Module 4 - SLPGLOBAL HEALTH REGULATIONS, PARTNERSHIPS, AND GOVER.docx

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Module 4 - SLP GLOBAL HEALTH REGULATIONS, PARTNERSHIPS, AND GOVERNANCE Bringing It All Together: Global Health Funding Proposal Develop a 1-page executive summary synthesizing your findings from your Module 1–3 SLP assignments (in order) and create a complementary 10-slide PowerPoint presentation to solicit funding for your proposed strategy to address your selected infectious disease within your selected population. In your slide presentation, please include a budget, an implementation plan, monitoring and evaluation milestones to assess progress and success, and a communications/reporting plan for all stakeholders. Length: 1-page executive summary paper and 10-slide presentation. SLP Assignment Expectations Assessment and Grading: Your paper will be assessed based on the performance assessment rubric. You can view it under Assessments at the top of the page. Review it before you begin working on the assignment. Your work should also follow these Assignment Expectations . .

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Submit your 20–25-page final capstone project that synthesizes the work you completed in the previous four assessments Note : Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented. Assessment Instructions Instructions Note: The assessments in this course are sequenced in such a way as to help you build specific skills that you will use throughout your program. Complete the assessments in the order in which they are presented. For your final capstone project submission you will synthesize the work you completed in the previous four assessments. Please make sure that you have made relevant revisions as suggested by your instructor, as well as relevant additions that you uncovered during your practicum experience. The only brand-new content that you will need to create for this assessment is an Abstract and an Introduction. This final submission will be graded using the seven program outcomes (POs) for the Master's of Science in Nursing program. As a reminder they are: Lead organizational change to improve the experience of care, population health, and professional work life while decreasing cost of care. Evaluate the best available evidence for use in clinical and organizational decision making. Apply quality improvement methods to impact patient, population, and systems outcomes. Design patient- and population-centered care to improve health outcomes. Integrate interprofessional care to improve safety and quality and to decrease cost of care. Evaluate the ability of existing and emerging information, communication, and health care technologies to improve safety and quality and to decrease cost of care. Defend health policy that improves the experience of care, population health, and professional work life while decreasing cost of care. In addition, you will be assessed on how well you incorporated the feedback you received from your instructor on your previous work in this course via the following criterion: Integrate writing feedback to improve the clarity and quality of final product. You will also be assessed on the completion of hours toward your practicum experience. Demonstrate completion of hours toward the practicum experience. See the scoring guide for specific grading criteria related to these requirements. Please carefully review the outline below to see which parts of the final submission will align to which program outcomes. ( Note: The bullet points in the outline correspond to the grading criteria from your previous assessments. It may be worth putting in some extra revisions on the material related to criteria on which you did not previously score as well as you would have liked. You may also wish to read the Guiding Questions: Final Project Submission document to better understand how each aspect of your submission will be assessed.) It is important to remember .

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Build a slide presentation (PowerPoint preferred) of the health promotion plan you developed in the first assessment (order _134058_350788.doc ). Then, implement your health promotion plan by conducting a face-to-face educational session addressing the health concern and health goals of your selected community member or group. In addition, collaborate with any participants in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to improve future sessions. Review attached Vila Health Doc. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement. Professional Context Health education is any combination of learning experiences designed to help community individuals, families, and aggregates improve their health by increasing knowledge or influencing attitudes (WHO, 2018). Education is key to health promotion, disease prevention, and disaster preparedness. The health indicator framework identified in Healthy People 2020 helps motivate action in such areas as health service access, clinical preventive services, environmental quality, injury or violence, maternal, infant and child health, mental health, nutrition, substance abuse, and tobacco use. Nurses provide accurate evidence-based information and education in various formal and informal settings. They draw upon evidence-based practice to provide health promotion and disease prevention activities to create social and physical environments conducive to improving and maintaining community health. When provided with the tools to be successful, people demonstrate lifestyle changes (self-care) that promote health and help reduce readmissions. They are better able to tolerate stressors, including environmental changes, and enjoy a better quality of life. In times of crisis, a resilient community is a safer community (ODPHP, n.d.; Flanders, 2018). This assessment provides an opportunity for you to apply teaching and learning concepts to the presentation of a health promotion plan. Demonstration of Proficiency By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes. Evaluate educational session outcomes in terms of progress made toward Healthy People 2020 goals and leading health indicators. Competency 4: Integrate principles of social justice in community health interventions. Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants. Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health. Present a health promotion plan to an i.

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HCM 490 Final Project Rubric Overview The final project for this course is the creation of a Strategic Plan Presentation and Professional Reflection. The healthcare industry is constantly changing and healthcare professionals should be prepared for the challenge. As the final stop in your journey toward your Bachelor of Science in Healthcare Administration, you will integrate the knowledge and skills you have developed in previous coursework and over the duration of the term into a Capstone Assessment. Your assessment will consist of two components that will allow you to evidence knowledge, skills, abilities, and dispositional growth you have experienced during your program. In the first component, you will select an existing healthcare organization that fits one of the following areas of opportunity and develop a comprehensive strategic plan for this change. 1. Option 1: Organization is Offering a New Service – Create a strategic plan that will guide the organization in bringing to fruition a new service, such as offering portable MRIs, starting a new urgent care clinic, opening a new outpatient surgery center, etc. 2. Option 2: Organization is Expanding an Existing Service Area – Create a strategic plan that will guide the organization in expanding an existing service to an underserved population that needs attention in this area. Examples include: population that has limited access to primary care services, population-to-provider ratio indicating a shortage, groups of persons who face economic, cultural, or linguistic barriers to healthcare in the local area and reside in a specific geographic area, and so on The second component of your Capstone assessment is a professional reflection, in which you will reflect upon your capstone, program, and professional experiences and draw connections and inferences about your growth, ethical practice, and professional goals. Evaluation of Capstone This capstone will be assessed somewhat differently than other courses you have taken online at SNHU. There are two (2) separate components which will be submitted at different times during the course; however, they all operate together to comprise the whole capstone experience and are not assessed separately. You will be evaluated on both as a unit in determining whether you have demonstrated proficiency in each outcome. Your instructor will guide you through this process, keeping a running narrative of your strengths and weaknesses in relation to the outcomes as you progress through the class. You must demonstrate proficiency in all six (6) outcomes to pass this capstone course. Your work is expected to meet the highest professional standards. The project is divided into five milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules One, Two, Three, Four, and Five. The final product will be submitted i ...

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Build a slide presentation (PowerPoint preferred) of the health promotion plan you developed in the first assessment. Then, implement your health promotion plan by conducting a face-to-face educational session addressing the health concern and health goals of your selected community member or group. In addition, collaborate with any participants in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to improve future sessions. As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session activity. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement. Professional Context Health education is any combination of learning experiences designed to help community individuals, families, and aggregates improve their health by increasing knowledge or influencing attitudes (WHO, 2018). Education is key to health promotion, disease prevention, and disaster preparedness. The health indicator framework identified in Healthy People 2020 helps motivate action in such areas as health service access, clinical preventive services, environmental quality, injury or violence, maternal, infant and child health, mental health, nutrition, substance abuse, and tobacco use. Nurses provide accurate evidence-based information and education in various formal and informal settings. They draw upon evidence-based practice to provide health promotion and disease prevention activities to create social and physical environments conducive to improving and maintaining community health. When provided with the tools to be successful, people demonstrate lifestyle changes (self-care) that promote health and help reduce readmissions. They are better able to tolerate stressors, including environmental changes, and enjoy a better quality of life. In times of crisis, a resilient community is a safer community (ODPHP, n.d.; Flanders, 2018). This assessment provides an opportunity for you to apply teaching and learning concepts to the presentation of a health promotion plan. Demonstration of Proficiency By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes. Evaluate educational session outcomes in terms of progress made toward Healthy People 2020 goals and leading health indicators. Competency 4: Integrate principles of social justice in community health interventions. Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants. Competency 5: Apply professional, scholarly communication strategies to lead health prom.

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Process of Planning and Evaluation The process of planning and evaluation is cyclical and their activities are interdependent. The activities happen in stages; the end of one activity or program leads to the next. The ideas, insights, and learning derived from a particular stage are likely to affect the decisions and activities of the next stage. Despite this, the process of planning and evaluation is usually presented in a linear manner with sequential steps. The cycle is often affected by external influences. Planners and evaluators need to be flexible in responding to these influences Health Program Models Good health programs involve a good deal of effort and a well-developed model. These models provide direction and structure to the program to be built on. The models may not be used completely during the planning process, or various parts of the model may be combined to suit the program. There are some commonly used models in health program planning: · Predisposing, Reinforcing, and Enabling Constructs in Educational Diagnosis and Evaluation (PRECEDE)-Policy, Regulatory, and Organizational Constructs in Educational and Environmental Development (PROCEED): Commonly known as the PRECEDE-PROCEED model, it is the most well-known model in this field because it is theoretically grounded and comprehensive. Planning, implementation, and evaluation are all combined in this model. · The Model for Health Education Planning (MHEP) analyzes: · Planning through six phases · Content through three dimensions―subject matter, method, and process · The Comprehensive Health Education Model (CHEM) consists of six major steps and several suggested procedures within each step. · The Model for Health Education Planning and Resource Development (MHEPRD) is a less known model. The five major components of this model are―health education plans, demonstration programs, educational programs, research programs, and information and statistics. Each component represents the end result of the planning process. In this model, evaluation plays an integral part in each phase of the model. Written Assignment 1: Quality of Simulation Chapter 3 discusses methods to assess the quality of simulations. You learned about three different views of simulation quality. Suppose you lead a task force that is developing a simulation to provide strategic planning recommendations for property use zoning for a county of 750,000 residents. The zoning board and county commissioners want a simulation that allows them to assess the impact of various zoning decisions based on a variety of dynamic factors, including age, race, education, and income status. Submit a 2-page (double-spaced) paper addressing the following: 1. First, identify which of the three views discussed in the chapter that would provide the best quality assessment for the situation described above, and explain your decision. 2. Explain how would you ensure the highest level of accuracy with your simulation, and how w ...

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Motivation and Retention  Discuss the specific strategies you plan to use to motivate individuals from your priority population to participate in your program and continue working on their behavior change. You can refer to information you obtained from the Potential Participant Interviews. You also can search the literature for strategies that have been successfully used in similar situations; be sure to cite references in APA format. .

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Mother of the Year In recognition of superlative parenting Elizabeth Nino is awarded 2012 Mother of the Year May 9, 2012 MOM Smash That Like Button: Facebook’s Chris Cox Is Messing with One of the Most Valuable Features on the Internet Inside Facebook’s Decision to Blow Up the Like Button The most drastic change to Facebook in years was born a year ago during an off-site at the Four Seasons Silicon Valley, a 10-minute drive from headquarters. Chris Cox, the social network’s chief product officer, led the discussion, asking each of the six executives around the conference room to list the top three projects they were most eager to tackle in 2015. When it was Cox’s turn, he dropped a bomb: They needed to do something about the “like” button. The like button is the engine of Facebook and its most recognized symbol. A giant version of it adorns the entrance to the company’s campus in Menlo Park, Calif. Facebook’s 1.6 billion users click on it more than 6 billion times a day—more frequently than people conduct searches on Google—which affects billions of advertising dollars each quarter. Brands, publishers, and individuals constantly, and strategically, share the things they think will get the most likes. It’s the driver of social activity. A married couple posts perfectly posed selfies, proving they’re in love; a news organization offers up what’s fun and entertaining, hoping the likes will spread its content. All those likes tell Facebook what’s popular and should be shown most often on the News Feed. But the button is also a blunt, clumsy tool. Someone announces her divorce on the site, and friends grit their teeth and “like” it. There’s a devastating earthquake in Nepal, and invariably a few overeager clickers give it the ol’ thumbs-up. Changing the button is like Coca-Cola messing with its secret recipe. Cox had tried to battle the like button a few times before, but no idea was good enough to qualify for public testing. “This was a feature that was right in the heart of the way you use Facebook, so it needed to be executed really well in order to not detract and clutter up the experience,” he says. “All of the other attempts had failed.” The obvious alternative, a “dislike” button, had been rejected on the grounds that it would sow too much negativity. Cox told the Four Seasons gathering that the time was finally right for a change, now that Facebook had successfully transitioned a majority of its business to smartphones. His top deputy, Adam Mosseri, took a deep breath. “Yes, I’m with you,” he said solemnly. Later that week, Cox brought up the project with his boss and longtime friend. Mark Zuckerberg’s response showed just how much leeway Cox has to take risks with Facebook’s most important service. “He said something like, ‘Yes, do it.’ He was fully supportive,” Cox says. “Good luck,” he remembers Zuckerberg telling him. “That’s a hard one.” The solution would eventually be named Reactions. It will arrive .

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Mrs. G, a 55 year old Hispanic female, presents to the office for her annual exam. She reports that lately she has been very fatigued and just does not seem to have any energy. This has been occurring for 3 months. She is also gaining weight since menopause last year. She joined a gym and forces herself to go twice a week, where she walks on the treadmill at least 30 minutes but she has not lost any weight, in fact she has gained 3 pounds. She doesn’t understand what she is doing wrong. She states that exercise seems to make her even more hungry and thirsty, which is not helping her weight loss. She wants get a complete physical and to discuss why she is so tired and get some weight loss advice. She also states she thinks her bladder has fallen because she has to go to the bathroom more often, recently she is waking up twice a night to urinate and seems to be urinating more frequently during the day. This has been occurring for about 3 months too. This is irritating to her, but she is able to fall immediately back to sleep. Current medications: Tylenol 500 mg 2 tabs daily for knee pain. Daily multivitamin PMH: Has left knee arthritis. Had chick pox and mumps as a child. Vaccinations up to date. GYN hx: G2 P1. 1 SAB, 1 living child, full term, wt 9lbs 2 oz. LMP 15months ago. No history of abnormal Pap smear. FH: parents alive, well, child alive, well. No siblings. Mother has HTN and father has high cholesterol. SH: works from home part time as a planning coordinator. Married. No tobacco history, 1-2 glasses wine on weekends. No illicit drug use Allergies : NKDA, allergic to cats and pollen. No latex allergy Vital signs : BP 129/80; pulse 76, regular; respiration 16, regular Height 5’2.5”, weight 185 pounds General: obese female in no acute distress. Alert, oriented and cooperative. Skin : warm dry and intact. No lesions noted HEENT: head normocephalic. Hair thick and distribution throughout scalp. Eyes without exudate, sclera white. Wears contacts. Tympanic membranes gray and intact with light reflex noted. Pinna and tragus nontender. Nares patent without exudate. Oropharynx moist without erythema. Teeth in good repair, no cavities noted. Neck supple. Anterior cervical lymph nontender to palpation. No lymphadenopathy. Thyroid midline, small and firm without palpable masses. CV : S1 and S2 RRR without murmurs or rubs Lungs : Clear to auscultation bilaterally, respirations unlabored. Abdomen - soft, round, nontender with positive bowel sounds present; no organomegaly; no abdominal bruits. No CVAT. Labwork: CBC : WBC 6,000/mm3 Hgb 12.5 gm/dl Hct 41% RBC 4.6 million MCV 88 fl MCHC 34 g/dl RDW 13.8% UA: pH 5, SpGr 1.013, Leukocyte esterase negative, nitrites negative, 1+ glucose; small protein; negative for ketones CMP: Sodium 139 Potassium 4.3 Chloride 100 CO2 29 Glucose 95 BUN 12 Creatinine 0.7 GFR est non-AA 92 mL/min/1.73 GFR est AA 101 mL/min/1.73 Calcium 9.5 Total protein 7.6 Bilirubin, total 0.6 Alkaline.

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Mr. Rivera is a 72-year-old patient with end stage COPD who is in the care of Hospice. He has a history of smoking, hypertension, obesity, and type 2 Diabetes. He is on Oxygen 2L per nasal cannula around the clock. His wife and 2 adult children help with his care. Develop a concept map for Mr. Rivera. Consider the patients Ethnic background (he and his family are from Mexico) and family dynamics. Please use the concept map form provided. .

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Mr. B, a 40-year-old avid long-distance runner previously in good health, presented to his primary provider for a yearly physical examination, during which a suspicious-looking mole was noticed on the back of his left arm, just proximal to the elbow. He reported that he has had that mole for several years, but thinks that it may have gotten larger over the past two years. Mr. B reported that he has noticed itchiness in the area of this mole over the past few weeks. He had multiple other moles on his back, arms, and legs, none of which looked suspicious. Upon further questioning, Mr. B reported that his aunt died in her late forties of skin cancer, but he knew no other details about her illness. The patient is a computer programmer who spends most of the work week indoors. On weekends, however, he typically goes for a 5-mile run and spends much of his afternoons gardening. He has a light complexion, blonde hair, and reports that he sunburns easily but uses protective sunscreen only sporadically. Physical exam revealed: Head, neck, thorax, and abdominal exams were normal, with the exception of a hard, enlarged, non-tender mass felt in the left axillary region. In addition, a 1.6 x 2.8 cm mole was noted on the dorsal upper left arm. The lesion had an appearance suggestive of a melanoma. It was surgically excised with 3 mm margins using a local anesthetic and sent to the pathology laboratory for histologic analysis. The biopsy came back Stage II melanoma. 1. How is Stage II melanoma treated and according to the research how effective is this treatment? 250 words. .

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Moving members of the organization through the change process can be quite difficult. As leaders take on this challenge of shifting practice from the current state to the future, they face the obstacles of confidence and competence experienced by staff. Change leaders understand the importance of recognizing their moral purpose and helping others to do the same. Effective leaders foster moral purpose by building relationships, considering other’s perspectives, demonstrating respect, connecting others, and examining progress (Fullan & Quinn, 2016). For this Discussion, you will clarify your own moral perspective and how it will impact the elements of focusing direction. To prepare: · Review the Adams and Miskell article. Reflect on the measures taken in building capacity throughout the organization. · Review Fullan and Quinn’s elements of Focusing Direction in Chapter 2. Reflect on aspects needed to build capacity as a leader. · Analyze the two case examples used to illustrate focused direction in Chapter 2. · Clarify your own moral purpose, combining your personal values, persistence, emotional intelligence, and resilience. A brief summary clarifying your own moral imperative. · Using the guiding questions in Chapter 2 on page 19, explain your moral imperative and how you can use your strengths to foster moral imperative in others. · Based on Fullan’s information on change leadership, in which areas do you feel you have strong leadership skills? Which areas do you feel you need to continue to develop? Learning Resources Required Readings Fullan, M., & Quinn, J. (2016). Coherence: The right drivers in action for schools, districts, and systems . Thousand Oaks, CA: Corwin. Chapter 2, “Focusing Direction” (pp. 17–46) Florian, L. (Ed.). (2014). The SAGE handbook of special education (2nd ed.). London, England: Sage Publications Ltd. Chapter 23, “Researching Inclusive Classroom Practices: The Framework for Participation” (389–404) Chapter 31, “Assessment for Learning and the Journey Towards Inclusion” (pp. 523–536) Adams, C.M., & Miskell, R.C. (2016). Teacher trust in district administration: A promising line of inquiry. Journal of Leadership for Effective and Equitable Organizations, 1-32. DOI: 10.1177/0013161X1665220 Choi, J. H., Meisenheimer, J. M., McCart, A. B., & Sailor, W. (2016). Improving learning for all students through equity-based inclusive reform practices effectiveness of a fully integrated school-wide model on student reading and math achievement. Remedial and Special Education, doi:10.1177/0741932516644054 Sailor, W. S., & McCart, A. B. (2014). Stars in alignment. Research and Practice for Persons with Severe Disabilities, 39(1), 55-64. doi: 10.1177/1540796914534622 Required Media Grand City Community Laureate Education (Producer) (2016c). Tracking data [Video file]. Baltimore, MD: Author. Go to the Grand City Community and click into Grand City School District Administration Offices . Revie.

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Mr. Friend is a crime analyst with the Santa Cruz, California, Police Department. Predictive Policing: Using Technology to Reduce Crime By Zach Friend, M.P.P. 4/9/2013 Nationwide law enforcement agencies face the problem of doing more with less. Departments slash budgets and implement furloughs, while management struggles to meet the public safety needs of the community. The Santa Cruz, California, Police Department handles the same issues with increasing property crimes and service calls and diminishing staff. Unable to hire more officers, the department searched for a nontraditional solution. In late 2010 researchers published a paper that the department believed might hold the answer. They proposed that it was possible to predict certain crimes, much like scientists forecast earthquake aftershocks. An “aftercrime” often follows an initial crime. The time and location of previous criminal activity helps to determine future offenses. These researchers developed an algorithm (mathematical procedure) that calculates future crime locations.1 Equalizing Resources The Santa Cruz Police Department has 94 sworn officers and serves a population of 60,000. A university, amusement park, and beach push the seasonal population to 150,000. Department personnel contacted a Santa Clara University professor to apply the algorithm, hoping that leveraging technology would improve their efforts. The police chief indicated that the department could not hire more officers. He felt that the program could allocate dwindling resources more efficiently. Santa Cruz police envisioned deploying officers by shift to the most targeted locations in the city. The predictive policing model helped to alert officers to targeted locations in real time, a significant improvement over traditional tactics. Making it Work The algorithm is a culmination of anthropological and criminological behavior research. It uses complex mathematics to estimate crime and predict future hot spots. Researchers based these studies on In Depth Featured Articles - IAFIS Identifies Suspect from 1978 Murder Case - Predictive Policing: Using Technology to Reduce Crime - Legal Digest Part 1 - Part 2 Search Warrant Execution: When Does Detention Rise to Custody? - Perspective Public Safety Consolidation: Does it Make Sense? - Leadership Spotlight Leadership Lessons from Home Archive - Web and Print Departments - Bulletin Notes - Bulletin Honors - ViCAP Alerts - Unusual Weapons - Bulletin Reports Topics in the News See previous LEB content on: - Hostage Situations - Crisis Management - School Violence - Psychopathy About LEB - History - Author Guidelines (pdf) - Editorial Staff - Editorial Release Form (pdf) Patch Call Known locally as the “Gateway to the Summit,” which references the city’s proximity to the Bechtel Family National Scout Reserve. More The patch of the Miamisburg, Ohio, Police Department prominently displays the city seal surroun.

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Mr. E is a pleasant, 70-year-old, black, male Source: Self, reliable source Subjective: Chief complaint: “I urinate frequently.” HPI: Patient states that he has had an increase in urination for the past several years, which seems to be worsening over the past year. He estimates that he urinates clear/light yellow urine approximately every 1.5-2 hours while awake and is up 2-4 times at night to urinate. He states some urgency and hesitancy with urination and feeling of incomplete voiding. He denies any pain or blood. Denies any head trauma. Denies any increase in thirst or hunger. He denies any unintentional weight loss. Allergies : NKA Current Mediations : Multivitamin, daily Aspirin, 81 mg, daily Olmesartan, 20 mg daily Atorvastatin, 10 mg daily Diphenhydramine, 50 mg, at night Pertinent History: Hypertension, hyperlipidemia, insomnia Health Maintenance. Immunizations: Immunizations up to date Family History: No cancer, cardiac, pulmonary or autoimmune disease in immediate family members Social History: Patient lives alone. He drinks one cup of caffeinated coffee each morning at the local diner. He denies any nicotine, alcohol or drug use. ROS: Incorporated into HPI Objective: VS – BP: 118/68, HR: 86, RR: 16, Temp 97.6, oxygenation 100%, weight: 195 lbs, height: 70 inches. Mr. E is alert, awake, oriented x 3. Patient is clean and dressed appropriate for age. Cardiac: No cardiomegaly or thrills; regular rate and rhythm, no murmur or gallop Respiratory: Clear to auscultation Abdomen: Bowel sounds positive. Soft, nontender, nondistended, no hepatomegaly Neuro: CN 2-12 intact Renal/prostate: Prostate enlarged, non-tender. No asymmetry or nodules palpated Labs: Test Name Result Units Reference Range Color Yellow Yellow Clarity Clear Clear Bilirubin Negative Negative Specific Gravity 1.011 1.003-1.030 Blood Negative Negative pH 7.5 4.5-8.0 Nitrite Negative Negative Leukocyte esterase Negative Negative Glucose Negative mg/dL Negative Ketones Negative mg/dL Negative Protein Negative mg/dL Negative WBC Negative /hpf Negative RBC Negative /hpf Negative Lab Pt’s Result Range Units Sodium 137 136-145 mmol/L Potassium 4.7 3.5-5.1 mmol/L Chloride 102 98-107 mmol/L CO2 30 21-32 mmol/L Glucose 92 70-99 mg/dL BUN 7 6-25 mg/dL Creat 1.6 .8-1.3 mg/dL GFR 50 >60 Calcium 9.6 8.2-10.2 mg/dL Total Protein 8.0 6.4-8.2 g/dL Albumin 4.5 3.2-4.7 g/dL Bilirubin 1.1 <1.1 mg/dL Alkaline Phosphatase 94 26-137 U/L AST 25 0-37 U/L ALT 55 15-65 U/L Pt’s results Normal Range Units WBC 9.9 3.4 - 10.8 x10E3/uL RBC 4.0 3.77 - 5.28 x10E6/uL Hemoglobin 11.5 11.1 - 15.9 g/dL H.

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Motor Milestones occur in a predictable developmental progression in young children. They begin with reflexive movements that develop into voluntary movement patterns. For the motor milestone of independent walking, there are many precursor reflexes that must first integrate and beginning movement patterns that must be learned. Explain the motor progression of walking in a child, starting with the integration of primitive reflexes to the basic motor skills needed for a child to walk independently. Discuss at which time frame each milestone occurs from birth to walking (12-18 months of age). What are some reasons why a child could be delayed in walking? At what age is a child considered delayed in walking and in need of intervention? What interventions are available to children who are having difficulty walking? Please be sure to use APA citations for all sources used to formulate your answers. .

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Most women experience their closest friendships with those of the same sex. Men have suffered more of a stigma in terms of sharing deep bonds with other men. Open affection and connection is not actively encouraged among men. Recent changes in society might impact this, especially with the advent of the meterosexual male. “The meterosexual male is less interested in blood lines, traditions, family, class, gender, than in choosing who they want to be and who they want to be with” (Vernon, 2010, p. 204). In this week’s reading material, the following philosophers discuss their views on this topic: Simone de Beauvoir, Thomas Aquinas, MacIntyre, Friedman, Hunt, and Foucault. Make sure to incorporate their views as you answer each discussion question. Think about how their views may be similar or different from your own. In at least 250 words total, please answer each of the following, drawing upon your reading materials and your personal insight: To what extent do you think women still have a better opportunity to forge deeper friendships than men? What needs to change to level the friendship playing field for men, if anything? How is the role of the meterosexual man helping to forge a new pathway for male friendships? .

Most women experience their closest friendships with those of th.docx

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Most patients with mental health disorders are not aggressive. However, it is important for nurses to be able to know the signs and symptoms associated with the five phases of aggression, and to appropriately apply nursing interventions to assist in treating aggressive patients. Please read the case study below and answer the four questions related to it. Aggression Case Study Christopher, who is 14 years of age, was recently admitted to the hospital for schizophrenia. He has a history of aggressive behavior and states that the devil is telling him to kill all adults because they want to hurt him. Christopher has a history of recidivism and noncompliance with his medications. One day on the unit, the nurse observes Christopher displaying hypervigilant behaviors, pacing back and forth down the hallway, and speaking to himself under his breath. As the nurse runs over to Christopher to talk, he sees that his bedroom door is open and runs into his room and shuts the door. The nurse responds by attempting to open the door, but Christopher keeps pulling the door shut and tells the nurse that if the nurse comes in the room he will choke the nurse. The nurse responds by calling other staff to assist with the situation. 1. What phase of the aggression cycle is Christopher in at the beginning of this scenario? What phase is he in at the end the scenario? (State the evidence that supports your answers). 2. What interventions could have been implemented to prevent Christopher from escalating at the beginning of the scenario? 3. What interventions should the nurse take to deescalate the situation when Christopher is refusing to open his door? 4. If a restrictive intervention (restraint/seclusion) is used, what are some important steps for the nurse to remember? SCHOLAR NURSING ARTICLE>>>APA FORMAT>>> .

Most patients with mental health disorders are not aggressive. Howev.docx

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Most of our class readings and discussions to date have dealt with the issue of ethics and ethical behavior. Various philosophers have made contributions to jurisprudence including how to apply ethical principles (codes of conduct?) to ethical dilemma. Your task is to watch the Netflix documentary ‘The Social Dilemma.’ If you cannot currently access Netflix it offers a free trial opportunity, which you can cancel after viewing the documentary. Should this not be an option for whatever reason, then please email me and we will create an alternative ethics question. DUE DATE: Tuesday, Sept. 29, 2020 by noon SEND YOUR NO MORE THAN 5 PAGE DOUBLE SPACED RESPONSE TO MY EMAIL ADDRESS. LATE PAPERS SUBJECT TO DOWNGRADING As critics have written, the documentary showcases ways our minds are twisted and twirled by social media companies like Facebook, Twitter, and Google through their platforms and search engines, and the why of what they are doing, and what must be done to stop it. After watching the movie, respond to the following questions in the order given. Use full sentences and paragraphs, and start off each section by stating the question you are answering. Be succinct. What are the critical ethical issues identified? What concerns are raised over the polarization of society and promulgation of fake news? What is the “attention-extraction model” of software design and why worry? What is “surveillance capitalism?” Do you agree that social media warps your perceptions of reality? Who has the power and control over these social media platforms – software designers, artificial intelligence (Ai), CEOs of media platforms, users, government? Are social media platforms capable of self-regulation to address the political and ethical issues raised or not? If not, then should government regulate? What other actions can be taken to address the basic concern of living in a world “…where no one believes what’s true.” .

Most of our class readings and discussions to date have dealt wi.docx

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Most people agree we live in stressful times. Does stress and re.docx

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Most of the ethical prescriptions of normative moral philosophy tend to fall into one of the following three categories: deontology, consequentialism, and virtue ethics. These categories in turn put an emphasis on different normative standards for judging what constitutes right and wrong actions. Moral psychologists and behavioral economists such as Jonathan Haidt and Dan Ariely take a different approach: focusing not on some normative ethical framework for moral judgment, but rather on the psychological foundations of moral intuition and on the limitations that our human frailty places on real-world honesty, decency, and ethical commitments. In this context, write a short essay (minimum 400 words) on what you see as the most important differences between the traditional normative philosophical approaches and the more recent empirical approach of moral psychology when it comes to ethics. As part of your answer also make sure that you discuss the implications of these differences. Deadline reminder: this assignment is due on June 14th . Any assignments submitted after that date will lose 5 points (i.e., 20% of the maximum score of 25 points) for each day that they are submitted late. Accordingly, after June 14th, any submissions would be worth zero points and at that time the assignment inbox will close. .

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Most healthcare organizations in the country are implementing quality improvement programs to save lives, enhance customer satisfaction, and reduce the cost of healthcare services. Limited human and material resources often undermine such efforts. Zenith Hospital in a rural community has 200 beds. Postsurgical patients tend to contract infections at the surgical site, requiring extended hospitalization. Mr. Jones—75 years old—was admitted to Zenith Hospital for inguinal hernia repairs. He was also hypertensive, with a compromised immune system. Two days after surgery, he acquired an infection at the surgical site, with elevated temperature, and then he developed septicemia. His condition worsened, and he was moved to isolation in the intensive care unit (ICU). A day after transfer to the ICU, he went into ventricular arrhythmia and was placed on a respirator and cardiac monitoring machine. Intravenous fluids, antibiotics, and antipyretics could not bring the fever down, and blood analysis continued to deteriorate. The hospital infection control unit got involved. The team confirmed that postsurgical infections were on the increase, but the hospital was unable to identify the sources of infection. The surgery unit and surgical team held meetings to understand possible sources of infection. The team leader had earlier reported to management that they needed to hire more surgical nurses, arguing that nurses in the unit were overworked, had to go on leave, and often worked long hours without break. Mr. Jones’ family members were angry and wanted to know the source of his infection, why he was on the respirator in isolation, and why his temperature was not coming down. Unfortunately, his condition continued to deteriorate. His daughter invited the family’s legal representative to find out what was happening to her father and to commence legal proceedings. Then, the healthcare manager received information that two other patients were showing signs of postsurgical infection. The healthcare manager and care providers acknowledged the serious quality issues at Zenith Hospital, particularly in the surgical unit. The healthcare manager wrote to the Chairman of the Hospital Board, seeking approval to implement a quality improvement program. The Board held an emergency meeting and approved the manager’s request. The healthcare manager has invited you to support the organization in this process. Please address the following questions in your response: What are successful approaches for gaining a shared understanding of the problem? How can effective communication be implemented? What is a qualitative approach that helps in identifying the quality problem? What tools can provide insight into understanding the problem? In quality improvement, what does appreciative inquiry help do? What is a benefit of testing solutions before implementation? What is a challenge that is inherent in the application of the plan, do, study, act (PDSA) method? What .

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More work is necessary on how to efficiently model uncertainty in ML.docx

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Mortgage-Backed Securities and the Financial Crisis Kelly Finn FNCE 4302 Mortgage-Backed Securities (MBS) are “pass-through” bundles of housing debt sold as investment vehicles A mortgage-backed security, MBS, is a type of asset-backed security that pays investors regular payments, similar to a bond. It gets the title as a “pass-through” because the security involves several entities in the origination and securitization process (where the asset is identified, and where it is used as a base to create a new investment instrument people can profit off of). Key Players involved in the MBS Process [Mortgage] Lenders: banks who sell mortgages to GSE’s GSE: Government Sponsored Entities created by the US Government to make owning property more accessible to Americans 1938: Fannie Mae (FNMA): Federal National Mortgage Assoc. 1970: Freddie Mac (FHLMC): Federal Home Loan Mortgage Corp. Increase mortgage borrowing Introduce competitor to Fannie Mae 1970: Ginnie Mae (GNMA): Government National Mortgage Assoc. US Government: Treasury: implicit commitment of providing support in case of trouble The several entities involved in the process make MBS a “pass-through”. Here we have 3 main entities that we’ll call “Key Players” for the purpose of this presentation which aims to provide you with a basic and simple explanation of MBS and their role in the financial crisis. GSE’s created by the US Government in 1938 Part of FDR’s New Plan during Great Depression Purpose: make owning property more accessible to more Americans GSE (ex. Fannie Mae) buys mortgages (debt) from banks, & then pools mortgages into little bundles investors can buy (securitization) Bank’s mortgage is exchanged with GSE’s cash Created liquid secondary market for mortgages Result: 1) Bank has more cash to lend out to people 2) Now all who want to a house (expensive) can get the money needed to buy one! Where MBS came from & when Yay for combatting homelessness and increasing quality of life for the common American! Thanks Uncle Sam! MBS have been around for a long time. Officially in the US, they have their origins in government. During the Great Depression in the 1930s, President Franklin Delano Roosevelt signed into creation Fannie Mae that was brought about to help ease American citizen’s difficulty in becoming homeowners. The sole purpose of a GSE thus was to not make profit, but to promote citizen welfare in regards to housing. Seeing that it was created by regulatory government powers, it earned the title of Government Sponsored Entity, which we will abbreviate as GSE. 2 other GSE’s in housing were created in later decades like Freddie Mae, to further stimulate the mortgage market alongside Fannie, and Ginnie which did a similar thing but only for certain groups of people (Veterans, etc) and to a much smaller scale. How MBS works: Kelly is a homeowner looking to borrow a lot of money *The Lender, who issued Kelly the mor.

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Moral Development Lawrence Kohlberg developed six stages to mora.docx

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