List of Pandemic and Epidemic diseasesWhen there is a diseas.docx
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List of Pandemic and Epidemic diseases When there is a disease outbreak, it is important to understand if it is a contained issue or if it has become an epidemic or pandemic. There may be an outbreak that reaches an epidemic or pandemic status after years of increased transmission, such as HIV. There are three terms that you may hear frequently in public health: Endemic, Epidemic, and Pandemic. For this discussion, we will discuss epidemics and pandemics but all are defined below (CDC, 2018): Endemic : the constant presence and/or usual prevalence of a disease or infectious agent in a population within a geographic area. Epidemic : an increase, often sudden, in the number of cases of a disease above what is normally expected in that population in that area. Pandemic : an epidemic that has spread over several countries or continents, usually affecting a large number of people. Please complete the following: Compile a list of 10 communicable diseases you feel have Pandemic and Epidemic potential and which quarantine methods are recommended control measures. Select one disease and explain why this disease has epidemic or pandemic potential and why quarantine methods would be successful. must be at least 250 words supported by at least 2 references .
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and pandemic definition essay.docx
An endemic refers to the usual presence of a disease within a geographic area, such as chickenpox among children in the US. An epidemic is when an infectious disease spreads rapidly to many people in excess of normal rates, like SARS in 2003. A pandemic is a global epidemic, such as HIV/AIDS or influenza that has occurred throughout history. Prevention methods include vaccinations, hand washing, and avoiding mosquito bites to prevent the spread of diseases from endemic to epidemic or pandemic levels.
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Week 4: Week 4 - Epidemiology—Introduction
Epidemiology—Introduction
The study of epidemics is epidemiology. Its primary focus is on the distribution and causes of disease in populations. Epidemiology involves developing and testing ways to prevent and control disease by studying its origin, spread, and vulnerabilities.
As a discipline, epidemiologic research addresses a variety of health-related questions of societal importance. Epidemiologic research methods are used by clinical investigators and scientists who conduct observational and experimental research on the prevention and treatment of disease.
The Cholera epidemic, a case from the 19th century, was enabled by the global movement of people. Having appeared in India in 1817, it spread throughout Asia and the Middle East within a decade. It was reported in Moscow in 1830 and then spread to Warsaw, Hamburg, Berlin, and London in 1831 (Snow, 1855, 2002). When it crossed the Atlantic to reach North America, Cholera gained the notoriety of the first truly global disease.
The modern day world is dominated by free trade and rapid transportation. An unprecedented rate of global interchange of food, consumer products, and organisms—including humans—is occurring. The threat of pandemics in the 21st century has heightened the importance of epidemiology at national and international levels.
Although diseases such as Influenza A (H1N1), Severe Acute Respiratory Syndrome (SARS), Acquired Immunodeficiency Syndrome (AIDS), West Nile Virus, Salmonella, are commonly recognized as epidemics, as they cause large scale disruption of health in populations. The field of epidemiology also addresses epidemics of obesity (Ogden et al., 2007), diabetes (Zimmet, 2001), mental health (Insel & Fenton, 2005), and any other disease that may cause large scale disruption of health in populations.
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1. Investigation preparation
2. Outbreak confirmation
3. Case definition
4. Case identification
5. Descriptive epidemiology
6. Hypothesis generation
7. Hypothesis evaluation
8. Environmental studies
9. Control measures
10. Information dissemination
Investigation preparation requires a health crisis manager to identify a team of professionals who will lead the outbreak investigation, review the scientific literature, and notify local, state, and national organizations of the potential outbreak.
Outbreak confirmation requires actual laboratory confirmation of the disease, which may involve the collection of blood, urine, and stool samples from ill people and performing bacteriologic, virologic, or parasitic testing of those samples.
Case definition is the process by which we establish a set of standard criteria to determine who is and is not infected with respect to a specific outbreak; that is, a protocol is developed to determine case patients.
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[ANSWERED] The purpose of this assignment is to discuss concepts of epidemiol...
[ANSWERED] The purpose of this assignment is to discuss concepts of epidemiol...University Assignments Writer
Get Free Expert Answer and Explanation Here: https://universityassignmentswriter.com/in-a-1000-1250-word-paper-apply-th/
The purpose of this assignment is to discuss concepts of epidemiology and apply nursing theories and research to a communicable disease. Refer to "Communicable Disease Chain," "Chain of Infection," and the CDC websites, all located in the topic Resources, for assistance when completing this assignment.
Choose a communicable disease topic from the resources mentioned above or select one from the list below:
• Chickenpox
• Tuberculosis
• Influenza
• Hepatitis B
• HIV/AIDS
• STIs (HPV, herpes, gonorrhea, chlamydia, syphilis)
• Ebola
• Measles
• Polio
• Foodborne illnesses (E. coli, salmonella, listeria, hepatitis A)
• Hepatitis C
• SARS-CoV-2
• Monkeypox
• Dengue
• Botulism
• Norovirus
• CA-MRSA
In a 1,000-1,250-word paper, apply the concepts of epidemiology and nursing to research a communicable disease. Address the following:
• Provide an overview of the chosen communicable disease with emphasis on mode of transmission and demographic of interest, including whether or not the disease selected is reportable.
• Apply the epidemiologic triangle as it relates to the communicable disease selected. Include the host factors, agent factors (presence or absence), and environmental factors.
• Describe the role of the community health nurse in primary, secondary, and tertiary prevention through tasks such as case finding and contact tracing, reporting, data collection, analysis, and follow-up.
• Identify at least one national patient safety resource or initiative that addresses the communicable disease chosen and describe how the resource or initiative contribute to resolving or reducing the impact of disease at the point of care.
• Discuss a global implication of the disease. How is this addressed in other countries or cultures? Identify changes in conditions that might indicate a public health emergency related to this communicable disease.
Cite a minimum of three peer-reviewed or professional references (e.g., professional health organizations like Centers for Disease Control and Prevention [CDC], World Health Organization [WHO], Occupational Safety and Health Administration [OSHA], U.S. Department of Health and Human Services [HHS]).
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Resources if you need assistance.
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and pandemic definition essay.docx
An endemic refers to the usual presence of a disease within a geographic area, such as chickenpox among children in the US. An epidemic is when an infectious disease spreads rapidly to many people in excess of normal rates, like SARS in 2003. A pandemic is a global epidemic, such as HIV/AIDS or influenza that has occurred throughout history. Prevention methods include vaccinations, hand washing, and avoiding mosquito bites to prevent the spread of diseases from endemic to epidemic or pandemic levels.
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Week 4: Week 4 - Epidemiology—Introduction
Epidemiology—Introduction
The study of epidemics is epidemiology. Its primary focus is on the distribution and causes of disease in populations. Epidemiology involves developing and testing ways to prevent and control disease by studying its origin, spread, and vulnerabilities.
As a discipline, epidemiologic research addresses a variety of health-related questions of societal importance. Epidemiologic research methods are used by clinical investigators and scientists who conduct observational and experimental research on the prevention and treatment of disease.
The Cholera epidemic, a case from the 19th century, was enabled by the global movement of people. Having appeared in India in 1817, it spread throughout Asia and the Middle East within a decade. It was reported in Moscow in 1830 and then spread to Warsaw, Hamburg, Berlin, and London in 1831 (Snow, 1855, 2002). When it crossed the Atlantic to reach North America, Cholera gained the notoriety of the first truly global disease.
The modern day world is dominated by free trade and rapid transportation. An unprecedented rate of global interchange of food, consumer products, and organisms—including humans—is occurring. The threat of pandemics in the 21st century has heightened the importance of epidemiology at national and international levels.
Although diseases such as Influenza A (H1N1), Severe Acute Respiratory Syndrome (SARS), Acquired Immunodeficiency Syndrome (AIDS), West Nile Virus, Salmonella, are commonly recognized as epidemics, as they cause large scale disruption of health in populations. The field of epidemiology also addresses epidemics of obesity (Ogden et al., 2007), diabetes (Zimmet, 2001), mental health (Insel & Fenton, 2005), and any other disease that may cause large scale disruption of health in populations.
In general, there are ten stages to an outbreak investigation:
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3. Case definition
4. Case identification
5. Descriptive epidemiology
6. Hypothesis generation
7. Hypothesis evaluation
8. Environmental studies
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10. Information dissemination
Investigation preparation requires a health crisis manager to identify a team of professionals who will lead the outbreak investigation, review the scientific literature, and notify local, state, and national organizations of the potential outbreak.
Outbreak confirmation requires actual laboratory confirmation of the disease, which may involve the collection of blood, urine, and stool samples from ill people and performing bacteriologic, virologic, or parasitic testing of those samples.
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this ppt is made by shrikrishna kesharwani , student of urban planning,4th year, Manit , Bhopal,
in this ppt, I have discussed how to do pandemic or epidemic management in detail.,
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[ANSWERED] The purpose of this assignment is to discuss concepts of epidemiol...
[ANSWERED] The purpose of this assignment is to discuss concepts of epidemiol...University Assignments Writer
Get Free Expert Answer and Explanation Here: https://universityassignmentswriter.com/in-a-1000-1250-word-paper-apply-th/
The purpose of this assignment is to discuss concepts of epidemiology and apply nursing theories and research to a communicable disease. Refer to "Communicable Disease Chain," "Chain of Infection," and the CDC websites, all located in the topic Resources, for assistance when completing this assignment.
Choose a communicable disease topic from the resources mentioned above or select one from the list below:
• Chickenpox
• Tuberculosis
• Influenza
• Hepatitis B
• HIV/AIDS
• STIs (HPV, herpes, gonorrhea, chlamydia, syphilis)
• Ebola
• Measles
• Polio
• Foodborne illnesses (E. coli, salmonella, listeria, hepatitis A)
• Hepatitis C
• SARS-CoV-2
• Monkeypox
• Dengue
• Botulism
• Norovirus
• CA-MRSA
In a 1,000-1,250-word paper, apply the concepts of epidemiology and nursing to research a communicable disease. Address the following:
• Provide an overview of the chosen communicable disease with emphasis on mode of transmission and demographic of interest, including whether or not the disease selected is reportable.
• Apply the epidemiologic triangle as it relates to the communicable disease selected. Include the host factors, agent factors (presence or absence), and environmental factors.
• Describe the role of the community health nurse in primary, secondary, and tertiary prevention through tasks such as case finding and contact tracing, reporting, data collection, analysis, and follow-up.
• Identify at least one national patient safety resource or initiative that addresses the communicable disease chosen and describe how the resource or initiative contribute to resolving or reducing the impact of disease at the point of care.
• Discuss a global implication of the disease. How is this addressed in other countries or cultures? Identify changes in conditions that might indicate a public health emergency related to this communicable disease.
Cite a minimum of three peer-reviewed or professional references (e.g., professional health organizations like Centers for Disease Control and Prevention [CDC], World Health Organization [WHO], Occupational Safety and Health Administration [OSHA], U.S. Department of Health and Human Services [HHS]).
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Resources if you need assistance.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies:
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Reference: Sharda, R., Delen, Dursun, and Turban, E. (2020). Analytics, Data Science, & Artificial Intelligence: Systems for Decision Support. 11th Edition. By PEARSON Education. Inc.
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Phd assignment
Public health involves protecting and improving community health through education, policymaking, and research. It is a multidisciplinary field that applies biology, social sciences, and other areas to address health problems. An epidemic affects a large number of people within a community, while a pandemic spreads over multiple countries or continents. In India, public health focuses on prevention and has led to improved health outcomes such as reduced mortality, control of diseases like polio and tetanus, and use of digital tools to track health programs.
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This document provides a personal narrative and analysis of the COVID-19 pandemic from an actuarial and risk perspective. It discusses key concepts like risk, uncertainty, psychology, and judgment. The author shares their personal timeline of events since January 2020. They analyzed risk factors like transmission rate, mortality rate, and societal responses. They also discussed uncertainty around unknown factors and different cultural/personality influences. The author emphasizes using judgment amid uncertainty by reflecting on experience and information limits. Overall it examines COVID-19 through an actuarial lens while sharing the author's lived experience of this unfolding global crisis.
Community Medicine-2.ppt
Disease control involves operations aimed at reducing the incidence, duration, effects, and financial burden of disease. Control activities focus on primary and secondary prevention. Control measures target reservoirs of infection like humans and contacts, as well as the community. Disease elimination involves interrupting transmission in large regions. Disease eradication implies terminating all transmission by eliminating the infectious agent, with smallpox being the only eradicated disease.
2009 H1N1: Overview of a Pandemic
This document discusses the 2009 H1N1 pandemic. It describes how in April 2009, a novel H1N1 virus was detected in two unrelated children in Southern California, which had a unique combination of genes not previously seen in swine or human influenza viruses. This triggered increased surveillance and testing, which found retrospective evidence of outbreaks in Mexico in February/March. By June 2009 the WHO declared it a global pandemic of this novel H1N1 virus.
Arun epidemio
This document provides an overview of epidemiological methods and concepts. It defines epidemiology as the study of disease distribution, determinants, and control in populations. Key concepts discussed include agents, hosts, and environments that influence disease occurrence. Descriptive epidemiology aims to describe disease distribution by time, place and person, while analytical epidemiology identifies risk factors. Observational and experimental study designs are classified. The document outlines the scope, aims, history and uses of epidemiology to understand and control health problems.
Imunizare in infectii
The document discusses immunization and infectious diseases. The main goals are to increase immunization rates and reduce preventable infectious diseases. Immunization works by stimulating the body's natural defenses to recognize and attack specific bacteria or viruses. This helps prevent disease or reduce severity if exposed. While vaccines have reduced many diseases, some remain issues and new threats may emerge. Maintaining surveillance and immunization programs is important for protecting public health.
Epidemiology
Epidemiology is the study of disease frequency, distribution, and determinants in populations. It measures morbidity and mortality rates to describe disease occurrence and identifies risk factors. The key aspects are disease frequency, distribution over time/place/person, and determinants. Epidemiologists examine transmission dynamics from reservoirs to hosts and principles of disease control include diagnosis, treatment, and prevention like immunization and health education.
An over view about community
The document provides an overview of key concepts related to community health assessment including:
1) It defines a community and explains why community health assessments are important for identifying health status, resources, and factors influencing health.
2) It outlines different patterns of disease occurrence such as endemic, epidemic, and pandemic and describes communicable and non-communicable diseases.
3) It discusses important community health topics like data collection, vulnerability, infection control, and population pyramids.
NCM 260S Epidemiology.pptx
This document provides an overview of key epidemiological concepts. It defines epidemiology as the study of disease occurrence and distribution in populations. Descriptive epidemiology describes the characteristics of disease, such as who is affected and where and when diseases occur. Analytical epidemiology searches for the causes and determinants of disease. The epidemiological triad model of disease causation includes an agent, host, and environment. The document also outlines the uses of epidemiology in public health and describes the components of the epidemiological triad.
Similar to List of Pandemic and Epidemic diseasesWhen there is a diseas.docx (20)
Pandemic Preparedness COVID-19 Update – Citizens Guide
Pandemic Preparedness COVID-19 Update – Citizens Guide
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Stay Updated on the Latest Worldcoronaviras Cases and Prevention Measures
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Major Benefits and Drivers of IoT.
Background: According to Turban (2015),The major objective of IoT systems is to improve productivity, quality, speed, and the quality of life. There are potentially several major benefits from IoT, especially when combined with Artificial Intelligence (AI).
Reference: Sharda, R., Delen, Dursun, and Turban, E. (2020). Analytics, Data Science, & Artificial Intelligence: Systems for Decision Support. 11th Edition. By PEARSON Education. Inc.
ISBN-13: 978-0-13-519201-6
Assignment/Research: Go to pages 694 to 695 of your recommended textbook and familiarize yourself with the contents therein. Go ahead and make a list of the major benefits and drivers of IoT, thereafter pick two from each list and discuss them briefly.
Your research paper should be at least three pages (800 words), double-spaced, have at least 4 APA references, and typed in an easy-to-read font in MS Word
.
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Major Assessment 2: The “Educated Person” For educators to be effective in supporting diverse learners, they need to develop, possess, and continually refine their vision of the “educated person.” In other words, they need to have a vision of their goals and outcomes for educating students. Prepare a statement of your image of and beliefs and values about the educated person. Explain your beliefs about the role of the teacher in valuing and encouraging others to value the image of an educated person. Be certain to address the roles of cultural diversity in achieving a viable vision of the educated person. Begin by reading the key documents discussed in the chapters in this section. Reference at least five additional current professional references to illustrate your position. Organize your presentation by sections and use American Psychological Association (APA) style for citing references in the body of the text and for developing your reference list. Include the following sections in your paper:
1. Introduction
2. Vision of learning and the educated person (critical knowledge, skills, dispositions)
3. Role of the teacher in providing an effective instructional program and applying best practices to student learning
4. Critical issues in promoting the success of all students and responding to diverse community needs
5. Capacity to translate the image of the educated person into educational aims and organizational goals and processes
6. Conclusion
7. References
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Maintaining privacy and confidentiality always is also vital. Nurses handle information that if misplaced can expose patient’s unnecessarily and thus cause a breach in confidentiality. Such information can include drug use, sexual activity and history of mental illness (Masters, 2020). Conversations regarding patient care and condition must be private and involve only those in direct care. A violation of patient’s privacy can result in fines and employment termination
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Main content
15-2aHow Identity Theft Occurs
Perpetrators of identity theft follow a common pattern after they have stolen a victim’s identity. To help you understand this process, we have created the “identity theft cycle.” Although some fraudsters perpetrate their frauds in slightly different ways, most generally follow the stages in the cycle shown in Figure 15.1.
Stage 1. Discovery
1. Perpetrators gain information.
2. Perpetrators verify information.
Stage 2. Action
1. Perpetrators accumulate documentation.
2. Perpetrators conceive cover-up or concealment actions.
Stage 3. Trial
1. First dimensional actions—Small thefts to test the stolen information.
2. Second dimensional actions—Larger thefts, often involving personal interaction, without much chance of getting caught.
3. Third dimensional actions—Largest thefts committed after perpetrators have confidence that their schemes are working.
Figure 15.1The Identity Theft Cycle
Stage 1: Discovery
The discovery stage involves two phases: information gathering and information verification. This is the first step in the identity theft cycle because all other actions the perpetrator takes depend upon the accuracy and effectiveness of the discovery stage. A powerful discovery stage constitutes a solid foundation for the perpetrator to commit identity theft. The smarter the perpetrator, the better the discovery foundation will be.
During the gaining information phase, fraudsters do all they can to gather a victim’s information. Examples of discovery techniques include such information-gathering techniques as searching trash, searching someone’s home or computer, stealing mail, phishing, breaking into cars or homes, scanning credit card information, or using other means whereby a perpetrator gathers information about a victim.
During the information verification phase, a fraudster uses various means to verify the information already gathered. Examples include telephone scams, where perpetrators call the victim and act as a representative of a business to verify the information gathered (this is known as pretexting), and trash searches (when another means was used to gather the original information). Although some fraudsters may not initially go through the information verification process, they will eventually use information verification procedures at some point during the scam. The scams of perpetrators who don’t verify stolen information are usually shorter and easier to catch than scams of perpetrators who verify stolen information.
Step 2: Action
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Accumulating documentation refers to the process perpetrators use to obtain needed tools to defraud the victim. For example, using the information already obtained, perpetrators may apply for a bogus credit card, fake check, or driver’s license in the victim’s name. Although the perpetra.
Macro Presentation – Australia Table of ContentOver.docx
Macro Presentation – Australia
Table of Content:
Overview
Nominal GDP & Real GDP
GDP/Capita
Inflation rate
Exports & Imports
Unemployment Rate & Labor force
labor force participation & composition of labor force
Money Supply
pie-chart (composition of the economy)
strengths and weaknesses of this economy
Overview:
sixth-largest country in the world.
Australia is a continent & an island
located in Oceania
Population: 25.2 million
Australia is one of the wealthiest Asia
the world’s 14th largest (economically)
Overview:
GDP :
$1.3 trillion
2.8% growth
2.6% 5-year compound annual growth
$52,373 per capita
Unemployment: 5.4%
Inflation (CPI): 2.0%
Characterized by: diverse services, technology sectors & low government debt
five key reasons for investing in Australia: Robust Economy, Dynamic Industries, Innovation and Skills, Global Ties and Strong Foundations & compares Australia’s credentials with other countries.
GDP:
Nominal GDP & Real GDP:
Nominal GDP:
1.434 trillion
Real GDP:
45439.30 $
GDP/Capita:
57,373.687
Inflation Rate:
Inflation Rate 2018 = 1.9%
Inflation Rate 2017 = 1.9%
Inflation Rate 2016 = 1.3%
Inflation Rate 2015 = 1.5%
Inflation Rate 2014 = 2.5%
Inflation Rate 2013 = 2.5%
Inflation Rates over 5 years
عمود12013201420152016201720182.52.51.51.31.91.9عمود2201320142015201620172018
Exports & Imports:
Exports:
Bituminous coal
iron ores and concentrates
Gold
Petroleum oils and oils obtained from bituminous
Copper ores and concentrates
The total value of exports: is US$ 252,776 million.
Imports:
Petroleum oïl
Automobiles with reciprocating piston engine di
Transmission apparatus
Diesel powered trucks
The total value of imports: is US$ 235,519 million
Exports & Imports (partners) :
Exports:
China
Japan
Korea
India
United sates
Imports:
China
United states
Japan
Germany
Thailand
Unemployment Rate & Labor force:
Unemployment Rate:
5.4%
Labor force:
79%
labor force participation & composition of labor force:
labor force participation:
77.558
composition of labor force:
Employed = 12658.6
Unemployed = 671.0
Labour force =
12658.6 + 671.0 = 13329.6
Nationals = 29.7 %
foreigners+ = 70.3 %
Money Supply:
M1 = 1189.19
M3 = 2231.55
pie-chart (composition of the economy):
70% of coal, 54% of iron, service industry 70%, Agriculture 12%
المبيعاتcoalironindustryagriculture70547012
strengths and weaknesses of this economy:
Weaknesses:
The quality of life in Australia is high & not permanent
The size of their investment
Most concentrated investments: coal, gas, iron mining
Solution
s & Suggestion:
To sustain a high quality of life long-term:
Many investments with added value ‘not from their priorities’ : (workforce for education, high teach sector in nanotechnology + solar energy & agricultural innovation) > should focus on
strengths and weaknesses of this economy:
Strength:
Mining is a strong investment in Australia
References:
https://www.h.
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This document is an assessment booklet for the unit BSBINN601 Lead and manage organisational change. It contains information on the assessment process, requirements, tasks and evidence to be collected to determine competency. The assessments will take place at the Australian School of Commerce campus and involve knowledge tests, project work and roleplays to demonstrate skills in leading and managing organizational change.
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M4.3 Case Study
Case Study Example:
Jennifer S. is an Army veteran of Operation Freedom. Since returning home, Jennifer has suffered from recurrent headaches, ringing in her ears, difficulty focusing, and dizziness. In addition, soon after returning home, she began to experience moments of panic when in open spaces; flashbacks reliving the blast and the death of fellow soldiers; feelings of emotional numbness and depression; and being easily startled. She was placed on medical leave and diagnosed with Post Traumatic Stress Disorder (PTSD) and is currently being seen by a psychiatrist at the VA hospital. Her husband understands the concept of PTSD but is unprepared to handle his wife’s deteriorating condition.
Recently, Jennifer was seen at the local urgent care center for recurrent headaches, complaints of shortness of breath, and chest pain. Her husband informed the urgent care nurse that for the past four weeks his wife has been unable to care for the children, remains in bed, complaining of headaches, and is very ‘jumpy’.
The nurse assesses Jennifer knowing that returning veterans with PTSD and their families face an array of challenges, with implications for the veterans, their partners, and their children. The nurse considers referring them to: a social worker specializing in crisis intervention for veterans, a family counselor, the school nurse, a family health care practitioner.
Key elements of the nurse’s assessment are as follows:
Jennifer is 33 year-old woman who enlisted in Reserve Officers’ Training Corps (ROTC) in college, where she majored in Journalism. Upon graduation, she obtained a position in the Army as public affairs broadcast specialist. Her first assignment was at a base in upstate New York. Three years ago, she was relocated to the St. Louis, Missouri area. Jennifer has been married to her husband, Zane, for 14 years and they have two children ages six and ten. Cameron is ten years-old and entering middle school and Zeta is six years-old and in kindergarten. Zane works as a civil engineer in the St. Louis area. Both Jennifer and Zane come from large families who reside in the Boston area. Jennifer’s family is Portuguese and Zane's is Irish, they were both raised Catholic. While Jennifer was deployed, her mother moved in with Zane and the children to provide additional support and child care.
One year ago, Jennifer was deployed to Afghanistan on a six month assignment to report on the events of the war: she thought she had a ‘safe’ assignment. While working on a story in the field an Improvised Explosive Device (IED) exploded near her: two soldiers and four citizens were killed including one child. Although she was unhurt, she was unable to sleep after this event. Upon returning stateside, she began experiencing vivid nightmares, sleeplessness, survivor guilt, and depression. She was recently diagnosed with PTSD and is attempting to find a support group and counseling. Unfortunately, she has found that treatment for fe.
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Love Language Project FINAL PAPERLove Language Project Part .docx
Love Language Project FINAL PAPER
Love Language Project Part I
Objective:
To demonstrate the principles of love languages and effective use of interpersonal communication skills through “gifting” a close interpersonal relationship.
Assignment:
Please research the 5 Love Languages. Set a time when you can interview your selected person, at least ½ hour. Choose a quiet, comfortable environment where you will be able to listen effectively. The goal of your interview is to learn how your selected person most likes to receive expressions of affection.
You might begin by sharing the five love languages with them and asking some versions of the following questions:
1. Based on the descriptions in this section and this piece, which of the five love languages is most appealing to you to receive?
2. Can you share a story/example of a time when you received affection this way?
3. Which is the most challenging/uncomfortable love language for you to receive?
4. Can you share a story/example of a time when you received affection this way?
5. What changes do you think you could make in the way you receive affectionate messages in your close relationships?
Please describe the person that you chose to interview and your relationship with them. Then, post their responses to the questions
Love Language Project Part II
Write a personal reflection paper, at least 1.5 pages long, double spaced, typed, include the following:
1. What did you learn about your selected person and their preferred love languages from your interview? What was challenging about the interview? What surprised you?
2. How does their preferred love languages differ from yours? Did this make it difficult to plan your special event?
3. Comment on planning your Love Language Event. How did you come up with your ideas? What was easy and what was challenging?
4. Comment on implementing your Love Language Event. What was enjoyable? What was challenging? Did it go as you’d planned?
5. Comment on the Love Language Project in general. What did you learn? About the other person? About yourself?
6. How might what you learned during this Love Language Project affect your expressions of affection in other relationships?
.
Major Computer Science What are the core skills and knowledge y.docx
Major: Computer Science
What are the core skills and knowledge you hope to acquire by completing a degree in this major and how do you plan to apply these when you graduate?
Please provide any other information about yourself that you feel will help this college make an admission decision. This may include work, research, volunteer activities or other experiences pertaining to the degree program.
.
Major Crime in Your CommunityUse the Internet to search for .docx
Major Crime in Your Community
Use the Internet to search for a recent major crime in your community.
Write a report (narrative only) based on the account of the incident, using the outline process mentioned in chapter three of the course text.
You may simulate interviews and "fill in" any unknown information required to complete the report.
Be sure to include the characteristics of an effective police report covered in chapter three.
Instructions
This report must be at
least 2 pages
of written text.
· The entire paper must be your original work
· This report will use 1-inch margins, Times New Roman 12-point font, and double spacing.
· Cite your source – where do you get the information for your report?
.
Major Assignment - Learning NarrativeWrite a learning narr.docx
Major Assignment - Learning Narrative
Write a
learning narrative
that narrates a specific event from your life that helped you learn something new about yourself or others. Your narrative should focus on a specific event in a narrow timeframe, using vivid description, narration, detail, and dialogue to organize your memories and make the significance of what happened clear to an audience.
Assignment
A
narrative
is a specific type of essay that uses stories of particular moments to help audiences perceive, understand, and "appreciate the value of an idea" (
The Composition of Everyday Life
, Ch. 1, p. 19).
For this essay, you will write a
learning narrative
, a specific type of narrative that focuses on showing how a particular moment from your memory changed how you thought about yourself or others. The learning narrative requires you to organize your memories and decide which details best show an audience how the events from your past affected you. A learning narrative is broader than a "literacy narrative": while you can write about how language or education changed your life, you also can write about other things you learned through music, sports, business, or in any other relevant setting.
In order to write a strong, focused narrative, you will need to be attentive to the following expectations for the essay:
Find the significance:
Think of how your narrative connects your memories to feelings / concepts others have experienced
Tell a particular story:
Like Keller and Zimmer, choose a single moment or event that can reflect your process of learning
Choose relevant details:
Include only those details that contribute to the significance
Narrate and describe:
Add emotional weight and interest to your story by narrating events with dialogue, action, description, and sensory experiences
Caution
: Please keep in mind that writing in this class is public, and anything you write about yourself may be shared with other students and instructors. Please only write about details that you are comfortable making public within our classroom community. You should know that your teacher is required by the State of Texas
(Links to an external site.)
to report any suspected incidents of discrimination, harassment, Title IX sexual harassment, and sexual misconduct to the UNT Title IX coordinators. If you have any questions about anything personal that you might want to disclose, email your teacher first or consult with one of the resources listed on this page:
Information on Sexual Violence and Mandatory Reporting.
Format and Length
Format
: Typed, double-spaced, submitted as a word-processing document.
12 point,
serif font (Links to an external site.)
(i.e. Times New Roman; Garamond; Book Antiqua), 1-inch margins.
Length
: 750 - 1000 words (approx. 3-4 pages)
Objectives and Questions
These questions help to guide discussion and set up the objectives for this unit.
What is an experience? What are significant experience.
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This student had submitted an assignment multiple times but it did not meet the professor's requirements and they are looking for help correcting it based on the feedback provided. They are including their previous submission, the assignment instructions, and the professor's feedback on what is still missing.
Major Assessment 1 Develop a Platform of Beliefs The following .docx
Major Assessment 1: Develop a Platform of Beliefs
The following major assessment involves integrating your knowledge and skills around defining multicultural education and being a multicultural educator. You will write a platform of beliefs about teaching and learning. Your platform should be grounded in your growing understanding of teaching and learning, as well as the knowledge base about teaching and learning. You will also describe personal strengths and challenges as an educator in building an educational environment that reflects your beliefs. In assessing your own strengths and challenge areas, include an analysis of the findings from the assessment instruments and exercises that are included in the previous chapter. You may also access additional assessment instruments. Include in your platform the following sections: 1. Introduction 2. Your platform of beliefs about teaching and learning. Some essential questions that might be addressed in your platform are these: What do you believe is the purpose of education? What is the role of the teacher? What should be taught (the curriculum)? How do people learn? How do you view students as learners? Who controls the curriculum in schools? Whose knowledge is important to include? Are state standards and tests desirable? What is the impact of standardized testing on learning? How do issues of race, class, and gender influence what you do? What is your definition of effective teaching? Who and what have influenced your beliefs (e.g., people, experiences, readings)? What is the impact of your beliefs on teaching and learning for diverse students? Make specific and clear connections between your platform and course readings and discussions. 3. Personal strengths and challenges in advancing a school vision of learning; promoting the success of all students; responding to diverse student interests and needs; understanding and responding to social, economic, legal, and cultural contexts 4. Personal goals (knowledge, skills, dispositions) that you will be working on in the future 5. Conclusions
.
Macroeconomics PaperThere are currently three major political ap.docx
Macroeconomics Paper
There are currently three major political approaches to fixing the problem with the national debt .
1) One group of advocates is asking that we cut down government expenditures and give more tax breaks and incentives to small and big business.
2) Another group of advocates is saying that we must emphasize our exports by lowering our dollar value or forcing our trade partners – China – to regulate more accurately it’s currency.
3) A third group of approaches by saying we should have a balance budget amendment.
i) Identify the notable political advocates of all three positions.
ii) Give the pro’s and con’s of each approach.
Length: 2-3 pages.
Please email the paper in either
Microsoft word *.doc (97-2003) format or
Rich text format *.rtf OR GOOGLE DOCS
font 12 double-space
1-inch margins
Bibliography need not be inclusive in writing size.
SOURCES
Agresti, James D. "National Debt." National Debt - Just Facts. N.p., 26 Apr. 2011. Web. 24 Apr. 2015.
"Americans for a Balanced Budget Amendment." Balanced Budget Amendment. N.p., n.d. Web. 01 May 2015.
"Bailout Timeline: Another Day, Another Bailout." ProPublica. N.p., n.d. Web. 26 Apr. 2015.
Bandow, Doug. "Federal Spending: Killing the Economy With Government Stimulus." Forbes. Forbes Magazine, 6 Aug. 2012. Web. 01 May 2015.
FROM UNIT 2 FOLDER
Macroeconomics Paper
There are currently three major political approaches to fixing the problem with the national debt .
1) One group of advocates is asking that we cut down government expenditures and give more tax breaks and incentives to small and big business.
2) Another group of advocates is saying that we must emphasize our exports by lowering our dollar value or forcing our trade partners – China – to regulate more accurately it’s currency.
3) A third group of approaches by saying we should have a balance budget amendment.
i) Identify the notable political advocates of all three positions.
ii) Give the pro’s and con’s of each approach.
Length: 2-3 pages.
Please email the paper in either
Microsoft word *.doc (97-2003) format or
Rich text format *.rtf
font 12
double-spaced
1-inch margins
Bibliography need not be inclusive in writing size.
"Federal Spending, Budget, and Debt."
Solution
s.heritage.org. N.p., n.d. Web. 01 May 2015.
Lee, Bonnie. "Tax Breaks Every Small Business Needs to Know About." Smallbusiness.foxbusiness.com. N.p., 24 June 2013. Web. 01 May 2015.
Rifkin, Jesse. "Advocates See 2015 As Year Of The Balanced Budget Amendment." The Huffington Post. TheHuffingtonPost.com, 3 Feb. 2015. Web. 01 May 2015.
Macroeconomics Paper
There are currently three major political approaches to fixing the problem with the national debt .
1) One group of advocates is asking that we cut down government expenditures and give more tax breaks and incentives to small and big business.
2) Another group of advocates is saying that we must emphasize our exports by lowering our dollar value or forcing our trade p.
M A T T D O N O V A NThings in the Form o f a Prayer in.docx
M A T T D O N O V A N
Things in the Form o f
a Prayer in the Form
o f a Wail
H e r e ’s t h e j o u r n e y i n m i n i a t u r e .Oscar Hammerstein, not long before stomach cancer kills him,
writes the song as a duet between Marie and the Mother Abbess, for a
scene in which the plucky nun is told she’s being booted from the con
vent since she privileges melody over God. Marie doesn’t want to serve
as governess for the Von Trapp clan, but she’s already shown her hand
by giving rapturous voice to a song that summons the bliss and solace
o f secular joys. She needs to go. Although the film version of The Sound
of Music will shift “My Favorite Things” to the thunderstorm scene in
which Marie offers up raindrops on roses and warm woolen mittens as
balm to the terrified kids, John Coltrane’s classic jazz cover much more
radically revamps the Broadway hit, transfiguring mere catchiness into
complex modalities. Yet if this were simply a one-off recording, there
wouldn’t be much to say: turning cornball consolation into jazz isn’t
news. Instead, Coltrane can’t relinquish it. Instead, even throughout all
his late music-as-prayer work, he never lets go of the show tune.
“We played it every night for five years,” drummer Elvin Jones re
membered. “We played it every night like there would be no tomorrow.
Like it would be the last time we played it.” His son, Ravi Coltrane,
calculates that his father’s band played “My Favorite Things” thousands
o f times as a regular fixture in the set: “They worked a lo t— forty-five
weeks a year, six nights a week, three sets, sometimes even four sets on
the weekend. You’re talking about getting the blade as sharp as can be.”
But of all the blades to w het— especially one bedecked with ponies
and kittens— why that song in particular?
M y f i r s t e n c o u n t e r with Coltrane’s late free jazz work came from
an unlikely source: the writings o f cult rock critic Lester Bangs. At the age
o f fourteen, I stumbled upon a copy of his collected writings— Psychotic
632
Reactions and Carburetor Dung— and proceeded to treat it as less an assem
blage o f essays and music reviews than a checklist of writers and albums I
was obliged to track down if I might ever break free from my Ohio sub
urbs. The Velvet Underground, William Burroughs, Iggy and the Stooges’
Metallic K.O. (a live album in which you can hear beer bottles shattering
against guitar strings), and even Baudelaire all first came tumbling my
way through the same careening chute of Bangs’s writing. His claim that
Van Morrison’s Astral Weeks was fueled by many lifetimes o f wisdom
lured me into transcribing the entirety o f the album’s lyrics in my algebra
notebook, and the visible bottom edge of an Undertones poster in his
author photograph led me, without having heard a note o f the band’s
music, to bike six miles to Spin More records in Kent on a quest to
cobble together their discography.
Sandwiched between articl.
M A R C H 2 0 1 5F O R W A R D ❚ E N G A G E D ❚ .docx
M A R C H 2 0 1 5
F O R W A R D ❚ E N G A G E D ❚ R E A D Y
A Cooperative Strategy for
21st Century Seapower
DRAFT/PRE-DECISIONAL - NOT FOR DISSEMINATION - 02 FEB
A COOPERATIVE STRATEGY FOR 21ST CENTURY SEAPOWER, MARCH 2015 [i]
America’s Sea Services—the U.S. Navy, Marine Corps, and Coast Guard—uniquely provide presence around the globe. During peacetime and times of conflict, across the full spectrum—from
supporting an ally with humanitarian assistance or disaster relief to
deterring or defeating an adversary in kinetic action—Sailors, Marines,
and Coast Guardsmen are deployed at sea and in far-flung posts to be
wherever we are needed, when we are needed. Coming from the sea, we
get there sooner, stay there longer, bring everything we need with us,
and we don’t have to ask anyone’s permission.
Our founders recognized the United States as a maritime nation and
the importance of maritime forces, including in our Constitution the re-
quirement that Congress “maintain a Navy.” In today’s dynamic security
environment, with multiple challenges from state and non-state actors
that are often fed by social disorder, political upheaval, and technological
advancements, that requirement is even more prescient.
The United States Navy, Marine Corps, and Coast Guard are our
Nation’s first line of defense, often far from our shores. As such, main-
taining America’s leadership role in the world requires our Nation’s Sea
Services to return to our maritime strategy on occasion and reassess
our approach to shifting relationships and global responsibilities. This
necessary review has affirmed our focus on providing presence around
the world in order to ensure stability, build on our relationships with allies
and partners, prevent wars, and provide our Nation’s leaders with options
in times of crisis. It has confirmed our continued commitment to main-
tain the combat power necessary to deter potential adversaries and to
fight and win when required.
Our responsibility to the American people dictates an efficient use of
our fiscal resources and an approach that adapts to the evolving security
environment. The adjustments made in this document do just that. Look-
ing at how we support our people, build the right platforms, power them
to achieve efficient global capability, and develop critical partnerships
will be central to its successful execution and to providing that unique
capability: presence.
PREFACE
[ii] Forward ✦ Engaged ✦ Ready
Seapower has been and will continue to be the critical foundation of
national power and prosperity and international prestige for the United
States of America. Our Sea Services will integrate with the rest of our
national efforts, and those of our friends and allies. This revision to A
Cooperative Strategy for 21st Century Seapower builds on the heritage
and complementary capabilities of the Navy-Marine Corps-Coast Guard
team to advan.
Lymphedema following breast cancer The importance of surgic.docx
Lymphedema following breast cancer: The importance of
surgical methods and obesity
Rebecca J. Tsai, PhDa,*, Leslie K. Dennis, PhDa,b, Charles F. Lynch, MD, PhDa, Linda G.
Snetselaar, RD, PhD, LDa, Gideon K.D. Zamba, PhDc, and Carol Scott-Conner, MD, PhD,
MBAd
aDepartment of Epidemiology, College of Public Health, University of Iowa, Iowa City, IA, USA.
bDivision of Epidemiology and Biostatistics, College of Public Health, University of Arizona,
Tucson, AZ, USA.
cDepartment of Biostatistics, College of Public Health, University of Iowa, Iowa City, IA, USA.
dDepartment of Surgery, College of Medicine, University of Iowa, Iowa City, IA, USA.
Abstract
Background: Breast cancer-related arm lymphedema is a serious complication that can
adversely affect quality of life. Identifying risk factors that contribute to the development of
lymphedema is vital for identifying avenues for prevention. The aim of this study was to examine
the association between the development of arm lymphedema and both treatment and personal
(e.g., obesity) risk factors.
Methods: Women diagnosed with breast cancer in Iowa during 2004 and followed through 2010,
who met eligibility criteria, were asked to complete a short computer assisted telephone interview
about chronic conditions, arm activities, demographics, and lymphedema status. Lymphedema was
characterized by a reported physician-diagnosis, a difference between arms in the circumference
(> 2cm), or the presence of multiple self-reported arm symptoms (at least two of five major arm
symptoms, and at least four total arm symptoms). Relative risks (RR) were estimated using
logistic regression.
Results: Arm lymphedema was identified in 102 of 522 participants (19.5%). Participants treated
by both axillary dissection and radiation therapy were more likely to have arm lymphedema than
treated by either alone. Women with advanced cancer stage, positive nodes, and larger tumors
along with a body mass index > 40 were also more likely to develop lymphedema. Arm activity
level was not associated with lymphedema.
*Correspondence and Reprints to: Rebecca Tsai, National Institute for Occupational Safety and Health, 4676 Columbia Parkway,
R-17, Cincinnati, OH 45226. [email protected] Phone: (513)841-4398. Fax: (513) 841-4489.
Authorship contribution
All authors contributed to the conception, design, drafting, revision, and the final review of this manuscript.
Competing interest
Conflicts of Interest and Source of Funding: This study was funded by the National Cancer Institute Grant Number: 5R03CA130031.
All authors do not declare any conflict of interest.
All authors do not declare any conflict of interest.
HHS Public Access
Author manuscript
Front Womens Health. Author manuscript; available in PMC 2018 December 14.
Published in final edited form as:
Front Womens Health. 2018 June ; 3(2): .
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Lukas Nelson and his wife Anne and their three daughters had been li.docx
Lukas Nelson and his wife Anne and their three daughters had been living in their house for over five years when they decided it was time to make some modest improvements. One area they both agreed needed an upgrade was the bath tub. Their current house had one standard shower bathtub combination. Lukas was 6 feet four, and could barely squeeze into it. In fact, he had taken only one bath since they moved in. He and Anne both missed soaking in the older, deep bath tubs they enjoyed when they lived back East.
(Rest of case not shown due to length.)
What factors and forces contributed to scope creep in this case?
Is this an example of good or bad scope creep? Explain.
How could scope creep been better managed by the Nelson
.
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