You are the Program Manager, and you are trying to decide on the best course of action to decrease the incidence and prevalence of the disease chosen in Week 1

You are the Program Manager, and you are trying to decide on the best course of action to decrease the incidence and prevalence of the disease chosen in Week 1. You must decide from the data which population is most at-risk and decide on the most appropriate intervention to which you should allocate funds. To do this, you need to see the big picture. In this assignment, you will write a proposal to your Chief Executive Officer outlining the following:

History of the disease (show trends and data)
Needs assessment for your population:
Demographics
Social factors that may increase risk (poverty, health insurance, race/ethnicity, etc.)
Morbidity and mortality data
Incidence and prevalence data
Suggested intervention program with cost analysis
Justification and explanation for why this is the most appropriate intervention for the target population
3-4 pages and reference page
The disease should be on Cancer

Define and discuss the differences between licensure, certification, and accreditation as they relate to health care facilities.

  • Define and discuss the differences between licensure, certification, and accreditation as they relate to health care facilities.
  • Discuss the ethical or legal requirements and responsibilities that a health care organization has in ensuring its facility is licensed, certified, and accredited. When discussing licensure requirements, ensure that you research requirements based on the state in which you reside.
  • Define and discuss the differences between the licensure and certification as they relate to healthcare providers or professionals.
  • Discuss the ethical or legal requirements and responsibilities that a health care organization has in ensuring its staff members are licensed and certified.
  • Research and discuss an accrediting body that will provide accreditation to the facility you are proposing. Ensure that you provide a history of the organization, what types of facilities they accredit, and how the organization has impacted the quality of health care in the United States.

Note: You must include a minimum of 3 scholarly references.

Developmental Disorders

Developmental Disorders

You have learned that the conceptualization of autism spectrum disorders as diagnoses has evolved, with the current DSM conceptualizing one neurological disorder with common characteristics, which are presented on a wide continuum, rather than separate disorders such as Asperger’s disorder or autistic disorder.

Watch the video It’s a Different World. You may use the link provided or locate the video in the AUO library.

  • Describe the symptoms or characteristics of autism spectrum disorder you saw illustrated in the video that you learned about in your readings.
  • You have learned that autism is a spectrum disorder, with some children functioning at the lower end, requiring a lot of support, and others at the higher end, needing minimal support.

Describe strengths and challenges that were noted for the children in the video?

  • Explain why it is important for a clinician to evaluate strengths and challenges in order to work with children, families, and educators.
  • Drawing on your readings, the video, and any other peer-reviewed sources you find relevant, explain whether research supports separate disorders (e.g., Asperger’s disorder, autistic disorder) or one disorder with a continuum of severity.

Write a paper that is a minimum of 3 pages, not including a cover page and reference list. Format your paper using APA standards, to citation of sources, including in-text citations and full references. Use the following file naming convention: LastnameFirstInitial_M4_A2.doc.

Persaud, R. (Director). (2008). It’s a different world. [Motion Picture]. United States: Filmmaker’s Library.

By Wednesday, July 23, 2014, deliver your assignment to the M4: Assignment 2 Dropbox.

Assignment 2 Grading Criteria

Maximum Points

Described symptoms or characteristics of ASD demonstrated in the video.

20

Described strengths and challenges of the children in the video.

10

Explained why it is important to evaluate strengths and challenges in order to work with children, parents, and educators

10

Explained whether research supports ASD as one disorder with a continuum of presentations or separate disorders.

40

Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation.

20

Total:

100

Wellness in the Elderly


Wellness in the Elderly

Develop a wellness program with a holistic approach for the older adult you identified in your Week 2 project.
Use resources available in your community.
Discuss how this approach will provide an optimum level of well-being.
MUST ANSWER ALL OF THE ABOVE!!!!!

TEXTBOOK:

Miller, C. A. (2018). Nursing for Wellness in Older Adults (8th ed.). Philadelphia: Wolters Kluwer/Lippincott, Williams & Wilkins.

CITE AND REFERENCE!!!!!!!!!!!!!!! NO EXCEPTIONS

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reate a professional presentation of your evidence-based intervention and change proposal on pressure ulcers prevention to be disseminated to an interprofessional audience of leaders and stakeholders.

Create a professional presentation of your evidence-based intervention and change proposal on pressure ulcers prevention to be disseminated to an interprofessional audience of leaders and stakeholders. Include the intervention, evidence-based literature, objectives, resources needed, anticipated measurable outcomes, and how the intervention would be evaluated. Submit the presentation in LoudCloud for feedback from the instructor.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

You are required to participate in scholarly activities outside of clinical practice or professional practice. Examples of scholarly activities include attending conferences, seminars, journal club, grand rounds, morbidity and mortality meetings

You are required to participate in scholarly activities outside of clinical practice or professional practice. Examples of scholarly activities include attending conferences, seminars, journal club, grand rounds, morbidity and mortality meetings, interdisciplinary committees, quality improvement committees, and any other opportunities available at your site, within your community, or nationally.

You are required to post at least one documented scholarly activity.

Submit a summary report of the scholarly activity, including who, what, where, when, and any relevant take-home points. Include the appropriate program competencies (See attached ISP competencies) associated with the scholarly activity as well as future professional goals related to this activity. You may use the “Scholarly Activity Summary” resource (attached) to help guide this assignment.

While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide.

12 Page Research Paper

*Research paper (12 to 15 pages not including the front and the reference page) Use at least 6 references and APA style for in-text citation.

Subject:

*The South African Apartheid and United States Racial Segregation *

Compare and contrast between the start of end of both to compare similarities and differences in the same time period.

Assignment 2: Essay humanities

The Project Paper focuses on a suggested topic related to art, architecture, history, music, or literature. The project will reflect your views and interpretation of the topic. This project is designed to help you stretch your mind and your abilities to be the creative, innovative, and critical thinker you already are!  

Choose one (1) of the topics from the list of topic choices below. Read the topic carefully. Write a three to four (3-4) page paper (750-1,000 words) that responds to each of the items described in the topic. 

For the topic you choose:

  1. Support your ideas with specific, illustrative examples. If there are questions or points associated with your chosen topic, be sure to answer all of the listed questions and address all of the items in that topic. If your topic asks you to do several things related to the topic, be sure to do each of the things listed.
  2. While some of the topics tend to lend themselves toward particular writing genres, you are not restricted to the specific format suggested for the individual topic. For example, you may do an “interview,” a “proposal,” a “letter,” a “short story,” a “blog,” an “essay,” an “article,” or any other written genre for almost any of the topics. The project is intended to be fun as well as informative, so feel free to be creative with the delivery of your information. 
  3. Use at least three (3) good quality academic sources, with one (1) source being the class text.
    Note: Wikipedia and other similar Websites do not qualify as academic resources. You are highly encouraged to use the Resource Center tab at the top of your Blackboard page. 

Note:  Your instructor may require you to submit your topic choice for approval before the end of Week 5. 

Topic choices (pick 1): 

  • Office Art Memo. Memorandum. Your boss, who knows you have been taking a humanities class since he pays for your tuition reimbursement, has tasked you with managing the art budget for your company, expecting you to choose various pieces of art for the new corporate offices.  (Note: Replicas of the works are acceptable since they are more cost-efficient and you are working on a budget.)  Include the following: 
    1. Identify three (3) examples of 19th century Impressionist painting or sculpture and three (3) Post-Impressionist works. Explain how the six (6) pieces of art fall into these two (2) styles. 
    2. In a memo, describe the appearance of your six (6) choices to your CEO so he or she will know what the art looks like and where it would be placed in the corporate offices. 
    3. Explain why each piece is considered to be historically significant. 
    4. Explain how each piece “fits” your company’s overall (or desired) corporate image. Keep in mind that a piece of art is supposed to “say” something about the owner, so describe what would these pieces of art say about your company. 
  • New Composition. Speech. Your uncle’s birthday is in two (2) months, and everyone knows that he loves almost all kinds of music. As a birthday gift for him, you want to have a special piece of music composed in his honor which will be played at a family birthday celebration. Write a speech that you will make to the composer’s agent. Include the following:  
    1. Narrow your choices down to three (3) composers you’ve studied in this course. Choose one (1) of the composers and explain why you want him to write the “birthday present” music. 
    2. Explain why the other two (2) composers were ultimately not selected. 
    3. Specifically identify the musical elements in the composer’s style that you would like to be included in the new music written for your uncle. 
    4. Describe what sort of emotion is generated by listening to the works of your selected composer; in other words, what do you want your uncle to “feel” as he hears the music, and why is this composer so perfect for this composition?
  • Harlem Renaissance Poets. Essay & Poem. Choose two (2) poems by different authors from the Harlem Renaissance. Write an essay that: 
    1. Describes each author’s role and importance within the Harlem Renaissance. 
    2. Identify the elements in each of their poems in which you see evidence of the “double-consciousness” being expressed by each author. 
    3. Fully describe at least two (2) primary themes you see in the poetry written during this time period, referring to specific lines in each of the poems. 
    4. Write your own poem that expresses these identified themes of the Harlem Renaissance.  
  • Women’s Roles Then & Now.Script. Script a conversation between two (2) notable women from the 18th and / or 19th century on the roles women should play in society. Within the dialogue, include: 
    1. Biographical information for each woman. 
    2. The historical status for women in general during the time period in which each woman lived.
    3. What opinions each of the women might have on the role the women should play in society during their lifetimes. 
    4. What each of the women might think about women’s current roles.
  • Other topic choice recommended and approved by the professor and supported by the grading rubric.

The Project Paper will be graded on:

  • The level to which the instructions were followed.
  • The extent to which all four (4) parts in the topic were addressed.
  • The adequacy of information, examples, and details which support the general claim or main  idea.
  • The clarity and relevance of the explanations and descriptions.
  • Adherence to standard rules of grammar, punctuation, and mechanics.
  • The inclusion of three (3) required references (two [2] additional sources besides your textbook) documented using APA style.

Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA Style format. Check with your professor for any additional instructions specific to the selected topic. (Note: Students can find APA style materials located in the course shell for reference.)
  • Include a cover page containing the tile of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required page length. 

The specific course learning outcomes associated with this assignment are:

  • Explain how key social, cultural, and artistic contributions contribute to historical changes.
  • Explain the importance of situating a society’s cultural and artistic expressions within a historical context. 
  • Examine the influences of intellectual, religious, political, and socio-economic forces on social, cultural, and artistic expressions. 
  • Identify major historical developments in world cultures from the Renaissance to the contemporary period.
  • Use technology and information resources to research issues in the study of world cultures.
  • Write clearly and concisely about world cultures using proper writing mechanics.

Grading for this assignment will be based on answer quality, logic/organization of the paper, and language and writing skills, using the following rubric found here.

What are modifiers in the Ethics Code and why are they used?

Part 1: What are modifiers in the Ethics Code and why are they used?

Part 2: Select an ethical code and put the modifies in bold

Test Questions need to be complete quickly

Question 3

  1. Read “The Story of an Hour” below. “The Jilting of Granny Weatherall” and “The Story of an Hour” share a universal theme, but the stories come to the same conclusion in very different ways. In a paragraph or two, explain what theme the stories share and how the authors approached the theme differently.

    Knowing that Mrs. Mallard was afflicted with a heart trouble, great care was taken to break to her as gently as possible the news of her husband’s death.

    It was her sister Josephine who told her, in broken sentences; veiled hints that revealed in half concealing. Her husband’s friend Richards was there, too, near her. It was he who had been in the newspaper office when intelligence of the railroad disaster was received, with Brently Mallard’s name leading the list of “killed.” He had only taken the time to assure himself of its truth by a second telegram and had hastened to forestall any less careful, less tender friend in bearing the sad message.

    She did not hear the story as many women have heard the same, with a paralyzed inability to accept its significance. She wept at once, with sudden, wild abandonment, in her sister’s arms. When the storm of grief had spent itself she went away to her room alone. She would have no one follow her. There stood, facing the open window, a comfortable, roomy armchair. Into this she sank, pressed down by a physical exhaustion that haunted her body and seemed to reach into her soul.

    She could see in the open square before her house the tops of trees that were all aquiver with the new spring life. The delicious breath of rain was in the air. In the street below a peddler was crying his wares. The notes of a distant song which some one was singing reached her faintly, and countless sparrows were twittering in the eaves.

    There were patches of blue sky showing here and there through the clouds that had met and piled one above the other in the west facing her window. She sat with her head thrown back upon the cushion of the chair, quite motionless, except when a sob came up into her throat and shook her, as a child who has cried itself to sleep continues to sob in its dreams.

    She was young, with a fair, calm face, whose lines bespoke repression and even a certain strength. But now there was a dull stare in her eyes, whose gaze was fixed away off yonder on one of those patches of blue sky. It was not a glance of reflection, but rather indicated a suspension of intelligent thought.

    There was something coming to her and she was waiting for it, fearfully. What was it? She did not know; it was too subtle and elusive to name. But she felt it, creeping out of the sky, reaching toward her through the sounds, the scents, the color that filled the air.

    Now her bosom rose and fell tumultuously. She was beginning to recognize this thing that was approaching to possess her, and she was striving to beat it back with her will — as powerless as her two white slender hands would have been. When she abandoned herself a little whispered word escaped her slightly parted lips. She said it over and over under her breath: “free, free, free!” The vacant stare and the look of terror that had followed it went from her eyes. They stayed keen and bright. Her pulses beat fast, and the coursing blood warmed and relaxed every inch of her body.

    She did not stop to ask if it were or were not a monstrous joy that held her. A clear and exalted perception enabled her to dismiss the suggestion as trivial. She knew that she would weep again when she saw the kind, tender hands folded in death; the face that had never looked save with love upon her, fixed and gray and dead. But she saw beyond that bitter moment a long procession of years to come that would belong to her absolutely. And she opened and spread her arms out to them in welcome.

    There would be no one to live for during those coming years; she would live for herself. There would be no powerful will bending hers in that blind persistence with which men and women believe they have a right to impose a private will upon a fellow-creature. A kind intention or a cruel intention made the act seem no less a crime as she looked upon it in that brief moment of illumination.

    And yet she had loved him—sometimes. Often she had not. What did it matter! What could love, the unsolved mystery, count for in the face of this possession of self-assertion which she suddenly recognized as the strongest impulse of her being!

    “Free! Body and soul free!” she kept whispering.

    Josephine was kneeling before the closed door with her lips to the keyhole, imploring for admission. “Louise, open the door! I beg; open the door—you will make yourself ill. What are you doing, Louise? For heaven’s sake open the door.”

    “Go away. I am not making myself ill.” No; she was drinking in a very elixir of life through that open window.

    Her fancy was running riot along those days ahead of her. Spring days, and summer days, and all sorts of days that would be her own. She breathed a quick prayer that life might be long. It was only yesterday she had thought with a shudder that life might be long.

    She arose at length and opened the door to her sister’s importunities. There was a feverish triumph in her eyes, and she carried herself unwittingly like a goddess of Victory. She clasped her sister’s waist, and together they descended the stairs. Richards stood waiting for them at the bottom.

    Someone was opening the front door with a latchkey. It was Brently Mallard who entered, a little travel-stained, composedly carrying his grip-sack and umbrella. He had been far from the scene of the accident, and did not even know there had been one. He stood amazed at Josephine’s piercing cry; at Richards’ quick motion to screen him from the view of his wife.

    When the doctors came they said she had died of heart disease — of the joy that kills.

Question 4

  1. The poem “The Mending Wall” by Robert Frost and the song “Hey You” by Pink Floyd share a common universal symbol. In a paragraph or two, explain how the symbol means the same thing in both stories and contrast how the poems use that symbol in different ways.

    “The Mending Wall” by Robert Frost

    Something there is that doesn’t love a wall,
    That sends the frozen-ground-swell under it,
    And spills the upper boulders in the sun,
    And makes gaps even two can pass abreast.
    The work of hunters is another thing:
    I have come after them and made repair
    Where they have left not one stone on a stone,
    But they would have the rabbit out of hiding,
    To please the yelping dogs. The gaps I mean,
    No one has seen them made or heard them made,
    But at spring mending-time we find them there.
    I let my neighbor know beyond the hill;
    And on a day we meet to walk the line
    And set the wall between us once again.
    We keep the wall between us as we go.
    To each the boulders that have fallen to each.
    And some are loaves and some so nearly balls
    We have to use a spell to make them balance:
    ‘Stay where you are until our backs are turned!’
    We wear our fingers rough with handling them.
    Oh, just another kind of out-door game,
    One on a side. It comes to little more:
    There where it is we do not need the wall:
    He is all pine and I am apple orchard.
    My apple trees will never get across
    And eat the cones under his pines, I tell him.
    He only says, ‘Good fences make good neighbors’.
    Spring is the mischief in me, and I wonder
    If I could put a notion in his head:
    ‘Why do they make good neighbors? Isn’t it
    Where there are cows?
    But here there are no cows.
    Before I built a wall I’d ask to know
    What I was walling in or walling out,
    And to whom I was like to give offence.
    Something there is that doesn’t love a wall,
    That wants it down.’ I could say ‘Elves’ to him,
    But it’s not elves exactly, and I’d rather
    He said it for himself. I see him there
    Bringing a stone grasped firmly by the top
    In each hand, like an old-stone savage armed.
    He moves in darkness as it seems to me~
    Not of woods only and the shade of trees.
    He will not go behind his father’s saying,
    And he likes having thought of it so well
    He says again, “Good fences make good neighbors.”

    “Hey You” by Roger Waters (Pink Floyd)

    Hey you, out there in the cold
    Getting lonely, getting old
    Can you feel me?
    Hey you, standing in the aisles
    With itchy feet and fading smiles
    Can you feel me?
    Hey you, don’t help them to bury the light
    Don’t give in without a fight.

    Hey you, out there on your own
    Sitting naked by the phone
    Would you touch me?
    Hey you, with your ear against the wall
    Waiting for someone to call out
    Would you touch me?
    Hey you, would you help me to carry the stone?
    Open your heart, I’m coming home.

    But it was only fantasy.
    The wall was too high,
    As you can see.
    No matter how he tried,
    He could not break free.
    And the worms ate into his brain.

    Hey you, standing in the road
    always doing what you’re told,
    Can you help me?
    Hey you, out there beyond the wall,
    Breaking bottles in the hall,
    Can you help me?
    Hey you, don’t tell me there’s no hope at all
    Together we stand, divided we fall.