ideas and events.
Problem-
Solution
– Identifies first a problem, then a solution.
Topical – Allows you to divide your topic into sub-topics and even sub-sub-topics.
Tips for Preparing Main Points
Keep each main point separate and distinc.
Invitation to the Life SpanRead chapters 13 and 14.Objectives.docxmariuse18nolet
Invitation to the Life Span
Read chapters 13 and 14.
Objectives:
Describe psychosocial changes in adulthood.
Describe and analyze personality theories that apply to adulthood.
Analyze the physical and cognitive changes that occur during late adulthood.
Adulthood and Late Adulthood
Introduction
The last module began an examination of adulthood. This module will finish the study of adulthood and begin a look at late adulthood.
Psychosocial Development in Adulthood
Erikson's seventh stage of generativity vs. stagnation occurs during this stage. Being generative means truly caring about the next generation (e.g., being a parent, teacher, coach, or conservationist) (Boeree, 2006b). The idea of a mid-life crisis has been a popular notion since the 1970s (see Berger's description of Levinson's research on page 459), but very little evidence for it exists. Modern personality theorists have backed off the word crisis, which implies a do-or-die decision point, and instead have started using terms like marker events, turning points, or passages (Sheehy, 1976).
Abraham Maslow created another prominent theory of personality development (examine his five stages of the hierarchy of needs in Berger, 2010, Figure 13.1, p. 457). The lowest level, physiological needs, must be satisfied first, followed by the others in ascending order. Because people spend so much time satisfying the four lowest needs, very few reach the highest stage of self-actualization, where people live up to their potential; at one point, Maslow estimated the percentage of self-actualizers to be around 2% (Boeree, 2006a). Numerous longitudinal studies have shown evidence of considerable stability and continuity in personality across the adult years (see Berger's discussion of Costa and McCrae's research).
Robert Havighurst (cited in Newman & Newman, 2010) states that adults in their 20s and 30s must face four developmental tasks. Tasks 1 and 2, marriage and childbearing, are affected by societal expectations (called the social clock). The probability of divorce hits its peak 2 to 4 years after marriage. Qualities for a successful marriage include similarity in personal characteristics, trust, sensitivity, and adjustment (including a mutually satisfying sexual relationship, economic factors, sleep patterns, food patterns, and toilet habits) (Kimmel, cited in Newman & Newman, 2010). Task 3 involves work, and includes four components: having technical skills, handling authority relationships, coping with unique demands of the job, and establishing and maintaining interpersonal relationships. Task 4 involves establishing a lifestyle that is compatible for both spouses (as well as dealing with constraints placed on the marriage by the children) (Newman & Newman, 2010).
For adults in their 40s and 50s, Havighurst (cited in Newman and Newman, 2010) discusses three crucial developmental tasks. Task 1 involves managing a household, including the following sub-tasks: 1) decision-making (about fina.
IOBOARD Week 2 Lab BPage 2 of 4Name _________________ Gr.docxmariuse18nolet
This document provides instructions for an ARM project to control LEDs on an I/O board from corresponding pushbuttons. The procedure involves setting up a While loop in LabVIEW to read input from the pushbuttons on the I/O board and write the corresponding output to light the LEDs. Data is read from the pushbuttons using one IOBOARD VI, passed to a second IOBOARD VI to write to the LEDs, with a half second delay in the loop. Running the VI allows testing to verify that pressing a pushbutton turns on its corresponding LED.
INVITATION TO Computer Science 1 1 Chapter 17 Making .docxmariuse18nolet
INVITATION TO
Computer Science 1 1
Chapter 17
Making Decisions about Computers,
Information, and Society
Objectives
After studying this chapter, students will be able to:
• Use ethical reasoning to evaluate social issues
related to computing
• Describe the viewpoints of music users and music
publishers about the issue of music file sharing
• Apply utilitarian arguments to ethical issues
• Explain the social tradeoffs involved in lawful
intercept laws and their opposition
• Explain the purpose of a dialectic process
• Use analogies to evaluate ethical issues
Invitation to Computer Science, 6th Edition 2
Objectives (continued)
After studying this chapter, students will be able to:
• Provide arguments that support and oppose
hackers who claim to be performing a social good
• Perform deontological analysis of the duties and
responsibilities of parties in an ethical issue
• Describe cyberbullying and why legal remedies are
difficult to apply
• Explain the potential downsides of sexting for those
engaged in it
• Explain why information online may not be private
Invitation to Computer Science, 6th Edition 3
Introduction
• Social and ethical issues related to information
technology are unavoidable
• Develop skills to reason about such issues
• Case studies introduce important ethical issues
– Describe arguments for and against certain positions
– Evaluate arguments in terms of ethics
Invitation to Computer Science, 6th Edition 4
Case Studies
Case 1: The Story of MP3—Compression Codes,
Musicians, and Money
• MP3 standard for compressing sound developed in
1987
• Patented and worldwide by early 1990s
• Computer-based MP3 playback in 1997
• WinAmp application free on the Internet in 1998
• Users began transmitting and sharing MP3 music
• Napster file-sharing system developed, 1999
• Peer-to-peer file sharing:
– Software introduces users to each other
– Sharing happens directly between users
Invitation to Computer Science, 6th Edition 5
Invitation to Computer Science, 6th Edition 6
Case Studies
Case 1: The Story of MP3—Compression Codes,
Musicians, and Money (continued)
• Recording companies filed suit against Napster,
1999
• Lawsuit claimed Napster was a conspiracy to
encourage mass infringement of copyright
• Facts:
– Most shared music was copyrighted
– Many artists opposed sharing---no revenue for them
– Some artists supported sharing
Invitation to Computer Science, 6th Edition 7
Case Studies
Case 1: The Story of MP3—Compression Codes,
Musicians, and Money (continued)
• Napster claims:
– Napster was just a “common carrier”
– Napster reported song locations, was not involved in
actual sharing
– They were not responsible for users’ behaviors
– Swapping files this was should be “fair use” under
copyright law
• Napster lost the case and appeals, and closed in
2001
Invitation to Computer Science, 6th Edition 8
C.
Investment Analysis & Portfolio Management AD 717 OLHomework E.docxmariuse18nolet
Investment Analysis & Portfolio Management
AD 717 OL
Homework Exercise 7 - Derivatives
1) On June 21, 2011, the GE’s stock closed at $18.81 per share. The accompanying table lists the prices for GE’s exchange-traded options. Using this data, calculate the payoff and the profit for each of the following September expiration options, assuming that at the September expiration the value of the stock was $17.72.
a) Call option X = $17
b) Put option x = $17
c) Call option x = $19
d) Put option x = $19
e) Call option x = $15
f) Put option x = $21
2. It is mid July. You believe that Walmart stock which is currently priced at $53.00 will appreciate significantly over the next several months. A long-term equity call option (LEAPS) with an expiry in mid January and a strike price of $52.50 is available at a price of $2.50. You have $10,600 to invest. You consider 4 alternatives:
a) Use your entire amount of funds to buy the stock outright
b) Use the entire amount to purchase the stock on margin. Assume that the minimum margin requirement is 50% and that you will pay 7% (annually) on borrowed funds.
c) Use the entire amount of funds to buy LEAPS call options with the January expiry date.
d) Buy options for 200 shares and use the rest of the money to buy government bills paying 1% per year. (hence figure on 6 months of interest).
For simplicity ignore any brokerage charges Calculate the net gain or loss from each strategy as of mid January assuming that the price of stock is:
Gain / Loss from Investment in Walmart
Investment Strategy
Stock Price in Mid January
$45
$50
$55
$60
Stock Outright
Stock on Margin
All Options
Options & Bills
3) One of the financial instruments that attracted so much hostile fire in the analysis of the recent financial crisis were “Synthetic Collateralized Debt Obligations” (synthetic cdos) which used “synthetic debt” as its collateral. Describe how you could use a combination of risk free investments and derivatives to create the same pay-off / risk profile as if you were holding a corporate bond, say for IBM. Explain how the pay-off / risk profile is the same (a) if the company remains afloat and pays all of its debt obligations on time or (b) if the company defaults on its debt obligations.
4) A stock is currently priced at $50. The risk free interest rate is 10% per year. What is the value of a call option on the stock with a strike price of $45 due in one year?
a) Using the Binomial valuation approach, assume that at the end of one year the value of the stock could either have increased to $60 or decreased to $40.
b) Using the Black-Scholes model, assume that the annual volatility (standard deviation) of the stock price is 25%.
5) On June 29, 2010 the S&P 500 stood at 1308.44. The one year futures price on the index was 1278.7. The 1 year risk free rate was 0.238%. Using the Spot-Futures Parity relationship, calculate the annualized expected.
Investment BAFI 1042 Kevin Dorr 3195598 GOODMAN .docxmariuse18nolet
Investment BAFI 1042
Kevin Dorr 3195598
GOODMAN FIELDER LIMITED (GFF)
COMPANY VALUATION REPORT
1
GOODMAN FIELDER
LIMITED
COMPANY VALUATION REPORT
Scope
• The report looks at all publicly available data about the company via
the annual reports and publications
• An analyses of the company’s weakness and strength has been
conducted with detailed look at the fundamentals impacting the company
• The report outlines the ratios in relation to probability, return on
equity, using several modelling techniques
• There are charts and information used form the cash flow statement,
balance sheet and historical data sourced from the ASX
• The analysis of the company is compared to its competitors, industry,
sector and market it operates in.
• The report looks at stock price movement and all assumptions are
made available and are explained.
• Expert opinion and copyrighted material is used in the report and has
been appropriately
referenced.
REPORT
OUTLINE
This report attempt to
provide an analytical
evaluation of
Goodman fielder,
every attempt has
been made to make all
data accessible and
complete. This report
contains financial data,
historical analysis,
forecasts and
estimates based on
best available and
most up to date
information. The aim is
for the reader to be
able to make an
informed decision
about the fair value of
GFF stock and
compare it to GFF
peers in the industry. It
should give reader the
ability to form an
opinion on Goodman
fielder as an
investment based on
financial information
analytics.
2
Executive summary
Goodman fielder is one of the largest producers of food in Australia and it supplies product in many categories,
however it is first or second in every food category it participates in. It owns brands such as such as Nature's
Fresh, Helga's, Praise, Wonder White, Quality Bakers, White Wings, and Meadow Lea with offerings in consumer
brands such as Fresh milk, Meadow White Wings cake mixes, Praise salad dressings, and Leaning Tower frozen
pizza (Yahoo Finance 2012). It reaches over 30000 outlets in and around Australia. There are several major
shareholders of the company such as J. P. Morgan Nominees Australia Limited which owns 19%, HSBC Custody
Nominees (Australia) Limited that owns 17% and National Nominees Limited the owners of 22% of the
company(ASX 2012.)
On 19 August 2011 Goodman Fielder announced a net loss of $166.7 million for the year ended 30 June 2011,
this was attributable to a non-cash impairment charge of $300 million. Revenues from ordinary activities were
$2.56 billion, which is down 3.9% from the year before The New CEO of Goodman Fielder Limited Chris Delaney
is going to implement a strategic review which is focused on improving the performance of the company. There
are significant opportunities to increase efficiency, improve supply chain structure and inno.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Introductory Unit-2.pptxIS 336 Health and Health Care Is.docx
1. Introductory Unit-2.pptx
IS 336 Health and Health Care Issues Introductory Unit
Welcome!
We are glad you are here!
Course Description
This course identifies and examines current issues involving the
health behaviors, health status and health care of people in the
United States. Among the specific issues included in this course
are: (1) the impact of health behaviors on health status and the
health care system, (2) the ethics of health care treatment and
decision-making, (3) the patterns of health status based on
gender, age, race and income, (4) the cost of health care, (5)
inequalities in access to health care, and (6) alternative models
of health care reform.
The objectives of the course are for students to examine:
“health” and its’ determinants, including individual health
behavior.
multiple health behaviors—prevalence, impact on the health
status of the United States collectively and of specific groups
2. (e.g., gender, race, age)/ United States collectively, and impact
on the United States’ health care system.
the general health status and health risks of the U.S. population
(overall in the U.S., by age, by gender, by race and ethnicity, by
income).
healthcare disparities (quality of care, access, preventive care,
acute treatment, chronic disease management) related to age,
race, ethnicity, and income in the U.S.
the effectiveness of the U.S. health system, including levels of
satisfaction of the U.S. population with the health system,
opinions concerning health care reform, and the impact of the
Patient Protection and Accordable Care Act.
Achievement of course and unit objectives will be assessed
through evaluations of performance on unit exams and selected
issue presentation
Introductory Unit Objectives
Overview course and course expectations, including accurate
citations—in-text citations to support propositions and
literature-cited (references)
Syllabus
Introductory PowerPoint
Introduce course faculty and students
Introductory discussion board posting
Begin identification of a health/healthcare issue of specific
interest
Introductory discussion board posting
Practice online exam completion within Canvas
Introductory Quiz
3. Unit 1
Health
Measures
Life Expectancy
Self Assessed Quality of Life
Disease Incidence
Activity Limitations
Determinants
Individual Behavior
Biology & Genetics
Psychosocial Factors
Environmental Factors
Health Services
Policy Making
Unit 2
Health
Status
IS 336 United States’ Health & Healthcare Issues Course
Overview
Unit 3
Healthcare System
Effectiveness
Measures
% Insurance Coverage
Cost control
4. Perceived Quality of Care
Health Outcomes
Choice
5
Course Grading
LATE PENALTY: Assignments turned in after the due date
listed will receive a 20% reduction in the grade of the
assignment. The last day that late assignments can be submitted
is Friday, July 24, 2015 (midnight).
Instructional Units
Introductory Unit Course Overview
Introductory Quiz-Untimed
Introductory Discussion Board Posting
Unit 1 Health in the United States and Determinants of Health,
including Individual Health Behaviors
Unit 1 Reading/Viewing Guide (Optional)
Unit 1 Exam-1 hour time limit
Unit 2 Health Status of People of the United States
Unit 2 Reading/Viewing Guide (Optional)
5. Unit 2 Exam-1 hour time limit
Unit 3 United States Healthcare System
Unit 3 Reading/Viewing Guide (Optional)
Unit 3 Exam-1 hour time limit
Timed Unit Exams
The Unit 1-3 Exams are timed exams.
They will become accessible 6 days prior to the due date.
Once you open the exam and read the first question, a 60 minute
timer will activate.
Time remaining will always be visible in the upper right corner
of your screen.
Each exam has a variety of question formats—multiple choice,
multiple answer, true/false, matching, and short essay.
Preparation for Unit Exams
Complete all required readings/viewing listed on the Unit
Overview page
Consider taking notes, perhaps on the provided Unit
Reading/Viewing Guides (all quiz questions are addressed
within these guides)
Selected Health/Healthcare Issue PowerPoint Presentation
Purpose:
This assignment provides you with the opportunity to
investigate a health/healthcare issue/topic of specific interest to
you and to share your findings with your classmates.
6. Directions:
Identify a health/healthcare issue/topic of specific interest to
you. If you select an issue/topic already addressed within the
course (e.g., required Units 1-3 PowerPoints, readings, and
videos), you must greatly expand discussion of the topic and/or
take a different approach to the topic.
Complete a preliminary search of your selected topic and begin
to gather reputable, relevant evidence. You will eventually need
at least four reputable sources.
Send an email (via Canvas course site) to course professors,
outlining your proposed health/healthcare issue/topic, no later
than midnight Sunday, June 21st.
When your topic is approved, thoroughly research your selected
topic. Gather reputable, relevant evidence that will help you
communicate the following:
Detailed description of the issue/topic
Relevance and significance of the issue/topic
Impact of the issue/topic on health, health status, and/or
healthcare in the United States
Challenges/barriers (e.g., to incidence reduction,
implementation, resolution/improvement)?
Create a PowerPoint presentation that informs your classmates
about your selected issue/topic. Describe in detail your selected
health or health care issue/topic.
7. Why is it relevant?
What is its significance?
How does it impact health, health status and/or healthcare in the
United States?
What are challenges/barriers (e.g., to incidence reduction,
implementation, resolution/improvement)?
Provide relevant current data and research findings.
Keep in mind that the PowerPoint presentation is to serve as an
instructional tool and not to promote your viewpoint. In other
words, this is not about your opinion or experiences, it is a
scholarly presentation of information.
Presentations are to be well-researched, informative, thought
provoking, and based on a synthesis of facts and ideas from a
variety of authoritative references. Information is to be
presented in a logical, interesting sequence.
Write in your own words. Insert citations in order to attribute
your information to original source and to add credibility to
your writing. Direct quotes are not appropriate for this
assignment. Points will be deducted for inaccurate in-text
citation format and use of verbatim direct quotes.
Cite reputable sources throughout your presentation. Give
appropriate credit for paraphrased/summarized information from
reputable sources. Provide Literature Cited (or Reference List)
slide(s) at the conclusion of the PowerPoint, which provides full
publication information for all (and only those) sources cited
within the PowerPoint. Use a formal style guide that you
familiar with, e.g. APA, MLA.
8. It is anticipated that your PowerPoint presentation will include
20+ slides. Your PowerPoint presentation should begin with a
title slide that identifies the topic of your presentation, your
name, and the date. Your PowerPoint presentation should
conclude with Literature Cited (or References) slide(s).
Be sure to use a consistent appropriate background, font, font
size(s) and font color combinations. Include appropriate
graphics/images/diagrams. The overall appearance of your
PowerPoint presentation should be appealing and contain no
spelling, grammar, or punctuation errors.
Create a reply to the Selected Health/Healthcare Issue
Discussion Board. Attach your developed PowerPoint
presentation to your reply. Due by midnight Sunday July 19th.
Beginning Monday July 20th, view your classmates’ PowerPoint
presentations. Post replies to at least five. Your reply should
identify what you learned from the presentation and expand the
discussion of the issue/topic. Your 5+ replies are due by
midnight Friday July 24th.
Sample Topics
Government role in health spending
Public health and prevention
9. Hospital organization
Electronic Health Record (EHR)
Long term care services
Managed care
Ambulatory care services
A specific chronic disease or health problem
Immunizations
Mental health services
Hospice
Home health service
Access to health care services
Population health
Concierge Medicine
Wellness care
Stress-related health problems
Depression
A specific mental illness
Emergency department use
Health care information technology
Nursing Shortage
Quality measures
Homelessness and health
Epidemic preparedness
Nurse bedside shift report
HIV/AIDS
Alzheimer’s/Dementia
A specific injury
Violence
Safe staffing levels
Building a culture of health
Interprofessional collaboration
Patient Satisfaction
Hospital Safety Scores
Hospital report cards
Physician Quality Reporting System (PQRS)
30-day Medicare Readmission penalties
10. Changing physician payment trends
Health Insurance portability
Quality and Safety Education for Nurses (QSEN) project
Patient centered medical homes
Nurse job dissatisfaction & burnout
Entry level RN education
PowerPoint Presentation Evaluation
See Evaluation rubric within syllabus
35% Course Points
Proposal Email (5%)
PowerPoint Presentation (25%)
Content (10%)
Writing (5%)
Design (5%)
Citations (5%)
Replies (5% course points, 1%/reply)
Student Resources
The Learning Commons, Hooley –Bundschu Library
[https://www.avila.edu/hbl/AvilaLearningCommons/index.aspx]
Professional librarian available
for database and reference searching assistance
11. IT Support Services
[http://transformlearning.avila.edu/ITservices/]
The IT support-desk is located next to the circulation desk in
the Learning Commons. The IT support staff can solve problems
with networks, computer-devices, software, and other types of
technology.
Send an email to [email protected] or
Call 816-501-2900
Citation Review
In Text
Literature Cited
When to cite?
All information that is not “common knowledge”
Information/ideas paraphrased/summarized from a source must
be cited (author, date)
If taken verbatim from a source, quotes are placed around the
verbatim text and cited (author, date, and page number)—Direct
quotes are NOT appropriate for the assignments in this course.
Failure to cite = Plagiarism
In Text citations allow the reader to locate the source within
Literature Cited section, which should include full publication
information.
12. Literature Cited – Page at end of document which lists ALL
sources cited (and only the sources cited) within the document.
Provides full publication information – reader can use to
relocate reference source.
In Text Citations
Quotations must be identical to the original, using a narrow
segment of the source. They must match the source document
word for word and must be attributed to the original author.
Direct quotes are NOT appropriate for the assignments in this
course.
Paraphrasing involves putting a passage from source material
into your own words. A paraphrase must also be attributed to
the original source. Paraphrased material is usually shorter than
the original passage, taking a somewhat broader segment of the
source and condensing it slightly.
Summarizing involves putting the main idea(s) into your own
words, including only the main point(s). Once again, it is
necessary to attribute summarized ideas to the original source.
Summaries are significantly shorter than the original and take a
broad overview of the source material.
http://owl.english.purdue.edu/owl/resource/563/1/
13. In Text Citations
Provide support for claims or add credibility to your writing
Refer to work that leads up to the work you are now doing
Give examples of several points of view on a subject
Call attention to a position that you wish to agree or disagree
with
Highlight a particularly striking phrase, sentence, or passage by
quoting the original
Expand the breadth or depth of your writing
http://owl.english.purdue.edu/owl/resource/563/1/
A paraphrase is...
Your own rendition of essential information and ideas expressed
by someone else, presented in a new form.
One legitimate way (when accompanied by accurate
documentation) to borrow from a source.
A more detailed restatement than a summary, which focuses
concisely on a single main idea.
http://owl.english.purdue.edu/owl/resource/563/02/
14. 6 Steps to Effective Paraphrasing
Reread the original passage until you understand its full
meaning.
Set the original aside, and write your paraphrase on a note card.
Jot down a few words below your paraphrase to remind you
later how you envision using this material. At the top of the
note card, write a key word or phrase to indicate the subject of
your paraphrase.
Check your rendition with the original to make sure that your
version accurately expresses all the essential information in a
new form.
Use quotation marks to identify any unique term or phraseology
you have borrowed exactly from the source.
Record the source (including the page) on your note card so that
you can credit it easily if you decide to incorporate the material
into your paper.
http://owl.english.purdue.edu/owl/resource/563/02/
MIDAC: Paraphrasing Method
In your own words after reading an article (or a section of an
article), identify:
Main idea
Important points
Delete unimportant
Analyze
Collapse (Synthesize)
In Text Citation
15. Signal phrase (1 Author) : According to AUTHOR LAST
NAME (year), …..
Signal phrase (2 Authors): According to AUTHOR LAST
NAME (first listed) and AUTHOR LAST NAME (second listed)
(year), …
Signal phrase (3+ authors): According to AUTHOR LAST
NAME (first listed) et al. (year),…..
Organization as Author: According to the American Heart
Association (2013)…..
EXAMPLE:
Muniz Pagan et al. (2012) found that foraging lizards use as
much as 90% of their maximal capacity when evading predators.
Literature Cited
Select a formal style guide that you familiar with, e.g. APA,
MLA
Identify type of source:
Book (one, two or more than two authors)
Journal article
Webpage
Find a sample and “mirror”
https://owl.english.purdue.edu
Make sure entries are listed in alphabetical order
Indent subsequent (second, third….) lines 5 spaces (1/2 inch)
Include ONLY sources cited in manuscript
Be sure to include ALL sources cited in manuscript
Selecting reputable Sources
16. Reputable Sources
“The following sources would generally be perceived as
reputable. Most are readily found in university, faculty or
departmental libraries, and many can be found on the Internet:
Journal databases, e.g, ProQuest
academic books by single or multiple authors within the
discipline or area of study or academic and professional
journals within the discipline or area of study
specialist magazines or newspapers of agreed high repute, e.g.
Nature, The Wall Street Journal, The Australian Financial
Review, The New York Review of Books, The Times Literary
Supplement
government reports
reports from known, reputable organizations, e.g. the World
Health Organization (WHO), the United Nations Educational,
Scientific and Cultural Organisation (UNESCO), the
Organisation for Economic Co-operation and Development
(OECD)
recorded TV or radio programs to which reputable figures
within the discipline have contributed
the internet, if the site has a reputable author, publisher and
domain name that show the site has the relevant credentials for
your writing purpose.”
17. Adapted from:
http://writesite.elearn.usyd.edu.au/m2/m2u2/m2u2s2/m2u2s2_1.
htm
“Good” vs. “Not so Good” Sources For Our Assignments
“Good Sources”
1. Google Scholar (http://scholar.google.com)
2. Avila Library databases, e.g., Academic Search Premier or
ProQuest
“Not so Good” Sources
1. Wikipedia
2. Other Wiki pages
3. Personal Experiences
4. Friends and family
Course Assignment Point
Allocation
Due Date
Introductory Quiz 4% Sunday, June 7
th
(by midnight)
Introductory Discussion Board 1% Sunday, June 7
th
(by midnight)
Unit 1 Exam 20% Sunday, June 14
th
(by midnight)
Selected Issue Presentation Topic
Proposal
18. 5% Sunday, June 21
st
(by midnight)
Unit 2 Exam 20% Sunday, June 28
th
(by midnight)
Unit 3 Exam 20% Sunday, July 12
th
(by midnight)
Selected Issue PowerPoint Presentation 25% Sunday, July 19
th
(by midnight)
Responses to Selected Issue
Presentations (5)
5% Friday, July 24
th
(by midnight)
TOTAL 100%
Course Assignment
Point
Allocation
Due Date
Introductory Quiz
4%
Sunday, June 7th (by midnight)
Introductory Discussion Board
1%
Sunday, June 7th (by midnight)
Unit 1 Exam
20%
Sunday, June 14th (by midnight)
Selected Issue Presentation Topic Proposal
5%
Sunday, June 21st (by midnight)
Unit 2 Exam
19. 20%
Sunday, June 28th (by midnight)
Unit 3 Exam
20%
Sunday, July 12th (by midnight)
Selected Issue PowerPoint Presentation
25%
Sunday, July 19th (by midnight)
Responses to Selected Issue Presentations (5)
5%
Friday, July 24th (by midnight)
TOTAL
100%
Day Summer Hours
Monday 8:00 AM TO 9:00PM
Tuesday 8:00 AM TO 9:00PM
Wednesday 8:00 AM TO 9:00PM
Thursday 8:00 AM TO 9:00PM
Friday 8:00 AM TO 6:00PM
Saturday 10:00 AM TO 5:00PM
Sunday CLOSED
Day
Summer Hours
Monday
8:00 AM TO 9:00PM
Tuesday
8:00 AM TO 9:00PM
Wednesday
8:00 AM TO 9:00PM
Thursday
8:00 AM TO 9:00PM
Friday
8:00 AM TO 6:00PM
20. Saturday
10:00 AM TO 5:00PM
Sunday
CLOSED
__MACOSX/._Introductory Unit-2.pptx
unit1/.DS_Store
__MACOSX/unit1/._.DS_Store
unit1/Health Behavior Models.pdf
The International Electronic Journal of Health Education, 2000;
3 (Special Issue): 180-193
http://www.iejhe.siu.edu
Health Behavior Models
Colleen A. Redding, PhD1; Joseph S. Rossi, PhD2; Susan R.
Rossi, PhD3;
Wayne F. Velicer, PhD4; James O. Prochaska, PhD5
1Dr. Redding is an Assistant Research Professor at the Cancer
Prevention Research Center (CPRC) at the
University of Rhode Island. She received her doctorate in 1993
at the University of Rhode Island in clinical
psychology. Her clinical internship was in Health Psychology at
UCLA Medical Center and her post-doctoral
fellowship was at the CPRC. She has fifteen years of clinical
and research experience in many medical and
reproductive health care settings, and is an investigator on many
federally funded research projects studying various
health behavior changes. She has ten years of experience in the
development and application of the
21. Transtheoretical Model and stage-matched interventions to
many problem behaviors.
2Dr. Joseph Rossi is a Professor in the Department of
Psychology and Director of Research at the Cancer
Prevention Research Center at the University of Rhode Island.
He received his PhD in experimental psychology
from the University of Rhode Island in 1984. He has published
in a wide range of areas including research
methodology and measurement, skin cancer prevention, smoking
cessation, exercise adoption, weight control,
diabetes self-management, HIV risk reduction, and expert
system development. A recent study conducted by the
Institute for Scientific Information and the American
Psychological Society listed him among the 10 most
influential authors in psychology.
3Dr. Susan Rossi is Diabetes Research Coordinator for
ProChange Behavior Systems, Adjunct Assistant Professor
at the College of Nursing and Coordinator of Adherence &
Education Programs for the Rhode Public Health
Partnership in Emerging Infectious Disease at the University of
Rhode Island. She received her BS in nursing at
Duke University in 1974, and an MSN in 1982 and PhD in
nursing in 1994 at the University of Rhode Island. She
has 13 years of research experience as a behavioral scientist
focusing on applying the Transtheoretical Model to
the dietary area, work which has been nationally and
internationally recognized.
4Dr. Velicer is a Principal in ProChange, Co-Director of the
Cancer Prevention Research Center, and is Professor
of Psychology, University of Rhode Island. He received his PhD
in psychology from Purdue University in 1972. He
has published more than 120 papers on a variety of topics,
including behavior change for health promotion/disease
prevention, factor and component analysis, time series analysis,
and measurement development. He was identified
as one of the highest impact authors in psychology by studies in
22. 1992 and 1996. He is an original developer of the
Transtheoretical Model and a pioneer in the development of
expert systems. He has been PI or co-PI on more than
$40 million dollars in federal funding.
5Dr. Prochaska is President of ProChange, Director of the
Cancer Prevention Research Center, and Professor of
Psychology, University of Rhode Island. He received his PhD in
clinical psychology in 1969 from Wayne State
University. He has published more than 100 papers and 3 books
on the Transtheoretical Model of behavior change
for health promotion and disease prevention. A recent study
conducted by the Institute for Scientific Information
and the American Psychological Society listed him among the
10 most influential authors in psychology. One of
the originators of the Transtheoretical Model, he has been PI on
over $40 million in research grants on prevention
of cancer and other chronic diseases.
Corresponding author: Colleen A. Redding, Assistant Professor,
Cancer Prevention Research Center, University
of Rhode Island, 2 Chafee Road, Kingston, RI 02881-0808;
phone: 401.874.2830; email: [email protected]
Introduction
Since they define what to measure, models and
theories of health behavior change are inherently
linked to the measurement of health behavior. This
chapter reviews different models of health behavior
change as an overview, not an in-depth comparison.
Furthermore, while we aim to present other models
fairly, the authors are biased toward the
Transtheoretical model—we present best that with
which we are most familiar.
We review here only the four most commonly used
models of individual health behavior change, relying
23. primarily on the criteria of Glantz and colleagues.1
Their review of articles published between 1992-1994
in health education, medicine, and behavioral science
that use any theoretical framework (only 45% used a
theory)1 revealed that the most used models were the
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Health Belief Model, Theory of Reasoned
Action/Planned Behavior, Social Cognitive Theory and
The Transtheoretical Model. There are many more
theories and models relevant for health behavior
covering such important topics as: community
organization, communication, diffusion of innovations,
social marketing, information processing, stress and
coping, relapse prevention, and empowerment.
Additional materials are cited in the text and interested
readers can pursue these ideas further through these
resources. An entire book is devoted to the topics
covered in this chapter and is highly recommended for
those who want more details.1
Theoretical models fundamentally guide both our
current and future understanding of health behavior, as
well as providing direction for our research and
intervention development. As a metaphor, each model
or theory provides a different roadmap of the health
24. behavior territory. Of course, it is important to point
out that the map is not the territory itself, and different
maps (theories) describe the same territory differently.
Even so, when we enter new territory, we still need a
map. Even a roughly drawn or poorly scaled map is
much better than none at all. The map points out the
relevant landmarks (constructs) and how they are
connected, and, perhaps, how far it is from one
landmark to another. As different maps of the same
territory evolve over time and are compared, the
territory becomes clearer, thus allowing better maps to
evolve, perhaps integrating the clearest features of
different maps. So it goes with theoretical development
as well. There is no final or true map, only a map or
theory that best meets our needs right now. Thus, as
we evaluate these different theories, we should ask
comparable questions of them.
Evaluation and comparison of the different
theories reveals that they are not so different in terms
of their differential predictions. Most differences really
amount to emphasis on one construct over another.
Cummings and colleagues conclude that theories
which integrate ideas from other competing theories
provide more explanatory power.2 Similarly, Fishbein
and colleagues went through an unprecedented
consensus conference among theorists to outline the
most important variables to study in relation to
reducing HIV risk.3 Many constructs from each theory
are actually fairly similar. One excellent research
proposal for conducting critical tests of different
theoretical predictions is outlined by Weinstein.4 In
fact, the National Institutes of Health recently issued a
cross-agency request for funding applications to
systematically test different theoretical predictions.
25. The Health Belief Model
The Health Belief Model (HBM) has the longest
history of all the theories reviewed. It was originally
conceived by social psychologists in the public health
arena as a way of predicting who would utilize
screening tests and/or vaccinations.3,5_9 According to
the HBM, the likelihood that someone will take action
to prevent illness depends upon the individual's
perception that:
• they are personally vulnerable to the condition;
• the consequences of the condition would be
serious;
• the precautionary behavior effectively prevents the
condition; and
• the benefits of reducing the threat of the condition
exceed the costs of taking action.9
These four factors, which are influenced by
mediating variables, indirectly influence the
probability of performing protective health behaviors
by influencing the perceived threat of the illness and
expectations about outcome.
The HBM has been used for intervening with
health screening, illness, sick role, and precautionary
behaviors.5,8_12 The model has undergone some
modifications since its original formulation. Table 1
shows the four-construct model that is the most
commonly described form of the HBM. The model's
four key components are conceptualized as perceived:
1) susceptibility, 2) severity, 3) effectiveness, and 4)
cost.
26. Perceived susceptibility refers to the probability
that an individual assigns to personal vulnerability in
developing the condition. The concept of perceived
susceptibility has been found to be predictive of a
number of health-protective behaviors. From an HBM
perspective, the likelihood individuals will engage in
precautionary behaviors to prevent cancer (e.g., quit
smoking, eat a diet low in fat and high in fiber,
exercise, get a mammogram or prostate exam) depends
on how much they believe they are vulnerable to or at
risk for cancer. In general, it has been found that
people tend to underestimate their own susceptibility to
disease.
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Table 1. Health Belief Model Constructs
Constructs Descriptions
Perceived
Susceptibility
One’s evaluation of chances of
getting a condition
Perceived
Severity
27. One’s evaluation of how serious
a condition, its treatment, and its
conseuqences would be
Perceived
Benefits
One’s evaluation of how well an
advised action will reduce risk or
moderate the impact of the
condition
Perceived
Barriers
One’s evaluation of how difficult
an advised action will be or how
much it will cost, both
psychologically and otherwise
Cues to
Action
Events or strategies that increase
one’s motivation
Self-efficacy
Confidence in one’s ability to
take action
Perceived severity refers to how serious the
individual believes the consequences of developing the
condition are. An individual is more likely to take
action to prevent cancer if s/he believes that possible
negative physical, psychological, and/or social effects
28. resulting from developing the disease pose serious
consequences (e.g., altered social relationships,
reduced independence, pain, suffering, disability, or
even death). Models of Health Belief frequently refer
to perceived health threats. The combination of
perceived susceptibility and perceived severity
constitute a threat.
Perceived effectiveness refers to the benefits of
engaging in the protective behavior. Motivation to take
action to change a behavior requires the belief that the
precautionary behavior effectively prevents the
condition. For example, individuals who are not
convinced that there is a causal relationship between
smoking and cancer are unlikely to quit smoking
because they believe that quitting will not protect
against the disease.
Perceived cost refers to the barriers or losses that
interfere with health behavior change. The
combination of perceived effectiveness and perceived
costs constitute the notion of outcome expectation.
Belief alone is not enough to motivate an individual to
act. Taking action involves cognitively weighing the
personal costs associated with the behavior against the
benefits expected as a result of engaging in the
behavior. Benefits have to outweigh the costs involved.
Cues to action involve stimuli that motivate an
individual to engage in the health behavior.9 The
stimulus that triggers action may be internal or
external. For example, angina may act as an internal
cue to initiate action. External cues such as a spouse's
illness or the death of a parent may also trigger health
behavior changes in an individual who was not
otherwise considering them. HBM factors also interact
29. to trigger action. For example, when perceptions of
susceptibility and severity are high, a very minor
stimulus may be all that is needed to initiate action.
However, more intense stimuli may be needed to
initiate action if perceived susceptibility and severity
are low.
More recent formulations of the HBM have
included self-efficacy as a key factor. Self-efficacy is
influenced by mediating variables and in turn
influences expectations. In addition, some forms of the
HBM refer to general susceptibility to illness as a key
factor in the model. However, substitution of the
general case over specific consequences is only
appropriate if the intention of the precautionary
behavior is to improve health in general.4 The value of
health, another variable which is sometimes included,
refers to interest in and concerns about general health,9
the extent to which an individual values health.6
According to this view of HBM, individuals concerned
about being healthy in general are more likely to
exercise regularly than individuals who place little
value on health. Although both cues to action and the
value of health have been included in some forms of
HBM, their importance in predicting health behavior
is unclear since neither variable has been
systematically studied.9
Mediating factors (demographic, structural, and
social variables) have also been explored in applying
the HBM. Mediating variables (e.g., educational level)
are believed to indirectly affect behavior by influencing
an individual's perceptions of susceptibility, severity,
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benefits, and barriers.9 Becker and Maiman added the
concept of motivation to the HBM.6 This has also been
interpreted as readiness to change behavior.12
The Theory of Reasoned
Action/Planned Behavior
The Theory of Reasoned Action (TRA) is a widely
used behavioral prediction theory which represents a
social-psychological approach to understanding and
predicting the determinants of health-behavior.14_16
Over the years, TRA has been applied to many diverse
health-related behaviors including: weight loss,
smoking, alcohol abuse, HIV risk behaviors, and
mammography screening. The theory of reasoned
action states that the intention to perform a particular
behavior is strongly related to the actual performance
of that behavior. Two basic assumptions that underlie
the TRA are: 1) behavior is under volitional control,
and 2) people are rational beings. From the perspective
of TRA, we behave in a certain way because we choose
to do so and we use a rational decision-making process
in choosing and planning our actions. The TRA was
designed to predict behavior from intention, and
proposes quasi-mathematical relationships between
beliefs, attitudes, intentions, and behavior. A modified
31. version of TRA includes the addition of perceived
control over the behavior and is referred to as the
Theory of Planned Behavior (TPB).3,7 Table 2
describes the main constructs used in TRA and the
Theory of Planned Behavior
Table 2. Theory of Reasoned Action/Planned Behavior
Constructs Description
Behavioral Intention Perceived likelihood of performing the
behavior
Attitudes The product of the behavioral belief multiplied by the
evaluation of it
Behavioral Belief Evaluation of the likelihood that performance
of the behavior is associated
with certain outcomes
Evaluation of B.B. How good or how bad those outcomes would
be
Subjective Norm The product of the normative belief multiplied
by the motivation to comply
Normative Belief Perception of how much each personal contact
approves or disapproves of the
behavior
Motivation to Comply Motivation to do what each personal
contact person wants
Perceived Behavioral Control The product of the control belief
multiplied by the perceived power
32. Control Belief Perceived likelihood of each facilitating or
constraining condition occurring
Perceived Power Perceived effect of each condition in making
the performance of the behavior
easier or more difficult
Predicting behavior is the ultimate goal of the
TRA. According to the TRA, behavior is influenced by
the intention to perform the behavior. Intention is
influenced by three major variables: subjective norms,
attitudes, and self-efficacy. Subjective norms involve
an individual's perception of what significant others
believe about his or her ability to perform the behavior.
For example, whether or not someone intends to cut
down on dietary fat by giving up bacon and red meat
could be partly determined by what that person
believes his or her spouse's opinion would be if s/he
did. Attitudes can be conceptualized in terms of values.
That is, an individual develops particular values about
behaviors. For example, one attitude might be: eating
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a healthy diet is a good way to prevent heart disease
and/or cancer. Self-efficacy is the confidence an
individual feels that s/he can successfully perform the
behavior of eating a healthy diet.
33. Two of the variables that influence intention,
subjective norms, and attitudes are in turn influenced
by beliefs. Two general types of beliefs are considered
in TRA: normative and behavioral beliefs. Normative
beliefs are situationally based social expectations,
which are considered the rule. Normative beliefs
influence subjective norms while beliefs about the
behavior influence attitudes. An individual's attitudes
toward a behavior are determined by his/her
expectations about the outcome of performing the
behavior, and the extent to which s/he values the
outcome. Thus, from a TRA perspective, the likelihood
that an individual will engage in health risk reduction
depends upon how much s/he is convinced that healthy
behaviors will prevent risk, and the degree to which
s/he perceives the benefits will outweigh the costs.
The majority of TRA research has focused on the
prediction of behavioral intention rather than on the
behavior itself.13 Unfortunately, because the correlation
between behavior and intention is not particularly
impressive, research on attitudes and behaviors is often
dismissed.14 Despite this shortcoming, Sonstroem has
suggested that TRA can still be a useful perspective as
long as situation-specific attitude and intention
measures are employed that specify congruent action,
target, context, and time, and that the interactions
between personal determinants and situations are
emphasized.17
Social Cognitive Theory
This theory goes well beyond individual factors in
health behavior change to include environmental and
social factors. In fact, this theory may be the most
comprehensive model of human behavior yet proposed.
34. Bandura's Social Cognitive Theory (SCT),18 also
referred to as Social Learning Theory, is a behavioral
Table 3. Social Cognitive Theory Constructs
Constructs Description
Environmental Factors outside the person
Situation One’s perception of the environment
Behavioral Capability One’s knowledge and skills to perform a
behavior
Expectations One’s anticipation of the outcomes of a behavior
Expectancies How good or bad one evaluates the outcomes to be
Self-control Regulation of one’s own behavior
Observational Learning Acquiring a new behavior by watching
someone else perform it and observing
the outcomes–a.k.a. modeling
Reinforcements Responses to a person’s behavior that affect
how likely it is that the behavior
will reoccur
Self-efficacy One’s confidence in one’s own ability to perform
a behavior
Emotional Coping Responses Strategies used by someone to
deal with emotionally challenging thoughts,
events, or experiences
Reciprocal Determinism Dynamic interaction of the person, the
35. behavior, and his/her environment
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prediction theory that represents a clinical approach to
health behavior change.3,7 This theory has been widely
applied to health behavior with respect to prevention,
health promotion, and modification of unhealthy
lifestyles for many different risk behaviors. SCT
emphasizes what people think and its effect on their
behavior.19,20 SCT proposes that behavior can be
explained in terms of triadic reciprocity between three
key concepts which operate as determinants of each
other. Reciprocal determinism forms the basic
organizing principle of SCT. This important concept
states that there is a continuous, dynamic interaction
between the individual, the environment, and behavior.
Thus, a change in one of these factors impacts on the
other two. SCT involves numerous key concepts,
which have been associated with each of the three
main constructs for the purpose of describing the SCT.
Table 3 describes all the key constructs employed by
SCT.
Bandura conceptualized influences on behavior
that involved the concept of person in terms of basic
human capacities that are cognitive in nature.18 Key
concepts associated with the person include: personal
characteristics, emotional arousal/coping, behavioral
36. capacity, self-efficacy, expectation, expectancies,
self-regulation, observational/experiential learning,
and reinforcement.19,20
• Personal characteristics have been
operationalized as multiple, interacting
determinants such as demographics (e.g., gender,
race/ethnicity, education), personality, cognitive
factors (e.g., thoughts, attitudes, beliefs,
knowledge), motivation, and skills.
• Emotional arousal/coping can interfere with
learning and thus influence behavior. This refers
to an individual's ability to respond to emotional
stimuli with various techniques, strategies, and
activities that help one to deal with arousing
situations (e.g., fear, anxiety).
• Behavioral capacity refers to the individual's
possession of both the knowledge and skills
necessary to perform a behavior.
• Self-efficacy refers to an individual's confidence in
his or her ability to perform a behavior in various
situations. Self-efficacy has been recognized as an
important mediating variable between knowledge,
attitudes, skills, and behavior.13
• Expectations are beliefs associated with the
outcome of a behavior. Expectancies are the value
an individual attributes to the anticipated outcome
of performing a behavior.
• Self-regulation refers to the individual's ability to
manage or control behavior. Individuals use goal
setting, self-monitoring, and self-reinforcement to
37. regulate performance of a behavior.
• Observational/experiential learning refers to the
acquisition of a behavior through observation and
experience. Learning can occur either through
observation of another's performance of a behavior
(modeling), or through personal experience, i.e.,
trial and error.
• Reinforcement refers to the consequences that
affect the probability a behavior will be tried
again. Individuals are motivated to perform
behaviors through rewards and incentives.20
In SCT, the relationship between behavior, person,
and environment is interactive. The stereotypic picture
of the relatively young executive who develops high
blood pressure provides an illustration of how variables
associated with person, (e.g., personal characteristics),
interact with the environment and behavior. Consider
a male in his early 40s who is obsessed with
achievement, advancement, and recognition. This
individual is a highly competitive workaholic who is
driven to get things done quickly. Such individuals are
sometimes described as being hostile and might be
found operating in a highly stressful environment.
Although simplistic and stereotypical, this picture
represents a classic example of a "Type A personality."
From an SCT perspective, this individual's
predominant personality type negatively influences his
behavior. Thus this individual is less likely to take the
time to acquire the cognitive and behavioral skills
necessary to successfully perform any risk reduction
behavior (smoking cessation, stress management, etc.).
Influences on behavior which involve the
38. environment can be physical, social, cultural,
economical, political in nature,21 or situational in
nature.20 In SCT, the person's perceptions of the
environment are referred to as situations; this key
variable can facilitate or inhibit behavior. In this
reciprocal, interactive scheme, in which multiple
determinants of behavior are assumed, behavior also
exerts an influence on both the environment and the
person. The environment and past experience with a
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Table 4. Transtheoretical Model Constructs
Constructs Description
Stages of Change
Precontemplation No intention to take action within the next 6
months
Contemplation Intends to take action within the next 6 months
Preparation Intends to take action within the next 30 days and
has taken some behavioral steps
in this direction
Action Has changed overt behavior for less than 6 months
39. Maintenance Has changed overt behavior for more than 6
months
Decisional Balance
Pros The benefits of changing
Cons The costs of changing
Self-efficacy
Confidence Confidence that one can engage in the healthy
behavior across different
challenging situations
Temptation Temptation to engage in the unhealthy behavior
across different challenging
situations
Process of Change
Consciousness Raising Finding and learning new facts, ideas,
and tips that support the healthy behavior
change
Dramatical Relief Experiencing the negative emotions (fear,
anxiety, worry) that go along with
unhealthy behavioral risks
Self-reevaluation Realizing that the behavior change is an
important part of one’s identity as a
person
Environmental
Reevaluation
40. Realizing the negative impact of the unhealthy behavior, or the
positive impact of
the healthy behavior, on one’s proximal social and/or physical
environment
Self-liberation Making a firm commitment to change
Helping Relationships Seeking and using social support for the
healthy behavior change
Counterconditioning Substitution of the healthier alternative
behaviors and/or cognitions for the
unhealthy behavior
Reinforcement
Management
Increasing the rewards for the positive behavior change and/or
decreasing the
rewards of the unhealthy behavior
Stimulus Control Removing reminders or cues to engage in the
unhealthy behavior and/or adding
cues or reminders to engage in the healthy behavior
Social Liberation Realizing that social norms are changing in
the direction of supporting the healthy
behavior change
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particular behavior can also provide reinforcement for
acting in a particular way. For example, as Americans
have demanded the availability of healthier, lower fat,
higher fiber choices in their environment, more and
more eating establishments have changed their food
preparation procedures and menus to reduce dietary
fat. There are a wider variety of "heart healthy" menus
available now. To reduce their risk, consumers have
begun to take advantage of greater environmental
choices by: purchasing more fruits and vegetables,
substituting available lower fat products instead of
high fat ones, changing their food preparation methods
to broiling and baking instead of frying, and ordering
lower fat food choices offered by restaurants.
Interactions are also assumed to occur between
problem behaviors (e.g., eating high fat foods, lack of
exercise, smoking) and physiological factors (e.g.,
nicotine, caffeine addiction).21 An individual's
performance of associated behaviors can have an
important impact on disease prevention. Engaging in
exercise can trigger hunger, stimulating the desire for
high fat food. Finishing a meal can act as a cue that
triggers the desire for a cigarette. An individual may
use smoking to relax in a high stress environment. To
effectively prevent disease, an individual needs to
engage in multiple healthy behaviors like exercise
adoption, low fat/high fiber eating habits,
mammography screening, wearing seatbelts, etc. SCT
assumes that most behaviors are learned responses and
can be modified. Thus, learning through observing the
behavior of others (i.e., modeling) is important from a
SCT perspective. SCT also places heavy emphasis on
learning both cognitive and behavioral skills for
42. coping with situations and making changes in health
behavior. Thus, an individual who wants to quit
smoking but lacks the cognitive and behavioral skills
to effectively cope with stressful situations without
cigarettes is less likely to successfully change smoking
behavior in spite motivation to do so.
Self-Efficacy
The concept of self-efficacy is recognized as one of
Bandura's most important contributions to psychology
and the field of health behavior change in general.22
Self-efficacy refers to the confidence an individual has
in his or her own ability to successfully carry out a
behavior. The importance of self-efficacy for behavior
change has been widely recognized across multiple
behaviors relevant to health risk reduction.23
Furthermore, its incorporation into almost all major
theories of behavior change is further evidence of its
important role in the behavior change process.
Bandura proposed that the actual performance of
a particular behavior is highly related to an
individual's belief in his/her ability to perform that
behavior in specific situations. An individual with low
self-efficacy is likely to have lower expectations of
successfully performing the behavior and be more
affected by situational temptations that are
counterproductive to promoting and maintaining
behavior change. In contrast, an individual who has
high self-efficacy not only expects to succeed but is
actually more likely to do so. For example, the
likelihood that an individual will successfully perform
a behavior like exercise is strongly dependent upon
how confident that individual is that s/he can actually
43. do activities, such as walking, jogging, swimming, or
doing aerobics on a regular basis.22
Several factors influence an individual's
self-efficacy, including persuasion by others, observing
others' behavior (modeling), previous experience with
performing the behavior, and direct physiological
feedback.18 For example, individuals are more likely to
attempt to quit smoking if: 1) a physician recommends
that they do so, thus persuading them that quitting is
a good idea, 2) they have observed others who have
been able to quit and/or are coping well with trying to
quit, 3) they have had past experience with quit
attempts, and/or 4) they have been able to cope with
the physical symptoms of nicotine withdrawal.
Self-efficacy exerts such a strong influence on behavior
change that confidence has been found to outperform
past performance in predicting future behavior.24
The Transtheoretical Model
The past 20 years of Transtheoretical Model-based
research has found some common principles of
behavior change which have applied to a wide range of
health behaviors. These behaviors include: smoking
cessation, exercise adoption, sun protection, dietary fat
reduction, condom use, adherence to mammography
screening, medication adherence, stress management,
and substance abuse cessation, to name just a few.25_29
These problem behaviors are important from both a
clinical and a public health standpoint because they are
strongly associated with increased morbidity,
mortality, and with decreased quality of life. The
Transtheoretical Model (TTM) is a model of
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intentional behavior change that has produced a large
volume of research and service across a wide range of
problem behaviors and populations.25_29 This model
describes the relationships among: stages of change;
processes of change; decisional balance, or the pros
and cons of change; situational confidence, or
self-efficacy in the behavior change; and situational
temptations to relapse. Table 4 describes all the
constructs that collectively comprise the TTM.
This model has several advantages over other
models. First, it describes behavior change as a
process, as opposed to an event. Then, by breaking the
change process down into stages and studying which
variables are most strongly associated with progress
through the stages, this model provides important tools
for both research and intervention development.
Secondly, its explicit focus on measurement of
constructs has provided a strong foundation for the
model. Across different problem behaviors and
populations, different variables have been associated
with stage movement for each stage of change.30
These TTM findings inform the design of
individualized, stage-matched, expert system
interventions (see below) that target those variables
most predictive of progress for individuals at each
stage of change. One aspect of this model that often
45. goes unrecognized is that it is the processes of change
that drive movement through the stages of change.31
Thus, although commonly referred to as the "Stages of
Change Model" since "stage" is the core construct
around which other model constructs are organized,
this is a misnomer since it focuses attention on only
one construct from this multidimensional model.
Naturally, model-based interventions are
multidimensional as well. TTM research has found
remarkable similarities across different kinds of
behavior changes. We have found repeatedly that the
stages of change have predictable relationships with
the pros and cons of behavior change, confidence in
behavior change, temptation to relapse, and the
processes of change.
Stages of Change
Individuals do not change their behavior all at once;
they change it incrementally or stepwise in stages of
change. The stages most commonly used across
research areas include: Precontemplation,
Contemplation, Preparation, Action, and Maintenance.
Individuals do not typically move linearly from stage
to stage, but often progress and then recycle back to a
previous stage before moving forward again. This
change process is conceptualized most meaningfully as
a spiral, which illustrates that even when individuals
do recycle to a stage they've been in before, they may
still have learned from their previous experiences.
Precontemplation describes individuals who for
many reasons do not intend to change within the next
six months. Some of these individuals may want to
change at some future time, but just not within the next
46. six months. Others may not want to change at all and,
in fact, may be very committed to their problem
behavior (e.g., a lifelong smoker or someone who
regularly cultivates a deep tan).
Contemplation describes individuals who are
thinking about changing their problem behavior within
the next six months. They are more open to feedback
and information about the problem behavior than their
counterparts in Precontemplation.
Individuals in the Preparation stage are
committed to changing their problem behavior soon,
usually within the next 30 days. These people have
often tried to change in the past and/or have been
practicing change efforts in small steps to help them
get ready for their actual change attempt.
The Action stage includes individuals who have
changed their problem behavior within the past six
months. The change is still quite new and their risk for
relapse is high, requiring their constant attention and
vigilance.
Maintenance stage individuals have changed their
problem behavior for at least six months. Their change
has become more of a habit, and their risk for relapse
is lower, but relapse prevention still requires some
attention, although somewhat less than for individuals
in Action.
Processes of Change
The processes of change describe the ten
cognitive, emotional, behavioral, and interpersonal
strategies and techniques that individuals and/or
47. change agents (therapists, counselors) use to change
problem behaviors.25,26 Research has demonstrated that
successful behavior change depends upon the use of
specific processes at specific stages.32_35 TTM-based
research has consistently found that different processes
are used to progress to different stages. Thus, the
processes mediate the transitions from stage to stage
and can represent important intermediate outcomes of
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interventions. The processes of change are also ideal
tools for process-to-outcome research and in many
ways provide the foundation for TTM expert system
interventions (see below). The processes of change are
consistent with many SCT constructs and are quite
similar to most conceptions of coping behaviors as
well.36
Many studies across problem behaviors35,37 have
found that the ten most used processes of change are
organized into two higher order clusters of processes:
the experiential processes—Consciousness Raising,
Dramatic Relief, Self-Reevaluation, Environmental
Reevaluation, and Social Liberation; and the
behavioral processes—Helping Relationships,
Counterconditioning, Reinforcement Management,
Stimulus Control, and Self Liberation. The
experiential set of processes are most often emphasized
48. in earlier stages (Precontemplation, Contemplation,
and Preparation) to increase intention and motivation;
and the behavioral set of processes are most often
utilized in later stages (Preparation, Action, and
Maintenance) as observable behavior change efforts
get underway and need to be maintained.
Decisional Balance
Decisional Balance, or the pros and cons of behavior
change, describes the importance or weight of an
individual's reasons for changing or not changing. The
pros and cons relate strongly and predictably to the
stages of change.38,39 These are the decision-making
components of the TTM and also serve as two
important intervening, or intermediate outcome
variables. Individuals' decisions to move from one
stage of change to the next are based on the relative
weight given to the pros and cons of adopting the
healthy behavior. The pros are the positive aspects of
changing behavior, or the benefits of change (reasons
to change). In contrast, the cons include the negative
aspects of changing behavior, or barriers to change
(reasons not to change). These two dimensions have
been consistently supported by studies across many
different problem behaviors in TTM-based research.39
Characteristically, the pros of healthy behavior are low
in the early stages and increase across the stages of
change, and the cons of the healthy behavior are high
in the early stages and decrease across the stages of
change.
The pros and cons are particularly useful when
intervening with individuals in early stages of change.
Decisional balance is an excellent indicator of an
49. individual's decision to move out of the
precontemplation stage. The relationship between the
stages of change and decisional balance has been
shown to be remarkably consistent across at least 12
different problem behaviors.39 Not only has the
relationship between stage and the pros and cons been
replicated across problem behaviors, but the magnitude
of the change across the stages of change has been
replicated as well. Based on these data, the strong and
weak principles of behavior change were formulated.38
The strong principle states that in progressing from
precontemplation to action, the pros of change
generally increase by about one standard deviation,
whereas the weak principle states that correspondingly,
the cons of change tend to decrease by about one-half
of a standard deviation.
The TTM pros and cons constructs are quite
similar to those also proposed by both the HBM
(benefits/barriers) and the TRA/TPB (benefits/costs);
and the evidence presented by Prochaska and
colleagues39 across 12 problem behaviors does provide
some support for all three models. However, only the
TTM proposes the specific relationship between these
constructs and the stages of change. Also, importantly,
the TTM has gone beyond mere specification of
components to deductively hypothesize the degree of
change in the pros and cons that occurs from
Precontemplation to Action across problem
behaviors.38 This is an important, innovative step for
the TTM and for the development of the science of
behavior change in general.
Situational Confidence and
Temptations
50. The self-efficacy construct utilized in the TTM40
integrates the models of self-efficacy proposed by
Bandura,18,22 and the coping models of relapse and
maintenance described by Shiffman.41 These variables
have undergone considerable elaboration over time,
with situational temptation to engage in the unhealthy
behavior often viewed as an equally important
companion construct to the more commonly used
situational confidence measures. Confidence and
temptation function inversely across the stages, and
temptation predicts relapse better. Research has
demonstrated that both the confidence and temptation
constructs can be conceptualized psychometrically as
unifactorial and/or multifactorial. Structural modeling
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analyses have repeatedly revealed a global higher order
construct (confidence or temptations) which is
comprised of several lower order situationally
determined components.40,42,43 The lower order
situational factors depend more strongly upon the
problem behavior than the higher order construct. A
global score is often useful as a general screening tool,
while the situational subscale scores provide useful
information for targeting intervention feedback to
individuals at different stages of change.
51. Confidence and temptation both vary across the
stages of change, with confidence rising and
temptation decreasing across longitudinal profiles of
smokers.30 A moderate, reciprocal relationship (r =
-.60) has been found between temptation and
confidence for both smoking cessation and safer sex
behaviors.40,43 Confidence is typically lowest in the
Precontemplation stage, since individuals have little
performance feedback and/or little interest in change.
Confidence is higher during Contemplation,
outperforming demographic variables in its ability to
predict movement into Preparation and Action stages.44
Even in the Maintenance stage where subjects have
successfully altered the problem behavior for at least
six months, temptation is one of the best predictors of
relapse and recycling to earlier stages of change.45
Expert Systems
An expert system computer program mimics or
codifies the reasoning of human experts. The program
uses standardized decision rules or algorithms for
assessment and providing feedback and applies those
algorithms consistently. A TTM expert system is an
integrated assessment and intervention delivery
computer program.46_49 Expert systems have been used
with many different populations and have been found
to be effective for smoking cessation,33,50 sun
protection,51,52 dietary fat reduction53 and
mammography screening.54 The more recent
development of multimedia expert systems provides
nearly immediate feedback to respondents, who sit at
the computer and completes a series of questions
followed by feedback. Participants respond to several
series of questions interspersed with feedback on
different TTM constructs.47,48
52. Measurement and Research
Foundations
What is not obvious from most descriptions of the
TTM is the careful attention to measurement
development and validation that is taught and
practiced by TTM-Model contributors and
originators.54,55 Construction of measures based on the
TTM have typically employed the sequential methods
of scale development described by Jackson56,57 and
Comrey.58 Initial item pools are generated based on
theoretical construct definitions. Many of the items are
adapted from existing instruments, but item content is
then modified to more closely reflect the problem
behavior and the language used by the population
being studied. This is necessary for intervention
development, as well as being an important foundation
for any research project. There is a large and
increasing volume of research using this model.
Summary/Future Directions
We have presented each of four models of behavior
change, with a clear emphasis on the TTM. The TTM
has an explanatory advantage since it was conceived
later than the other models. The TTM was clearly not
conceived in a vacuum. As part of their
"Transtheoretical" strategy, model originators
consciously incorporated and built upon the strengths
of their predecessors. As put so well by Isaac Newton
in his letter to Robert Hooke (February 5, 1676), "If I
have seen further …it is by standing on the shoulders
of giants." Also, importantly, the TTM is not a fixed
entity. It must grow and develop over time
incorporating and responding to new promising ideas
and new challenging data. It is a sign of our times that
other theories are now utilizing this same strategy and
53. drawing upon TTM variables, especially stage of
change, to integrate within their own framework.
Others are also now using various eclectic theoretical
frameworks to develop tailored feedback systems.59_62
We have made our biases clear. It is now up to the
reader to investigate the strength of the evidence
further and to keep these questions in mind as he or
she evaluates and compares competing theories:
• How well does this model describe health behavior
change?
• How parsimonious is this theory?
• How much variance is accounted for in studies
applying this model?
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• How much intervention development guidance is
provided by this theory?
• How useful is this model in practice?
• How effective in practice are interventions based
on this theory?
• How well measured or how clear are theoretically
defined constructs?
54. • How well specified and tested are theoretically
defined mediating mechanisms?
These are the questions that the science of behavior
change will ultimately use to decide which models and
which model-based components provide the most
useful description of the health behavior territory.
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64. __MACOSX/unit1/._Health Behavior Models.pdf
unit1/Unit One Reading Viewing Guide.docx
Unit One Reading/Viewing Guide
View all slides: Unit One (Health in the United States and
Determinants of Health, including Individual Health Behaviors)
PowerPoint
What is Health?
Determinants of Health
Readings:
http://www.healthypeople.gov/2020/about/foundation-health-
measures/Determinants-of-Health#individual%20behavior
Video: https://www.youtube.com/watch?v=5Lul6KNIw_8#t=112
· Policymaking
· Social Determinants
· Physical Determinants
· Health Services
65. · Individual Behavior
· Biology and Genetics
Leading Health Indicators
Readings: http://www.healthypeople.gov/2020/leading-health-
indicators/2020-LHI-Topics [The Overview and Impact and
Latest Data segments]
· Access to Health Services
· Clinical Preventive Services
· Environmental Quality
· Injury and Violence
66. · Maternal, Infant, and Child Health
· Mental health
· Nutrition, Physical Activity, & Obesity
· Oral health
· Reproductive and sexual health
· Social determinants
· Substance abuse
· Tobacco
What is Health Behavior?
67. Health Behavior Models
Reading: Redding, et. al. (2000). Health Behavior Models. The
International Electronic Journal of Health Education, 3: 180-
193. [see course files]
What are the constructs of each model?
· Health Belief Model
· Theory of Reasoned Action/Planned Behavior
· Social Cognitive Theory
· The Transtheoretical Model
68. What is self efficacy?
What is reciprocal determinism?
Application of a selected model for a selected health behavior
problem, e.g., college student alcohol consumption
Selected Health Behaviors
College Student Alcohol Consumption
Reading: Wechsler, H. & Nelson, T. (2008). What we have
learned from the Harvard school of public health college
alcohol study: Focusing attention on college student alcohol
consumption and the environmental conditions that promote it.
Journal of studies on alcohol and drugs, 69: 1-10. [see course
files]
· Reason for drinking alcohol
· Deaths per year from alcohol-related unintentional injuries,
e.g. motor vehicle crashes
· Perceptions of binge drinkers regarding ever having had a
problem with alcohol
69. · Features of college environment related to initiation of binge
drinking in college
· College-level factors that influence student drinking
· Environmental factor(s) associated with high rates of College
Age Binge Drinking
· Relationship between student drinking and policy (and
students’ opinions regarding)
Body Mass Index (BMI)
Video: Our Supersized Kids
70. · % of children who are overweight or obese?
· Likelihood of overweight children becoming obese adults?
· Significant medical complications related to being obese, now
being seen before age 20?
· BMI ranges for normal weight? overweight? obese?
· Childhood obesity levels—low income communities of color?
· Importance of making changes as a family?
· Psychosocial and emotional factors associated with being
overweight as a child?
· Portion distortion? Normal portion size?
71. · Pounds of sugar consumed by most kids each year?
· Connection between amount of time spent watching TV and
other media and body weight? Amount of time spent exercising?
· Importance of parent role modeling?
__MACOSX/unit1/._Unit One Reading Viewing Guide.docx
unit1/Unit_I_Health in the United States and Determinants of
Health%2C including Individual Health Behaviors.pptx
Unit 1: Health in the United States and Determinants of Health,
including Individual Health Behaviors
Upon completion of this unit, the learner will be able to:
Explore definitions of health and determinants of health,
including individual health behaviors.
Recognize the leading health indicators.
72. Describe the environmental, social, and psychological factors
that affect health behaviors.
Discuss impact of health determinants, including health
behaviors on the health status of the U.S. and specific groups
and on the U.S. health care system.
Identify the constructs of select health behavior change models
and use a model to promote health behavior change.
Unit 1 Objectives
According to the World Health Organization (WHO), Health is a
state of complete physical, mental and social well-being and not
merely the absence of disease or infirmity.
Source: http://www.who.int/about/definition/en/print.html
What is “Health”?
In a study of healthcare practitioners' definitions of health
across practitioner types (sample size 73), most identified
health as the interrelatedness of physical, mental, and spiritual
factors. Many emphasized health as good functioning, absence
of disease, and chronic disease under control.
See: Julliard, K., Klimenko, E., & Jacob, M. (2006). Definitions
of health among healthcare providers.
Nursing Science Quarterly,19(3): 265-71.
Healthcare Provider Perspective of “Health”
73. Health is defined as a state of physical, emotional, mental,
social and legal wellness. All aspects of an individual’s life are
related to health and wellness.
Social Behavioral Science Perspective of “Health”
“A range of personal, social, economic, and environmental
factors that influence health status are known as determinants of
health. Determinants of health include such things as biology,
genetics, individual behavior, access to health services, and the
environment in which people are born, live, learn, play, work,
and age.”
Source: http://www.healthypeople.gov/2020/about/Foundation-
Health-Measures
Determinants of “Health”
Policymaking (e.g., seat belt law)
Social (e.g., wages, exposure to crime, quality of schools,
public safety)
Physical (e.g., weather, housing, exposure to toxic substances)
Health services (e.g., access to, quality of, insurance status,
barriers)
74. Individual behavior (e.g., smoking, substance abuse, diet,
physical activity, hand washing)
Biology and genetics (aging, inherited conditions, gender,
family history)
Determinants of Health
Access to Health Services+
Clinical Preventive Services+
Environmental Quality+
Injury and Violence-
Maternal, Infant, and Child Health+
Mental health+
Nutrition+, Physical Activity+, & Obesity-
Oral health +
Reproductive and sexual health+
Social determinants
Substance abuse -
Tobacco-
+ Positive Determinant
- Negative Determinant
Leading Health Indicators
Social and physical determinants affect a wide range of health,
functioning, and quality of life outcomes. For example:
Access to parks and safe sidewalks for walking is associated
with physical activity in adults.
Education is associated with:
75. Longer life expectancy
Improved health and quality of life
Health-promoting behaviors like getting regular physical
activity, not smoking, and going for routine checkups and
recommended screenings.
Discrimination, stigma, or unfair treatment in the workplace can
have a profound impact on health; discrimination can increase
blood pressure, heart rate, and stress, as well as undermine self-
esteem and self-efficacy.
Places where people live and eat affect their diet. More than 23
million people, including 6.5 million children, live in “food
deserts”—neighborhoods that lack access to stores where
affordable, healthy food is readily available (such as full-
service supermarkets and grocery stores).
Source: http://www.healthypeople.gov/2020/leading-health-
indicators/2020-lhi-topics/Social-Determinants
Health Impact of Social Determinants
Mental disorders are among the most common causes of
disability. Recent figures suggest that, in 2004, approximately 1
in 4 adults in the United States had a mental health disorder in
the past year1—most commonly anxiety or depression—and 1 in
17 had a serious mental illness.
Mental health and physical health are inextricably linked.
Evidence has shown that mental health disorders—most often
depression—are strongly associated with the risk, occurrence,
management, progression, and outcome of serious chronic
diseases and health conditions, including diabetes,
hypertension, stroke, heart disease, and cancer.
76. Source: http://www.healthypeople.gov/2020/leading-health-
indicators/2020-lhi-topics/Mental-Health
Health Impact of Mental Health
“Health Behavior is any activity undertaken by an individual,
regardless of actual or perceived health status, for the purpose
of promoting, protecting or maintaining health, whether or not
such behavior is objectively effective towards that end.”
Source: http://www.definitionofwellness.com/dictionary/health-
behavior.html
Definition: Health Behavior
11
Positive
Healthy eating
Regular checkups
Health screening
Safe sex
Exercise
Good hygiene
Sleep
Reducing stress
Negative
77. Smoking
Unhealthy eating
Use of illegal drugs
Unsafe sex
Risk taking behavior
Alcohol
Not seeking health care services
Noncompliance with health promotion/ medical treatment
Health Behavior Examples
Positive health behaviors promote health. Negative health
behaviors are correlated with health risk and/or disease
incidence. Note that non-compliance/non-use of positive health
behaviors, e.g., not seeking treatment for a medical condition
(e.g., hypertension), non-engagement in an exercise program,
poor hygiene, inadequate sleep are negative health behaviors.
12
Source: http://www.balancedweightmanagement.com/figure1.gif
Health Belief Model
78. The Health Belief Model is a health behavior change model. It
proposes four determinants of an individual’s likelihood of
making a health behavior change or engaging in health
protective behaviors:
Perceived susceptibility (risk of getting the condition)
Overall, people tend to underestimate their vulnerability, which
negatively effects the likelihood of health behavior change
Perceived severity (seriousness of the condition, and its
potential consequences)
Individuals are more likely to change behavior if they perceive
that serious negative consequences are possible
Perceived costs (barriers/losses that discourage adoption of the
promoted behavior)
Perceived benefits (positive consequences of adopting the
behavior)
Perceived benefits have to exceed costs for change to occur
Cues to action are internal/external stimuli that motivate health
behavior change. For example, a heart attack might stimulate an
individual to begin an exercise program.
14
Social Cognitive Theory
79. Transtheoretical Model (Intentional Behavior Change)
In this newer model, health behavior change is intentional and
occurs in sequential stages over time. Individuals utilize
experiential (Consciousness Raising, Dramatic Relief, Self-
Reevaluation, Environmental Reevaluation, and Social
Liberation) processes to increase motivation in the early stages
of changes (Precontemplation, Contemplation, and Preparation)
and behavioral processes (Helping Relationships,
Counterconditioning, Reinforcement Management, Stimulus
Control, and Self Liberation) in the later stages (Preparation,
Action, Maintenance) to maintain/stabilize the change.
Confidence grows across the stages of change. Temptation
poses the greatest risk of relapse.
17
Social Factors
Such as poverty status, marital status, race and ethnicity,
education level and access to health services
Psychological Factors
Such as motivation, health knowledge, and mental health status
Environmental Factors
Such as living conditions and exposure to carcinogens
Factors that Affect Health Behavior
80. Health Care Foundation Greater Kansas City “Social
Determinants” video—Healthy Communities Build Healthy
Individuals
What role does an individual’s home, school, workplace,
neighborhood, and community play in improving health?
What impact does each of the following have on individual and
collective health behavior?
education
stable employment
safe homes and neighborhoods
stores where affordable, healthy food is readily available
transportation
access to preventive services
Social Determinants of Health
19
There is an inextricable link between mental health and physical
health.
Evidence has shown that the risk, occurrence, management,
progression, and outcome of serious chronic diseases and health
conditions, including diabetes, hypertension, stroke, heart
disease, and cancer are strongly associated with mental health
disorders, especially depression.
Individuals (all ages) with untreated mental health disorders are
at greater risk for many unhealthy and unsafe behaviors,
including alcohol or drug abuse, violent or self-destructive
behavior, and suicide.
Source:
81. http://healthypeople.gov/2020/LHI/mentalHealth.aspx?tab=over
view
Health Impact of Mental Health
Mental health disorders are the leading cause of disability in the
United States and Canada, accounting for 25 percent of all years
of life lost to disability and premature mortality.
Mental illnesses, such as depression and anxiety, affect people’s
ability to participate in health-promoting behaviors.
Alzheimer’s disease is the 6th leading cause of death among
adults aged 18 years and older. Estimates vary, but experts
suggest that up to 5.1 million Americans aged 65 years and
older have Alzheimer’s disease.
People living with dementia are:
at greater risk for general disability
experience frequent injury from falls
are 3 times more likely to have preventable hospitalizations
20
Maintaining a healthy environment is essential to increasing
quality of life and years of healthy life. Globally, nearly 25
percent of all deaths and the total disease burden can be
attributed to environmental factors.
Environmental factors are diverse and far reaching. They
include:
Exposure to hazardous substances in the air, water, soil, and
food, e.g.,
3.9 billion pounds of toxic pollutants were released in to the
environment in 2008
In 2008, approximately 127 million people lived in U.S.
counties that exceeded national air quality standards
Natural and technological disasters
82. Physical hazards
Nutritional deficiencies
The built environment (Features that appear to impact human
health-influencing behaviors, physical activity patterns, social
networks, and access to resources)
Source:
http://healthypeople.gov/2020/topicsobjectives2020/overview.as
px?topicid=12
Environmental Health Factors
Select Health Behavior Risks of People in the
United States
22
Current cigarette smoking
SOURCE: CDC/NCHS, Health, United States, 2012, Figure 8.
Data from the National Health Interview Survey and the
National Institutes of Health/National Institute on Drug Abuse,
Monitoring the Future Study.
83. Health Risks associated with Cigarette Smoking:
Cancer
Heart disease
Lung diseases (including emphysema and bronchitis)
Premature birth, low birth weight, stillbirth, and infant death
Secondhand smoke causes:
heart disease and lung cancer in adults
severe asthma attacks, respiratory infections, and ear infections
in infants and children
29.8 percent of persons aged 20 years and over were at a
healthy weight in 2007-10 (age adjusted to the year 2000
standard population)
35.3 percent of persons aged 20 years and over were obese in
2007-10 (age adjusted to the year 2000 standard population)
34.6 percent was the mean percentage of total daily calorie
intake provided by solid fats and added sugars for the
population aged 2 years and older in 2001–04 (age adjusted to
the year 2000 standard population)
Unhealthy Eating
84. Overweight and obesity
Malnutrition
Iron-deficiency anemia
Heart disease
High blood pressure
Dyslipidemia (poor lipid profiles)
Type 2 diabetes
Osteoporosis
Oral disease
Constipation
Diverticular disease
Some cancers
Health Risks associated with Unhealthy Eating:
A healthful diet reduces an individual’s risk for development of
these diseases. A healthful diet is inclusive of nutrient-dense
foods within and across the food groups, especially whole
grains, fruits, vegetables, low-fat or fat-free milk or milk
85. products, and lean meats and other protein sources. Limited
caloric intake and limited intake of saturated and trans fats,
cholesterol, added sugars, sodium (salt), and alcohol are also
important to healthy eating.
28
Regular Physical Activity Reduces Adults’ Risk of:
Early death
Coronary heart disease
Stroke
High blood pressure
Type 2 diabetes
Breast and colon cancer
Falls
Depression
Physical Activity of Children & Adolescents
In a nationally representative survey, 77% of children aged 9–
13 years reported participating in free-time physical activity
during the previous 7 days.14
In 2009, only 18% percent of high school students surveyed had
participated in at least 60 minutes per day of physical activity
on each of the 7 days before the survey.3
86. Twenty-three percent of high school students surveyed had not
participated in 60 or more minutes of any kind of physical
activity on any day during the 7 days before the survey.3
Participation in physical activity declines as young people age.
Source: Centers for Disease Control
Improves bone health
Improves cardiorespiratory and muscular fitness
Decreases levels of body fat
Reduces symptoms of depression
For Children and Adolescents, Regular Physical Activity :
30.9 percent of students in grades 9 through 12 got sufficient
sleep (defined as 8 or more hours of sleep on an average school
night) in 2009
69.6 percent of adults got sufficient sleep (defined as ≥ 8 hours
for those aged 18 to 21 years and ≥ 7 hours for those aged 22
years and older on average during a 24-hour period) in 2008
2.7 vehicular crashes per 100 million miles traveled were due to
drowsy driving in 2008
Sources: CDC, Department of Transportation
Inadequate Sleep
87. Heart disease
High blood pressure
Obesity
Diabetes
All-cause mortality
Health Risks Associated with Untreated Sleep Disorders and
Chronic Short Sleep:
Teenage pregnancy
Human immunodeficiency virus/acquired immunodeficiency
syndrome (HIV/AIDS)
Other sexually transmitted diseases (STDs)
Domestic violence
Child abuse
Motor vehicle crashes
Physical fights
Crime
Homicide
Suicide
88. Health Risks Associated with Substance Abuse
Source:
http://www.healthypeople.gov/2020/topicsobjectives2020/overvi
ew.aspx?topicid=40
U.S. high school students surveyed in 2009 reported:
46% had ever had sexual intercourse
34% had had sexual intercourse during the previous 3 months,
and, of these
39% did not use a condom the last time they had sex
77% did not use birth control pills or Depo-Provera to prevent
pregnancy the last time they had sex
14% had had sex with four or more people during their life
An estimated 8,300 young people aged 13–24 years in the 40
states reporting to CDC had HIV infection in 2009
Nearly half of the 19 million new STDs each year are among
young people aged 15–24 years
More than 400,000 teen girls aged 15–19 years gave birth in
2009
Source: CDC
Sexual Risk Behaviors & Unintended Health Outcomes
Influenza and pneumococcal vaccination
SOURCE: CDC/NCHS, Health, United States, 2012, Figure 12.
Data from the National Health Interview Survey.
89. Who Gets Routine CheckUps
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1447395/ta
ble/t1/
Summarized Results:
A reduced likelihood of having a checkup in the past 12 months
was associated with being between ages 25 and 64, male,
unmarried, and a daily smoker.
People who perceived medical cost barriers also were less likely
to obtain checkups.
Checkups were more likely among persons with incomes greater
than $75 000; persons with health insurance; persons whose
health status was rated as very good, fair, or poor rather than
good or excellent; persons involved in any physical activity;
and persons with chronic diseases.
Compared with nonsmokers, occasional smokers and former
smokers were more likely to have a checkup.
90. Health Risks associated with uncontrolled high blood pressure:
Artery damage and narrowing (atherosclerosis)
Aneurysm
Coronary artery disease
Enlarged left heart
Heart failure
Transient ischemic attack (TIA)
Stroke.
Dementia
Mild cognitive impairment
Kidney failure
Kidney scarring (glomerulosclerosis)
Kidney artery aneurysm
42
Delay or nonreceipt of needed medical care or prescription
drugs
SOURCE: CDC/NCHS, Health, United States, 2012, Figure 18.
Data from the National Health Interview Survey.
91. Noncompliance
30.0% Untreated High Blood Pressure
26.7% Untreated High Cholesterol
About 50% of the 2 billion prescriptions filled each year are not
taken correctly
18.8% Did not Visit a Doctor in the Past Year
26.8% Women did not have a Pap test in Past 3 years
Source: United States, National Center for Health Statistics,
2010
Studies have shown than non-compliance causes:
125,000 deaths annually in the US
23% of nursing home admissions due to noncompliance(Cost
$31.3 billion / 380,000 patients)
10% of hospital admissions due to noncompliance (Cost $15.2
billion / 3.5 million patients)
Health Risks Associated with Noncompliance
92. 46
__MACOSX/unit1/._Unit_I_Health in the United States and
Determinants of Health%2C including Individual Health
Behaviors.pptx
unit1/What We Have Learned From the Harvard School of
Public Health College Alcohol Study-2.pdf
WECHSLER AND NELSON 1
What We Have Learned From the Harvard School
of Public Health College Alcohol Study: Focusing
Attention on College Student Alcohol Consumption and
the Environmental Conditions That Promote It*
HENRY WECHSLER, PH.D., AND TOBEN F. NELSON,
SC.D.†
Department of Society, Human Development and Health,
Harvard School of Public Health, 677 Huntington Avenue,
Boston, Massachusetts 02115
Received: October 29, 2007. Revision: January 18, 2008.
*The Harvard School of Public Health College Alcohol Study
was funded
by multiple grants from the Robert Wood Johnson Foundation.
93. †Correspondence may be sent to Henry Wechsler at the above
address or
via email at: [email protected] Toben F. Nelson is with the
Divi-
sion of Epidemiology and Community Health, University of
Minnesota,
Minneapolis, MN.
1
ABSTRACT. The Harvard School of Public Health College
Alcohol
Study surveyed students at a nationally representative sample of
4-year
colleges in the United States four times between in 1993 and
2001. More
than 50,000 students at 120 colleges took part in the study. This
article
reviews what we have learned about college drinking and the
implica-
tions for prevention: the need to focus on lower drink
thresholds, the
harms produced at this level of drinking for the drinkers, the
second-
hand effects experienced by other students and neighborhood
residents,
the continuing extent of the problem, and the role of the college
alco-
hol environment in promoting heavy drinking by students. In
particu-
lar, the roles of campus culture, alcohol control policies,
enforcement
of policies, access, availability, pricing, marketing, and special
promo-