INTRODUCTION TO PHILOSOPHY

INTRODUCTION TO PHILOSOPHY

TEST 2 ESSAY QUESTIONS

Please complete these essays before opening the exam. Save your file with the filename lastName_test2

and attach it to the appropriate text box in the test.

1. What is the problem of evil? What is a theodicy? Please explain each of the components of Sam Miller’s theodicy as presented in ‘A Dialogue on Good, Evil and the Existence of God’, making note of any objections to each of the components. 2. If God does not exist, then a different account is needed for the origin of our concepts of

Good and Evil. Gretchen Weirob presents such an account in the final section of ‘A Dialogue on

Good, Evil and the Existence of God’. According to her evolutionary view, what is the origin of

Good? What is the origin of Evil?

3. On the First Night in the Dialogue on Personal Identity and Immortality, Sam Miller argues

that the identity of persons over time is determined by the identity of the soul. What is that

theory? Gretchen Weirob then argues that the soul is irrelevant to personal identity and

therefore to the possibility of life after death. Explain.

 

4. On the Second Night in the the Dialogue on Personal Identity and Immortality, Sam

introduces a view of personal identity based on memory. What is that theory? What is

Gretchen’s objection based on actually vs. seeming to remember?

 
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“For Prof. Goodman Only”

The Impact of Codependence Recovery Paper

Write a 1400- 1750 word page integrative paper that explores how the process of recovery for an addict is changed when the co-addict in their life focuses on a codependent recovery. Be sure to include the following:

  • How substance abuse affects the addict’s physical, emotional, and psychological wellbeing?
  • What recovery behaviors might the addict exhibit which aligns with the 5 dysfunctional patterns of codependency?
  • How are the addict’s family relationships affected by codependency?
    • How is the process of recovery different when the co-addict takes a codependency approach to recovery?
      • Include at least two peer-reviewed research articles.

Format your paper consistent with APA guidelines.

 

 
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GEN 103 Week 2 Discussion 1

Ashford 3: – Week 2 – Discussion 1

 

Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the Discussion Forum Grading Rubric for guidance on how your discussion will be evaluated.
 

Using   the Ashford University Library

 

The purpose of this discussion is   to introduce you to the Ashford University (AU) Library. In both the   “Scholarly Versus Popular Sources” discussion and the “Generating Keywords”   assignment, you will be using the AU Library to search for scholarly   articles. You will find that what makes the AU Library unique, compared to   other academic libraries, is that it is purely online. Many Ashford   University students have yet to experience this type of library and often feel   overwhelmed, and perhaps a bit frustrated, when first attempting to conduct   research within it. Academic libraries are often organized differently from   public or school libraries, so when first attempting to use one, it can seem   difficult.

Note: Before beginning this discussion, update your internet   browser by completing the Pearson Browser Check. Once you have opened the link, confirm the following:

  • Pop-ups allowed
  • JavaScript enabled
  • Cookies enabled

The Ashford University (AU)   Library requires that you have pop-ups allowed and the JavaScript and Cookies   enabled. If either of these is followed by an exclamation point, click on the   yellow text for instructions.

Also confirm that the following   plug-in are installed:

  • Adobe Flash Player
  • QuickTime (Apple users only)
  • Java

The Ashford University Library   requires that you have these installed in order to ensure the best experience   while using the library website and the library databases. Click on the   Download box for instructions if necessary.

*The Pearson Browser Check is not   for mobile devices.

 

Description: Prepare Icon

Prepare: After reading Chapter 3 of your course text, spend a few   minutes watching the following videos in order. Each video builds off the   other and gradually increases your understanding of how a digital library is   organized and functions.

 

Description: Reflect Icon

Reflect: Think about your previous experience using a physical   library and your experience using a digital library. Then, consider your   experience using search engines to find sources. How are the experiences   different and/or similar? What are the benefits and drawbacks to each?

 

Description: Write Icon

Write: Now that you have read your text and watched the three   videos, respond to the questions below:

  • In your own words, define        database and search engine and explain how they are different. Explain        what they are as if you are teaching a friend, child, spouse, or        coworker about them. Share at least one tip or bit of advice for using        the Ashford University Library, in particular.
  • Discuss how using a digital        library to search for information will be different than your past        library experiences. What are some benefits? What are some challenges?
  • Do some preliminary searching        in both a search engine and in the AU Library for sources related to        your research question from Week One. What do you notice about the        differences in search results between the two?

To maximize the opportunity for   vigorous discussion, you must post to this discussion on at least three   separate days of the week and your posts must total at least 600 words   as you address the questions noted above. Your first post must be completed   by Day 3 (Thursday) and the remainder of your posts must be completed by Day   7 (Monday). You must answer all aspects of the prompt at some point during   the week. Also, be sure to reply to your classmates and instructor.

 

Description: Discuss Icon

Respond to Peers: As your reply to your classmates, attempt to take the   conversation further by examining their claims or arguments in more depth or   responding to the posts that they make to you. Keep the discussion on target   and try to analyze things in as much detail as you can. For instance, you   might consider reflecting on your classmates’ description of benefits and   challenges of using a digital library and comparing their responses to your   own. You might also share how helpful their tip for using the AU Library was   and how you plan to integrate that tip into your own searching.

 
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Nursing Advocacy and Action

Nursing Advocacy and Action

Introduction

Nursing advocacy and action play a pivotal role in ensuring the well-being of patients and the improvement of healthcare systems. Advocacy in nursing refers to the act of supporting and safeguarding the rights and interests of patients, while action involves the proactive steps taken by nurses to bring about positive change. The paper explores the significance of advocacy and action in nursing, focusing on strategies at both the patient and organizational levels. Examples of nurse advocacy will be provided to illustrate how nurses can make a difference. The paper will also discuss the benefits for both nurses and patients, as well as the limitations and barriers that may hinder effective advocacy. The importance of nursing advocacy and action in shaping a patient-centered healthcare environment will be emphasized.

 

What is Advocacy and Action in Nursing?

Advocacy and action in nursing embody the proactive and compassionate commitment of nurses to champion the rights, well-being, and dignity of their patients. Advocacy involves vocalizing patient needs, concerns, and preferences, ensuring they are heard and respected within the healthcare system. It encompasses the nurse’s role as a patient ally, empowering individuals to make informed decisions about their care. Action, in turn, refers to the tangible steps nurses take to effect positive change in healthcare policies, procedures, and practices. Whether at the bedside or in boardrooms, nursing advocacy and action contribute to a patient-centered approach, emphasizing collaboration, empathy, and the continual improvement of care delivery. This dynamic combination reflects nurses’ dedication to not only providing excellent clinical care but also actively shaping a healthcare landscape that prioritizes the holistic well-being of every patient.

Strategies at the Patient Level

Effective communication: Effective communication lies at the core of patient advocacy. Nurses must establish open and transparent channels of communication with patients. Actively listening to their concerns, preferences, and expectations builds trust and ensures that patients feel heard and respected. Clear and empathetic communication sets the foundation for a collaborative and patient-centered care approach.

Informed consent: Informed consent is a crucial strategy in patient advocacy, emphasizing the importance of comprehensive discussions. Nurses facilitate conversations about medical conditions, treatment options, and potential risks, ensuring that patients are well-informed. By providing the necessary information, nurses empower patients to make decisions that align with their values and preferences, actively involving them in the decision-making process.

Patient empowerment: Patient empowerment involves equipping individuals with the knowledge and resources to actively engage in their healthcare journey. Nurses play a pivotal role in providing education about medical conditions, treatment plans, and self-care practices. By fostering a sense of autonomy and control over their health, patient empowerment contributes to a more engaged and satisfied healthcare experience.

Collaborative approach to care: Advocating for a collaborative approach to care, nurses encourage patients to voice their concerns, preferences, and questions. This goes beyond the traditional provider-patient dynamic, establishing a partnership in which patients actively contribute to decision-making. Ensuring that the care plan aligns with the patient’s values and goals enhances the overall quality of care and patient satisfaction.

Cultural competence: Addressing cultural and linguistic diversity is critical in patient advocacy. Nurses must tailor care plans to individual cultural backgrounds and language preferences. Providing access to translation services and demonstrating cultural sensitivity ensures that healthcare is inclusive and respectful of diverse needs, promoting better patient understanding and cooperation.

Advocacy for vulnerable populations: Recognizing and addressing social determinants of health is a key aspect of patient advocacy. Nurses advocate for equitable healthcare delivery for vulnerable and marginalized communities. By connecting patients with community resources and addressing broader social issues, nurses contribute to a more just and inclusive healthcare system that prioritizes the well-being of all individuals.

In employing these patient-level strategies, nurses play a pivotal role in advocating for the rights, preferences, and holistic well-being of individuals. By focusing on effective communication, informed decision-making, patient empowerment, collaboration, cultural competence, and advocacy for vulnerable populations, nurses contribute to a patient-centered healthcare approach that respects diversity, fosters trust, and enhances the overall quality of care.

Nursing Advocacy and Action

Strategies at the Organizational Level

Policy advocacy: Engaging in policy advocacy is a foundational strategy at the organizational level. Nurses actively participate in discussions and initiatives to influence hospital policies. This involvement extends to advocating for policies that prioritize patient safety, staff well-being, and overall healthcare quality. By playing a role in shaping institutional policies, nurses contribute to the creation of a supportive and patient-centric healthcare environment.

Interdisciplinary collaboration: Promoting interdisciplinary collaboration is essential for systemic change within healthcare organizations. Nurses work alongside other healthcare professionals to identify and address challenges. Collaborative efforts lead to a culture of continuous improvement, enhancing communication between different departments and ensuring a holistic approach to patient care.

Research and evidence-based practices: Nurses advocating for research and evidence-based practices contribute to informed decision-making within the organization. By conducting and promoting research, nurses help implement evidence-based approaches to care. This ensures that healthcare practices align with the latest research findings, resulting in improved patient outcomes and overall quality of care.

Staff training and development: Organizational-level advocacy includes prioritizing staff training and development programs. By investing in ongoing education, organizations empower nurses with the knowledge and skills needed for effective advocacy. Well-trained and informed nurses are better equipped to identify areas for improvement and actively contribute to positive organizational change.

Quality improvement initiatives: Advocating for quality improvement initiatives is central to enhancing overall healthcare delivery. Nurses actively engage in identifying areas for improvement and implementing evidence-based practices. This commitment to continuous improvement ensures that the organization adapts to evolving healthcare standards, resulting in higher-quality and safer patient care.

Promoting a patient-centered culture: Advocacy at the organizational level involves fostering a patient-centered culture. This includes aligning organizational values with a commitment to patient well-being, safety, and satisfaction. By prioritizing patient needs in organizational policies, procedures, and practices, healthcare institutions create an environment that reflects a genuine dedication to delivering high-quality and patient-focused care.

These strategies, when implemented collectively, contribute to the creation of healthcare organizations that prioritize continuous improvement, patient safety, and the overall well-being of both patients and healthcare professionals.

Examples of Nurse Advocacy at the Patient and Organizational Levels

Patient Level

Effective communication: A nurse advocating for a non-English-speaking patient ensures the patient receives appropriate translation services to understand their diagnosis and treatment options.

Informed consent: Advocating for a patient’s right to informed consent, a nurse ensures the patient is fully aware of the risks and benefits before undergoing a surgical procedure.

Patient empowerment: Encouraging a patient with a chronic condition to actively participate in self-management by providing education and resources.

Organizational Level

Policy advocacy: Nurses actively participate in discussions to influence hospital policies, such as those related to nurse-patient ratios, ensuring safe and quality patient care.

Interdisciplinary collaboration: Collaborating with other healthcare professionals to implement a standardized handoff communication process, reducing the risk of errors during patient transitions.

Research and evidence-based practices: Nurses conducting research on best practices for pain management advocate for the integration of evidence-based approaches within the organization.

Benefits for Nurses and Patients

Benefits for Nurses

Professional fulfillment: Engaging in nursing advocacy activities brings a profound sense of professional fulfillment to nurses. It provides them with the opportunity to actively contribute to positive changes in patient care and healthcare systems. This sense of purpose enhances job satisfaction, reinforces the value of their work, and contributes to a positive and fulfilling professional experience.

Enhanced critical thinking and decision-making skills: Nursing advocacy sharpens nurses’ critical thinking and decision-making skills. Addressing complex patient needs and navigating organizational challenges require strategic thinking and the ability to make informed decisions. As nurses advocate for patients and contribute to systemic improvements, they develop skills that are transferable across various aspects of their professional practice.

Empowerment and professional growth: Engaging in advocacy empowers nurses by providing a platform for their voices to be heard. Active involvement in advocacy activities leads to personal and professional growth, fostering confidence in their ability to influence positive change. This empowerment not only strengthens their commitment to advocacy but also nurtures a culture of continuous learning and development.

Increased job satisfaction: Advocacy activities contribute to increased job satisfaction among nurses. Knowing that they are making a tangible difference in patient outcomes and the healthcare system enhances their overall job satisfaction. The sense of accomplishment derived from advocacy reinforces the meaningful nature of their profession, creating a positive work environment.

Benefits for Patients

Improved patient outcomes: Patient advocacy directly correlates with improved patient outcomes. When nurses advocate for individual patients, they ensure that care plans align with the patient’s unique needs and preferences. At the organizational level, advocacy for evidence-based practices and quality improvement initiatives contributes to a healthcare environment that prioritizes safety, resulting in better overall patient outcomes.

Enhanced patient satisfaction and trust: Patients experience increased satisfaction and trust when nurses actively engage in advocacy. Feeling heard and having their rights respected directly impacts their satisfaction levels. Nurses who advocate for patients build trust and rapport, creating a positive patient experience. This trust contributes to improved communication, greater adherence to treatment plans, and overall patient satisfaction.

Holistic and patient-centered care: Advocacy ensures a focus on holistic and patient-centered care. Nurses, through their advocacy efforts, emphasize the importance of tailoring care plans to individual patients. This approach considers not only the medical aspects of care but also the psychological, emotional, and social needs of patients, resulting in a more comprehensive and patient-centered healthcare experience.

Cultural competence and inclusivity: Nursing advocacy promotes cultural competence and inclusivity in patient care. Advocating for diverse and culturally sensitive practices ensures that healthcare services are accessible and respectful to individuals from different backgrounds. This inclusivity leads to a more welcoming healthcare environment, fostering trust and collaboration between healthcare providers and patients.

Enhanced communication and collaboration: Advocacy encourages enhanced communication and collaboration among healthcare professionals. Nurses actively involved in advocacy collaborate with interdisciplinary teams, creating a culture of open communication and mutual respect. This collaborative approach improves coordination of care, reduces errors, and contributes to a more efficient and effective healthcare delivery system.

Nursing Advocacy and Action

Nursing advocacy yields significant benefits for both nurses and patients, fostering a symbiotic relationship that enhances the overall quality of healthcare delivery. Nurses experience professional fulfillment, skill development, empowerment, and increased job satisfaction. Patients, in turn, benefit from improved outcomes, heightened satisfaction, holistic care, cultural competence, and a healthcare environment characterized by trust and collaboration. Advocacy, therefore, emerges as a cornerstone in creating a healthcare landscape that prioritizes the well-being of all stakeholders involved.

Limitations and Barriers

Time constraints and workload: One significant barrier to nursing advocacy is the demanding nature of healthcare environments. Nurses often face time constraints and heavy workloads, leaving limited opportunities for them to engage in advocacy activities. The urgency of patient care and administrative responsibilities may overshadow advocacy efforts, hindering nurses from dedicating sufficient time to address individual patient needs or contribute to broader systemic changes.

Lack of resources: A shortage of resources, including time, staffing, and financial support, poses a considerable limitation to effective nursing advocacy. Nurses may find it challenging to allocate resources to advocacy initiatives, limiting their ability to influence organizational policies or engage in community-based advocacy. The scarcity of resources may also impede the implementation of patient-centered care practices, hindering the provision of comprehensive and personalized care.

Hierarchical structures and power dynamics: Hierarchical structures within healthcare organizations and power imbalances can create barriers to nursing advocacy. Fear of retribution or perceived power differentials may discourage nurses from speaking up about issues affecting patient care or suggesting organizational improvements. Overcoming ingrained power dynamics requires a cultural shift that values and actively encourages input from frontline healthcare providers.

Lack of training and education: Some nurses may face limitations in advocacy due to a lack of specific training and education in this domain. A deficiency in advocacy skills and knowledge can hinder nurses from effectively communicating patient needs or engaging in systemic change initiatives. Strengthening advocacy education within nursing programs and providing ongoing training opportunities is essential to overcoming this limitation.

Resistance to change: Resistance to change within healthcare systems can impede nursing advocacy efforts. Institutional inertia and reluctance to adopt new practices may hinder the implementation of advocacy-driven policies or the integration of evidence-based approaches. Overcoming resistance requires strategic planning, effective communication, and collaborative efforts to demonstrate the benefits of proposed changes.

Cultural and organizational norms: Cultural and organizational norms can act as barriers to nursing advocacy. In some healthcare settings, there may be ingrained beliefs or practices that prioritize established routines over advocacy initiatives. Overcoming these barriers involves challenging and reshaping existing norms, fostering a culture that values and promotes advocacy as integral to high-quality patient care.

Limited authority and autonomy: Nurses may encounter limitations in their authority and autonomy, restricting their ability to advocate effectively. Organizational structures and policies that limit nurses’ decision-making power can hinder their capacity to influence patient care or organizational changes. Empowering nurses with greater autonomy can help overcome this barrier, allowing them to advocate more effectively for patient needs.

Lack of recognition and support: A lack of recognition and support for nursing advocacy efforts can contribute to its limitations. If healthcare organizations fail to acknowledge and appreciate the role of advocacy in patient care, nurses may feel undervalued or discouraged from actively engaging in advocacy activities. Establishing a supportive environment that recognizes and celebrates advocacy contributions is crucial for overcoming this limitation.

Addressing these limitations and barriers is essential for creating an environment where nursing advocacy can flourish. By acknowledging and actively working to overcome these challenges, healthcare organizations can foster a culture that values advocacy, thereby enhancing the quality of patient care and the professional satisfaction of nurses.

Conclusion

Nursing advocacy and action stand as indispensable forces in shaping a patient-centered healthcare landscape. Despite barriers like time constraints and resistance to change, nurses contribute significantly to positive outcomes for both themselves and patients. Through effective communication, empowerment, and cultural competence, nurses enhance patient satisfaction, trust, and overall well-being. Emphasizing collaboration, systemic improvements, and recognizing the importance of advocacy education can address existing limitations. As nursing evolves, recognizing and addressing these challenges ensures a profession that not only cares for patients but actively advocates for their rights, fostering a healthcare environment that prioritizes compassion, collaboration, and continuous improvement.

References

American Nurses Association (ANA). (2020). The future of nursing: Leading change, advancing health.  https://www.nursingworld.org/~49e62b/globalassets/docs/ana/ethics/futureofnursingreport.pdf

Institute of Medicine (IOM). (2011). The future of nursing: Leading change, advancing health. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK209881/

 
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Descriptive Statistics Data Analysis

Prior to beginning work on this assignment, review Chapter 1 and Chapter 2 in your course textbook, Chapter 3 in the Jarman e-book, the Week 1 Instructor Guidance, and the Module 2: Describing Data  video and the Khan Academy video on Interquartile Range (IQR) (Links to an external site.). Also, complete the Week 1 learning activity and Week 1 weekly review.

W1.A.Mean Median Mode.png

This exercise requires the use of a descriptive statistics calculator. You can find this tool in some versions of Excel (as part of the Analysis ToolPak) or you can use one of the many free online descriptive calculators such as the Descriptive Statistics Calculator (Links to an external site.)by Calculator Soup.

Your instructor will post an announcement with the data set for your Week 1 assignment.

First, use either Excel or the Calculator Soup descriptive statistics calculator to calculate the descriptive statistics for the given data set. This is explained in Chapter 1 of your course text.

You should get an output similar to the image in Figure 1.3 from your textbook. This output must contain the following values: mean, standard error, median, mode, standard deviation, sample variance, kurtosis, skewness, range, minimum, maximum, sum, and count.

Next, begin writing your paper by reporting your results for each of the values listed above.

Include the data set, the output from the analysis, and the answers to the following questions:

  • Evaluate the measures of central tendency. Address the following when completing this component:
    • Which measure of central tendency is most appropriate based on the data type?
    • Are the mean, median, and mode close to the same value? If not, what does this tell you about the numbers in the set?
    • Identify any mode(s) in the data set. Is there a mode at all? Is there more than one mode?
  • Calculate manually the interquartile range and the values of Q1 and Q3. (It is important to calculate this manually because the interquartile range and quartiles output from Calculator Soup might not be accurate.) Address the following when completing this component:
    • Test to see if there are any outliers in the set. If so, which number(s)?
    • Which method from Section 2.4 of the text did you first use to check for outliers?
    • Now try the other method from Section 2.4 of the text. Do you come to the same conclusion about outliers in the data set?
  • Explain which descriptive statistic you think best summarizes this set of numbers and why.
  • Choose three of the descriptive statistics that you feel best represent this data set. Why were they chosen?

The Descriptive Statistics Data Analysis assignment

  • Must be two to three double-spaced pages in length (not including title and references pages) and formatted according to APA Style as outlined in the Ashford Writing Center’s APA Style (Links to an external site.)
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted

For further assistance with the formatting and the title page, refer to APA Formatting for Word 2013 (Links to an external site.).

Must include a separate references page that is formatted according to APA Style as outlined in the Ashford Writing Center. See the APA: Formatting Your References List (Links to an external site.) resource in the Ashford Writing Center for specifications.

References:

https://www.khanacademy.org/math/ap-statistics/summarizing-quantitative-data-ap/measuring-spread-quantitative/v/calculating-interquartile-range-iqr

https://digital-films-com.proxy-library.ashford.edu/p_ViewVideo.aspx?xtid=6139

 
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Create A Infographic.

For this week’s assignment, you will be addressing course learning objective 1.

You will be diagramming the course and impact of a real-world foodborne illness outbreak, choosing one of the outbreaks noted in these assignment instructions. Your diagram will be a one-page infographic that visually identifies and explains the way the outbreak occurred, from source to victims.

In short – your infographic should be a one-page document that shows graphically – using images and a few short explanations – the way a foodborne illness was transmitted from the source to the victim. That is – begin at the beginning. What food item became contaminated by a pathogen and caused the illness? How did that pathogen contaminate the food, and why/how were the victims served that food? There are safe food preparation practices that can prevent many foodborne illness outbreaks – what was the critical error that caused the contaminated food item to be served and caused illness?

The infographic must include the information noted below.

Name of the foodborne illness outbreak (the illness it caused)

Cause of the outbreak (virus, bacteria, parasite, etc.) – this is the actual pathogen

The path from source to victim, including the number of victims

The CRITICAL point where the outbreak could have been prevented must be identified. Identify if this was caused by a grower/producer, manufacturer, restaurant error, or something else.

A precaution (if possible) that would have prevented this outbreak

Your sources must be included, but they do not have to be formatted in APA format – you may include links to your online sources.

You may use any of the following to create your one-page infographic: PowerPoint (one slide), MS Word (save as a .pdf to preserve your formatting), an infographic creation site or software, such as Canva (www.canva.com for a free account). Please note that if you use a specific software other than Microsoft or Adobe, you may be required to convert it to a file that your instructor can open. Keep that in mind and if you have questions about whether or not your instructor will be able to open your file, please ask in advance.

Be sure to review the tips posted below the instructions in the course menu, for an example of the expectations for the infographic.

You may use any of the real-world outbreaks noted below for this infographic. If you wish to use a different outbreak that is not listed below, please contact your instructor for approval. You will have to research the specific outbreak in order to find the necessary information to complete the infographic and include all the required information. Hint: The CDC has very good information beyond what the web can provide for you – you must use at least two sources. https://www.cdc.gov/foodsafety/outbreaks/multistate-outbreaks/outbreaks-list.html

The sources must be reliable, academic resources. For tips on finding academic resources, please visit the student academic resource center in the library. https://www.apus.edu/apus-library/online-research/search/getting-started.html

Choices for outbreak cases for the infographic:

Salmonella Newport outbreak – October 2020 – U.S. and Canada

Salmonella Enteritidis – August to October 2020 – across the U.S. (fruit)

Salmonella Enteritidis- February through June 2021 – multiple U.S. states

Shiga toxin-producing Escherichia coli – Fall, 2020 – multiple U.S. states

e. Coli – May 2021 – Washington State, Arizona

Botulism – 2017 – California

The suggestion for successfully completing this assignment is to first review the instructions and rubric, then choose the outbreak you will use. Research that outbreak to be sure you have all the necessary information. Begin by outlining all the required information prior to starting your infographic to ensure you are including everything that is required.

Refer to the iRubric for details on how the assignment will be evaluated. Please ask for any necessary clarifications prior to submitting your assignment.

 
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Cost-Benefit Analysis

Due: Sun Nov 19, 2023 11:59pmDue: Sun Nov 19, 2023 11:59pmUngraded, 200 Possible Points200 Possible PointsAttemptIn ProgressNEXT UP: Submit AssignmentAdd CommentDetails

Overview

The following resources are required to complete this assignment.

Preparation

For this assignment continue to use the organization you selected in the Week 3 assignment.

Instructions

Suppose an issue has emerged in your organization that presents significant risks to the stakeholders involved. Your supervisor has asked you to conduct a cost-benefit analysis (CBA), make a recommendation, and present it to the board of directors. You are expected to consider the numbers within the context of the organizational mission, strategic direction, patient safety, risk management issues, regulatory requirements, patient and stakeholder satisfaction, and the dynamics within the healthcare industry.

Select a relevant issue within your workplace, or one from the resources provided for this assignment, for which a CBA may be conducted. The CBA should include one of the following course-related topics:

  • Quality.
  • Patient safety.
  • Risk management.
  • Regulatory standards.
  • Compliance.
  • Patient and stakeholder satisfaction.

Step One: Identify Costs

Read the Cost-Benefit Analysis and Example and apply the process to identify costs:

  1. Make a list of all monetary costs that will be incurred upon implementation and throughout the life of the project. These include start-up fees, licenses, production materials, payroll expenses, user acceptance processes, training, and travel expenses, among others. Include the assumptions for your totals. An example would be $2,000 for licenses and includes $100 for 20 providers.
  2. Make a list of all non-monetary costs that are likely to be absorbed. These include time, low production of other tasks, imperfect processes, potential risks, market saturation or penetration uncertainties, and influences on one’s reputation. An example would be the organization has a 60-day waiting list for new appointments. A new provider salary is $XXX,XXX and our reimbursement rate for this type of appointment is $XXX. The new provider will see XX patients per day.
  3. Assign monetary values to the costs identified in steps one and two. To ensure equality across time, monetary values are stated in present value terms. If realistic cost values cannot be readily evaluated, consult with market trends and industry surveys for comparable implementation costs in similar businesses.
  4. Add all anticipated costs together to get a total costs value.

Step Two: Identify Benefits

Continuing with the CBA, proceed with the identification and quantification of benefits, per the Cost-Benefit Analysis and Example.

  1. Make a list of all monetary benefits with assumptions that will be experienced upon implementation and thereafter. These benefits include direct profits from products or services, increased contributions from investors, decreased production costs due to improved and standardized processes, and increased production capabilities, among others.
  2. Make a list of all non-monetary benefits with assumptions that one is likely to experience. These include decreased production times, increased reliability and durability, greater customer base, greater market saturation, greater customer satisfaction, and improved company or project reputation, among others.
  3. Assign monetary values to the benefits identified in steps one and two. Be sure to state these monetary values in present value terms as well.
  4. Add all anticipated benefits together to get a total benefits value.

Cost-Benefit Analysis

Enter the cost and benefit data you developed for the CBA in your preparation steps into the Cost-Benefit Analysis Template [XLSX] Download Cost-Benefit Analysis Template [XLSX].

Then, write an analysis in which you do the following:

  • Specify the focus and stakeholders for the cost-benefit analysis. Identify your stakeholders and describe the risk management issue for which you have created the CBA.
  • Develop a value proposition for change management that incorporates quality and risk management concepts. Present a value-based proposal and describe strategies for how you would identify and evaluate the process for reducing or avoiding risk within this organization. Please ensure you evaluate your risk management concern through a DMAIC lens.
  • Conduct the cost-benefit analysis for the risk management intervention. Present your recommended best options for improving your risk management issue, as it relates to the organization in question.
  • Identify your key performance indicators (KPIs). Using the SMART method, present your KPIs for your recommendations. Use your CBA assumptions as a guide. For example, if you are presuming that your revenue is based on an increased daily volume, that volume should be the target for a corresponding KPI.
  • Evaluate the cost versus benefit according to the general guidelines outlined in the Cost-Benefit Analysis and Example.
  • Describe recommendations to influence and impact the needed changes for quality improvement.
    • Make a recommendation as to whether the benefits are sufficient to outweigh the costs of the proceeding.
    • Describe the systems-based context for your recommendations, integrating the CBA within the organization as a whole.
    • Describe how the issue relates to the organization’s vision, mission, and strategic direction.
    • Provide a rationale that explains how your recommendations are appropriate for your organization’s capacity and strategy.

Your analysis should use proper APA style and formatting and include the following sections. Each section, except the title page, should include the appropriate section heading.

  1. Title page: Use APA formatting and include the following:
    • Assignment number (Week 6 Assignment).
    • Your name.
    • The date.
    • The course number (MHA5014).
    • Your instructor’s name.
  2. Abstract: Include a one-paragraph summary of the analysis content. This is not an introduction to the topic, but a summary of the entire analysis. Make sure to double-space.
  3. Issue description.
  4. CBA evaluation.
  5. CBA recommendations.
  6. Context for recommendations.
  7. Relationship to vision, mission, and strategy.
  8. Rationale.
  9. Conclusion.
  10. References.
  11. Appendix: Attach your completed Cost-Benefit Analysis Template [XLSX] Download Cost-Benefit Analysis Template [XLSX].

Additional Requirements

  • Written communication: Written communication should be free from errors that detract from the overall message.
  • APA Format: Use appropriate APA format for a clear, concise presentation of information. Refer to the APA ModuleLinks to an external site. to help with APA style guidelines. Communicate information and ideas accurately, utilizing peer-reviewed sources, including proper APA reference citations.
  • Length of paper: 5–6 typed, double-spaced pages.
  • Font and font size: Times New Roman, 12 point.
  • Appendix: Include your Cost-Benefit Analysis Template [XLSX] Download Cost-Benefit Analysis Template [XLSX]as an appendix to your analysis.
 
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Writing Assignment

Writing assignment #3

The writing prompts in this assignment are based on the course materials for this unit. Consider each prompt carefully and organize an essay in response. Each essay will be graded against the rubric on this page. Study the cells of the rubric carefully as you prepare to write. An essay that is unsatisfactory in content, reasoning and writing will receive 0 points. A response that is excellent in all three categories will receive 8 points.

Unsatisfactory Below Average Acceptable Excellent Content The essay illustrates poor

understanding of the course material by (1) failing to address or incorrectly addressing the relevant content; (2) failing to identify or inaccurately explaining/defining key concepts/ideas; (3) ignoring or incorrectly explaining key points/claims and the reasoning behind them; and (4) incorrectly or inappropriately using terminology.

The essay illustrates rudimentary understanding of the course material by: (1) mentioning, but not fully explaining, the relevant content; (2) identifying some of the key concepts/ideas (though failing to fully or accurately explain many of them); (3) using terminology, though sometimes inaccurately or inappropriately; and (4) incorporating some key claims/points, but failing to explain the reasoning behind them (or doing so inaccurately).

The essay illustrates solid understanding of the course material by correctly: (1) addressing most of the relevant content; (2) identifying and explaining most of the key concepts/ideas; (3) using correct terminology; (4) explaining the reasoning behind most of the key points/claims; and (5) (where necessary or useful) substantiating some points with accurate examples.

The essay illustrates exemplary understanding of the course material by thoroughly and correctly: (1) addressing the relevant content; (2) identifying and explaining all of the key concepts/ideas; (3) using correct terminology; (4) explaining the reasoning behind key points/claims; and (5) (where necessary or useful) substantiating points with several accurate and original examples.

Reasoning The essay reflects substandard or poor reasoning by: (1) failing to synthesize the material or doing so inaccurately; (2) failing to make connections between ideas/claims/points or doing so inaccurately; and (3) failing to evaluate the issue or problem.

The essay reflects basic reasoning by: (1) synthesizing some of the material, though remains vague and undeveloped; (2) making a few connections between ideas/claims/points, but ignoring or inaccurately connecting others; (3) evaluating the issue/problem at a very basic/superficial level; and (4) ignoring assumptions and implications.

The essay reflects fairly strong reasoning by: (1) synthesizing material, (2) making appropriate connections between some of the key ideas/claims/points; (3) accurately evaluating the issue/problem; and (4) identifying ad discussing key assumptions and/or implications.

The essay reflects expert reasoning by: (1) synthesizing material; (2) making connections between relevant ideas/claims/points; (3) presenting an insightful and thorough evaluation of the relevant issue or problem; (4) identifying and discussing important nuances in the relevant material; and (5) identifying and discussing key assumptions and/or implications.

Writing The essay does not communicate ideas/points clearly due to: (1) inappropriate use of terminology and vague language; (2) reliance on disjointed and incomprehensible thoughts and clauses; and (3) lack of recognizable organization.

The essay is often unclear and difficult to follow due to: (1) some inappropriate terminology and/or vague language; (2) ideas sometimes being fragmented, wondering and/or repetitive; and (3) poor organization.

The essay is mostly clear as a result of: (1) appropriate use of terminology and minimal vagueness; (2) minimal number of tangents and lack of repetition; and (3) fairly good organization.

The essay is clear, and concise as a result of: (1) appropriate and precise use of terminology; (2) absence of tangents and coherence of thoughts; and (3) logical organization of ideas and thoughts.

Given the size of this class, it will not be possible to hand grade these written assignments with specific comments. Instead, they will be assessed point values using the rubric. This is, unfortunately, the reality that we find ourselves in as class sizes get larger and faculty get

 

 

stretched thinner. However, you can rest assured that I intend to err on the side of lenience as I grade. If you disagree with your grade on any writing assignment you can appeal the grade to me. If you appeal a grade, I will then hand grade your assignment and compute a new grade based on this manual assessment. If I hand grade your assignment the grade imposed will be final. Your grade might go up; it might stay the same; it might go down. If I take the time to hand grade an assignment, I do not intend to err on the lenient side, so make sure you have a good case if you plan to invoke the appeal process. Generally speaking:

An “A” essay:

• Answers all parts to all questions in the writing prompt • Incorporates pertinent and detailed information from both class discussion and assigned

readings (whenever applicable), providing needed evidence. • Maintains focus/avoids being sidetracked by tangents • Presents all information clearly and concisely and in an organized manner • Does much more than merely restate the question and offer a brief response • Avoids distracting grammar/spelling/etc. problems

An “F” essay:

• Addresses the specific central question asked in part, but does not relate directly to the question or does not address all required elements

• Does not adequately incorporate information from class discussion and assigned readings, and may rely on unsupported statements or generalities

• Sometimes strays from the specific topic • Presents information in a manner that is sometimes unclear, and/or has significant

organization problems • May merely restate the question and offer a brief, undeveloped response • May contain a few or a significant number of distracting grammar/spelling/etc. problems

Use the link provided on Canvas to turn in your assignment in Microsoft word (.docx) format. I must be able to load and edit your document natively in Word. No late papers will be accepted. The link is the only acceptable way to turn in your writing assignment. Don’t email assignments via attachments.

 

Writing prompts

1. In this class, we used marijuana as a case study for the sociology of deviance. States vary considerably in their approach to marijuana. In this essay, I want you to outline the marijuana policy you would implement if you were king or queen of Florida. Make sure you outline a comprehensive policy. You should deal with: (1) medical marijuana, (2) edibles and THC content, (3) growing and distribution, (4) other aspects of marijuana policy that interest you. You should also consider the arguments that critics would make against your policy. What would these critics say, and how would you rebut them?

 

 

I don’t care at all what kind of policy you outline. If you want to have a legal model like Colorado, fine. If you want to put people in prison for simple possession like Singapore, that’s fine too. I just want you to demonstrate that you are aware of the issues, and that you can construct a coherent, logical policy based on what you’ve learned. The lectures, readings and videos will help you construct your arguments. You should reference these while you write. If you want to do outside research, you can use any sources you think are important or relevant. Using outside sources is not necessary, but if you use them, then you need to cite them correctly and compose a bibliography. (8 points)

 

2. Consider the following scenario:

David is fifteen years old. His father left when he was an infant, and he is being raised by his mother. His mother is a loving parent, but David’s family faces economic challenges. Since his mother has only her high school diploma, she has difficulty finding work that will pay the bills and provide health insurance. She works long hours, and can’t provide the kind of supervision she would like. David’s older brother has been in trouble with the law since his early teens. He smokes marijuana, and he introduced David to alcohol and marijuana. David has always had trouble in school. The school has repeatedly suggested that he should be tested for a learning disability, but David’s mother doesn’t have the money to pay a psychologist. He was held back in the 4th grade, and he is in danger of dropping out. His mother worries that he will fall in with the wrong crowd. Lately, David has been telling his mother that he must be dumb, because everyone in school seems to grasp things that he struggles to learn. Just last week, David was arrested for shoplifting. He has a court date next week.

Based on this scenario I want you to:

1. Analyze and explain David’s behavior from the standpoint of differential association theory. Which aspects of David’s story would be most salient for a scholar using differential association as means to understand David’s situation?

2. Now analyze and explain David’s behavior from the standpoint of control theory. 3. Finally, analyze and explain David’s behavior using the labeling perspective.

Draw liberally on the readings and the lectures in all of your responses. Be thorough and use the elements in David’s scenario to demonstrate that you understand the theories. (8 points)

 

3. Review the social structure theories we studied from March 25 through March 29, and the social process theories we studied from April 1 through April 5. What are the essential differences between social process and social structure theories? Compare and contrast the basic features of these two types of theories. Which of the social structural theories of crime appeals to you the most? Why? Which of the social structural theories appeals to you least? Why? Which of the social process theories appeals to you most? Why? Which appeals to you least? Why? Draw heavily on the readings and material from the lectures so that I know that you are familiar with the various theories. (8 points)

 

 

 

 

4. This semester you have been introduced to deviance and social control, with a specific emphasis on crime and the criminal justice system. Take a moment to write an essay about the most interesting thing you learned this semester. Why did you find it interesting? How has it affected the way you view deviant behavior? I also want you to take a moment and write about something you learned in class that you didn’t know before. What did you learn? How has it affected you? (1 point wrap up essay. No rubric.)

 
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Module 01 Assignment

Module One Assignment

Name:

 

Scientific Method

Instructions: Answer each question using complete sentences and in your own words. For mathematical questions please show your work, answer using the correct number of significant figures, and circle or highlight your answer. A couple of problems are solved for you to serve as models

Observation

 

Experiments

 

 

Hypothesis

 

 

Scientific Law

 

 

Scientific Theory

 

 

 

Mass and Density

Instructions: Answer the following questions about mass and density.

1. What is the relationship between mass, volume and density?

 

 

 

 

 

 

 

 

2. A 8 gram metal object displaces 2 mL of water in a graduated cylinder. What is the density of the metal object?

 

 

 

 

3. What is the mass of an object with a volume of 4 L and a density of 1.25 g/mL?

 

 

 

 

4. What is the volume of an object with a mass of 7.9 grams and a density of 1.28 g/mL?

 

 

 

 

Energy and Heat Capacity

Instructions: Determine if the results of the following word problems adhere to the Law of Conservation of Mass.

1. A chemist combines 4.9 g of hydrogen gas with 9.4 grams of nitrogen gas to form 11.4 g of ammonia. 2.9 g of nitrogen gas is remaining.

 

 

 

 

2. A chemist combines 33 g of methane with 289 g of oxygen to form 189 g of carbon dioxide and 30 g of water.

 

 

 

Instructions: Determine if the following chemical changes are exothermic or endothermic. Include a brief explanation

 

3. Ice melting

 

 

4. Water vapor condensing into liquid water

 

 

 

 

5. Baking bread

 

 

 

 

Instructions: Convert the following temperatures from one temperature scale to another. Please remember to show your work for all mathematical solutions.

 

6.

37 ˚C K
210 ˚F ˚C
49 ˚F K

 

 

Instructions: For each word problem, find the temperature.

 

7. What is the final temperature of water given an initial temperature of 28 ˚C, a mass of 9 g, and heat (q) of 184 J (Specific Heat of water = 4.184 )?

 

 

8. What is the specific heat of a metal with a mass of 14.0 g, heat of 3.45 kJ and a change in temperature of 3.2 ?

 
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Week 6: Discussion: Disorders Of Hormone Regulation And Musculoskeletal Function

Write a short discussion on one of the topics below!!

This week, we discussed musculoskeletal and endocrine disorders, immobility, and environmental hazards. Select a topic from your readings, outcomes, objectives, concepts, and sub-concepts (below) and present a question that applies to a concept or a disease process, wellness, or illness. Submit your question in the following formats: audio, text, or webcam. Once your comment has been posted, submit responses to your peers’ questions and comments. Consider the outcomes, objectives, and concepts below when formulating your initial question.

Your question and response should explain, illustrate, justify, trace, discuss, compare, contrast, agree or disagree, interpret, evaluate, and summarize.

Weekly Outcomes & Weekly Objectives

  1. Articulate alterations in structure and function of the endocrine and musculoskeletal systems. (CO 1)
  2. Trace the impact that alterations in the endocrine and musculoskeletal systems have on the body. (CO 2)
  3. Summarize the impact of alterations in the endocrine and musculoskeletal systems on homeostasis. (CO 3)
  4. Understand normal endocrine and musculoskeletal system physiology.
  5. Describe common types of endocrine and musculoskeletal system disorders: causes, clinical manifestations, diagnostic tests, and treatments.
  6. Compare and contrast common endocrine and musculoskeletal conditions: causes, clinical manifestations, diagnostic tests, and treatments.
  7. Apply understanding of alterations in the endocrine and musculoskeletal system across the lifespan to formulate care priorities.
  8. Review the musculoskeletal systems function in bone formation, degradation, and homeostasis.
  9. Examine responses to aging and its impact on pathophysiologic changes in the endocrine and musculoskeletal systems.
  10. Describe how heredity and genetics influence pathophysiological alterations in the endocrine and musculoskeletal systems.

Main Topics and Concepts/ Sub-Concepts with Exemplar

  1. Alterations in the endocrine system
    1. Alterations in physical structures
    2. Alterations in function
    3. Cancers of the endocrine system
    4. Pathophysiologic endocrine response to aging
    5. Genetic influences on endocrine system pathology
  2. Alterations in the musculoskeletal system
    1. Alterations in physical structures
    2. Alterations in function
    3. Cancers of the musculoskeletal system
    4. Pathophysiologic musculoskeletal response to aging
    5. Genetic influences on musculoskeletal system pathology
  3. Acid-base imbalance: diabetic ketoacidosis
  4. Acute versus chronic conditions
    1. Thyroid storm
    2. Hyperthyroidism
  5. Cellular regulation: bone degeneration and regeneration
  6. Fluid and electrolyte imbalances: posterior pituitary gland disorders
  7. Pain: osteoarthritis
  8. Functional mobility: muscular dystrophy
  9. Glucose regulation: Cushing’s syndrome
  10. Tissue integrity: diabetic foot ulceration
  11. Inflammation: Hashimoto’s thyroiditis
 
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