Category: PHIL Oakland Community College Logical Force in Collateral Damage Discussion

Clinical Field Experience C: Learning Environments : Teachers consistently work with their colleagues to create environments that allow for individual and collaborative learning, and inspire confident social collaboration, active commitment in learning, and self- motivation. As a part of this effort, teachers interact with students, families, and colleagues to build a safe, constructive learning climate of honesty, mutual admiration, support, and inquiry. Allocate at least 3 hours in the field to support this field experience. Collaborate with a school leader (e.g., principal, assistant principal, dean of students, teacher leader) about their school’s learning environment and how he or she promotes a learning environment that is conducive for students with disabilities. Your discussion should address the following prompts: How does the leader promote an inclusive environment for students of all abilities? How does the leader ensure all staff are up-to-date in training associated with disabilities on their campus? What additional training or support does the administration offer faculty and staff who demonstrate increased need for promoting a learning environment that is conducive for students with disabilities? How do you, as a leader, stay up-to-date with regulations regarding disabilities for the students on your campus? What type of services do you provide on your campus? What types of disabilities are present on your campus? How do you factor these services into your budget? What do you do to promote collaboration between the special education staff to encourage support among all staff members? Include two original questions to obtain further information about areas of interest you may have. Use any remaining field experience hours to ask the school leader for examples of tests, test results, and IEPs that you can review, maintaining school/district and GCU confidentiality practices. In 500-750 words, summarize and reflect upon your collaborations and explain how you will use your findings in your future professional practice. APA format is not required, but solid academic writing is expected.

Teachers consistently work with their colleagues to create environments that allow for individual and collaborative learning, and inspire confident social collaboration, active commitment in learning, and self- motivation. As a part of this effort, teachers interact with students, families, and colleagues to build a safe, constructive learning climate of honesty, mutual admiration, support, and inquiry.
Allocate at least 3 hours in the field to support this field experience.
Collaborate with a school leader (e.g., principal, assistant principal, dean of students, teacher leader) about their school’s learning environment and how he or she promotes a learning environment that is conducive for students with disabilities.
Your discussion should address the following prompts:

How does the leader promote an inclusive environment for students of all abilities?
How does the leader ensure all staff are up-to-date in training associated with disabilities on their campus?
What additional training or support does the administration offer faculty and staff who demonstrate increased need for promoting a learning environment that is conducive for students with disabilities?
How do you, as a leader, stay up-to-date with regulations regarding disabilities for the students on your campus?
What type of services do you provide on your campus?
What types of disabilities are present on your campus?
How do you factor these services into your budget?
What do you do to promote collaboration between the special education staff to encourage support among all staff members?

Include two original questions to obtain further information about areas of interest you may have.
Use any remaining field experience hours to ask the school leader for examples of tests, test results, and IEPs that you can review, maintaining school/district and GCU confidentiality practices.
In 500-750 words, summarize and reflect upon your collaborations and explain how you will use your findings in your future professional practice.
APA format is not required, but solid academic writing is expected.

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14 C Reflective Essay Course Reflexion : Requirements 1. The Course Reflection is worth 100 points (10%) and will be graded on quality of self-assessment, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric. 2. Follow the directions and grading criteria closely. Any questions about your essay may be posted under the Q & A forum under the Discussions tab.  3. The length of the reflection is to be within three to six pages excluding title page and reference pages.  4. APA format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered):  Note: ABSTRACT – Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63). a. COURSE REFLECTION   b. CONCLUSION Preparing Your Reflection The BSN Essentials (AACN, 2008) outline a number of healthcare policy and advocacy competencies for the BSN-prepared nurse.  REFLECT ON THE NUR4636 COURSE READINGS, DISCUSSING THREADS, AND APPLICATIONS YOU HAVE COMPLETED ACROSS THIS COURSE AND WRITE A REFLECTIVE ESSAY REGARDING THE EXTENT TO WHICH YOU FEEL YOU ARE NOW PREPARED TO (CHOOSE 4): 1. “Demonstrate basic knowledge of healthcare policy, finance, and regulatory environments, including local, state, national, and global healthcare trends. 2. Describe how health care is organized and financed, including the implications of business principles, such as patient and system cost factors. 3. Compare the benefits and limitations of the major forms of reimbursement on the delivery of healthcare services. 4. Examine legislative and regulatory processes relevant to the provision of health care. 5. Describe state and national statutes, rules, and regulations that authorize and define professional nursing practice. 6. Explore the impact of socio­cultural, economic, legal, and political factors influencing healthcare delivery and practice. 7. Examine the roles and responsibilities of the regulatory agencies and their effect on patient care quality, workplace safety, and the scope of nursing and other health professionals’ practice. 8. Discuss the implications of healthcare policy on issues of access, equity, affordability, and social justice in healthcare delivery. 9. Use an ethical framework to evaluate the impact of social policies on health care, especially for vulnerable populations. 10. Articulate, through a nursing perspective, issues concerning healthcare delivery to decision makers within healthcare organizations and other policy arenas. 11. Participate as a nursing professional in political processes and grassroots legislative efforts to influence healthcare policy. 12. Advocate for consumers and the nursing profession. 13. Assess protective and predictive factors, including genetics, which influence the health of individuals, families, groups, communities, and populations. 14. Conduct a health history, including environmental exposure and a family history that recognizes genetic risks, to identify current and future health problems. 15. Assess health/illness beliefs, values, attitudes, and practices of individuals, families, groups, communities, and populations. 16. Use behavioral change techniques to promote health and manage illness. 17. Use evidence­ based practices to guide health teaching, health counseling, screening, outreach, disease and outbreak investigation, referral, and follow-up throughout the lifespan. 18. Use information and communication technologies in preventive care. 19. Collaborate with other healthcare professionals and patients to provide spiritually and culturally appropriate health promotion and disease and injury prevention interventions. 20. Assess the health, healthcare, and emergency preparedness needs of a defined population. 21. Use clinical judgment and decision-making skills in appropriate, timely nursing care during disaster, mass casualty, and other emergency situations. 22. Collaborate with others to develop an intervention plan that takes into account determinants of health, available resources, and the range of activities that contribute to health and the prevention of illness, injury, disability, and premature death. 23. Participate in clinical prevention and population ­focused interventions with attention to effectiveness, efficiency, cost-effectiveness, and equity. 24. Advocate for social justice, including a commitment to the health of vulnerable populations and the elimination of health disparities. 25. Use evaluation results to influence the delivery of care, deployment of resources, and to provide input into the development of policies to promote health and prevent disease.” (pp. 20-21, 24-25). Reference: American Association of Colleges of Nursing [AACN]. (2008). The essentials of baccalaureate education for professional nursing practice. Washington, DC: Author.

Requirements
1. The Course Reflection is worth 100 points (10%) and will be graded on quality of self-assessment, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.
2. Follow the directions and grading criteria closely. Any questions about your essay may be posted under the Q & A forum under the Discussions tab. 
3. The length of the reflection is to be within three to six pages excluding title page and reference pages. 
4. APA format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered): 
Note: ABSTRACT – Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63).
a. COURSE REFLECTION  
b. CONCLUSION
Preparing Your Reflection
The BSN Essentials (AACN, 2008) outline a number of healthcare policy and advocacy competencies for the BSN-prepared nurse. 
REFLECT ON THE NUR4636 COURSE READINGS, DISCUSSING THREADS, AND APPLICATIONS YOU HAVE COMPLETED ACROSS THIS COURSE AND WRITE A REFLECTIVE ESSAY REGARDING THE EXTENT TO WHICH YOU FEEL YOU ARE NOW PREPARED TO (CHOOSE 4):
1. “Demonstrate basic knowledge of healthcare policy, finance, and regulatory environments, including local, state, national, and global healthcare trends.
2. Describe how health care is organized and financed, including the implications of business principles, such as patient and system cost factors.
3. Compare the benefits and limitations of the major forms of reimbursement on the delivery of healthcare services.
4. Examine legislative and regulatory processes relevant to the provision of health care.
5. Describe state and national statutes, rules, and regulations that authorize and define professional nursing practice.
6. Explore the impact of socio­cultural, economic, legal, and political factors influencing healthcare delivery and practice.
7. Examine the roles and responsibilities of the regulatory agencies and their effect on patient care quality, workplace safety, and the scope of nursing and other health professionals’ practice.
8. Discuss the implications of healthcare policy on issues of access, equity, affordability, and social justice in healthcare delivery.
9. Use an ethical framework to evaluate the impact of social policies on health care, especially for vulnerable populations.
10. Articulate, through a nursing perspective, issues concerning healthcare delivery to decision makers within healthcare organizations and other policy arenas.
11. Participate as a nursing professional in political processes and grassroots legislative efforts to influence healthcare policy.
12. Advocate for consumers and the nursing profession.
13. Assess protective and predictive factors, including genetics, which influence the health of individuals, families, groups, communities, and populations.
14. Conduct a health history, including environmental exposure and a family history that recognizes genetic risks, to identify current and future health problems.
15. Assess health/illness beliefs, values, attitudes, and practices of individuals, families, groups, communities, and populations.
16. Use behavioral change techniques to promote health and manage illness.
17. Use evidence­ based practices to guide health teaching, health counseling, screening, outreach, disease and outbreak investigation, referral, and follow-up throughout the lifespan.
18. Use information and communication technologies in preventive care.
19. Collaborate with other healthcare professionals and patients to provide spiritually and culturally appropriate health promotion and disease and injury prevention interventions.
20. Assess the health, healthcare, and emergency preparedness needs of a defined population.
21. Use clinical judgment and decision-making skills in appropriate, timely nursing care during disaster, mass casualty, and other emergency situations.
22. Collaborate with others to develop an intervention plan that takes into account determinants of health, available resources, and the range of activities that contribute to health and the prevention of illness, injury, disability, and premature death.
23. Participate in clinical prevention and population ­focused interventions with attention to effectiveness, efficiency, cost-effectiveness, and equity.
24. Advocate for social justice, including a commitment to the health of vulnerable populations and the elimination of health disparities.
25. Use evaluation results to influence the delivery of care, deployment of resources, and to provide input into the development of policies to promote health and prevent disease.” (pp. 20-21, 24-25).
Reference:
American Association of Colleges of Nursing [AACN]. (2008). The essentials of baccalaureate education for professional nursing practice. Washington, DC: Author.

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Evidence-Based Practice Proposal – Final Paper : Prepare your final evidence-based practice intervention proposal for a project whose focus is the resolution of an issue or problem significant to improving a problem or issue in health care that indirectly or directly improves patient care. (Patients are conceptualized as individuals, groups, families, or communities.) Make all necessary revisions and corrections to previous assignments completed in Topics 1- 4. Combine all elements into one cohesive evidence-based practice proposal.  Although recommendations will vary in length depending upon the problem or issue addressed, the paper must be between 3,500-3,750 words and formatted in APA style. The title page, appendixes, and references are not included in the word limit.  The final paper should clearly describe the methods used to identify and retrieve the evidence as well as the rationale for exploring the clinical issue chosen. Clearly articulated recommendations for practice based on research evidence are essential to a successful paper.    Use section headings for each section component and address responses in narrative form. Sections of the final paper must include all of the components written to date (incorporating revisions), as well as the remaining sections. The sections include: Title Page Introduction Problem or Issue Question(s) From PICO Literature Review Research Questions and Ethical Considerations Theory or Model Proposed Solution Implementation Plan Evaluation Plan Dissemination Plan Conclusion/Summary Reference Page Appendices (if any)

Prepare your final evidence-based practice intervention proposal for a project whose focus is the resolution of an issue or problem significant to improving a problem or issue in health care that indirectly or directly improves patient care. (Patients are conceptualized as individuals, groups, families, or communities.) Make all necessary revisions and corrections to previous assignments completed in Topics 1- 4. Combine all elements into one cohesive evidence-based practice proposal. 

Although recommendations will vary in length depending upon the problem or issue addressed, the paper must be between 3,500-3,750 words and formatted in APA style. The title page, appendixes, and references are not included in the word limit. 
The final paper should clearly describe the methods used to identify and retrieve the evidence as well as the rationale for exploring the clinical issue chosen. Clearly articulated recommendations for practice based on research evidence are essential to a successful paper. 
 
Use section headings for each section component and address responses in narrative form. Sections of the final paper must include all of the components written to date (incorporating revisions), as well as the remaining sections. The sections include:

Title Page
Introduction
Problem or Issue
Question(s) From PICO
Literature Review
Research Questions and Ethical Considerations
Theory or Model
Proposed Solution
Implementation Plan
Evaluation Plan
Dissemination Plan
Conclusion/Summary
Reference Page
Appendices (if any)

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Health community : COMPETENCIES 7019.1.3 : Community Advocacy The graduate develops culturally sensitive and relevant strategies to advocate for populations, based on knowledge of community health systems. 7019.1.4 : Community Health Promotion The graduate proposes health promotion initiatives and services to promote disease and injury prevention. 7019.1.6 : Global Health The graduate analyzes past and present initiatives meant to improve the health of the global community. 7019.1.7 : Emergency Response The graduate plans for the preparation, response, and recovery of communities from natural and human-caused emergencies and disasters. 7019.1.9 : Communicable Disease The graduate analyzes the impact of communicable diseases on the health of individuals, families, and communities in a global environment. INTRODUCTION With the increased mobility of human populations, diseases can quickly spread around the world. In addition, changes in vaccination practices have revealed an increase in communicable diseases that were once thought to be under control. These global health issues present new problems for community health officials. In the Bentonville simulation, you learned how an influenza virus impacted the community. You will provide a PDF report of your completed activities. In this task, you will also analyze an outbreak of a specific global communicable disease that occurred in the last 50 years that crossed international borders (e.g., the measles outbreak that moved from the Philippines to the United States). REQUIREMENTS Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.  A.  Select one of the following communicable diseases that has had an outbreak across international borders: •  influenza •  measles •  respiratory syndrome coronavirus •  meningococcal disease •  HIV/AIDS •  Ebola virus •  hepatitis B •  hepatitis C •  tuberculosis •  Zika virus   B.  Describe the outbreak of the disease selected in part A, including each of the following: •  name of the disease •  the countries involved •  the date the outbreak was discovered •  the dates the disease reached each involved country 1.  Analyze the epidemiological determinants and risk factors associated with the outbreak. 2.  Discuss the route of transmission of the selected disease. 3.  Discuss how an outbreak of the selected disease would impact your community at a systems level (e.g., the functioning of schools, local government, businesses, hospitals). 4.  Explain what the reporting protocol would be if an outbreak of the selected disease were to occur in your community. 5.  Discuss two strategies (e.g., patient education strategies, community education strategies) that you would recommend to prevent an outbreak of the selected disease in your community.   C.  Submit a PDF of your score summary from Bentonville that includes each of the following completed activities: •  Influenza in Bentonville •  Community Advocacy •  Emergency Response •  Communicable Disease   Note: For an example of how your score sheet should look, refer to the attached “Sample Final Results Report: Influenza in Bentonville.”   D.  Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.   E.  Demonstrate professional communication in the content and presentation of your submission. File RestrictionsFile name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( ) File size limit: 200 MB File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z  Special instructions,  Use peer review articles,  At least one mention from World Health Organization,  May encounter info on CDC website, center for disease control USA straight forward paper, use simple language, a couple of pages long.  Do not execute part C, Bentonville, I have to do it myself

COMPETENCIES
7019.1.3 : Community Advocacy
The graduate develops culturally sensitive and relevant strategies to advocate for populations, based on knowledge of community health systems.
7019.1.4 : Community Health Promotion
The graduate proposes health promotion initiatives and services to promote disease and injury prevention.
7019.1.6 : Global Health
The graduate analyzes past and present initiatives meant to improve the health of the global community.
7019.1.7 : Emergency Response
The graduate plans for the preparation, response, and recovery of communities from natural and human-caused emergencies and disasters.
7019.1.9 : Communicable Disease
The graduate analyzes the impact of communicable diseases on the health of individuals, families, and communities in a global environment.
INTRODUCTION
With the increased mobility of human populations, diseases can quickly spread around the world. In addition, changes in vaccination practices have revealed an increase in communicable diseases that were once thought to be under control. These global health issues present new problems for community health officials.

In the Bentonville simulation, you learned how an influenza virus impacted the community. You will provide a PDF report of your completed activities.

In this task, you will also analyze an outbreak of a specific global communicable disease that occurred in the last 50 years that crossed international borders (e.g., the measles outbreak that moved from the Philippines to the United States).
REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course. 
A.  Select one of the following communicable diseases that has had an outbreak across international borders:
•  influenza
•  measles
•  respiratory syndrome coronavirus
•  meningococcal disease
•  HIV/AIDS
•  Ebola virus
•  hepatitis B
•  hepatitis C
•  tuberculosis
•  Zika virus

 
B.  Describe the outbreak of the disease selected in part A, including each of the following:
•  name of the disease
•  the countries involved
•  the date the outbreak was discovered
•  the dates the disease reached each involved country
1.  Analyze the epidemiological determinants and risk factors associated with the outbreak.
2.  Discuss the route of transmission of the selected disease.
3.  Discuss how an outbreak of the selected disease would impact your community at a systems level (e.g., the functioning of schools, local government, businesses, hospitals).
4.  Explain what the reporting protocol would be if an outbreak of the selected disease were to occur in your community.
5.  Discuss two strategies (e.g., patient education strategies, community education strategies) that you would recommend to prevent an outbreak of the selected disease in your community.

 
C.  Submit a PDF of your score summary from Bentonville that includes each of the following completed activities:
•  Influenza in Bentonville
•  Community Advocacy
•  Emergency Response
•  Communicable Disease

 
Note: For an example of how your score sheet should look, refer to the attached “Sample Final Results Report: Influenza in Bentonville.”

 
D.  Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

 
E.  Demonstrate professional communication in the content and presentation of your submission.
File RestrictionsFile name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )

File size limit: 200 MB

File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z 

Special instructions, 
Use peer review articles, 
At least one mention from World Health Organization, 
May encounter info on CDC website, center for disease control USA
straight forward paper, use simple language, a couple of pages long. 
Do not execute part C, Bentonville, I have to do it myself

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paper : In addition to the topic study materials, use the chart you completed and questions you answered in the Topic 3 about “Case Study: Healing and Autonomy” as the basis for your responses in this assignment. Answer the following questions about a patient’s spiritual needs in light of the Christian worldview. In 200-250 words, respond to the following: Should the physician allow Mike to continue making decisions that seem to him to be irrational and harmful to James, or would that mean a disrespect of a patient’s autonomy? Explain your rationale. In 400-500 words, respond to the following: How ought the Christian think about sickness and health? How should a Christian think about medical intervention? What should Mike as a Christian do? How should he reason about trusting God and treating James in relation to what is truly honoring the principles of beneficence and nonmaleficence in James’s care? In 200-250 words, respond to the following: How would a spiritual needs assessment help the physician assist Mike determine appropriate interventions for James and for his family or others involved in his care? Remember to support your responses with the topic study materials. 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. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance. Benchmark Information This benchmark assignment assesses the following programmatic competencies: BS in Health Sciences 1.2; BS Nursing (RN to BSN ) 5.2 Assess for the spiritual needs and provide appropriate interventions for individuals, families, and groups.

In addition to the topic study materials, use the chart you completed and questions you answered in the Topic 3 about “Case Study: Healing and Autonomy” as the basis for your responses in this assignment.
Answer the following questions about a patient’s spiritual needs in light of the Christian worldview.

In 200-250 words, respond to the following: Should the physician allow Mike to continue making decisions that seem to him to be irrational and harmful to James, or would that mean a disrespect of a patient’s autonomy? Explain your rationale.
In 400-500 words, respond to the following: How ought the Christian think about sickness and health? How should a Christian think about medical intervention? What should Mike as a Christian do? How should he reason about trusting God and treating James in relation to what is truly honoring the principles of beneficence and nonmaleficence in James’s care?
In 200-250 words, respond to the following: How would a spiritual needs assessment help the physician assist Mike determine appropriate interventions for James and for his family or others involved in his care?

Remember to support your responses with the topic study materials.
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.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies:
BS in Health Sciences 1.2; BS Nursing (RN to BSN ) 5.2
Assess for the spiritual needs and provide appropriate interventions for individuals, families, and groups.

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I’m stuck on a Social Science question and need an explanation .
chose an article from below and write a reflection paper, based on your thoughts while reading or your views Nielsen, M . (2017, June 28) . How parenting advice assumes you’re white and middle class http //theconversation . com/how-parenting- advice-assumes-youre-white-and-middle-class-7933ACEV’s Father Support Program from Turkey https //ecdpeace . org/work-content/involved-fatherhood-and-its-determinants-turkey-acevSociety for Research in Child Development . (2018) . The Science is clear Separating families has long-term damaging psychological and health consequences for children, families, and communities http //www . srcd . org/sites/default/files/resources/FINAL_The%20Science%20is%20Clear_0 . pdf”
” Homework Answers on Studyhelp247.com

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