Moving Upstream: Becoming a Public
Health Nurse, Part 2
Lee SmithBattle, R.N., D.N.Sc.,
Margaret Diekemper, R.N., M.S.N.,
and Sheila Leander, R.N., M.S.N.
Abstract This article extends the argument in Part 1 that stand-
ards, protocols, textbook knowledge, and other external guide-
lines, while important for beginners, must yield to the ‘‘real
world’’ of practice. Additional narratives document how the
development of practical reasoning, perceptual skills, and
responsiveness to clients supplants the beginner’s reliance on
external guidelines and promotes a situated understanding of
practice. This growth in understanding and clinical know-how,
cultivated by frontline experience with individuals and families,
fosters a perceptual grasp of the ‘‘big picture’’ and makes it
possible for the nurse to learn the community through the eyes
of clients. Experiences from home visiting and community-based
activities provide critical lessons that inform and inspire nurses to
act and think upstream. This interpretation provides add-
itional evidence for legitimating clinical practice as a rich source
of situated knowledge and clinical reasoning.
Key words: clinical knowledge, community health nursing,
population-based care, public health nursing.
When I first came out of school, we had ideas that we
were going to get everybody to stop smoking, lose
weight, exercise, see the doctor, take your medicine
on time, just because we talk to them. I mean that
was unrealistic. We thought the whole world was just
waiting to hear the word. They weren’t. And if you’re
trying to measure your success and nothing shows up,
then you start getting depressed because [it seems that]
you’re not doing anything. Then you realize you better
start counting your successes by a whole lot of smaller
increments, according to the real world.
The above excerpt supports the argument developed in
Part 1 (see SmithBattle, Diekemper, & Leander, 2004),
namely, that the beginner’s reliance on external guidelines
and classroom principles and theories, while important,
must yield to the ‘‘real world’’ of practice. In Part 2,
additional exemplars highlight how the development of
practical reasoning, perceptual skills, and responsiveness
to clients supplants inexperienced public health nurses’
theoretical understanding and promotes a situated under-
standing of practice (SmithBattle, Drake, & Diekemper,
1997). This growth in understanding and clinical know-
how, cultivated by frontline experience with individuals
and families, fosters a perceptual grasp of the ‘‘big
picture’’ and makes it possible for the nurse to learn
the community through the eyes of clients. This natural
outgrowth of experiential learning inspired several
inexperienced public health nurses to move upstream
and to become involved in population-focused care.
GAINING A SITUATED UNDERSTANDING OF
PRACTICE
After gaining considerable experience, the practice of the
less-experienced public health nur.
The document discusses a nursing student's reflections on a class about evidence informed practice in a technology enhanced workplace. The student recalls how their views have changed since first year of nursing school. Initially, they were skeptical about how nursing theories applied to real world practice, but a discussion with Dr. Forchuk about evidence-based practice changed their perspective. The student realized the importance of having theoretical foundations and continuing to seek knowledge. During a class debate, the student disagreed with those who felt googling a patient's name was acceptable, as it could introduce bias. However, after discussing it with a social worker, the student now sees there may be situations where it could be appropriate to google a patient. The student recognizes the value of open
Nursing Simulation Reflection Paper
Nursing Assessment Paper
The nursing process Essay
What Is Nursing? Essay
Community Health Nursing Reflection Essay
Personal Philosophy of Nursing Essay examples
Nursing Application Essay Examples
Examples Of Nursing Application Essay
A Career as a Registered Nurse Essay
Bortons Model Of Reflection In Nursing
My Experiences in a Nursing Career Essay
Nursing Exemplar
Example Of Qualitative Research In Nursing
My Nursing Goals for the Next Three Years Essay
Sample Nursing Admission Essay
Advanced Practice Nursing Essay examples
Nurse Practitioner Application Essay
Nursing School Admission Essay Sample
Nursing Admission Essay Sample
Nursing Scholarship Essay Sample
The document discusses the experience of a student nurse serving as the charge nurse for a clinical day. It was very different than just caring for assigned patients as it involved responsibility for all patients and students on the floor. As charge nurse, familiarization with most patients and being available to assist was required. It also required patience, knowledge of everything happening in the unit, rounding in each room, and helping students learn. Effectively communicating with the team was important as the charge nurse.
Running Head PERSONAL PHILOSOPHY OF NURSINGPERSONAL PHILOSOPHY .docxgemaherd
Running Head: PERSONAL PHILOSOPHY OF NURSING
PERSONAL PHILOSOPHY OF NURSING
Personal Philosophy of Nursing
Personal Philosophy of Nursing
Keeping in mind the end goal to compose a philosophy of nursing, I trust that initial one must choose what philosophy intends to nurse practitioners. I think Meehan, (2012) expressed it best when she stated that philosophy is an approach toward life and realism that advances from every nurse practitioner convictions. This explanation gives me the opportunity to apply my own convictions. I don't need to acknowledge what another person has chosen. Scientists have been debating for quite a long time whether nursing is an art or a science. For what reason would it be able to not be both? I trust that to be a successful nurse practitioner someone must have the capacity to give the "art" of caring, and have the ambition to proceed to achieve and use the knowledge of "science" all through nursing profession. According to Jasmine (2009), nursing can be recognized as both science and art, in which caring formulates the nursing’s theoretical framework. Nursing and caring are based on a relational unity, understanding, and association between the patient and professional nursing. This idea is also echoed by Rose and Whitman (2003) in their article Using Art to Express a Personal Philosophy of Nursing. Whitman and Rose (2003) argue that one approach of isolating the influential and sensitive parts of nursing is to manage caring as the art of nursing. Without caring, the nurses and nurse practitioners can't unite with the patient. On the off chance that the practitioner can't unite, confidence won't develop. Without this faith in connection, helpful nursing won't occur. In this manner caring is at the focal point of all-effective nursing experiences. This isn't to make light of the worth of science. A proficient medical practitioner must have the capacity to utilize technical means accessible. The nursing practitioner ought to know about the life structures and physiology of the human body, pathology and recent rules for pharmacological treatment. This is a consistently changing body on learning. Science likewise incorporates the ability required to perform specialized undertakings. Nurse Educator model clarifies the science behind proficiency achievement. As medical practitioners we are all on a field to accomplish "expertise" in to each of the seven domains of skills.
As a nurse, I should first consider the idea of individuals. A man is substantially more than a person made through genomic technology and environmental impacts. They are considerably more prominent than the whole of his or her parts. They are a portion of the family, philosophy and society. I trust that adopting a patient focused strategy enables all people to be tended to, regarded and urged to achieve their maximum capacity. It is fundamental that the nurse practitioner perceive culture assorted range and racial variations, endeavoring to tre ...
For this assignment, consider the following case and then using th.docxbudbarber38650
For this assignment, consider the following case and then using the internet, course materials, and the Library, compose reasoned responses to the questions that follow.
In the mid 1970s, a nursing educator in Idaho had contact, through a student, with a female client who had chronic myelogenous leukemia. This form of leukemia can often be managed for years with little or no chemotherapy. The woman had done well for about twelve years and ascribed her good condition to health foods and a strict nutritional regime. However, her condition had turned worse several weeks before and her physician had advised her that she needed chemotherapy if she were to have any chance at survival. The physician had also advised her of the potential side effects of the therapy including hair loss, nausea, fever, and immune system suppression.
The woman consented to the therapy and signed the appropriate forms, but later, she began to have second thoughts. The nursing educator and student had given the patient one dose of the therapy when the woman began to cry and express her reservations about the therapy. She questioned the nurse about alternative treatments to the use of chemotherapy. The patient related that she had accepted the therapy because her son had advised her that this was the best treatment. She related that she had not asked about alternate forms of treatment as the physician had indicated that chemotherapy was the only treatment indicated. The nurse did not discuss the patient's concerns with the physician, and later that evening, she talked to the patient about alternate therapies. In the discussion, rather nontraditional and controversial therapies were covered including reflexology and the use of laetrile. During the talk, the nurse made it very clear that the treatments under discussion were not sanctioned by the medical community.
The patient's feelings toward alternate therapies were strengthened by the evening's conversation; however, she continued with chemotherapy. The treatments, however, did not bring remission to her crisis and she died two weeks later. Upon hearing about the conversation between the off duty nurse educator and his patient, the physician brought charges against the nurse for unprofessional conduct and interfering with the patient-physician relationship. (In re Tuma, 1977).
1. What, if anything, did the nurse do wrong?
2. Had she moved beyond her scope of practice?
3. Could the nurse's conduct be justified under the patient advocate portion of her role?
4. If you were a member of the state board for nursing and had to decide the issue of unprofessional conduct and interference with the patient-physician relationship, would you sanction the nurse?
Support your responses with evidence and cite your sources.
Length 4 pages not counting the case. At least 4 references; scholarly sources
COURSE MATERIAL INFORMATION
: Ethical Principles and Dilemmas of Confidentiality, Veracity, and Fidelity
Health care .
This document is the author's nursing philosophy paper. It discusses the author's views on caring, definitions of nursing, assumptions in nursing practice, and principles for practice. The key points are:
1) The author's views on caring have evolved to incorporate treating patients with honesty, building relationships, and remembering what it is like to be a patient.
2) The author agrees with the American Nursing Association and Sentara hospital definitions of nursing which emphasize health promotion, building relationships, evidence-based practice, and patient education.
3) The author discusses assumptions around caring for culturally diverse patients, the role of community in health, and relationships with other healthcare professionals.
4) The author's principles focus
My country UAE No reflection UAE relies heavily on the busin.docxgriffinruthie22
My country UAE No reflection
UAE relies heavily on the business of oil and tourism; they are providing 5.8 percent of the oil to other countries in the world. Saudi Arabia is the biggest provider and seller of oil in the world. UAE is earning money by transportation and tourism, the pandemic has a drastic effect on the economy already and the transportation is ban as there are many cases in UAE, the country earned 19.5 $ billion in 2019 by air transportation and it is around 5% percent of GDP last year. It is expected that the UAE GDP will reduce to 2.5 % this year. It is noted that the Dubai Financial Market (DFM) index is reduced to 2.36 percent (40.79 points) to 1,682.08, while the Abu Dhabi Securities Exchange (ADX) dropped 2.18 percent to 3,676.46 points. "The government is making plans to announce financial support and the firms have a chance to receive additional debts.
The import and export figures of Gold are very important for UAE because UAE is the major country to import the unwrought gold and they export it in semi-worked and jewelry form that is 25 percent of their total export. The import and export can affect the economy as there is no trade going on in the world, India is on top to purchase the Gold from UAE. If the Gold prices push higher and the rupee falls the major threat is that Indian migrant workers would stop investing in the business. They are many in numbers and if they would send their money to home instead of investing it will reduce the import and export.
The Oil prices are dropping and the import and export reduction can result in dropping the currency value of UAE, they are earning money by tourism and air transport the pandemic already reduces the activities so there are many chances that the currency of UAE would badly fall if they would not control the pandemic on time. Tourism and Air transport is a total of 11 % of the total GDP of the UAE, it can drastically fall. The companies and banking sector are already affected so there are many chances the currency may lose its value. UAE have to reduce their tourism and air transport prices to overcome such issues in time.
Measures
UAE has to take serious steps to overcome such issues, the biggest issue can be unemployment because of a reduction in trade and tourism. The UAE government should focus on making plans to help needy people and employers who lost their jobs, the countries like the USA and Denmark are creating a trillion dollars budget for the people who lost their jobs. UAE has the most job holders are from India and Pakistan if they delay the budget plan the companies can be turned off eventually.
To overcome the pandemic and economic issues, they must focus on giving people relief so they can again in UAE for its prosperity. The banking sector must give the companies relief packages for loan repayment and they must give them additional packages to employers and companies to overcome financial issues. Top companies in the UAE must receive additio.
The document discusses a nursing student's reflections on a class about evidence informed practice in a technology enhanced workplace. The student recalls how their views have changed since first year of nursing school. Initially, they were skeptical about how nursing theories applied to real world practice, but a discussion with Dr. Forchuk about evidence-based practice changed their perspective. The student realized the importance of having theoretical foundations and continuing to seek knowledge. During a class debate, the student disagreed with those who felt googling a patient's name was acceptable, as it could introduce bias. However, after discussing it with a social worker, the student now sees there may be situations where it could be appropriate to google a patient. The student recognizes the value of open
Nursing Simulation Reflection Paper
Nursing Assessment Paper
The nursing process Essay
What Is Nursing? Essay
Community Health Nursing Reflection Essay
Personal Philosophy of Nursing Essay examples
Nursing Application Essay Examples
Examples Of Nursing Application Essay
A Career as a Registered Nurse Essay
Bortons Model Of Reflection In Nursing
My Experiences in a Nursing Career Essay
Nursing Exemplar
Example Of Qualitative Research In Nursing
My Nursing Goals for the Next Three Years Essay
Sample Nursing Admission Essay
Advanced Practice Nursing Essay examples
Nurse Practitioner Application Essay
Nursing School Admission Essay Sample
Nursing Admission Essay Sample
Nursing Scholarship Essay Sample
The document discusses the experience of a student nurse serving as the charge nurse for a clinical day. It was very different than just caring for assigned patients as it involved responsibility for all patients and students on the floor. As charge nurse, familiarization with most patients and being available to assist was required. It also required patience, knowledge of everything happening in the unit, rounding in each room, and helping students learn. Effectively communicating with the team was important as the charge nurse.
Running Head PERSONAL PHILOSOPHY OF NURSINGPERSONAL PHILOSOPHY .docxgemaherd
Running Head: PERSONAL PHILOSOPHY OF NURSING
PERSONAL PHILOSOPHY OF NURSING
Personal Philosophy of Nursing
Personal Philosophy of Nursing
Keeping in mind the end goal to compose a philosophy of nursing, I trust that initial one must choose what philosophy intends to nurse practitioners. I think Meehan, (2012) expressed it best when she stated that philosophy is an approach toward life and realism that advances from every nurse practitioner convictions. This explanation gives me the opportunity to apply my own convictions. I don't need to acknowledge what another person has chosen. Scientists have been debating for quite a long time whether nursing is an art or a science. For what reason would it be able to not be both? I trust that to be a successful nurse practitioner someone must have the capacity to give the "art" of caring, and have the ambition to proceed to achieve and use the knowledge of "science" all through nursing profession. According to Jasmine (2009), nursing can be recognized as both science and art, in which caring formulates the nursing’s theoretical framework. Nursing and caring are based on a relational unity, understanding, and association between the patient and professional nursing. This idea is also echoed by Rose and Whitman (2003) in their article Using Art to Express a Personal Philosophy of Nursing. Whitman and Rose (2003) argue that one approach of isolating the influential and sensitive parts of nursing is to manage caring as the art of nursing. Without caring, the nurses and nurse practitioners can't unite with the patient. On the off chance that the practitioner can't unite, confidence won't develop. Without this faith in connection, helpful nursing won't occur. In this manner caring is at the focal point of all-effective nursing experiences. This isn't to make light of the worth of science. A proficient medical practitioner must have the capacity to utilize technical means accessible. The nursing practitioner ought to know about the life structures and physiology of the human body, pathology and recent rules for pharmacological treatment. This is a consistently changing body on learning. Science likewise incorporates the ability required to perform specialized undertakings. Nurse Educator model clarifies the science behind proficiency achievement. As medical practitioners we are all on a field to accomplish "expertise" in to each of the seven domains of skills.
As a nurse, I should first consider the idea of individuals. A man is substantially more than a person made through genomic technology and environmental impacts. They are considerably more prominent than the whole of his or her parts. They are a portion of the family, philosophy and society. I trust that adopting a patient focused strategy enables all people to be tended to, regarded and urged to achieve their maximum capacity. It is fundamental that the nurse practitioner perceive culture assorted range and racial variations, endeavoring to tre ...
For this assignment, consider the following case and then using th.docxbudbarber38650
For this assignment, consider the following case and then using the internet, course materials, and the Library, compose reasoned responses to the questions that follow.
In the mid 1970s, a nursing educator in Idaho had contact, through a student, with a female client who had chronic myelogenous leukemia. This form of leukemia can often be managed for years with little or no chemotherapy. The woman had done well for about twelve years and ascribed her good condition to health foods and a strict nutritional regime. However, her condition had turned worse several weeks before and her physician had advised her that she needed chemotherapy if she were to have any chance at survival. The physician had also advised her of the potential side effects of the therapy including hair loss, nausea, fever, and immune system suppression.
The woman consented to the therapy and signed the appropriate forms, but later, she began to have second thoughts. The nursing educator and student had given the patient one dose of the therapy when the woman began to cry and express her reservations about the therapy. She questioned the nurse about alternative treatments to the use of chemotherapy. The patient related that she had accepted the therapy because her son had advised her that this was the best treatment. She related that she had not asked about alternate forms of treatment as the physician had indicated that chemotherapy was the only treatment indicated. The nurse did not discuss the patient's concerns with the physician, and later that evening, she talked to the patient about alternate therapies. In the discussion, rather nontraditional and controversial therapies were covered including reflexology and the use of laetrile. During the talk, the nurse made it very clear that the treatments under discussion were not sanctioned by the medical community.
The patient's feelings toward alternate therapies were strengthened by the evening's conversation; however, she continued with chemotherapy. The treatments, however, did not bring remission to her crisis and she died two weeks later. Upon hearing about the conversation between the off duty nurse educator and his patient, the physician brought charges against the nurse for unprofessional conduct and interfering with the patient-physician relationship. (In re Tuma, 1977).
1. What, if anything, did the nurse do wrong?
2. Had she moved beyond her scope of practice?
3. Could the nurse's conduct be justified under the patient advocate portion of her role?
4. If you were a member of the state board for nursing and had to decide the issue of unprofessional conduct and interference with the patient-physician relationship, would you sanction the nurse?
Support your responses with evidence and cite your sources.
Length 4 pages not counting the case. At least 4 references; scholarly sources
COURSE MATERIAL INFORMATION
: Ethical Principles and Dilemmas of Confidentiality, Veracity, and Fidelity
Health care .
This document is the author's nursing philosophy paper. It discusses the author's views on caring, definitions of nursing, assumptions in nursing practice, and principles for practice. The key points are:
1) The author's views on caring have evolved to incorporate treating patients with honesty, building relationships, and remembering what it is like to be a patient.
2) The author agrees with the American Nursing Association and Sentara hospital definitions of nursing which emphasize health promotion, building relationships, evidence-based practice, and patient education.
3) The author discusses assumptions around caring for culturally diverse patients, the role of community in health, and relationships with other healthcare professionals.
4) The author's principles focus
My country UAE No reflection UAE relies heavily on the busin.docxgriffinruthie22
My country UAE No reflection
UAE relies heavily on the business of oil and tourism; they are providing 5.8 percent of the oil to other countries in the world. Saudi Arabia is the biggest provider and seller of oil in the world. UAE is earning money by transportation and tourism, the pandemic has a drastic effect on the economy already and the transportation is ban as there are many cases in UAE, the country earned 19.5 $ billion in 2019 by air transportation and it is around 5% percent of GDP last year. It is expected that the UAE GDP will reduce to 2.5 % this year. It is noted that the Dubai Financial Market (DFM) index is reduced to 2.36 percent (40.79 points) to 1,682.08, while the Abu Dhabi Securities Exchange (ADX) dropped 2.18 percent to 3,676.46 points. "The government is making plans to announce financial support and the firms have a chance to receive additional debts.
The import and export figures of Gold are very important for UAE because UAE is the major country to import the unwrought gold and they export it in semi-worked and jewelry form that is 25 percent of their total export. The import and export can affect the economy as there is no trade going on in the world, India is on top to purchase the Gold from UAE. If the Gold prices push higher and the rupee falls the major threat is that Indian migrant workers would stop investing in the business. They are many in numbers and if they would send their money to home instead of investing it will reduce the import and export.
The Oil prices are dropping and the import and export reduction can result in dropping the currency value of UAE, they are earning money by tourism and air transport the pandemic already reduces the activities so there are many chances that the currency of UAE would badly fall if they would not control the pandemic on time. Tourism and Air transport is a total of 11 % of the total GDP of the UAE, it can drastically fall. The companies and banking sector are already affected so there are many chances the currency may lose its value. UAE have to reduce their tourism and air transport prices to overcome such issues in time.
Measures
UAE has to take serious steps to overcome such issues, the biggest issue can be unemployment because of a reduction in trade and tourism. The UAE government should focus on making plans to help needy people and employers who lost their jobs, the countries like the USA and Denmark are creating a trillion dollars budget for the people who lost their jobs. UAE has the most job holders are from India and Pakistan if they delay the budget plan the companies can be turned off eventually.
To overcome the pandemic and economic issues, they must focus on giving people relief so they can again in UAE for its prosperity. The banking sector must give the companies relief packages for loan repayment and they must give them additional packages to employers and companies to overcome financial issues. Top companies in the UAE must receive additio.
My degree is an EDD in Performance Improvement Leadership .docxgriffinruthie22
My degree is an EDD in Performance Improvement Leadership
Assignment Overview
In the assignment this week, you will write a paper (7–10 pages), including a literature review, that examines ethical behavior, diversity, and civil discourse in the context of your particular focus and specialization.
What You Need to Know
Ethical Reasoning
Morris (2016) tells us:
In fall 2016, more than twenty million students enrolled across more than four million colleges and universities in the U.S. One in four students were members of a minority group, and approximately one million were international students. These students interacted with approximately four million administrators and faculty and staff members in a diversity of settings. Most of these students will easily transition into a life of academics and social interactions. For others, insults, aggressions, and lack of inclusion are a reality; and these experiences will shape their interactions and perceptions . . . on the challenges facing the nation and world and considering the role that post-secondary education plays in improving civil discourse nationally and creating safe spaces for dialogue and personal growth. (p. 361)
Morris (2016) goes on to argue:
First, [we must] identify resources to support conversations around civil discourse, social justice, and inclusion. Could we individually and collectively in every department, college, and administrative unit resolve to make a difference—to role-model and ask our students to be kind, show compassion, be inclusive and fair, and extend a hand of friendship? Maybe our academic words, like social justice, just do not resonate. Perhaps people forget that words have power and can cause long-lasting pain or can provide encouragement. While we may study and advocate for equity, perhaps we should say that this campus and my class will discuss challenging topics; but we will be characterized by the following values: to listen, to reflect, to show compassion, to think critically, and to care about this community of learners. I know: it sounds like Robert Fulghum’s
All I Really Need to Know I Learned in Kindergarten
(1988). However, sometimes simple guidelines work best. (p. 361)
Use your
Critical Thinking
text to quickly review the following:
Chapter 14, "Develop As an Ethical Reasoner," pages 345–365.
If you did not complete the
Blooming Park: Ethics, Diversity, and Personnel Selection
simulation last week, complete it now to begin work on the interviews relevant to your organization: P–12 education, higher education, business or corporate, or military. This activity will give you the opportunity to grapple with the ethical questions that frequently arise in professional contexts, which will be the focus of your assignment this week.
Diversity and Multiculturalism
Diversity in all organization settings can take many forms. We may consider differences across many criteria, including the following:
Ethnicity.
Ethnic identity.
Gend.
My name is Rachael Bamgboye. I am from African - Nigeria to be p.docxgriffinruthie22
My name is Rachael Bamgboye. I am from African - Nigeria to be precise. I am a wife and a mother of three beautiful children. I just completed my associate degree at Community College of Baltimore County. I am transferring to Stratford University in order to pursue my goal of becoming a registered nurse and will be transferring into Nursing by next term.
I believe I am a responsible and hard-working student who gets things done as at when due. I am an introvert but admire those that are extrovert, therefore, I am not very sociable. I love meeting new interesting individuals. People around me say I am easy going, loving and caring which is one of the reasons I want to pursue a degree in Nursing. I love caring for people and showing them love. I currently work as a care giver because I am passionate about caring for people.
Ethics is a principle that governs a person or people’s behavior. The definition of ethics may differ from person to person. For example, some people believe telling lies is good if it is safe to do so while some believe no matter how safe or severe a lie is, it is not good and is a sin. To my knowledge, I believe you address people the way you want to be addressed and never to look down on people, irrespective of their appearances or statuses.
My personal ethics are dignity, respect, loyalty, care and openness. I put all these values into consideration when making decisions. My personal experience with ethic was when I made an important decision as the leader of the ushering department in my church. Making this decision was not easy but I was careful and compassionate because I did not want to hurt anyone or make anyone feel bad. However, at the same time, I did not want to be biased. I respected and appreciated everyone’s views, and I tried to pass my message in a very polite way just like the way I would like to be approached
I am looking forward towards having a great term. Wishing everyone best of luck.
.
Must use the required Template below. No attachments. Do a copy.docxgriffinruthie22
Must use the
required
Template below. *No attachments. Do a copy and paste here in the submission area.
Overview
: Almost every day during the last few weeks, President Trump's Coronavirus Task Force has done a press briefing.
Watch
ONE specific press briefing
. You can view it in real time on TV or see it online.
Your focus will
ONLY
be on President Trump's
one-on-one
interaction with one or two
reporters
.
The interactions are at the end of each press briefing (can just google Trump coronavirus virus task force press briefings)
For this assignment: Fill in each section in the template below.
----------------------------------------
TEMPLATE: (REQUIRED) [Use the Required Sections and Labels (labels are highlighted in GREEN).
Example:
Section 2: Introduction, or Section 3 Application: *CHAPTER 4 APPLICATION, and *CHAPTER 5 APPLICATION.
Put your content right after each Section+ Label.
Section 1:
(5 pts)
Date of Trump's coronavirus task force press briefing
Section 2: Introduction:
(5 pts) Briefly describe the briefing, such as who was there and one of the important pieces of information that was provided in the briefing. Only one or two sentences.
Section 3: Application:
(5 pts for this label)
See below for how to organize your response in this section. Do it exactly like that using the
numbers and labels
. Put your response to each item right next to it.
================
CHAPTER 4 APPLICATION
(5 pts for this label)
Chapter 4
talks about nonverbal communication.
(5 pts)
Define
the term "nonverbal communication" as stated in the textbook._________
(5 pts)
NAME
ONE type
of nonverbal communication stated in the textbook_
(5 pts)
Describe/define the ONE type
of nonverbal communication stated in #2________
(5 pts) Provide
your own example
of the ONE type of nonverbal communication stated in #2.
(30 pts) (200 word minimum)
Explain
how President Trump used this ONE type of nonverbal communication (stated in #2) during his interaction with one or more reporters.
Be specific and provide details.
What was the question being asked at the time? What was Trump’s response, and
how did he use this type of nonverbal communication (stated #2)?
(5 pts)
Why
do you think Trump used this type of nonverbal communication?
=========
(5 pts)
NAME a
DIFFERENT type
of nonverbal communication stated in the textbook (different from the one you discussed in the previous section)______________
(5 pts)
Describe/define the ONE type
of nonverbal communication stated in #7________
(5 pts) Provide
your own example
of the ONE type of nonverbal communication stated in #7.
(30 pts) (200 word minimum)
Explain
how President Trump used this ONE type of nonverbal communication (stated in #7) during his interaction with one or more reporters.
Be specific and provide details
. What was the question being asked at the time? What was Trump’s response, and
how did he use this type of nonverbal communication (st.
My company is AmazonA software engineer designs, develop, te.docxgriffinruthie22
My company is Amazon
A software engineer designs, develop, tests, and evaluates the software and the systems that allow computers to execute their applications.
Take
on the role of Software Engineer for the organization you selected in Week 1.
Use
the
technical guide template
to create a 3- to 4-page Secure Staging Environment Design and Coding Technique Standards Technical Guide for the organization you chose.
Research
and
include
the following:
Design a secure staging environment for your organization
Diagram your staging environment
Include descriptions for each object in your environment
Create a secure coding technique/quality and testing standard for your organization covering the following secure coding techniques:
Proper error handling
Proper input validation
Normalization
Stored procedures
Code signing
Encryption
Obfuscation/camouflage
Code reuse/dead code
Server-side vs. client-side execution and validation
Memory management
Use of third-party libraries and ADKs
Data exposure
Code quality and testing
Automation
Static code analyzers
Dynamic analysis (e.g. fuzzing)
Stress testing
Sandboxing
Model verification
.
My name is Hassan Almahdi. I was born and raised in a city in Saudi .docxgriffinruthie22
My name is Hassan Almahdi. I was born and raised in a city in Saudi Arabia called Safwa. My father was the first person who motivated me to start a degree in engineering because he worked with Aramco Oil Company as an operator in their refineries. After finishing high school. I went to study Instrumentation and control engineering technology at Jubail industrial college. After I graduated and received my associate diploma, I Sought to start a Co-op in the Farabi petrochemical company, where I worked as an instrumentation technician in preventive maintenance. I spent four months in the company, and I got familiar with the work environment and the impact of the pollution that the company produced. Therefore, I decided to gain more knowledge by learning several methods, that might help the environment and reduce pollution. Therefore, I went to Gorge Brown College in Toronto, Canada to improve my oral English, while I was there I got introduced to a Volunteering Program where I became a volunteer Captin for the college I Was in. Also, I got certified to volunteer by Toronto city Hall where events like Nuit Blanche, and Toronto Open Doors...etc which have happened in the time I was there. After spending six months in Canada, I moved to St. Mary's University in San Antonio Texas. where I to started my Bachelor of Science in Electrical engineering. I got familiar with alternative energy resources. Also, how the science of engineering could replace the Gas and Oil industries. where gas and oil are the main sources of environmental air pollutions. Moreover, I learned about the evolution of Electric Vehicles and the replacement of gas engined cars. Where some scientists predict fully transition by 2030. The two years that I spent at St. Mary University before I transfer to the University of Tennessee at Chattanooga, have shaped my character because of the number of leadership programs that I have attended. At UT of Chattanooga, I decided to choose the focus on the power system, where my studies focused more on subsystems and protective relaying. Even though, my focus was on the power system but, I took some classes in control and communication to expand my knowledge. After and before I graduate, I applied to too many graduate programs for masters and Ph.D.'s in different universities. But my main plan was to get accepted into the University of Michigan at Dearborn because of the campus diversity and it is ranked number 31 in Regional Universities Midwest 2021. I plan to start focusing my research on embedded systems or electric vehicles or control systems.
.
My last name starts with an M DirectionsBased on the firs.docxgriffinruthie22
My last name starts with an: M
Directions
Based on the first letter of your last name, find your assigned child welfare role from the list below.
Assume that you are part of a wrap-around services team.
For example: If your last name is Ford, your assigned special population would be Addiction Specialist.
Last name (A–F) = Addiction Specialist
Last name (G–L) = Child Protection Investigator
Last name (M–R) = Homelessness Specialist
Last name (S–Z) = Foster Care Social Worker
This case study will allow you to apply the information that you have learned to a case study. Review the case study, keeping in mind your child welfare role. After reviewing your textbook and resources, answer the case questions in the discussion board.
Case Study Scenario
Marie, a 67-year-old grandmother, is fostering her 14-year-old granddaughter, Audrey. Marie wants to help Audrey and is even thinking about adopting her.
Marie has just learned that Audrey witnessed her father’s death from a heroin overdose. She has seen her mother overdose several times.
Because of her parents’ addiction, Audrey and her mother were homeless and were found living under a bridge.
Audrey’s mother, Elaine, demanded that Audrey panhandle for money, which she used to buy more drugs.
Elaine is trying to kick her habit and is accepted in a residential facility for long-term addiction treatment, instead of a short-term detox center, in the hopes that she can get Audrey back.
Audrey also dug through dumpsters to find enough food for herself and her mother. Despite being destitute, Audrey is terrified to leave her mother, for fear she will die as her father did.
After Elaine’s last overdose, Audrey was removed from her mother’s care and placed with her grandmother, who is estranged from Elaine.
Audrey is acutely malnourished and thin; while she denies using drugs, there are some apparent tracks on her arms.
Since moving in with Marie, she has been hoarding food and wants to sleep on the floor instead of the bed. There is also evidence that Audrey has been cutting herself.
Case Questions
to answer
based upon your role:
Explain how you will prepare Marie to care for Audrey as a foster parent.
What should Marie know about the impact of Audrey’s experiences?
What services or resources will Audrey need?
Would you advise Marie against adopting Audrey, given that Elaine wants to get clean?
.
My name is Meridith Hollins and I work and live in Birmingham, Alaba.docxgriffinruthie22
My name is Meridith Hollins and I work and live in Birmingham, Alabama. I currently work for hte Birmingham Water Works Boarda as a trianing coordinaotr. My ulimate goal is to be able to move into managment.
Part II: At my company we use temp agencies to hire for certain jobs and the templs are treated diffrently from everyone else. Instated of them getting the current hires new hire orieantaton. They just start work. Also with them being a temp they are not eligible for beneifits or any other benefits of the company. Sometimes the probation ia longer than most. Some of the most important things they miss are going over the handlook which can lead to termination if not disussed properly. This is a huge con.
.
My research topic is How does the company Whole Foods go abou.docxgriffinruthie22
My research topic is
: How does the company Whole Foods go about making sure they deliver the highest quality fruits and vegetables to their customers?
(Include their processes in sourcing, how they choose suppliers to make sure they deliver high quality goods)
- For The quality research section, there is no interviews which must be conducted. Just more research, if possible find online interview which was conducted or statements which they put out.
- For the Limitation section, mention how it was hard to compare actual data because of the inability to conduct interviews due to corona virus.
Length: 10-12 pages
APA format.
.
My role is a cuban male, he coe to USA when he has 13 years, studied.docxgriffinruthie22
My role is a cuban male, he coe to USA when he has 13 years, studied psychology to help my coleguas and the cuban people to adapt he at the state.
Did you see people writing at home?
Did your parents respect and value the ability to write?
Your school experience: Did you have good writing teachers?
Did you have a history of failure or success with writing?
Was writing fun, or was it a chore?
Did your school emphasize writing?
Social influences: How did your school friends do at writing?
What were your friends’ attitudes toward writing?
What feelings about writing did you pick up from TV or the movies?
.
My evaluation of journals will focus on originality, application of.docxgriffinruthie22
The document provides guidance for evaluating student journal entries for a sociology of deviance class. It will focus on the originality, application of sociological imagination, effort, and style. Entries must be informed by sociological concepts and ask sociological questions about who benefits, if social relations are reproduced, and include analysis beyond mere observation or opinion. The request is for a 2 page journal entry in a professional personal perspective for the sociology of deviance course.
My intent is to provide each member of the community of this class t.docxgriffinruthie22
My intent is to provide each member of the community of this class the opportunity to share with the rest of the community their considered approach to dealing with ethical dilemmas that will come up through your career (MY CAREER IS CIVIL ENGINEER).
I invite you to consider the following phases as you ponder and articulate your approach.
Secure your own Moral Clarity :
If you sense there is the potential of a problem of violation ethical standards at work or your life at large refuse to ignore it. Investigate and determine the facts of the case.
Always uphold paramount the standard that you became an engineer because you are dedicated securing the health safety and welfare of the public and the environment.
You are loyal to ethical practices of your firm institution as well as your client.
Know the Facts ensure that the information you are dealing with facts not opinions or distortions by:
Get hard documented facts, cross check the information.
Establish the competence and integrity of the source of the information
3. Consider options
a. Investigating the diversity of potential actions you may take. Evaluate and discuss
b. considering the Long-term, short-term perspectives, repercussions?
c. finding out if any laws, codes, or fiduciary duties are violated by any of the alternatives
d. recognizes the potential impact of the options on you and your loved ones
e. locate a Moral Agent among your trusted acquaintance who can help you to assess any and to your understanding of the problem and its consequences.
f. Is there a “Creative middle solution”?
4. Make an objective and moral decision
a. Weigh all factors, recognize “gray areas”/compromises
b. In the process list the pros and cons of each of the alternative decision under consideration.
c. List how you will feel living with consequences of each alternative
Remember just because your deliberations followed the above phases, there is no guarantee the final decision will be easy.
2 PAGES
.
My major is mechanical engineering. As you gave me an idea to relate.docxgriffinruthie22
My major is mechanical engineering. As you gave me an idea to relate my major to sustainability. I would like to grab that opportunity. I will try creative ideas so that my pursuing degree can do sustainable things for the future generation
I have attached my first two essays and third essay question which is a significant change. please consider all the details.
.
Must use the attached articles · Present an argument.docxgriffinruthie22
This document discusses two controversial issues regarding substance use disorders and asks for arguments and evidence from attached sources on each issue. The first issue is whether individuals with substance use disorders can moderate their use through treatment instead of abstinence. The second issue is whether a substance use disorder should be considered a disease. References and evidence to support arguments on both issues must come from three specific sources: two journal articles on controlled drinking approaches to alcoholism treatment and a chapter on substance use disorders from an abnormal psychology textbook.
My hometown — Port Clinton, Ohio, population 6,050 — was in the 19.docxgriffinruthie22
My hometown — Port Clinton, Ohio, population 6,050 — was in the 1950s a passable embodiment of the American dream, a place that offered decent opportunity for the children of bankers and factory workers alike.
But a half-century later, wealthy kids park BMW convertibles in the Port Clinton High School lot next to decrepit “junkers” in which homeless classmates live. The American dream has morphed into a split-screen American nightmare. And the story of this small town, and the divergent destinies of its children, turns out to be sadly representative of America.
Growing up, almost all my classmates lived with two parents in homes their parents owned and in neighborhoods where everyone knew everyone else’s first name. Some dads worked in the local auto-part factories or gypsum mines, while others, like my dad, were small businessmen. In that era of strong unions and full employment, few families experienced joblessness or serious economic insecurity. Very few P.C.H.S. students came from wealthy backgrounds, and those few made every effort to hide that fact.
Half a century later, my classmates, now mostly retired, have experienced astonishing upward mobility. Nearly three-quarters of them surpassed their parents in education and in that way advanced economically as well. One-third of my classmates came from homes with parents who had not completed high school and, of that group, nearly half went to college.
Low costs at public and private colleges across Ohio were supplemented by locally raised scholarships — from the Rotary Club, the United Automobile Workers, the Junior Women’s Club and the like. Although the only two black students in my class encountered racial prejudice in town and none of their parents had finished grade school, both reached graduate school. Neither for them nor for our white classmates was family background the barrier to upward mobility that it would become in the next century.
Photo
Marie and Philip Berry are managers of Seed Faith Food Pantry in Port Clinton.Credit Andrew Borowiec for The New York Times
Our (white) star quarterback, whom I will call J, grew up on the poor side of town. His dad, who had an eighth-grade education, worked two jobs to keep the family afloat — on the line at Port Clinton Manufacturing from 7 to 3, then at the canning factory from 3:30 to 11. Despite his 70-plus-hour workweek, J’s dad made it to J’s games. Unable to afford a car, J’s family hitched rides with neighbors to church every week and ate a lot of hash. Despite their modest background, J’s parents urged him to aim for college, and he chose the college-prep track at P.C.H.S., finishing in the top quarter of our class. His minister pointed him toward a downstate Lutheran institution and made a phone call to help find him financial aid. J graduated debt-free and continued on to seminary and a successful career as a Lutheran minister, coaching high school football on the side.
J’s rise from a well-knit but modest working-class family t.
My degree is an EDD in Performance Improvement LeadershipSyste.docxgriffinruthie22
My degree is an EDD in Performance Improvement Leadership
Systems Thinking and Problems of Practice
Evidence-Based Practice
One of the design concepts attributed to successful EdD programs is the scholarly practitioner, which The Carnegie Project on the Education Doctorate (n.d.) defines as practitioners who:
Blend practical wisdom with professional skills and knowledge to name, frame, and solve problems of practice. They use practical research and applied theories as tools for change because they understand the importance of equity and social justice. They disseminate their work in multiple ways, and they have an obligation to resolve problems of practice by collaborating with key stakeholders, including the university, the educational institution, the community, and individuals. (Design-Concepts Upon Which to Build Programs section)As you move toward the final weeks of our course, a high priority for all who lead learning is the application of systems thinking as you identify a problem of practice relevant to your organization.
As noted by Dirkx (2006):
The demand for evidence-based research (EBR) in education has evoked considerable debate regarding the nature of knowledge practitioners hold, how they come to know, and the sociopolitical contexts in which that knowledge is generated. Proponents of EBR such as Michael Feuer stress the need for research that validly identifies solutions to important problems of educational practice. Critics such as Elizabeth St. Pierre decry such approaches to research on practice as epistemologically inappropriate and oblivious to their political and moral implications. Both positions illuminate important dimensions of improving practice, but what works seems to get lost in the rhetoric. In this article, the author suggests that we in adult education take seriously the question of what works in practice by developing a knowledge base grounded in research methods and strategies that give voice to the particularities of practice contexts, what he refers to as the "insider perspective." (p. 273)
As you proceed through your EdD program, you will be required to identify a problem of practice, not simply an isolated problem in your organization, but instead a problem of practice that is clearly supported in the professional literature. Note that such problems were most likely identified as you developed the Literature Review assignment—all work of doctoral scholars must be firmly corroborated in the literature and research relevant to your organization’s problems of practice.
As you work to identify a problem of practice in your organization, please note the imperative to apply systems thinking. As noted by Senge, Cambron-McCabe, Lucas, Smith, Dutton, and Kleiner (2012):
Systems thinking is the ability to understand (and sometimes to predict) interactions and relationship in complex, dynamic systems—the kinds of systems we are surrounded by and embedded in. Some of the systems already under study in clas.
My homework is to answer 16 questions (questions are below). No need.docxgriffinruthie22
My homework is to answer 16 questions (questions are below). No need to write in academically form, just answer the questions. The questions are related to Chapter 6 and 7 from the book:
Social Media Marketing
. Tuten, T. L. & Solomon, M. R., 2018.
3rd ed. and I don't have the book!
What social activities are the focus of participation in social communities?
How can brands create identities in social communities?
What are the types of social networks in social media?
What are the characteristics of social ads? How effective are social ads?
How can brands engage consumers in social communities?
What is earned media? How do brands encourage earned media with their social networking activities?
What are the characteristics of brand fans?
What is social publishing? What kinds of content can be published socially?
How can social publishing, along with SEO and SMO, help to meet marketing objectives?
How can a site be optimized for search engines?
Why is it important to achieve a top three ranking in a list of search engine results?
Explain the concept of the linkwheel.
What are the different types of tags that are used by search engine optimizers to influence search engine indexing?
What role does social media optimization play in search engine optimization? How are the two concepts related?
Explain the five types of linkbait and why linkbaiting is important.
Is there a difference between social news sites and social bookmarking sites? Explain.
.
Must have to do with a FEDERAL administrative agency, not local or s.docxgriffinruthie22
Must have to do with a FEDERAL administrative agency, not local or state, and be about a current policy implementation issue within the last 40 years or so. Incorporate both your knowledge of history, and government- where students should focus on effects of stakeholder (federal government, citizens, interests, non-federal governmental agencies, NGOs, etc…) action on the effective administration of public policy. Additionally, students should expand on how the various branches of government are addressing these implementation deficit issues.
2 pages- double spaced
.
MUST BE IN APA FORMAT1-2 PARAGRAPHSNEED IN 6 HOURS IF POSSIB.docxgriffinruthie22
MUST BE IN APA FORMAT
1-2 PARAGRAPHS
NEED IN 6 HOURS IF POSSIBLE
Globalization changes the dynamics of projects and adds a layer of complexity. It can adversely affect the project outcome if the project participants are not aware of what they might encounter regarding cultural differences and multinational economic transactions.
Global projects have unique
influencing factors
,including:
Currency fluctuations and exchange rates
Country-specific work codes and regulations
Corporate joint ventures and partnerships, creating entities with a presence and facilities in multiple countries
Political relations between countries
Availability of high-demand workforce skills
Describe how a global project can be more complex than a project performed within only one country.
How do the influencing factors, listed above, affect the successful outcome of the global project?
Support your positions with at least one current (no older than five years) scholarly source, beyond the course materials and textbooks.
Respond to at least two of your peers. Make your posts substantive by adding valuable insights and information.
.
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.
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.
My degree is an EDD in Performance Improvement Leadership .docxgriffinruthie22
My degree is an EDD in Performance Improvement Leadership
Assignment Overview
In the assignment this week, you will write a paper (7–10 pages), including a literature review, that examines ethical behavior, diversity, and civil discourse in the context of your particular focus and specialization.
What You Need to Know
Ethical Reasoning
Morris (2016) tells us:
In fall 2016, more than twenty million students enrolled across more than four million colleges and universities in the U.S. One in four students were members of a minority group, and approximately one million were international students. These students interacted with approximately four million administrators and faculty and staff members in a diversity of settings. Most of these students will easily transition into a life of academics and social interactions. For others, insults, aggressions, and lack of inclusion are a reality; and these experiences will shape their interactions and perceptions . . . on the challenges facing the nation and world and considering the role that post-secondary education plays in improving civil discourse nationally and creating safe spaces for dialogue and personal growth. (p. 361)
Morris (2016) goes on to argue:
First, [we must] identify resources to support conversations around civil discourse, social justice, and inclusion. Could we individually and collectively in every department, college, and administrative unit resolve to make a difference—to role-model and ask our students to be kind, show compassion, be inclusive and fair, and extend a hand of friendship? Maybe our academic words, like social justice, just do not resonate. Perhaps people forget that words have power and can cause long-lasting pain or can provide encouragement. While we may study and advocate for equity, perhaps we should say that this campus and my class will discuss challenging topics; but we will be characterized by the following values: to listen, to reflect, to show compassion, to think critically, and to care about this community of learners. I know: it sounds like Robert Fulghum’s
All I Really Need to Know I Learned in Kindergarten
(1988). However, sometimes simple guidelines work best. (p. 361)
Use your
Critical Thinking
text to quickly review the following:
Chapter 14, "Develop As an Ethical Reasoner," pages 345–365.
If you did not complete the
Blooming Park: Ethics, Diversity, and Personnel Selection
simulation last week, complete it now to begin work on the interviews relevant to your organization: P–12 education, higher education, business or corporate, or military. This activity will give you the opportunity to grapple with the ethical questions that frequently arise in professional contexts, which will be the focus of your assignment this week.
Diversity and Multiculturalism
Diversity in all organization settings can take many forms. We may consider differences across many criteria, including the following:
Ethnicity.
Ethnic identity.
Gend.
My name is Rachael Bamgboye. I am from African - Nigeria to be p.docxgriffinruthie22
My name is Rachael Bamgboye. I am from African - Nigeria to be precise. I am a wife and a mother of three beautiful children. I just completed my associate degree at Community College of Baltimore County. I am transferring to Stratford University in order to pursue my goal of becoming a registered nurse and will be transferring into Nursing by next term.
I believe I am a responsible and hard-working student who gets things done as at when due. I am an introvert but admire those that are extrovert, therefore, I am not very sociable. I love meeting new interesting individuals. People around me say I am easy going, loving and caring which is one of the reasons I want to pursue a degree in Nursing. I love caring for people and showing them love. I currently work as a care giver because I am passionate about caring for people.
Ethics is a principle that governs a person or people’s behavior. The definition of ethics may differ from person to person. For example, some people believe telling lies is good if it is safe to do so while some believe no matter how safe or severe a lie is, it is not good and is a sin. To my knowledge, I believe you address people the way you want to be addressed and never to look down on people, irrespective of their appearances or statuses.
My personal ethics are dignity, respect, loyalty, care and openness. I put all these values into consideration when making decisions. My personal experience with ethic was when I made an important decision as the leader of the ushering department in my church. Making this decision was not easy but I was careful and compassionate because I did not want to hurt anyone or make anyone feel bad. However, at the same time, I did not want to be biased. I respected and appreciated everyone’s views, and I tried to pass my message in a very polite way just like the way I would like to be approached
I am looking forward towards having a great term. Wishing everyone best of luck.
.
Must use the required Template below. No attachments. Do a copy.docxgriffinruthie22
Must use the
required
Template below. *No attachments. Do a copy and paste here in the submission area.
Overview
: Almost every day during the last few weeks, President Trump's Coronavirus Task Force has done a press briefing.
Watch
ONE specific press briefing
. You can view it in real time on TV or see it online.
Your focus will
ONLY
be on President Trump's
one-on-one
interaction with one or two
reporters
.
The interactions are at the end of each press briefing (can just google Trump coronavirus virus task force press briefings)
For this assignment: Fill in each section in the template below.
----------------------------------------
TEMPLATE: (REQUIRED) [Use the Required Sections and Labels (labels are highlighted in GREEN).
Example:
Section 2: Introduction, or Section 3 Application: *CHAPTER 4 APPLICATION, and *CHAPTER 5 APPLICATION.
Put your content right after each Section+ Label.
Section 1:
(5 pts)
Date of Trump's coronavirus task force press briefing
Section 2: Introduction:
(5 pts) Briefly describe the briefing, such as who was there and one of the important pieces of information that was provided in the briefing. Only one or two sentences.
Section 3: Application:
(5 pts for this label)
See below for how to organize your response in this section. Do it exactly like that using the
numbers and labels
. Put your response to each item right next to it.
================
CHAPTER 4 APPLICATION
(5 pts for this label)
Chapter 4
talks about nonverbal communication.
(5 pts)
Define
the term "nonverbal communication" as stated in the textbook._________
(5 pts)
NAME
ONE type
of nonverbal communication stated in the textbook_
(5 pts)
Describe/define the ONE type
of nonverbal communication stated in #2________
(5 pts) Provide
your own example
of the ONE type of nonverbal communication stated in #2.
(30 pts) (200 word minimum)
Explain
how President Trump used this ONE type of nonverbal communication (stated in #2) during his interaction with one or more reporters.
Be specific and provide details.
What was the question being asked at the time? What was Trump’s response, and
how did he use this type of nonverbal communication (stated #2)?
(5 pts)
Why
do you think Trump used this type of nonverbal communication?
=========
(5 pts)
NAME a
DIFFERENT type
of nonverbal communication stated in the textbook (different from the one you discussed in the previous section)______________
(5 pts)
Describe/define the ONE type
of nonverbal communication stated in #7________
(5 pts) Provide
your own example
of the ONE type of nonverbal communication stated in #7.
(30 pts) (200 word minimum)
Explain
how President Trump used this ONE type of nonverbal communication (stated in #7) during his interaction with one or more reporters.
Be specific and provide details
. What was the question being asked at the time? What was Trump’s response, and
how did he use this type of nonverbal communication (st.
My company is AmazonA software engineer designs, develop, te.docxgriffinruthie22
My company is Amazon
A software engineer designs, develop, tests, and evaluates the software and the systems that allow computers to execute their applications.
Take
on the role of Software Engineer for the organization you selected in Week 1.
Use
the
technical guide template
to create a 3- to 4-page Secure Staging Environment Design and Coding Technique Standards Technical Guide for the organization you chose.
Research
and
include
the following:
Design a secure staging environment for your organization
Diagram your staging environment
Include descriptions for each object in your environment
Create a secure coding technique/quality and testing standard for your organization covering the following secure coding techniques:
Proper error handling
Proper input validation
Normalization
Stored procedures
Code signing
Encryption
Obfuscation/camouflage
Code reuse/dead code
Server-side vs. client-side execution and validation
Memory management
Use of third-party libraries and ADKs
Data exposure
Code quality and testing
Automation
Static code analyzers
Dynamic analysis (e.g. fuzzing)
Stress testing
Sandboxing
Model verification
.
My name is Hassan Almahdi. I was born and raised in a city in Saudi .docxgriffinruthie22
My name is Hassan Almahdi. I was born and raised in a city in Saudi Arabia called Safwa. My father was the first person who motivated me to start a degree in engineering because he worked with Aramco Oil Company as an operator in their refineries. After finishing high school. I went to study Instrumentation and control engineering technology at Jubail industrial college. After I graduated and received my associate diploma, I Sought to start a Co-op in the Farabi petrochemical company, where I worked as an instrumentation technician in preventive maintenance. I spent four months in the company, and I got familiar with the work environment and the impact of the pollution that the company produced. Therefore, I decided to gain more knowledge by learning several methods, that might help the environment and reduce pollution. Therefore, I went to Gorge Brown College in Toronto, Canada to improve my oral English, while I was there I got introduced to a Volunteering Program where I became a volunteer Captin for the college I Was in. Also, I got certified to volunteer by Toronto city Hall where events like Nuit Blanche, and Toronto Open Doors...etc which have happened in the time I was there. After spending six months in Canada, I moved to St. Mary's University in San Antonio Texas. where I to started my Bachelor of Science in Electrical engineering. I got familiar with alternative energy resources. Also, how the science of engineering could replace the Gas and Oil industries. where gas and oil are the main sources of environmental air pollutions. Moreover, I learned about the evolution of Electric Vehicles and the replacement of gas engined cars. Where some scientists predict fully transition by 2030. The two years that I spent at St. Mary University before I transfer to the University of Tennessee at Chattanooga, have shaped my character because of the number of leadership programs that I have attended. At UT of Chattanooga, I decided to choose the focus on the power system, where my studies focused more on subsystems and protective relaying. Even though, my focus was on the power system but, I took some classes in control and communication to expand my knowledge. After and before I graduate, I applied to too many graduate programs for masters and Ph.D.'s in different universities. But my main plan was to get accepted into the University of Michigan at Dearborn because of the campus diversity and it is ranked number 31 in Regional Universities Midwest 2021. I plan to start focusing my research on embedded systems or electric vehicles or control systems.
.
My last name starts with an M DirectionsBased on the firs.docxgriffinruthie22
My last name starts with an: M
Directions
Based on the first letter of your last name, find your assigned child welfare role from the list below.
Assume that you are part of a wrap-around services team.
For example: If your last name is Ford, your assigned special population would be Addiction Specialist.
Last name (A–F) = Addiction Specialist
Last name (G–L) = Child Protection Investigator
Last name (M–R) = Homelessness Specialist
Last name (S–Z) = Foster Care Social Worker
This case study will allow you to apply the information that you have learned to a case study. Review the case study, keeping in mind your child welfare role. After reviewing your textbook and resources, answer the case questions in the discussion board.
Case Study Scenario
Marie, a 67-year-old grandmother, is fostering her 14-year-old granddaughter, Audrey. Marie wants to help Audrey and is even thinking about adopting her.
Marie has just learned that Audrey witnessed her father’s death from a heroin overdose. She has seen her mother overdose several times.
Because of her parents’ addiction, Audrey and her mother were homeless and were found living under a bridge.
Audrey’s mother, Elaine, demanded that Audrey panhandle for money, which she used to buy more drugs.
Elaine is trying to kick her habit and is accepted in a residential facility for long-term addiction treatment, instead of a short-term detox center, in the hopes that she can get Audrey back.
Audrey also dug through dumpsters to find enough food for herself and her mother. Despite being destitute, Audrey is terrified to leave her mother, for fear she will die as her father did.
After Elaine’s last overdose, Audrey was removed from her mother’s care and placed with her grandmother, who is estranged from Elaine.
Audrey is acutely malnourished and thin; while she denies using drugs, there are some apparent tracks on her arms.
Since moving in with Marie, she has been hoarding food and wants to sleep on the floor instead of the bed. There is also evidence that Audrey has been cutting herself.
Case Questions
to answer
based upon your role:
Explain how you will prepare Marie to care for Audrey as a foster parent.
What should Marie know about the impact of Audrey’s experiences?
What services or resources will Audrey need?
Would you advise Marie against adopting Audrey, given that Elaine wants to get clean?
.
My name is Meridith Hollins and I work and live in Birmingham, Alaba.docxgriffinruthie22
My name is Meridith Hollins and I work and live in Birmingham, Alabama. I currently work for hte Birmingham Water Works Boarda as a trianing coordinaotr. My ulimate goal is to be able to move into managment.
Part II: At my company we use temp agencies to hire for certain jobs and the templs are treated diffrently from everyone else. Instated of them getting the current hires new hire orieantaton. They just start work. Also with them being a temp they are not eligible for beneifits or any other benefits of the company. Sometimes the probation ia longer than most. Some of the most important things they miss are going over the handlook which can lead to termination if not disussed properly. This is a huge con.
.
My research topic is How does the company Whole Foods go abou.docxgriffinruthie22
My research topic is
: How does the company Whole Foods go about making sure they deliver the highest quality fruits and vegetables to their customers?
(Include their processes in sourcing, how they choose suppliers to make sure they deliver high quality goods)
- For The quality research section, there is no interviews which must be conducted. Just more research, if possible find online interview which was conducted or statements which they put out.
- For the Limitation section, mention how it was hard to compare actual data because of the inability to conduct interviews due to corona virus.
Length: 10-12 pages
APA format.
.
My role is a cuban male, he coe to USA when he has 13 years, studied.docxgriffinruthie22
My role is a cuban male, he coe to USA when he has 13 years, studied psychology to help my coleguas and the cuban people to adapt he at the state.
Did you see people writing at home?
Did your parents respect and value the ability to write?
Your school experience: Did you have good writing teachers?
Did you have a history of failure or success with writing?
Was writing fun, or was it a chore?
Did your school emphasize writing?
Social influences: How did your school friends do at writing?
What were your friends’ attitudes toward writing?
What feelings about writing did you pick up from TV or the movies?
.
My evaluation of journals will focus on originality, application of.docxgriffinruthie22
The document provides guidance for evaluating student journal entries for a sociology of deviance class. It will focus on the originality, application of sociological imagination, effort, and style. Entries must be informed by sociological concepts and ask sociological questions about who benefits, if social relations are reproduced, and include analysis beyond mere observation or opinion. The request is for a 2 page journal entry in a professional personal perspective for the sociology of deviance course.
My intent is to provide each member of the community of this class t.docxgriffinruthie22
My intent is to provide each member of the community of this class the opportunity to share with the rest of the community their considered approach to dealing with ethical dilemmas that will come up through your career (MY CAREER IS CIVIL ENGINEER).
I invite you to consider the following phases as you ponder and articulate your approach.
Secure your own Moral Clarity :
If you sense there is the potential of a problem of violation ethical standards at work or your life at large refuse to ignore it. Investigate and determine the facts of the case.
Always uphold paramount the standard that you became an engineer because you are dedicated securing the health safety and welfare of the public and the environment.
You are loyal to ethical practices of your firm institution as well as your client.
Know the Facts ensure that the information you are dealing with facts not opinions or distortions by:
Get hard documented facts, cross check the information.
Establish the competence and integrity of the source of the information
3. Consider options
a. Investigating the diversity of potential actions you may take. Evaluate and discuss
b. considering the Long-term, short-term perspectives, repercussions?
c. finding out if any laws, codes, or fiduciary duties are violated by any of the alternatives
d. recognizes the potential impact of the options on you and your loved ones
e. locate a Moral Agent among your trusted acquaintance who can help you to assess any and to your understanding of the problem and its consequences.
f. Is there a “Creative middle solution”?
4. Make an objective and moral decision
a. Weigh all factors, recognize “gray areas”/compromises
b. In the process list the pros and cons of each of the alternative decision under consideration.
c. List how you will feel living with consequences of each alternative
Remember just because your deliberations followed the above phases, there is no guarantee the final decision will be easy.
2 PAGES
.
My major is mechanical engineering. As you gave me an idea to relate.docxgriffinruthie22
My major is mechanical engineering. As you gave me an idea to relate my major to sustainability. I would like to grab that opportunity. I will try creative ideas so that my pursuing degree can do sustainable things for the future generation
I have attached my first two essays and third essay question which is a significant change. please consider all the details.
.
Must use the attached articles · Present an argument.docxgriffinruthie22
This document discusses two controversial issues regarding substance use disorders and asks for arguments and evidence from attached sources on each issue. The first issue is whether individuals with substance use disorders can moderate their use through treatment instead of abstinence. The second issue is whether a substance use disorder should be considered a disease. References and evidence to support arguments on both issues must come from three specific sources: two journal articles on controlled drinking approaches to alcoholism treatment and a chapter on substance use disorders from an abnormal psychology textbook.
My hometown — Port Clinton, Ohio, population 6,050 — was in the 19.docxgriffinruthie22
My hometown — Port Clinton, Ohio, population 6,050 — was in the 1950s a passable embodiment of the American dream, a place that offered decent opportunity for the children of bankers and factory workers alike.
But a half-century later, wealthy kids park BMW convertibles in the Port Clinton High School lot next to decrepit “junkers” in which homeless classmates live. The American dream has morphed into a split-screen American nightmare. And the story of this small town, and the divergent destinies of its children, turns out to be sadly representative of America.
Growing up, almost all my classmates lived with two parents in homes their parents owned and in neighborhoods where everyone knew everyone else’s first name. Some dads worked in the local auto-part factories or gypsum mines, while others, like my dad, were small businessmen. In that era of strong unions and full employment, few families experienced joblessness or serious economic insecurity. Very few P.C.H.S. students came from wealthy backgrounds, and those few made every effort to hide that fact.
Half a century later, my classmates, now mostly retired, have experienced astonishing upward mobility. Nearly three-quarters of them surpassed their parents in education and in that way advanced economically as well. One-third of my classmates came from homes with parents who had not completed high school and, of that group, nearly half went to college.
Low costs at public and private colleges across Ohio were supplemented by locally raised scholarships — from the Rotary Club, the United Automobile Workers, the Junior Women’s Club and the like. Although the only two black students in my class encountered racial prejudice in town and none of their parents had finished grade school, both reached graduate school. Neither for them nor for our white classmates was family background the barrier to upward mobility that it would become in the next century.
Photo
Marie and Philip Berry are managers of Seed Faith Food Pantry in Port Clinton.Credit Andrew Borowiec for The New York Times
Our (white) star quarterback, whom I will call J, grew up on the poor side of town. His dad, who had an eighth-grade education, worked two jobs to keep the family afloat — on the line at Port Clinton Manufacturing from 7 to 3, then at the canning factory from 3:30 to 11. Despite his 70-plus-hour workweek, J’s dad made it to J’s games. Unable to afford a car, J’s family hitched rides with neighbors to church every week and ate a lot of hash. Despite their modest background, J’s parents urged him to aim for college, and he chose the college-prep track at P.C.H.S., finishing in the top quarter of our class. His minister pointed him toward a downstate Lutheran institution and made a phone call to help find him financial aid. J graduated debt-free and continued on to seminary and a successful career as a Lutheran minister, coaching high school football on the side.
J’s rise from a well-knit but modest working-class family t.
My degree is an EDD in Performance Improvement LeadershipSyste.docxgriffinruthie22
My degree is an EDD in Performance Improvement Leadership
Systems Thinking and Problems of Practice
Evidence-Based Practice
One of the design concepts attributed to successful EdD programs is the scholarly practitioner, which The Carnegie Project on the Education Doctorate (n.d.) defines as practitioners who:
Blend practical wisdom with professional skills and knowledge to name, frame, and solve problems of practice. They use practical research and applied theories as tools for change because they understand the importance of equity and social justice. They disseminate their work in multiple ways, and they have an obligation to resolve problems of practice by collaborating with key stakeholders, including the university, the educational institution, the community, and individuals. (Design-Concepts Upon Which to Build Programs section)As you move toward the final weeks of our course, a high priority for all who lead learning is the application of systems thinking as you identify a problem of practice relevant to your organization.
As noted by Dirkx (2006):
The demand for evidence-based research (EBR) in education has evoked considerable debate regarding the nature of knowledge practitioners hold, how they come to know, and the sociopolitical contexts in which that knowledge is generated. Proponents of EBR such as Michael Feuer stress the need for research that validly identifies solutions to important problems of educational practice. Critics such as Elizabeth St. Pierre decry such approaches to research on practice as epistemologically inappropriate and oblivious to their political and moral implications. Both positions illuminate important dimensions of improving practice, but what works seems to get lost in the rhetoric. In this article, the author suggests that we in adult education take seriously the question of what works in practice by developing a knowledge base grounded in research methods and strategies that give voice to the particularities of practice contexts, what he refers to as the "insider perspective." (p. 273)
As you proceed through your EdD program, you will be required to identify a problem of practice, not simply an isolated problem in your organization, but instead a problem of practice that is clearly supported in the professional literature. Note that such problems were most likely identified as you developed the Literature Review assignment—all work of doctoral scholars must be firmly corroborated in the literature and research relevant to your organization’s problems of practice.
As you work to identify a problem of practice in your organization, please note the imperative to apply systems thinking. As noted by Senge, Cambron-McCabe, Lucas, Smith, Dutton, and Kleiner (2012):
Systems thinking is the ability to understand (and sometimes to predict) interactions and relationship in complex, dynamic systems—the kinds of systems we are surrounded by and embedded in. Some of the systems already under study in clas.
My homework is to answer 16 questions (questions are below). No need.docxgriffinruthie22
My homework is to answer 16 questions (questions are below). No need to write in academically form, just answer the questions. The questions are related to Chapter 6 and 7 from the book:
Social Media Marketing
. Tuten, T. L. & Solomon, M. R., 2018.
3rd ed. and I don't have the book!
What social activities are the focus of participation in social communities?
How can brands create identities in social communities?
What are the types of social networks in social media?
What are the characteristics of social ads? How effective are social ads?
How can brands engage consumers in social communities?
What is earned media? How do brands encourage earned media with their social networking activities?
What are the characteristics of brand fans?
What is social publishing? What kinds of content can be published socially?
How can social publishing, along with SEO and SMO, help to meet marketing objectives?
How can a site be optimized for search engines?
Why is it important to achieve a top three ranking in a list of search engine results?
Explain the concept of the linkwheel.
What are the different types of tags that are used by search engine optimizers to influence search engine indexing?
What role does social media optimization play in search engine optimization? How are the two concepts related?
Explain the five types of linkbait and why linkbaiting is important.
Is there a difference between social news sites and social bookmarking sites? Explain.
.
Must have to do with a FEDERAL administrative agency, not local or s.docxgriffinruthie22
Must have to do with a FEDERAL administrative agency, not local or state, and be about a current policy implementation issue within the last 40 years or so. Incorporate both your knowledge of history, and government- where students should focus on effects of stakeholder (federal government, citizens, interests, non-federal governmental agencies, NGOs, etc…) action on the effective administration of public policy. Additionally, students should expand on how the various branches of government are addressing these implementation deficit issues.
2 pages- double spaced
.
MUST BE IN APA FORMAT1-2 PARAGRAPHSNEED IN 6 HOURS IF POSSIB.docxgriffinruthie22
MUST BE IN APA FORMAT
1-2 PARAGRAPHS
NEED IN 6 HOURS IF POSSIBLE
Globalization changes the dynamics of projects and adds a layer of complexity. It can adversely affect the project outcome if the project participants are not aware of what they might encounter regarding cultural differences and multinational economic transactions.
Global projects have unique
influencing factors
,including:
Currency fluctuations and exchange rates
Country-specific work codes and regulations
Corporate joint ventures and partnerships, creating entities with a presence and facilities in multiple countries
Political relations between countries
Availability of high-demand workforce skills
Describe how a global project can be more complex than a project performed within only one country.
How do the influencing factors, listed above, affect the successful outcome of the global project?
Support your positions with at least one current (no older than five years) scholarly source, beyond the course materials and textbooks.
Respond to at least two of your peers. Make your posts substantive by adding valuable insights and information.
.
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.
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.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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!
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.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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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
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.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Moving Upstream Becoming a PublicHealth Nurse, Part 2Lee .docx
1. Moving Upstream: Becoming a Public
Health Nurse, Part 2
Lee SmithBattle, R.N., D.N.Sc.,
Margaret Diekemper, R.N., M.S.N.,
and Sheila Leander, R.N., M.S.N.
Abstract This article extends the argument in Part 1 that stand-
ards, protocols, textbook knowledge, and other external guide-
lines, while important for beginners, must yield to the ‘‘real
world’’ of practice. Additional narratives document how the
development of practical reasoning, perceptual skills, and
responsiveness to clients supplants the beginner’s reliance on
external guidelines and promotes a situated understanding of
practice. This growth in understanding and clinical know-how,
cultivated by frontline experience with individuals and families,
fosters a perceptual grasp of the ‘‘big picture’’ and makes it
possible for the nurse to learn the community through the eyes
of clients. Experiences from home visiting and community-
based
2. activities provide critical lessons that inform and inspire nurses
to
act and think upstream. This interpretation provides add-
itional evidence for legitimating clinical practice as a rich
source
of situated knowledge and clinical reasoning.
Key words: clinical knowledge, community health nursing,
population-based care, public health nursing.
When I first came out of school, we had ideas that we
were going to get everybody to stop smoking, lose
weight, exercise, see the doctor, take your medicine
on time, just because we talk to them. I mean that
was unrealistic. We thought the whole world was just
waiting to hear the word. They weren’t. And if you’re
trying to measure your success and nothing shows up,
then you start getting depressed because [it seems that]
you’re not doing anything. Then you realize you better
start counting your successes by a whole lot of smaller
increments, according to the real world.
3. The above excerpt supports the argument developed in
Part 1 (see SmithBattle, Diekemper, & Leander, 2004),
namely, that the beginner’s reliance on external guidelines
and classroom principles and theories, while important,
must yield to the ‘‘real world’’ of practice. In Part 2,
additional exemplars highlight how the development of
practical reasoning, perceptual skills, and responsiveness
to clients supplants inexperienced public health nurses’
theoretical understanding and promotes a situated under-
standing of practice (SmithBattle, Drake, & Diekemper,
1997). This growth in understanding and clinical know-
how, cultivated by frontline experience with individuals
and families, fosters a perceptual grasp of the ‘‘big
picture’’ and makes it possible for the nurse to learn
the community through the eyes of clients. This natural
outgrowth of experiential learning inspired several
inexperienced public health nurses to move upstream
and to become involved in population-focused care.
GAINING A SITUATED UNDERSTANDING OF
PRACTICE
After gaining considerable experience, the practice of the
less-experienced public health nurses began to shift from
a predetermined, nurse-directed agenda that was theory
based or driven by the original referral, agency protocols,
We use the terms public health nursing and community health
nursing
interchangeably.
An earlier draft of this paper was presented at the annual
meeting of the
4. American Public Health Association Meeting on November 14,
2000 in
Boston, Massachusetts.
Lee SmithBattle is Associate Professor, Saint Louis University,
St
Louis, Missouri. Margaret Diekemper is Associate Professor,
Maryville
University, St Louis, Missouri. Sheila Leander is Adjunct
Clinical
Instructor, Saint Louis University, St Louis, Missouri.
Address correspondence to Lee SmithBattle, Saint Louis
University,
3525 Caroline Street, St Louis, MO 63104. E-mail:
[email protected]
Public Health Nursing Vol. 21 No. 2, pp. 95–102
0737-1209/04
# Blackwell Publishing, Inc.
95
or documentation systems to a situated understanding of
practice. With the refinement of perceptual and relational
skills, public health nurses began to ‘‘see’’ larger patterns
and subtle cues in individual and family responses that
had eluded them earlier. Their early reliance on scientific
5. evidence and practice guidelines for defining clinical suc-
cess was refined or supplanted by a more nuanced under-
standing of clients’ social embeddedness and a greater
respect for clients’ practical reasoning. As a result, under-
standing of clinical success was redefined and directly
linked to the specifics of a clinical situation. This growth
in understanding made the public health nurses less likely
to blame clients for their circumstances. As one nurse
reported: ‘‘The biggest danger of working is getting
burned out and blaming people for their problems . . . But
the more I understand, the less I have a desire to blame.’’
Another nurse confirmed that her understanding of
practice changed dramatically as she became more open
and flexible:
I’m sure early on I was naive enough to believe I could
change the world, but that certainly has changed. [Int:
How has your understanding changed?] . . . I’ve been
working with a lot of sick families for a couple of
years. . . Sometimes I think that my whole role in com-
munity health nursing—the social service stuff is bene-
ficial to these families, helping them get their children
immunized and into appointments, that’s important
too—but I really think in some ways my main role is
just to be a presence for people who haven’t had some-
one consistent in their lives and who is committed to
6. who they are and committed to their family. And so
that’s my primary role and this other stuff just comes
with it. I think that’s probably the most important thing
that I can offer these families—is being a consistent
person in their lives. When they’re not in crisis, they
know I’m still gonna be there. And when they are in
crisis, they trust and know that there’s somebody out
there who is some sort of safety net . . . [Int: Now was
there a situation that changed your understanding from
saving the world [to being present with families?] I don’t
know if it was one particular experience. I think it was
two, three, four, five different experiences that [taught
me] the same thing . . . I’ve been working with [many]
families for two years now. And they’re really in no
different place than they were two years ago. And that
made me stop and evaluate. Because when I started
working with them, you have that energy and enthu-
siasm. OK, I’m gonna get them into school and help
7. them get a degree, and better their lives, and go to work,
and value health care and all that kind of stuff. And two
years later, these families are still on welfare, relocating
every six months, and health care is still lower on the
rung because there are other things they’re paying atten-
tion to. And so these families have not adopted my
priorities (laughter). And the things that I was told as
a CHN you do for people. You could get discouraged.
But for me, what happened was reframing it in a way
that lets me stay with families over the long haul and to
realize that their lives are their lives and my priorities
may not be theirs. And you kind of know this but it’s
not until you have the experience . . . I’m still not OK that
these families are in the situations that they’re in. But I
think what I realized is that it’s bigger than they are.
That it’s much more [a result] of the political and the
social system . . . There’s so much out there that keeps
them where they’re at. So rather than expecting
8. dramatic changes to happen in their lives and lifestyles,
that’s what shifted for me, maybe it’s just about offering
a presence . . .
Similar to the public health nurse whose comments
began this paper, this nurse reflects on how the ‘‘real
world’’ moved her away from trying to achieve the
utopian, norm-based outcomes of health-promotion
theories supported by population-based epidemiological
findings with the families on her caseload. Experiential
learning led both nurses to question the prevailing ideol-
ogy in which health and lifestyle choices are promoted in
a vacuum, regardless of a person’s or family’s history,
resources, and understandings of what are worthy ends
and commitments. Rather than becoming demoralized or
blaming families for their dire circumstances and lack of
clinical progress in meeting predetermined outcomes, the
public health nurses’ understanding broadened to incorp-
orate an insider perspective that led to clinically based
notions of success. This clinical reasoning diverged from
classroom and textbook theory and was better attuned to
the possibilities and impossibilities of specific clinical
situations.
So then, what constitutes ‘‘success’’ with a family? The
above nurse was quick to elaborate with an example:
My idea of success with a family is what happened to
me last week. Here’s a mom with six kids. I’ve been
following them a year and a half. My first encounter
9. with them was when the children were lead poisoned
and I knocked on the door. I asked for the mom and
the woman told me she wasn’t there. So I left a mes-
sage. Did this about three different times. And I finally
met mom in the doctor’s office and it was the woman
who answered the door who told me that she wasn’t
there! (laughter) [Int: And you had no suspicion?] I had
no suspicion. You think it would have dawned on me.
But it didn’t. I was new. And so it went from that to
meeting with mom on the porch. And then there was
the day she invited me into the living room. And last
week, I got a telephone call from her saying, ‘‘Did you
read in the newspaper about the woman who was
killed and put in a fridge?’’ It happened to be her
96 Public Health Nursing Volume 21 Number 2 March/April
2004
next door neighbor. ‘‘Can you come over?’’ So it went
from this woman not even acknowledging who she
10. was, to calling me and saying, ‘‘I’m nervous and
scared, can you come over?’’ And when I went over, I
didn’t do anything. She couldn’t articulate that she
needed anything from me . . . ‘‘I just wanted you to
know.’’ To me that’s success. Her life is still the same.
This is the third address she’s been at since I’ve known
her. Their heat bills are up and all that kind of stuff.
And there’s not a lot of difference, per se, [in her
situation] . . .
This nurse’s growth in understanding and responsive-
ness was based on cumulative experience and the ethical
concern that this woman be seen and acknowledged. Like
other public health nurses, she learned to value presence
as a good in itself, much like the nurse in Part 1 who
challenged the detachment promoted by her colleagues and
formal education (SmithBattle, Diekemper, & Leander,
2004, p. 8).
Other public health nurses similarly referred to ‘‘experi-
ences that mentored’’ and led them to follow the family’s
lead and receptivity, rather than imposing a nurse-directed
agenda. In detailing her care of an elderly man and his
terminally ill wife earlier in her career, one nurse recalled
how ‘‘I probably had a thousand little experiences that led
me to the place where . . . I didn’t have to tell the couple
things they didn’t want to hear and I didn’t have to push
11. things.’’ ‘‘Learning not to force myself’’—as she described—
involved engaged reasoning and learning to situate herself
in clinical situations in ways that were respectful of clients’
concerns, priorities, experiences, and understandings: ‘‘I
learned not to force [my way] just because I have the knowl-
edge and knew I was right. We always think that because
we’re right, we need to share that right away, and so I think
I learned to be patient, to time and pace information . . . ’’
This greater flexibility and responsiveness brought the dis-
covery that ‘‘communicating is not the same as listening.’’
Active listening involved a dialogue that allowed her to
understand people’s lives, actions, and health status as
always embedded in specific contexts.
The practical, engaged reasoning that informs and
organizes action cannot be spelled out in rules, proced-
ures, or theory, yet is necessary for tailoring interven-
tions to the client’s world and possibilities. The following
nurse described learning this very lesson from clinical
practice:
I was going to close this client because I just hadn’t
had any success with her and I just kept missing the
clues, which I shouldn’t have. But I discovered that
when I just stopped talking and let her talk, she just
spilled her beans on everything that’s going on in the
family and all kind of social issues. And I’m like,
hmmm, I need to do this more often. And she was
giving me suggestions on ways to help her through her
12. talking, and I don’t think she realized that.
As this nurse discovered, her initial interventions failed
because they were ill-suited to the client’s situation. In
becoming more receptive, she was led by the client’s story
to envision more effective care. We also suspect that
the nurse’s growth in openness affirmed the client’s
strengths and power to define and act in the situation
that could not occur as long as the nurse imposed her
own agenda, without understanding the client’s world.
Learning that clients’ stories provide relevant guides to
action is an advance in clinical reasoning that informs
‘‘big picture’’ thinking and action.
GRASPING THE BIG PICTURE
Moving beyond a predetermined agenda and developing
skills of responsiveness allow the public health nurse to
hone in on the relevant details of a clinical situation and
to see the ‘‘big picture.’’ Grasping the ‘‘big picture’’ occurs
at many levels and becomes increasingly sophisticated as
the public health nurse moves from an individual to a
family focus and begins to notice how families face issues
that are best addressed with systemic changes. The fol-
lowing excerpt details a public health nurse’s skill at
structuring a student nurse’s experience at an appropriate
level, so that early successes encourage learning, percep-
tual awareness, and clinical reasoning that attend to the
relevant aspects of the situation:
An expert would be someone who can sit in a home
and listen to their needs and then say, ‘‘Oh, well you
need to call so and so at this agency.’’ Someone who
13. already knows the community resources doesn’t even
have to think. It’s almost automatic. I think a huge
difference is being able to see the total picture [whereas]
a beginner really deals with much more specific issues
in a particular family and then once they master those,
then they broaden out. I’m hooking a nursing student
up with a family of eight children. And she’s just so
overwhelmed. So we said, ‘‘Look, start with the two
youngest children. Don’t worry about the rest of the
family. Just start with the two youngest children and
when you’ve figured out what they might need and
how to help the mom with that, then open it up and
maybe add two more children to the picture.’’ We
knew she was gonna have a can of worms right when
she went in the door. What we said is, ‘‘Focus it.’’
While this mother with her eight children overwhelm
me, it overwhelms me in a way that is more empower-
ing and energizing than frightening. (Laughter). A
14. person who is experienced can tackle more of the
SmithBattle et al.: Moving Upstream, Part 2 97
bigger issues than a beginner could. [Int: Well they
need to find out the big picture.] Right. Because the
mother would probably be telling her but she
wouldn’t pick up on it. I mean, there’s a way that
without even asking questions, you get answers from
people. My interaction with somebody is much more
conversational whereas [for beginners], it’s the yes
and no questions and it’s trying to gather specific
data. Now I know how to ask one question that’s
gonna get me about seven different answers (laugh)
while before I had to ask seven different questions to
get that.
Precisely because the relevant features of a clinical
situation go beyond their perceptual abilities, less-
experienced public health nurses benefit from guidance
that orients them to aspects of the clinical situation, as
the nurse above does for a student. With experience, the
15. clinical world begins to show up as more differentiated so
that subtle aspects, discrepancies, and gray issues can be
noticed, as the next story highlights. The nurse recalls
how she was assigned to follow a 10-year-old child who
was referred because she smelled of mold. Somewhat
skeptical of the mother’s story because the interactions
in the home were so unsettling, she engaged in skillful
‘‘detective’’ work to uncover sexual abuse. While several
other seasoned professionals were involved with this
family, it was this less-experienced nurse who followed
her ‘‘gut instincts’’ and marshaled the evidence that led
to the child’s removal from the home. Here is her account
of what she learned from this ambiguous clinical
situation:
Oh God. I learned to not take people at face value. A
lot of time you’ve got to really listen and discern and
really look at the whole picture. It’s really easy to
pretty much believe everything people say. For me it
was. Why would a person lie to me about something?
But I really learned in that experience to take in the
whole picture and really look and watch and sometimes
even read between the lines. [Int: Had you not done
that before?] I don’t know. I felt like I was really doing
it even more so in that family for some reason. Cause
even with the first visit, I felt something wasn’t right.
16. But when I was brand new, it seems like you pretty
much believe whatever they say. Why would they lie to
the nurse?
This nurse aptly claimed that her skills of ‘‘discernment’’
were enhanced as her perceptual field expanded beyond
the beginner’s naivete and narrow range of vision. Grasp-
ing the bigger picture signaled a leap in skill development
and provided the experiential cushion for engaging in
increasingly complex clinical situations, which may include
seeing patterns that require a community response.
LEARNING THE COMMUNITY OR POPULATION
THROUGH THE EYES OF CLIENTS
Sometimes, public health nurses ‘‘stumbled’’ into unmet
community needs by virtue of their presence in the com-
munity. This serendipity occurred when a fairly inexperi-
enced nurse was asked to trim an elderly man’s toe nails.
Her humorous story revealed how the subsequent
onslaught of phone calls requesting a visit by the ‘‘foot
lady’’ eventually led to the inclusion of podiatric services
in the mostly volunteer health center that employed her:
There was this gentlemen who had really bad toenails.
And one of the family members asked if I could trim
his toenails. I was like, ‘‘Well I guess I can. I don’t
know why I can’t.’’ (Laughter) So I did, after soaking
17. his feet. And they were really bad. Turns out that after
I trimmed them, he stood up and started tap dancing.
And this was a really old guy who had tap danced in
another life. Well, of course, word got around. They
would call, ‘‘Is the foot lady there?’’ [Laughter] It was
actually kind of a nightmare. All these people needed
nailcare . . . [Eventually] we started a foot clinic and got
real podiatrists in. [Int: So what happened to your role
as the foot lady then?] Well, I still did a little on the
side, for the people who couldn’t make it in. (Laughter)
Once a foot lady, always a foot lady.
While not downplaying the value of sophisticated data
gathering and analytic skills, this serendipitous identifica-
tion of an unmet community need emerged ‘‘naturally’’
from the nurse’s organic relationship to the community.
Other public health nurses told similar accounts of how
being ‘‘the eyes and ears’’ of the community with their
quasi-insider status in a neighborhood, school, or parish
led to the discovery of patterns and needs that were
eventually addressed by new programs, policy changes,
or advocacy efforts. As the above nurse added, ‘‘Some of
it was just need. It’s like you take a step and you keep
taking the next step.’’ This practical knowledge of public
health nurses, based on their work with individuals and
families, often escaped more formal community assess-
18. ments. For example, one nurse described how the grants
that were written by the agency’s grant-writer, who had a
wealth of data at his disposal but no community-based
experience, were not well tailored to the community’s
perceived needs. The nurse’s input, based on her presence
in the community, was invaluable in developing grants
that were better attuned to the community’s priorities.
Experienced public health nurses commented on the
importance of becoming skilled in home visiting before
sharpening their focus on community- and population-
level activities (Diekemper, SmithBattle, & Drake,
1999b). In fact, by learning the community through the
98 Public Health Nursing Volume 21 Number 2 March/April
2004
eyes of the families they visited and through multiple
community contacts, public health nurses developed an
insider perspective and clinical know-how about specific
populations that other public health professionals often
lacked. Several public health nurses described discerning
clinical issues from home visiting and other community
activities that moved them upstream to participate
in population-level activities. Because the following
nurse had extensive community-organizing experience
prior to becoming a public health nurse, her account is
particularly instructive regarding the foundation needed
for aggregate-focused care. While the health department
for which she worked was adopting core functions into
public health nursing (PHN) practice, she was reluctant
to move into that area before developing some compe-
tence in individual and family care:
19. [Int: Has your practice changed in any significant
way?] Yeah, just more community stuff than when I
first started. And that might be just my comfort
level . . . or it could be that I have more time, but I
don’t feel like that I have more time. It just seems
like I’m running into different people in the commu-
nity than I did before. There’s a parish nurse that I just
ran into at a meeting. She’s having a health fair at her
church tomorrow, so I’m going to go and work at the
health fair so I can get to know more about that area,
because it’s in my visiting area. Just things like that
seem to keep popping up. [Int: And that’s from just
being there and getting more familiar with the
community.] It seems like when I first started, I did
go to community things but it was more [about] getting
comfortable with the prenatal and mom-baby visits, so
I felt like I knew what I was doing before I moved
on [to community aspects]. It was more a matter of
20. meeting the right people and figuring out what to
become involved in. I knew how to do it [from prior
job experience]. I just had to get the time to be able to
figure out where I wanted to plug myself in.
Other public health nurses confirmed that individual-
and family-level experience was a crucial foundation for
aggregate-level practice. The next excerpt is especially
relevant not only because the nurse is quite articulate
about her development of skill and passionate about her
practice, but because she was quoted earlier about the
importance of presence (p. 96). The practical know-how
gained from visiting families provided the groundwork
and the impetus for the community advocacy work that
is part and parcel of her PHN practice:
Individuals in a community are as healthy as their
community is, and vice versa. The community is only
as healthy as the individuals are. You can’t address
one without addressing the other. It’s real basic, but
it’s like totally fundamental and essential. Students
want to see patients and visit with people and they
don’t really grasp the magnitude of the community
piece. And I don’t think I grasped the magnitude of
it until a few years into my practice . . . When I started
21. in public health, I needed to learn the foundation and
the home visiting part. Now that that’s developed, I
have the time and the energy [to devote to the com-
munity piece]. If I didn’t have the whole home visiting
aspect, [I wouldn’t know] how to determine who needs
to be seen when and what are the priorities . . . But, for
me, I think you have to start with the individual to
understand the community. And if you started with
the community, I think you’d find yourself going
back to the individuals and trying to catch up. So I
think you have to start with the individuals, because
that tells you what the community is . . . I probably
could have started out in the community, but I
wouldn’t have been focused on this particular commu-
nity for its particularities. I think I would have been
able to take from my practice the fundamentals of
community education. But, it wouldn’t have become
particular to that community until I became familiar
22. with the individuals. [Int: And so it’s a natural out-
growth of having developed the expertise with individuals
and understanding the community.] Right. And that’s
probably why my practice now has moved in the direc-
tion of a lot of community advocacy. Like with lead
poisoning. I have done case management for two and a
half years. And I’ve been doing a lot of education, and
I used to believe that education was the thing. And I
believe in education. I’m a firm believer in that. But
I’ve also been in this practice enough to know that
after two and a half years of educating families about
lead poisoning, the percentage of children that are
poisoned in this area is the same now as it was two
and a half years ago. Now I could look at that as a
personal failure, that my program has not done
anything to impact the percentage of children that
are poisoned. And I’ve considered that. So is it that
education doesn’t seem to be making a difference? Or
23. is it that education makes a difference, but you don’t
really see the results until five or 10 years later? I’m at
a point where I’m saying, okay we’re doing what we
can education-wise. So then, what next? I can do as
much education as I want, but if people remain in their
environments, it’s not going to change. So now I’m at
the point that I need to start focusing more on how do
we clean up the environment . . . So, I need to try and
move the efforts of this coalition I’m involved in to
remediate housing. [Int: That’s a wonderful example of
being in practice with individuals and families that led
you to see the big picture and realizing what needs to be
the next step.] And that happens all kinds of times
along the way. I mean, initially it started out where
I was doing education with people about diet and all of
SmithBattle et al.: Moving Upstream, Part 2 99
a sudden I’m going, these people don’t have the money
24. to buy the food. High iron food is meat. It’s expensive.
They don’t have the money for that or phosphate
cleaners and buckets and mops [for the prevention of
lead exposure]. If they can’t pay their electric bill,
they’re not going to buy mops. So then it was like,
okay, we need to write a grant and get money to help
provide the means for parents.
This nurse highlights the central role of experiential
learning in generalist practice and its logical extension
into the development of population-focused skills. Her
extensive experience in case managing families with lead
poisoning allows her to see the limitations of patient
education and moves her into a leadership position in a
lead coalition to address systemic issues. She has moved
beyond the beginner’s unqualified, technical understand-
ing of patient education as a magic bullet to improve
health (see Part 1, p. 8). She articulates a refined under-
standing and, indeed, a sense of inquiry about what it
takes to improve the health of individuals, families, and
communities. This more situated understanding includes
an appreciation for how the family’s concerns, …