Logic Models

For this assignment, you will create a logic model for a health-related program. Create a fictitious program “from scratch” for your model. Your logic model must be unique, created by you specifically for this assignment, and may not be based on an already-existing logic model for a program. Note that there is no one “correct” format for a logic model. The readings provide various templates and examples of what a logic model can look like. Consider using the exercises in the W.K. Kellogg Foundation Logic Model Development Guide (2006) to inform your own process. Your logic model must contain at least the three basic components of logic models (inputs, outputs, and outcomes, but should also incorporate as many additional components as necessary to fully describe the logic of your program.

In a four to five double-spaced paper:

•Describe the health-related program for which you are creating the logic model

•Create a logic model for your selected health-related program

•Specify which program components are included in each section of the model

•Outline the forward logic (moving forward from the activities) and reverse logic (moving backwards from the effects) of your model

•Justify the logic and order of each component included in the model

The Logic Model assignment

•Must be four to five double-spaced pages in length (not including title and reference pages)

•Must include the actual logic model diagram.

•Must be formatted according to APA style

•Must include a separate title page

•Must include a clear and succinct introduction introducing the topic and a conclusion that summarizes the main points of the paper.

•Must document all sources in APA style

•Must include a separate reference page that is formatted according to APA style

logicmodel.pdf

logicmodel.pdf

Analysis:

1. For Laboratory Application Assignment on pg. 287 – 288 examine Fig. 9-26 and Fig. 9-27.
2. Perform calculations for Fig. 9-26:
   a. V1
   b. V2
   c. V3
   d. V4
   e. V5
   f. It (total current supplied by Vt)
   g. I1
   h. I2
   i. I3
   j. I4-5
3. Perform calculations for Fig. 9-27:
   a. VR1
   b. VR2
   c. VR3
   d. VBG
   e. VAG
4. Scan all calculations showing all work in a file called “Lab7_Analysis_StudentID”.

Simulation:

1. Construct the circuit in Fig. 9-26 with MultiSIM.
2. Measure the values:
   a. V1
   b. V2
   c. V3
   d. V4
   e. V5
   f. It
   g. I1
   h. I2
   i. I3
   j. I4-5
3. Capture a screenshot of measured values and paste into a Word document entitled “Lab7_Simulation_StudentID”
4. Construct the circuit in Fig. 9-27 with MultiSIM.
5. Measure the values:
   a. VR1
   b. VR2
   c. VR3
   d. VBG
   e. VAG
6. Capture a screenshot of measured values and paste into the Word document entitled “Lab7_Simulation_StudentID”
7. Answer all questions in the “Applying KCL and KVL” section on pg. 287 – 288 in this same document

COLOUR

(1). FORENSIC DESIGN ASSESSMENTS

This task relates to a sequence of assessments that will be repeated across Chapters 6, 7, 8, 9 and 10. Select any example of a visualisation or infographic, maybe your own work or that of others. The task is to undertake a deep, detailed ‘forensic’ like assessment of the design choices made across each of the five layers of the chosen visualisation’s anatomy. In each case your assessment is only concerned with one design layer at a time.

For this task, take a close look at the colour choices:

Start by identifying all the applications of colour deployed, listing them under the headers of 1) data legibility, 2) editorial salience, and 3) functional harmony.

How suitable are the choices and deployment of these colours? If they are not, what do you think they should have been?

Go through the set of ‘Influencing factors’ from the latter section of the book’s chapter to help shape your assessment and to possibly inform how you might tackle this design layer differently

Also, considering the range of potential applications of colour, what would you do differently or additionally?

my professor comment for my last submission:

Please review the assignment3 directions again and rework your assignment to apply your discussion to ONE specific visualization or infographic that you select. Include a screenshot of your visualization, follow the assignment directions carefully, and resubmit for grading

Two things to follow now:

1) Make changes as per his comments in the document attached

2) Go through the below description requirement again and again. and work accordingly.

• MODELS are models, they are tools for you to deal with data, ideas…
• Use SDLC, use analytics models, use conceptual models etc. but remember models are tools in a research is because they are possible to use for answering your research questions.
• Models are tools in the sense of having a purpose to use them and to know how to use them. According to your questions you gather data and once you have data you need to select models to deal with the data.

A sample of an ethanol-water solution has a volume of 54.2cm^3 and a mass of 49.6 g. What is the percentage of ethanol (by mass) in the solution? (Assume that there is no change in volume when the pure compounds are mixed.) The density of ethanol is 0.789g/cm^3 and that of water is .998g/cm^3. Alcoholic beverages are rated in proof, which is a measure of the relative amount of ethanol in the beverage. Pure ethanol is exactly 200 proof. What is the proof of the given ethanol-water solution?

We identified your fingerprint at one locus, D1S80, with 25 known alleles.  Within the human genome, many short tandem repeat (STR) regions have been identified.  Tens of thousands of STR regions exist within exons and introns of various genes.  About half of these are highly polymorphic, that is, the number of STRs is highly variable.  STRs consist of a three to seven base pair motif that is repeated a variable number of times in a tandem array.

  Consider also the following three STRs, used most frequently by crime labs, and answer the following questions about your experiment and about crime lab DNA fingerprinting.  The first one (CSF1PO) is located on chromosome arm 5q and the number of repeats varies between 6 and 15 (i.e. there are ten known alleles).  These alleles lie within a proto-oncogene.  A second STR (TPOX) lies within the thyroid peroxidase gene on chromosome arm 2p and the repeat number varies between 6 and 12 repeats (i.e. there are seven known alleles).  Finally, a third STR site (THO1) is located on 11p and the number of repeats varies between 5 and 11 (but also includes a 9.3 repeat allele caused by a truncated repeat, for 8 known alleles).

1. How many different allelic combinations (i.e. genotypes) could exist in the human population for the D1S80 locus?  (Consider the number of different homozygous and heterozygous genotypes that could occur with the 25 known alleles.)  Show your calculations here and on the remaining problems!

1. How many different allelic combinations could exist in the human populations for the
1. CS1PO locus?

1. TPOX locus?

1. THO1 locus?

1. If each combination occurred with equal frequency, what is the probability that a randomly-chosen person would carry the same genotype as you at

1. CS1PO locus?

1. TPOX locus?

1. THO1 locus?

1. For DNA fingerprinting, crime labs identify a person’s DNA fingerprint at each of the 3 loci: CSF1PO, TPOX and THO1.  If each combination occurred with equal frequency, what is the probability that a randomly-chosen person would carry the same genotype as you at all three loci?

1. How many people in the would be expected to share a particular genotype for these 3 loci

a.  in the entire world (population 7 billion)?

b.  in North Carolina (population 10 million)?

QUiz #1.docx this is the quiz

and here find the papers that can help you :

Q1 SG.docx Financing #1.docx Laying the groundwork #2.docx Historical Overview #3.docx 

This is a position paper on pit bulls. The position paper needs to include a problem statement or summary, a brief description of two sides of the problem, an objective assessment of the issue and conclude with your own opinion. The goal of the position papers is to briefly analyze and succinctly describe two different perspectives of an environmental issue and include your own opinion. 

Requirements:
1 page minimum
Single spaced
2 reference minimum (1 reference should be lest then 2 months old)

Task

For the first Case Assignment, please answer the following questions. You can submit your paper in a Question and Answer format. In other words, list the questions and provide a short answer to each.

1. Which one of the major achievements in public health identified in Bouldin, E. (2010) is especially interesting to you?
2. Briefly describe the achievement, in a paragraph or two.
3. In what era did this achievement occur?
4. Briefly discuss the historical context of the development. What was happening during that time period? What spurred the development of the public health achievement? Please write 2–3 paragraphs about this, and be sure to cite sources rather than simply stating your opinion.
5. Was the issue viewed differently then, as compared to the way that it is viewed today? Please explain in 2–3 paragraphs and be sure to cite sources rather than simply stating your opinion.

Assignment Expectations

Length: 2–3 pages, excluding title page and references.

Assessment and Grading: Your paper will be assessed based on the grading rubric that is linked within the course. Review the rubric before you begin, so you are sure to meet each of the criteria.

In order to earn full credit

In your discussion, be sure to reference Chapter 1: History and Development of Public Health. In: Andresen, A. & Bouldin, E. (2010) Public Health Foundations: Concepts and Practices.

Also, draw upon a broad base of scholarly literature to support your statements. Web sites and fact sheets may be a useful starting point; however, you are expected to locate peer-reviewed readings on your topic from the electronic library.

You must clearly show that you have read the module homepage and the required background materials that relate to this assignment. You are welcome to do research in addition to — but not instead of — the required readings.

Please write your paper in your own words. That is the only way I can evaluate your level of understanding.

Even though the papers must be written in your own words, you are required to use scholarly and professional sources to support your statement. Cite sources for any statement of fact or idea that is not common knowledge. You must cite the sources within the body of the paper and include a reference list at the end of the paper.

Note: Wikipedia is not an acceptable source of information. Use credible, professional, and scholarly sources such as peer-reviewed journal articles from the Online Library, and government, university, or nonprofit organizations’ Web sites.

Quotes are very rarely needed; if necessary, they should comprise less than 10% of a paper and must be properly cited.

Your papers will be evaluated on the following factors:

• References – citations are used within the body of the paper any time you state a fact or idea that is not common knowledge. A reference list is included at the end of the paper.
• Precision – you follow all instructions and you answer each part of the assignment.
• Breadth – you show broad knowledge of the module’s topic.
• Depth – you go into detail to show more critical thought about the specific tasks or questions in the assignment.
• Clarity – the extent to which you elaborate and include discussion or examples as asked.
• Application – the extent to which you apply the information to a real-life situation related to the assignment, if asked.

Written an APA format with Cover page.

Required Reading:

Bouldin, E. (2010). Chapter 1: History and Development of Public Health. In: Andresen, A. & Bouldin, E. (2010) Public Health Foundations: Concepts and Practices. Jossey-Bass Publishers. Hoboken, NJ. eISBN: 9780470890165. Available in eBrary.

Chacko L., & Chacko, R. (2010). Chapter 2: Modern Public Health Systems. In: Andresen, A. & Bouldin, E. (2010). Public Health Foundations: Concepts and Practices. Jossey-Bass Publishers. eISBN: 9780470890165 Hoboken, NJ. Available in eBrary.

Patil, R. (2011, Jan-Mar.) Public Health Controversies: Common Characteristics. Journal of Global Infectious Diseases, 3(1), 97–98. doi: 10.4103/0974-777X.77308. PMCID: PMC3068592. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3068592/

The two settings I have chosen are a high school classroom and a grant review board. Both can be considered tough crowds with each requiring a different presentation style to be successful.

It is not uncommon for criminal justice programs, whether primarily government funded or non-profit, to apply for funding from outside sources to supplement or initiate programs. Many times these grants may require a brief presentation of 10-15 minutes which outlines the need for the funding and justification for the program. Providing a summary of any supporting research and local statistics, as well as a personal story where funding either helped or could have helped will effectively communicate the need. Should this be a request for continued funding, offering specifics regarding how fund expenditure will show fiduciary accountability, providing reassurance of the program being a good investment. Rehearsal suggested by Menzel & Carrell (1994) is beneficial for this type of presentation to ensure key points are covered within the specified time frame.

Engaging high school students in a presentation requires a completely different style and a time frame of 45-90 minutes. The advantages are that the format offers more flexibility to use audio-visual aids and activities to communicate your message, motivate for change and create enthusiasm for the topic. Methods I have found effective in classrooms are using activities where students express their opinion or can work in small groups, and relating real cases to emphasize points. This type of presentation can be more challenging due to the time frame and interaction within the group does not lend itself to rehearsal but the ability to respond to the group adjusting as needed.

Comfort in each of these settings depends largely on the presenter. Anxiety can often result in grant presentations as success can be tied to funding; however, the advantages can be seen in the short time frame and the ability to rehearse even to the point of memorization. Anxiety in presenting to classrooms can be the length of the program as well as the unpredictability of audience responses; advantages are the flexibility in choosing how the subject matter is conveyed and that audience participation lessens speaking time. It is not uncommon to have preferences or settings where a speaker excels; but research has proven that success in each is possible through preparation and practice (Menzel & Carrell, 1994).

References:

Menzel, K. E., & Carrell, L. J. (1994). The relationship between preparation and performance in public speaking. Communication Education, 43(1), 17–26.

Respond to the bold paragraph ABOVE by using one of the option below… in APA format with At least one reference…..

Ask a probing question.

Share an insight from having read your colleague’s posting.

Offer and support an opinion.

Validate an idea with your own experience.

Make a suggestion.

Expand on your colleague’s posting.

With this week’s reading in mind, research plans to drill for oil in the Arctic National Wildlife Refuge. Specifically, find out:

1. How much crude oil is thought to be available in Alaska?
2. Based on your answer above, how many years would that amount feed America’s oil needs?
3. Now, based on both your answers above, do you believe that we should “Drill here, drill now?” Support your opinion.

NOTE: I suspect that this issue could become a heated discussion, so please keep all of your comments polite—and no personal attacks on anyone’s posts. REMEMBER TO FOCUS ON THE SCIENCE–NO POLITICS!

Assignment 

Your assignment is to write:

A. A one page review based on the review paper on the neuroanatomical structure called the Claustrum.

See:

1. Edelstein L, and Frank Denaro, The Claustrum, A Historical Review, Cellular and Molecular Biology. Cellular and Molecular Biology, 2004, 50(6),675-702. 

2. Edelstein, L., and Denaro, F. J., The Neurobiology of Consciousness and Sir Francis Crick. Cellular and Molecular Biology 2004 Sept., 50(6): 671-673.

3. Hinova-Palova, Dimkka, V., Lawrence Edelstein, Boycho Landzhov, Minko Minkov, Lina Malinova, Stanislav Hristov, Frank Denaro, Alexandar Alexandrov, Teodora Kiriakova. LLina Brainova, Adrian Paloff, and Wladimir Ovtscharoff, Topographical distribution and morphology of NADPH-diaphorase-stained neurons in the human Claustrum. Frontiers in Systems Neuroscience, May 2014, 8 (article 96): 1-12.  www.frontiersin.org

B. Answer the questions on the neuroanatomical structure of the Claustrum:

1. What is the Claustrum?

2. What are some identified functions of the Claustrum?

3. Why do some scientists think it is involved in Consciousness?

4. Why did Francis Crick (co-discoverer of structure of DNA) think the Claustrum was involved in function of Consciousness? 

See paper: “What is the function of the Claustrum?” Francis C. Crick and Christof Koch, Phil. Trans. Soc. B (2005) 360, 1271-1279. (To find this paper go to Christof Kock on Research gate or Pub med)

5. What is some of the current research on the Claustrum? Explain in a brief paragraph what investigators are now looking for in the Claustrum.

6. From a human perspective, what do you think understanding Conscious will mean to us?

Instructions:

For information on this topic, you can read several papers on the claustrum. You can find these papers on the Research gate web page.

1. Go to ResearchGate.com (https://www.researchgate)

2. Sign in (it is free).

3. Where it says “Search” in the upper right click, then click:  “researcher”.  Type in name: Frank Denaro

4. That brings you to the ResearchGate main web page.

5. On that web page you can find the papers on the Claustrum. The papers are in the over view or contribution sections. By clicking on the article, you can see them and down load them. You should then read the article and answer the questions and write the review.  Be sure you include the title of the paper you read for some of the questions.

Find a research article on teaching diverse learners. Summarize the article for your classmates in one or two paragraphs. Explain why you chose this study and how you could use this information in your selected area of education (academic, staff, or patient). Be sure to include the entire citation in APA format. The article you select cannot be from any of the course materials or supplemental readings.   So be sure to post only the citation information so that the article  .

Watch the brief video above entitled Champions of the Land about early environmentalism. Research each of the people in the Video:

1) John Muir

2) Aldo Leopold

3) Bob Marshall

4) Rosalie Edge

5) Rachel Carson

Assignment: What did EACH of these people do to be considered environmentalists? Why were EACH of their actions important ? What is the impact to society and the environment of EACH of their actions? Put some thought into your answers. Brief answers that are 1 -2 sentences long will not score well. At the very least, your submission should be at one page of thoughtful and meaningful analysis of whyEACH of these environmentalists took a stand and what the end result would be if they hadn’t.

Designing Team and Team Identity

Part 1: Think about how to build teams in terms of designing the task, selecting the people, and then, managing their relationships. How would compose a team for completing a course/work project in terms of the three dimensions listed above. How would you incorporate diversity in designing a team?

Part 2: Discuss team identity. Why do you feel attached to certain groups and teams but not to others?

Note: Please follow APA format throughout and also list out references.

Answer the following questions:

what are the most critical issues the health care system the US undergoes

what are Public health service agencie

• what are the roles and value of public health in the USA
• what are the roles of public health in the UK
• WHAT ARE THE Roles of public health in Australia what is Discuss Public health policy
• Discuss the process of forming public health policy
• Discuss the Ebola case in Liberia
• The threat of immune viruses and emerging diseases is a public heath
• Educating in public health
• the most significant achievement of Public Health in the 20^th century
• I want 1200 words for this question
  

Please respond to both peer’s posts, from an FNP perspective. To ensure that your responses are substantive, use at least two of these prompts:

• Do you agree with your peers’ assessment?
• Take an opposing view to a peer and present a logical argument supporting an alternate opinion.
• Share your thoughts on how you support their opinion and explain why.
• Present new references that support your opinions.

Keep your response minimum of 100 words and maximum 300 words.Please be sure to validate your opinions and ideas with citations and references in APA format. Substantive means that you add something new to the discussion, you aren’t just agreeing. This is also a time to ask questions or offer information surrounding the topic addressed by your peers. Personal experience is appropriate for a substantive discussion and should be correlated to the literature.Be sure to review your APA errors in your reference list, specifically you have capitalization errors in some words of the titles. Also, be sure you are italicizing titles of online sources.

Samantha B’s Response

Question number one-

1. As a primary care provider working with children with mental health disorders you understand there are special health needs to be assessed and an increased frequency regarding health exams. What information do you want to assess in children who are diagnosed with ADHD and managed on stimulant medications? What is the frequency for evaluation?

Attention-deficit/hyperactivity disorder (ADHD) is the most common behavioral disorder in children, and the prevalence is increasing (Felt, Christner, Kochhar, & Harrison, 2014). The practitioner should evaluate for ADHD in children with behavioral concerns such as inattention, hyperactivity, impulsivity, oppositionality or poor academic progress using validated assessment tools with observers from several settings and self-observation, if possible (Felt et al., 2014). Practitioners who inherit a patient with a previous ADHD diagnosis should review the diagnostic process, and current symptoms and treatment needs (Felt et al., 2014). The American Academy of Pediatrics provides the National Initiative for Children’s Healthcare Quality Vanderbilt Assessment Scale for free, and this should be used for assessment at home, school, and in the practitioner’s office (Felt et al., 2014).

Management for this condition include life style modification, behavioral treatment, and pharmacological treatment, ant the practitioner must manage this in addition to a psychiatrist. Behavioral treatments are recommended for preschool-aged children and may be helpful at older ages (Brahmbhatt et al., 2016). Effective behavioral therapies include parent training, classroom management, and peer interventions (Brahmbhatt et al., 2016). Medications are recommended as first-line therapy for older children (Brahmbhatt et al., 2016). Psychostimulants, such as methylphenidate and dextroamphetamine, are most effective for the treatment of core ADHD symptoms and have generally acceptable adverse effect profiles (Brahmbhatt et al., 2016).

Adverse effects of stimulant medication are generally dose dependent and include reduced appetite, abdominal discomfort, headache, irritability, anxiousness, sleep problems, and a small reduction in height velocity that may attenuate with time and/or reverse after discontinuation of treatment (Storebo, 2018). National guidelines recommend that practitioners consider electrocardiography and/or cardiology referral before initiating psychostimulants in patients with a history of heart disease, palpitations, syncope, or seizures, or with a family history of sudden cardiac death, Wolff-Parkinson-White syndrome, hypertrophic cardiomyopathy, or long QT syndrome. Height, weight, heart rate, blood pressure, symptoms, mood, and treatment adherence should be recorded at follow-up visits (Storebo, 2018). Monthly visits may be required until medication dosing and timing are optimized (Storebo, 2018). When an acceptable regimen is determined, follow-up is recommended at least every three months during the first year, and two or three times per year thereafter to assess control of symptoms, treatment adherence, and the presence of comorbid conditions (Storebo, 2018).

Brahmbhatt, K., Hilty, D. M., Hah, M., Han, J., Angkustsiri, K., & Schweitzer, J. B. (2016). Diagnosis and Treatment of Attention Deficit Hyperactivity Disorder During Adolescence in the Primary Care Setting: A Concise Review. The Journal of adolescent health : official publication of the Society for Adolescent Medicine, 59(2), 135–143. doi:10.1016/j.jadohealth.2016.03.025

Felt, B., Christner, J., Kochhar, P., & Harrison, R. (2014). Diagnosis and management of ADHD in children. American Family Physician . Retrieved from https://www.aafp.org/afp/2014/1001/p456.html

Storebø, O. J., Pedersen, N., Ramstad, E., Kielsholm, M. L., Nielsen, S. S., Krogh, H. B., Gluud, C. (2018). Methylphenidate for attention deficit hyperactivity disorder (ADHD) in children and adolescents – assessment of adverse events in non-randomised studies. The Cochrane database of systematic reviews, 5(5), CD012069. doi:10.1002/14651858.CD012069.pub2

Question #2-

Amanda D’s response

You have just finished seeing a 10-year-old girl for complaints of somatic pains, refusal to engage in activities, mood swings, and sleep disturbances. You perform a depression screening which reveals a high score for depression. You diagnose her with Depression NOS and initiate monotherapy with sertraline.

What are your recommendations for her parents?

Successful management of childhood depression involves participation from the child’s parents (Steele, & Doey, 2007). The parents should be educated regarding the child’s medication regimen, possible medication side effects, and medication schedule (Gordon, & Melvin, 2014). Depression is commonly triggered by stressful life events such as; divorce of parents, difficulty at school, social dysfunction, and family conflict (Pinfield, 2017). I would recommend that they work to develop a daily routine for the patient and limit exposure to stressful events. I would recommend that the parents develop a nightly bedtime routine to foster an appropriate sleep schedule. Insomnia has been identified as a risk factor for the development of depression (Boysan, 2016). Bedtime has been recognized as a time of increased anxiety for children that suffer from insomnia (Boysan, 2016). I would encourage the parents to limit “screen time” at least 1 hour before bedtime to reduce stimulus.

When will you have her return to clinic?

Reviewed literature suggests that pediatric patients which are placed on a selective serotonin reuptake inhibitor (SSRI) should be monitored weekly for the first 4 weeks of therapy, then biweekly for 2 months, and monthly until stable (Scahill, Hamrin, & Pachler, 2005). I would have this patient return to the clinic weekly for four weeks to monitor the efficacy of the medication, potential medication side effects, and assess her overall wellness.

What is your plan if she discloses suicidal ideation?

My first priority is the safety of the patient and her family. If this patient were to disclose suicidal ideation I would gather more information. I would assess the patients’ level of suicide risk. I would ask if she has attempted suicide in the past. If so, how? I would ask if she has a plan to end her life, if so how? I would inquire if she had the means to carry out her plan. For example, if she stated she had the intent to shoot herself, I would ask if she had access to a firearm. Risk of suicide is increased when the patient begins to exhibit characteristics such as giving away possessions, has a mental health history, has a family member that has committed suicide, and the patient exhibits psychotic thinking (Steele, & Doey, 2007). If after further assessment I felt that this patient was a danger to herself or others, I would facilitate her transport to an inpatient facility for close observation and management. It has been my experience (although quite limited) that pediatric patients do not distinguish thoughts of suicide from thoughts of self-harm. The difference between suicide and self-harm is intent. Often, suicidal patients feel that there is “no way out” and want to end their life. Patients with thoughts of self-harm view harming themselves as a coping mechanism.

References

Boysan, M. (2016). Developmental implications of sleep. Sleep and Hypnosis (Online), 18(2), 44-52.

Gordon, M., & Melvin, G. (2014). Risk assessment and initial management of suicidal adolescents. Australian Family Physician, 43(6), 367-72.

Pinfield, J. (2017). Recognizing and diagnosing depression in children and young people.Nursing Standard (2014), 31(48), 51.

Scahill, L., Hamrin, V., & Pachler, M. E. (2005). The use of selective serotonin reuptake inhibitors in children and adolescents with major depression. Journal of Child and Adolescent Psychiatric Nursing, 18(2), 86-9.

Steele, M. M., & Doey, T. (2007). Suicidal behavior in children and adolescents. Treatment and prevention. Canadian Journal of Psychiatry, 52(6), 35S-45S.

2 days ago

Project

Goal:

To create a public relations campaign to help people better understand the importance of biological interactions.

Role:

You are a researcher in the field of biological interactions. It is your job to learn as much as you can about the living world and how it interacts with the abiotic factors of the earth.

Audience:

You will be giving a presentation to a group of environmental science students at a local high school as part of the professionals teaching series the high school sponsors.

Situation:

You must choose either forest biomes, desert biomes, or grassland biomes and describe the different types of biomes that exist in the general category to the class.

Product or Performance:

You will make a PowerPoint presentation to help deliver the information. The presentation must also include pictures to help illustrate what you are describing.

Standards for Success:

Your final product should include all of the following:

• Environmental characteristics of the biomes
• Animal and plant life found in the biomes
• Locations in the world where the biomes can be found
• Any challenges faced by this biome in the modern world
• How humans can interfere with the biomes

Recently, a report was published describing a string of cases of Norwalk virus gastroenteritis among passengers on cruise ships. From this report, an epidemiologist went on to form a number of hypotheses as to why there had been this rather unusual increase in reported gastroenteritis outbreaks on cruise ships in 2012. The cruise ship owners contacted the Centers of Disease control and Prevention (CDC) to conduct an in-depth analysis of the possible modes of transmission of the Norwalk virus in the cruise ship environment. CDC investigators interviewed all of the passengers on the last affected cruise (N=3,000) and obtained information on the passenger’s recreational activities. They found the following results: 1,000 passengers had gone swimming in the upper deck pool and 2,000 passengers had never gone swimming in the upper deck pool. 100 of the passengers who swam in the upper deck pool and 100 of the passengers who did not swim in this pool developed Norwalk virus gastroenteritis during the cruise. FYI: The cruise lasted one week.

• Set up the 2×2 table for these data.
• Calculate the risk ratio of gastroenteritis associated with swimming in the upper deck pool.
• State in words your interpretation of the above risk ratio
• Calculate the risk difference in the above example
• State in words your interpretation of the above risk difference

U S counterterrorism strategies that have evolved since 9/11 include allowing law enforcement agencies the use of “enhanced interrogation techniques” for example on high-value detainees such as Khalid Sheikh Mohammad (he was water boarded 183 times after being arrested in Pakistan in 2003 (Martin, 2012)). The passing of the US Patriot Act allow the warrantless wiretapping of those who might have terrorist connections in the United States; the indefinite detention without trial of eight hundred suspected terrorists at Guantanamo Bay and at CIA-operated “black sites”; the creation of military tribunals to try terrorist suspects without normal criminal-court protections; and the targeted assassination of al-Qaeda leaders with predator drones in Pakistan and Yemen (Martin, 2012).

Historical counterterrorism that influenced contemporary counterterrorism is the treatment of terrorism as a criminal offense and the strategic use of law enforcement to identify and arrest individuals associated with terroristic acts. During the reconstruction era, the US used law enforcement and laws to fight against its own domestic terrorist group like the Ku Klux Klan. The Ku Klux Klan today is a shell of its former self, the group has been reduced in power and influence by a combination of changing cultural standards, policing, surveillance, and legal action. (Note, I understand the KKK is making a resurgence.)

Contemporary counterterrorism strategies have been effective, since 9/11 the US has not had another 9/11 like terror attack and several plots have been foiled. However, lone wolf attacks of radical religious extremists who claim loyalty to several terror organizations is on the rise. Also the idea that terrorist groups could be deterred by killing all terrorist or at least the leaders of these terror organizations is not effective because although the leaders of al Qaeda have been killed it has not deterred or dissolved the organization nor has it stopped it from recruiting more members to its cause.

Byman, D. (2007). US counter-terrorism options: A taxonomy. Survival, 49(3), 121–150.

Martin, B. (2012).Terrorism and National Security. Sage Publishing

Perl, R. F. (2007). National strategy for combating terrorism: Background and issues for Congress. Retrieved from http://www.law.umaryland.edu/marshall/crsreports/c…

Respond by Day 5 Respond to the bold paragraph ABOVE by using one of the option below… in APA format with At least one reference…..

Ask a probing question.

Share an insight from having read your colleague’s posting.

Offer and support an opinion.

Validate an idea with your own experience.

Make a suggestion.

Expand on your colleague’s posting.

Write a formal paper (1,000-1,200 words) in which you distinguish the role of allied health in the delivery of patient care, define the scope of practice for allied health professionals, and discuss the importance of patient-centered care.

Select two allied health providers on which to base your assignment. Which will be phlebotomist and respiratory technician. Perform an academic search in which you research the role and scope of practice for each of the two allied health providers you selected. A minimum of three scholarly peer reviewed articles are required.

In a formal paper that is formatted using the APA style guide, write an academic paper in which you address these six main concepts:

1. Describe the role of each allied health provider in the delivery of care.
2. Describe the education and skills needed to provide patient care.
3. Define the concept of Scope of Practice as it pertains to the work of allied health.
4. Define the concept of patient-centered care.
5. Discuss the importance of patient-centered care.
6. Describe behaviors/steps taken by allied health providers that result in patient-centered care.

  CLC assignment, below are the descriptive of my part on the essay.

 ( Still on Faye Abdellah  theory)

8. Provide examples from the literature of how the theory has been used.  

9. .Describe how the theory will be integrated into practice at your institution (or how it will be used as a foundation, framework, etc.). This is an action plan.  

Your aunt, who is an auto mechanic, has asked you to create a trifold pamphlet that she can display in her shop to help explain to customers how a 4-stroke engine works. 

Be sure to include the following:

• describe the changes that occur in each step of the process in terms of the pressure, volume, temperature, and moles of gas present
• for each step, identify which variables are constant, and which are changing
• name the gas law or gas laws that apply to the process
• create and solve a sample calculation using realistic values of pressure, temperature, amount of gas, and volume

*The time limit is 1 day but I’d really like this assignment sooner than that*

For this question, please read the following scenario and then respond to the questions noted below.

You are a faculty member at a local community college. Upon your return from summer vacation, you learned that you would be teaching Fundamentals of Nursing in the upcoming fall semester. You also learned that there is a significant portion of english as a second language (ESL) learners enrolled in your course.

Based on your cursory discussions about this group with your program director, you assumed that the group would be a homogeneous group of Hispanic students. Much to your surprise, you learn that your group consists of learners of Hispanic descent, as well as individuals from Cambodia, the Philippines, and Kenya. As an educator, you recognize that it will be important to manage students with three different primary languages and cultural variations.

1. Explain how you will manage motivational issues in this diverse learning group.
2. How will you discover intrinsic motivating factors to help various members of your audience learn the material that you plan to present?
3. Analyze the possible issues related to resistant learners may you encounter.
4. Justify what teaching strategies you will use to motivate this diverse learning group.

APA Format

1 1/2 – 2 Pages

With References

Due Wednesday, October 26, 2016

Review each of the cases below: 

• Beaumont health system selects InterSystems HealthShare
• Case study: Veterans health information systems and technology architecture (VistA)
• Managing information privacy & security in healthcare. Case study: Immunization information systems at University of Pennsylvania
• The Persona Review
• The U.S. health care system and lagging life expectancy: A case study

Select one of these cases and thoroughly assess the problems or issues that were identified in the case as well as the solutions or conclusions that were made regarding the case.  Next, identify a related health information systems topic that encompasses a health care information systems issue; one that you feel would be a gap (a breach) or parity (a value) in or to the case. The topic should align with the selected case, for example: systems data collection or patient privacy/breach of patient privacy.  Then, write a thesis statement and introductory paragraph which explains the issue you plan to propose a solution to, including the topic you choose, its relation to the selected case, and the specific gap or parity you identified.  Your thesis statement and introductory paragraph should be 300 to 600 words in length and must provide a rationale for why you chose this health information systems topic. You must utilize at least two scholarly sources, including a minimum of one scholarly source from the Ashford University Library.  Additionally, you must answer the following questions: 

• If you were in charge of addressing the issue within your selected case, what would your leadership role entail with regard to the proposed project?
• Why is this topic important to health information systems quality?
• What is the issue or quality identified? What improvements are needed? What features are identified?
• How does this impact patient care?
• How does it impact management and staff (the organization as a whole)?
• What are the current conclusions drawn from the case?

you will create a PowerPoint presentation to teach your classmates about a topic of your choice. Your presentation must have supportive images and a references page (with at least 10 sources). PowerPoint presentation is preferable and you should aim to produce approximately 30 slides including some supportive images and references slides. If you are unable to use PowerPoint, you may substitute an essay-style paper 10 pages long (at an average of 250 words per page, this is 2,500 words) with citations throughout the text of the paper and an appropriate references list, including at least 10 credible sources.

Health Care Quality

Much is written about the quality of health care and all health service organizations place a priority on this topic including having quality and oversight committees, metrics, and entire department’s dedicated to the oversight of quality outcomes.

The advent of the Affordable Care Act has also placed a priority on quality care in lieu of payment for quantity of care. As the focus shifts financially QUALITY and VALUE has become the new industry buzz word. As consumers become more savvy and involved in their health choices quality and reporting plays a big role.

This week utilize what you have learned about Evidence Based Medicine (EBM) in relation to a quality indicator of your choice in the health care field (Surgical Site Infection, HAI, LOS all of these types apply) and discuss what EBM supports improving these indicators and how do we currently or should we market this to the consumer (you can define consumer as the patient, provider, insurance provider etc. – don’t limit who is accessing the care or who it is important to). Be specific and think critically about this, instead of general statements of communicate to the consumer answer the how! Lots of literature about effective communication, trust and other aspects of marketing out there!

http://content.healthaffairs.org/content/24/1/138.full

In the first two written assignments, you selected one vulnerable population in need of a new program or service in your community.  In this project, you will finalize the research that allows you to understand elements that go into designing and launching a community service.  The Final Project will be written using a persuasive tone, such that you would be able to present it in order to gain community and organizational support for your program.  The Final Project must demonstrate an understanding of the reading assignments, class discussions, as well as your research and application of new knowledge.  Your project must contain the following elements:

• A description of the vulnerable population and why they need assistance in your community.
• A description of the health service needs of the vulnerable population you have chosen to serve with your program.
• In order to support the need for the service you propose, cite statistical data obtained from your county health department, state health department, and organizations or agencies who serve the vulnerable population.
• A description of your proposed community service or program; include the specific service(s) provided and one continuum of care level (prevention, treatment, or long-term care). Explain how the selected service(s) and the continuum of care will impact the chosen population.
• Discuss the social and cultural norms of your vulnerable population and how these play a role in the need for the services offered by your program. Describe how the vulnerable population experiences the health care system.  Analyze methods your program can use to overcome social and cultural differences.
• Identify two or more community organizations or agencies with which you can partner in order to implement your program. Explain how these organizations can help you implement the services you offer and the continuum of care offered by the potential partnering agencies. Explain which services these organizations will provide to your clientele that are not covered by your program.  
• Analyze at least four potential funding sources for your program, one of which must be from a state funded agency, one of which must be from a federally funded agency and the remaining two can be not-for-profit or for-profit business sources. Explain what factors must be met in order to receive funding from your sources.

Your final project will demonstrate quantitative literacy, which shows your ability to identify and solve problems.  Additionally, you must demonstrate integrative learning, which means you combine your earlier learning from this and other courses, analyze data from multiple perspectives, explore issues to their full extent as is required in the assignment, as well as incorporate your own personal and professional experiences. 

Be detailed and convincing in describing the above elements.  For your presentation, you may choose between the following formats:

• An APA formatted Final Paper
• A PowerPoint Presentation

The Final Paper:

• Must be eight to ten double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center.
• Must include a separate title page with the following:
  • Title of paper
  • Student’s name
  • Course name and number
  • Instructor’s name
  • Date submitted
• Must begin with an introductory paragraph that has a succinct thesis statement.
• Must address the topic of the paper with critical thought.
• Must end with a conclusion that reaffirms your thesis.
• Must use at least six scholarly sources, not including the textbook.
• Must document all sources in APA style, as outlined in the Ashford Writing Center.
• Must include a separate reference page, formatted according to APA style as outlined in the Ashford Writing Center

Assignment Overview

Your supervisor assigned you to a CDC committee that is trying to promote community success stories. Your first assignment is to submit a “success story worksheet” about the required reading: Partnership for a Healthy Community: A Tobacco Prevention Program in Central Aroostook County.

Case Assignment

Please complete the CDC Success Stories Worksheet that is available in the Presentation section.

Assignment Expectations

Length: 2–3 pages. There should be intext citations

REQUIRED READING

Partnership for a Healthy Community: A Tobacco Prevention Program in Central Aroostook County

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; Bell, Carol S; Bowler, Steve. American Journal of Health Education; Reston35.5 (Sep/Oct 2004): 305-308.

Abstract

As a part of a tobacco settlement money distribution program, the State of Maine granted 31 communities with significant funding to implement community-based tobacco prevention programs. The primary goal was to reduce tobacco-related chronic diseases. A description of how the partnership was established and how arrays of activities (e.g., tobacco policy assessment, youth advocacy, smoking cessation programs, multiple educational strategies, and environmental modifications) were carried out in central Aroostook County is presented.

A series of scientific studies confirming the relationship between tobacco products and human health convinced the public and politicians about tobacco’s detrimental effects (American Cancer Society, 1998; Centers for Disease Control and Prevention [CDC], 2001; Department of Health and Human Services, 1979; Mokdad, Marks, Stroup, & Gerberding, 2004). The public awareness about tobacco’s effect and tobacco companies’ aggressive marketing led to lawsuits against tobacco companies for the recovery of the states’ Medicaid costs attributed to tobacco.

Three-fourths of Maine residents currently die of four chronic diseases: cardiovascular disease, cancer, chronic lung disease, and emphysema. It has the fourth highest percentage of deaths due to chronic disease. Tobacco risk factors in Maine are among the highest in the nation, as 44% of 18-30 year olds smoke. Three-fourths of Maine adults do not eat the recommended servings of fruit and vegetables. Fewer than one in four people in Maine exercise properly (Maine Bureau of Health, 2000). Therefore, the main focus for the State of Maine has been reducing risk factors for chronic diseases.

Following the tobacco company lawsuits, 45 states, including Maine, were successful in obtaining a Master Settlement Agreement with the tobacco industry, thus receiving approximately $206 million per year over the next 25 years (CDC, 2001). The Maine state legislature dedicated all of the state tobacco settlement funds, $50 million per year, to health programs. Maine was among the top six states in spending the maximum amount of tobacco settlement monies and efforts toward tobacco prevention programs (CDC, 2001). A substantial portion of these funds was allocated to the Partnership for a Tobacco-Free Maine (PTM) programs that work to reduce tobacco use and tobacco-related chronic diseases. As a result, PTM initiated a statewide program with four major objectives: (1) prevent initiation of tobacco use by youths; (2) motivate and assist tobacco users to discontinue use; (3) reduce involuntary exposure to secondhand smoke; and (4) identify and eliminate disparities related to tobacco use. A total of 31 communities (service areas) were funded across the state to support comprehensive community-based tobacco prevention and cessation partnerships under the PTM guidelines (Maine Bureau of Health, 2000) (Figure 1).

STRATEGIES

PTM recommended certain approaches for local programs to pursue. Focus areas included community partnering, coalition building, leveraging local resources rather than providing direct services, and utilizing CDC’s Division of Adolescent and School Health guidelines for tobacco use, physical activity, and healthy eating. Similar programs were suggested for the community-level initiative that addressed major risk factors for chronic diseases. A statewide multimedia and public awareness campaign including Maine Tobacco Helpline, tobacco treatment medication program, and training of health care providers was initiated for the communities participating in this endeavor (Maine Bureau of Health, 2000).

CENTRAL AROOSTOOK COUNTY (CAC) INITIATIVE

The rate of smoking in Aroostook County is 40% higher than the state average. Among 18-44 year olds, 50% of men and 35% of women smoke. In 2000 the total cost of hospital services for Aroostook residents to treat cardiovascular-related dis eases was $40 million. The prevalence of obesity, diabetes, and hypertension is 20-25% higher than the state average (Maine Bureau of Health, 2000). Consequently, it was imperative for Aroostook County communities to participate in this program.

Aroostook County Action Program (ACAP), a local social service organization, assumed the role of the lead agency. Several other organizations, including the Aroostook Medical Center (TAMC), University of Maine at Presque Isle (UMPI), Aroostook Mental Health Center (AMHC), and School Administrative District (SAD) #1 served as partners to formulate the grant proposal. The partnership carried out two major tasks during the first 17-month project cycle, which included both administrative and program planning components. The administrative tasks included planning organizational structure, finding resources, and collaborating with other local organizations. The program planning tasks included designing education programs, planning media coverage, and policy and environmental change activities. McKenzie and Smeltzer (2001) recommended establishing a committee representing all segments of the target population. Hence, to establish a well-represented partnership, titled Partnership for a Healthy Community, a group of 20-25 volunteer members from various community organizations were recruited through formal as well as informal invitation. An executive committee with 6-10 members was created from the core group to create bylaws, mission, goals and objectives; hire personnel; coordinate grant activities including financial allotment; schedule activities; and organize a partnership. At the opening meeting six working committees-(1) marketing; (2) policy compliance; (3) nutrition/exercise; (4) smoking prevention/cessation; (5) environmental change; and (6) budget-were created. Each committee collaborated with corresponding local agencies, such as the Marketing Committee with the local TV and radio stations and newspapers, the Policy Compliance Committee with the Chamber of Commerce and local businesses, and the Smoking Cessation Committee with local smoking programs at the hospital, AMHC, and schools. This served to integrate tasks with existing programs, thus minimizing extra effort, expense, and personnel. Each committee met separately every week and then updated their activities monthly with the partnership members at large. There was a firm regulation for attendance at the Executive Committee meetings. SAD #1 hired a full-time health education coordinator, who worked with the Youth Advocacy Program (YAP) coordinator.

Enlarge this image.

Figure 1. 31 Partnerships Across the State

PROGRAMS

The partnership designed multilevel and multiple risk factors programs in multiple settings. “Multilevel” refers to the program offered not only to the target group but also to the related persons around them. Target groups were chosen based on people with critical needs. School children, minority groups such as Native Americans, local health department clients, university students, and worksite employees belonged to the group at the first level. At the second level, friends and families of the target group such as parents, siblings, and peer helper groups were organized for the counseling sessions and training. Lastly, school teachers, counselors, the YAP coordinator, and teacher preparation program students received training and resources to enhance effective tobacco prevention efforts to all 16 townships under the CAC service area. The multiple risk factors program focused on smoking prevention, physical activity, nutrition, policy assessment, and modification of environmental factors. These activities were carried out in a variety of settings including schools; daycare centers; colleges/universities; religious organizations; the Native American health center; hospitals; and community organizations (e.g. Elk Club, Rotary Club), and local businesses.

IMPLEMENTATION

The Marketing Committee linked with local media and the YAP coordinator from the area high school to develop an antismoking TV ad and a radio station public service announcement that ran during prime time for several weeks. Several high school students also participated in a partnership logo design competition that gave them an ownership and recognition for the effort. Aggressive media coverage was initiated with brochures, flyers, props, pamphlets, and newspaper articles. Nutritional and health displays were made available for educators and community members through the ACAP library.

The Smoking Prevention/Cessation Committee joined the local annual event named Youth Summit, organized by AMHC to strengthen the regular smoking program. Several peer-led sessions were designed by the teacher preparation program students from UMPI to make the subject more palatable for school students at this summit. Several training sessions involving the Freedom from Smoking Program designed by the American Lung Association were offered to UMPI students, educators, and trainers, who later conducted actual smoking cessation programs with the target group at the first level. In addition, the project director educated community retailers about underage sales and tobacco advertising. ACAP case workers aligned with their Teen Pregnancy and Parenting Program and counseled pregnant women and young parents on the effect of secondhand smoke.

The Nutrition/Exercise Committee collaborated with local worksite wellness programs. Several businesses, including a local potato processing plant with 500 employees, participated in the Health Risk Assessment evaluation program followed by Move and Improve, an exercise program and Weight Watchers diet program. These programs were carried out in collaboration with TAMC and a nurse from the Employee Wellness Program at the potato processing plant. At the end of a 6-week Weight Watchers program, employees from the potato processing company had lost a combined total of 1,000 pounds.

The Policy Compliance Committee invited local businesses to participate and conduct a survey on policy assessment. All partnership members volunteered in survey administration. Of the businesses that returned the survey (N=165), 63% had some kind of smoking policy in place. Recommendations were presented to local businesses that ranged from updating old policies to designing new ones for those who did not have any in place.

The Environmental Change Committee started their consultation with local schools, businesses, and townships with the goal of facilitating increases in physical activity and healthy food offering in the local restaurants. Outcomes from this initiative included one school opening its gym for walking, a sidewalk being added to road plans in one of the towns, and a restaurant offering low-fat items on the menu. These isolated events hopefully will motivate other agencies to incorporate similar initiatives, thus providing a ripple effect around the service area.

The Budget Committee allotted $14,000 to support programs sponsored by schools and community-based agencies involving nutrition, physical activity, and smoking. A total of 13 immigrants were awarded based on needs and innovative quality of programs.

The YAP coordinator organized high school students and chaperoned them to attend Camp Kiev, a leadership training camp, to equip students with skills in building self-esteem and health promotion. Students also participated in “Kick Butts Day” to raise awareness about tobacco use. The project director and YAP coordinator participated in community events such as health fairs, employee lunch gatherings, and local club meetings on a regular basis and maintained a very high visibility of the program around CAC.

CONCLUSION

The implementation and success of the program would not have been possible without coordination among health agencies, businesses, schools, community organizations, and proper funding, as well as a strong commitment between the partnership members. A well-organized executive committee made activities flow in a smooth and orderly manner. Along with health education several other approaches such as social marketing, policy assessment, and environmental change activities were included to ensure multiple exposures to CAC communities and bring about a substantial change in awareness. Community members’ willingness to participate in risk reduction programs during the very first year of the project is an evidence of their awareness about its importance. Policy assessment led to initiation and revision of smoking policies in local businesses. Research has supported both policy changes and antismoking media campaigns as avenues to affect tobacco use patterns in the United States (Blum, 1994, Seigel & Biener, 2000).

Although it takes time to see the long-term outcome, community programs based on best practices have a great potential to achieve their goals. Among the biggest challenges were getting the partnership’s name out to service areas and building a relationship with community members. Despite multiple interventions it was hard to acquire the confidence of communities. It seems crucial to take time to develop solid relationships before launching a massive program all at once. The programmer needs to be diligent about linking interested community programs in the partnership. It is critical to make sure that everyone has a role and is not excluded. In addition, it is important to distribute assignments based on the individual member’s interest and expertise. Getting everybody involved, recognizing their contributions, and celebrating successes with each member of the partnership are the keys to active participation and enthusiasm. One of the lessons learned from this project was not to initiate too many programs at a time. Perhaps starting with third and second level target groups first and phasing out programs for the first level target population in the following year would have allowed enough time to get acquainted with the communities. It would also help in strategic planning of the intervention, making it more systematic, manageable, and efficient.

This project was funded by Maine Bureau of Health, A Healthy Maine Partnership Program, and was presented at the AAHPERD National Convention in Philadelphia, PA, April 2003