Best Writer

Journal 4 (Module/ Week 8)
In your final CQ journal entry, you will reflect back
on your CQ journey throughout the course. Answer the following questions in
your CQ journal.
·
Did you
meet the goals or accomplish the action steps you set in Journal 2?
·
How has your understanding of Cultural Intelligence
and the realities of interacting across cultures changed during this course?
·
Discuss the ways you will seek to increase your CQ as
you continue on beyond this course.
·
What is the most significant thing you have learned
about intercultural communication and engagement?
·
How can you apply what you have learned about CQ to
our global purpose of engaging the nations with the gospel?

I done to well in this class because of my wife health issues, taking
care of her i didn’t get much time to focus on this class.

– Description of the therapeutic procedure including effects and indications.
– Introduction and conclussion.
– Summary of research article including: background, description of subjects
(age, sex, demographics, diagnosis), method, results.
– Medical justification or clinical rationale for applying the therapeutic procedure as
indicated in the study.
– When is this therapeutic procedure indicated in clinical practice?
– Other common
conditions, patient clinical manifestations that would indicate the use, and type of settings.
– I don’t need presentation, just need accuracy on all above, and that all the information is correct.
– I need it as soon as possible.

Public awareness campaign- As domestic violence waxes and
wanes as a social concern, we struggle to remind our families, communities,
lawmakers, etc. that the prevalence of domestic violence is astounding and in
need of education, intervention, and prevention. Thinking of the campaigns we
have seen in the course material for violence against women and campaigns for
other social problems, including those we are seeing in real-time every day,
create something that could, hypothetically or realistically, be used to raise
awareness for domestic violence. You are encouraged to tap into your creativity
to come up with an original idea.

My idea for this project is for you to come up with a creative Campaign for Domestic Violence that is Drama Focused because drama and death sell. I would like for you to create a hypothetical museum that is only available in cities during the month of October (October being that it is Dometic Violence Month and also Halloween). The ribbon color for Domestic Violence is purple, so I would like for you to correlate it in there too. But, the goal would be to have a domestic violence museum that re-enacts true cases of Domestic Violence deaths and attacks. This would be something similar to a haunted house in the month of October. But instead of a haunted house, it would be a domestic violence museum that is also scary but based on true events. The museum would be a non-profit and the proceeds would go to domestic violence awareness. I want to tie in Halloween but make it true events on Domestic Violence.

The idea is to make the campaign a concept – perhaps a marketing campaign of some sort. And a one-page write-up of what the campaign’s intention is.

https://www.nature.com/scitable/forums/genetics-generation/case-study-in-three-parent-embryos-118504898/

Based on the article, write a paragraph stating whether you are “PRO” or “CON” regarding use of this technique and explain WHY or WHY NOT
442471
3 minutes ago
Two Paragrah if possible.

the 2nd task is regarding RCA, FMEA, change and leadership and the 3rd is healthcare utilization and finance
A. Compare the U.S. healthcare system with the healthcare system of Great Britain, Japan, Germany, or Switzerland, by doing the following:
1. Identify one country from the following list whose healthcare system you will compare to the U.S. healthcare system: Great Britain, Japan, Germany, or Switzerland.
2. Compare access between the two healthcare systems for children, people who are unemployed, and people who are retired.
a. Discuss coverage for medications in the two healthcare systems.
b. Determine the requirements to get a referral to see a specialist in the two healthcare systems.
c. Discuss coverage for preexisting conditions in the two healthcare systems.
3. Explain two financial implications for patients with regard to the healthcare delivery differences between the two countries (i.e.; how are the patients financially impacted).
B. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
C. Demonstrate professional communication in the content and presentation of your submission.
that’s task 3

this is task 2, it also have a scenario
A. Explain the general purpose of conducting a root cause analysis (RCA).
1. Explain each of the six steps used to conduct an RCA, as defined by IHI.
2. Apply the RCA process to the scenario to describe the causative and contributing factors that led to the sentinel event outcome.
B. Propose a process improvement plan that would decrease the likelihood of a reoccurrence of the scenario outcome.
1. Discuss how each phase of Lewin’s change theory on the human side of change could be applied to the proposed improvement plan.
C. Explain the general purpose of the failure mode and effects analysis (FMEA) process.
1. Describe the steps of the FMEA process as defined by IHI.
2. Complete the attached FMEA table by appropriately applying the scales of severity, occurrence, and detection to the process improvement plan proposed in part B.
Note: You are not expected to carry out the full FMEA.
D. Explain how you would test the interventions from the process improvement plan from part B to improve care.
E. Explain how a professional nurse can competently demonstrate leadership in each of the following areas:
• promoting quality care
• improving patient outcomes
• influencing quality improvement activities
1. Discuss how the involvement of the professional nurse in the RCA and FMEA processes demonstrates leadership qualities.
F. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
G. Demonstrate professional communication in the content and presentation of your submission.

this is the scenario SCENARIO
It is 3:30 p.m. on a Thursday and Mr. B, a 67-year-old patient, arrives at the six-room emergency department (ED) of a sixty-bed rural hospital. He has been brought to the hospital by his son and neighbor. At this time, Mr. B is moaning and complaining of severe pain to his (L) leg and hip area. He states he lost his balance and fell after tripping over his dog.
Mr. B was admitted to the triage room where his vital signs were B/P 120/80, HR-88 (regular), T-98.6, and R-32, and his weight was recorded at 175 pounds. Mr. B. states that he has no known allergies and no previous falls. He states, “My hip area and leg hurt really bad. I have never had anything like this before.” Patient rates pain at 10 out of 10 on the numerical verbal pain scale. He appears to be in moderate distress. His (L) leg appears shortened with swelling (edema in the calf), ecchymosis, and limited range of motion (ROM). Mr. B’s leg is stabilized and then is further evaluated and discharged from triage to the emergency department (ED) patient room. He is admitted by Nurse J. Nurse J finds that Mr. B has a history of impaired glucose tolerance and prostate cancer. At Mr. B’s last visit with his primary care physician, laboratory data revealed elevated cholesterol and lipids. Mr. B’s current medications are atorvastatin and oxycodone for chronic back pain. After Mr. B’s assessment is completed, Nurse J informs Dr. T, the ED physician, of admission findings, and Dr. T proceeds to examine Mr. B.
Staffing on this day consists of two nurses (one RN and one LPN), one secretary, and one emergency department physician. Respiratory therapy is in-house and available as needed. At the time of Mr. B’s arrival, the ED staff is caring for two other patients. One patient is a 43-year-old female complaining of a throbbing headache. The patient rates current pain at 4 out of 10 on numerical verbal pain scale. The patient states that she has a history of migraines. She received treatment, remains stable, and discharge is pending. The second patient is an eight-year-old boy being evaluated for possible appendicitis. Laboratory results are pending for this patient. Both of these patients were examined, evaluated, and cared for by Dr. T and are awaiting further treatment or orders.
After evaluation of Mr. B, Dr. T writes the order for Nurse J to administer diazepam 5 mg IVP to Mr. B. The medication diazepam is administered IVP at 4:05 p.m. After five minutes, the diazepam appears to have had no effect on Mr. B, and Dr. T instructs Nurse J to administer hydromorphone 2 mg IVP. The medication hydromorphone is administered IVP at 4:15 p.m. After five minutes, Dr. T is still not satisfied with the level of sedation Mr. B has achieved and instructs Nurse J to administer another 2 mg of hydromorphone IVP and an additional 5 mg of diazepam IVP. The physician’s goal is for the patient to achieve skeletal muscle relaxation from the diazepam, which will aid in the manual manipulation, relocation, and alignment of Mr. B’s hip. The hydromorphone IVP was administered to achieve pain control and sedation. After reviewing the patient’s medical history, Dr. T notes that the patient’s weight and current regular use of oxycodone appear to be making it more difficult to sedate Mr. B.
Finally, at 4:25 p.m., the patient appears to be sedated, and the successful reduction of his (L) hip takes place. The patient appears to have tolerated the procedure and remains sedated. He is not currently on any supplemental oxygen. The procedure concludes at 4:30 p.m.,and Mr. B is resting without indications of discomfort and distress. At this time, the ED receives an emergency dispatch call alerting the emergency department that the emergency rescue unit paramedics are enroute with a 75-year-old patient in acute respiratory distress. Nurse J places Mr. B on an automatic blood pressure machine programmed to monitor his B/P every five minutes and a pulse oximeter. At this time, Nurse J leaves Mr. B’s room. The nurse allows Mr. B’s son to sit with him as he is being monitored via the blood pressure monitor. At 4:35 p.m., Mr. B’s B/P is 110/62 and his O2 saturation is 92%. He remains without supplemental oxygen and his ECG and respirations are not monitored.
Nurse J and the LPN on duty have received the emergency transport patient. They are also in the process of discharging the other two patients. Meanwhile, the ED lobby has become congested with new incoming patients. At this time, Mr. B’s O2 saturation alarm is heard and shows “low O2 saturation” (currently showing a saturation of 85%). The LPN enters Mr. B’s room briefly, resets the alarm, and repeats the B/P reading.
Nurse J is now fully engaged with the emergency care of the respiratory distress patient, which includes assessments, evaluation, and the ordering of respiratory treatments, CXR, labs, etc.
At 4:43 p.m., Mr. B’s son comes out of the room and informs the nurse that the “monitor is alarming.” When Nurse J enters the room, the blood pressure machine shows Mr. B’s B/P reading is 58/30 and the O2 saturation is 79%. The patient is not breathing and no palpable pulse can be detected.
A STAT CODE is called and the son is escorted to the waiting room. The code team arrives and begins resuscitative efforts. When connected to the cardiac monitor, Mr. B is found to be in ventricular fibrillation. CPR begins immediately by the RN, and Mr. B is intubated. He is defibrillated and reversal agents, IV fluids, and vasopressors are administered. After 30 minutes of interventions, the ECG returns to a normal sinus rhythm with a pulse and a B/P of 110/70. The patient is not breathing on his own and is fully dependent on the ventilator. The patient’s pupils are fixed and dilated. He has no spontaneous movements and does not respond to noxious stimuli. Air transport is called, and upon the family’s wishes, the patient is transferred to a tertiary facility for advanced care.
Seven days later, the receiving hospital informed the rural hospital that EEG’s had determined brain death in Mr. B. The family had requested life-support be removed, and Mr. B subsequently died.
Additional information: The hospital where Mr. B. was originally seen and treated had a moderate sedation/analgesia (“conscious sedation”) policy that requires that the patient remains on continuous B/P, ECG, and pulse oximeter throughout the procedure and until the patient meets specific discharge criteria (i.e., fully awake, VSS, no N/V, and able to void). All practitioners who perform moderate sedation must first successfully complete the hospital’s moderate sedation training module. The training module includes drug selection as well as acceptable dose ranges. Additional (backup) staff was available on the day of the incident. Nurse J had completed the moderate sedation module. Nurse J had current ACLS certification and was an experienced critical care nurse. Nurse J’s prior annual clinical evaluations by the manager demonstrated that the nurse was “meeting requirements.” Nurse J did not have a history of negligent patient care. Sufficient equipment was available and in working order in the ED on this day.

Week 8 Discussion Questions

INDIVIDUAL POST
Based on what you have learned about Instructional design during this course, how do you think understanding and knowledge of curriculum and instructional design benefits teachers and influences the ways in which we teach? Please be specific and offer examples to support your response.

Gender, Language and Communication
What I need isn’t a traditional essay, it’s my midterm but it’s got 6 sections. I completed section 1 but need the rest completed. The remaining sections that I would need completed are a series of paragraph styled responses. I have the prompt. But I would also need this done by midnight tonight.
It is not based on page numbers, rather it is based on word count’s. I have attached the prompt for the Midterm along with what I have already completed. FOLLOW THE PROMPT. IT IS ALL EXPLAINED THOROUGHLY. The following is indicated on the prompt but just to clarify I will lay it out for the writer: Section 2- pick three of the eight to complete. 100 word minimum per response (300 word total), Section 3- pick two of the five to complete. 200 word minimum per response (400 word total), Section 4- pick two out of the seven to write scenario’s. 225 word minimum per scenario (450 word total), Section 5- follow the prompt, talk about one of the things listed in Section 1 and bullshit for 250 words. I really don’t care as long as you follow the prompt.
Total would be 1400 words minimum
This is the Prompt
MIDTERMEXAM.SUMMER1.2021.COM3014B.doc
This is what I completed so far
Midterm Completed.docx

Assignment Details
As recent events have shown, the rapid pace in which technology advances has created complicated legal questions that are being litigated before the courts today. Likely, one of the most controversial of these advances is the relationship between DNA, probable cause, and issues of privacy. In this activity, you are provided two research documents. Research Document 1 provides an overview of the legal issues associated with compulsory DNA collection and was prepared by the Congressional Research Service. Research Document 2 contains a detailed overview of the legal and ethical issues associated with DNA. Read both documents, and then write an argumentative essay explaining your position on the issue of DNA that is discussed in these documents.
Complete the following for this assignment:
Read the following 2 research documents:
Henning, A. C. (2008). Compulsory DNA collection: A Fourth Amendment analysis. Washington, D.C.: Congressional Research Service, Library of Congress.
Click here to access the article.
Strutin, K. (2014). DNA without warrant: Decoding privacy, probable cause and personhood. Rich. JL & Pub. Int., 18, 319.
Click here to access the article.
Summarize the key legal and privacy concerns discussed by Henning.
Summarize the key legal and privacy concerns discussed by Strutin.
Form an argumentative essay supporting your position relating to those issues raised by Henning and Strutin. Indicate whether you agree with one author over the other, whether you disagree with both, or have other ideas on this topic. Explain your position in detail.
Be sure to cite all references in APA format.

Below are the instructions and requirements for the paper and each of its sections.
Part I is due July 9,
Part I & II July 30,
Part, I, II, III, IV are due Aug 20th

Maximum # pages is 9 Excluding the cover page and references

Guidelines for the Student Health
Promotion and Disease Prevention Project (SHPDPP)
Introduction and requirements:
The Student Health Promotion &
Disease Prevention Project (SHPDPP) assignment affords students the opportunity
to apply health promotion concepts and demonstrate achievement of the course
objectives. Students will follow the same steps of the nursing process that are
used with an individual patient, but with communities i.e., assessment,
analysis, planning, intervention, and evaluation. Scholarly papers including
all components of the student’s project are required and described in the
SHPDPP Paper Guidelines document. All work must be written using APA 7th
edition format. The paper should
follow the order of the outline below but should be written in narrative
(paragraph form).
Students will identify a community
or population (aggregate) of interest. For this project, two or more persons are required to make up a community or
aggregate.
Examples of
communities you might consider include:
·
employees
at your current place of employment,
·
individuals
at a homeless shelter,
·
a
school class (any level) or religious education class,
·
parent
group members,
·
nursing
home residents or adult day care participants,
·
faith
community members,
·
teen
groups,
·
refugee
or immigrant group members,
·
fire
and rescue personnel and police officers,
·
factory
workers, food service workers, etc.
Students will assess the aggregate,
identify and prioritize health needs and problems of the aggregate, chose a
priority health need or problem for attention, create a plan of action, describe
potential implementation of the plan, and describe how the plan would be evaluated.
Examples of possible health topics
include:
·
alcohol,
tobacco, and other drug use disorders
·
arthritis
·
bed
bugs
·
bone
health and osteoporosis
·
diabetes
·
environmental
health
·
food
security
·
heart
disease
·
hygiene,
hand washing
·
hypertension
·
immunizations
·
infectious
diseases
·
nutrition
·
obesity
prevention and reduction
·
pregnancy
and prenatal care
·
rodent
control
·
sexually
transmitted infections
·
stress
and anxiety
·
suicide
·
serious
and persistent mental illnesses
·
violence
(domestic or community)
·
viral
illnesses
The SHDPP contains four parts (paper
1=part I; paper 2=part II; final paper=parts I, II, III, and IV)
Paper 1 is Part I (assessment and analysis)—3 pages maximum
for this section, excluding title page, reference list, and appendices (if
applicable).
Part 1 Identify the health needs of a community (aggregate)
·
Describe
community and why it was chosen
·
Conduct
a needs assessment and analysis
o Ask the right
questions; identify important community leaders
o Population
health concerns
o Barriers to
healthy behaviors
o Community
resources
o Possible
solutions
·
Present
the results of the above health needs assessment and analysis, and describe the
collaborative process used to obtain this information.
·
Gather
information (collaboration)
o What do you want
and need to know, and over what time period?
o Qualitative
methods
§ Public meetings,
informal or formal
§ Focus groups
§ Interviews
·
Quantitative
methods
o Surveys (place
in appendix)
·
Present
the results of the health needs assessment and analysis and describe the
collaborative process. Make sense of what you learned – make nursing diagnosis
and chose a priority health problem or need. Present all findings, subjective
and objective.
Paper 2 is
Part II Health Promotion Plan (Planning)—maximum 3 pages for this section,
excluding title page, references, and appendices (if applicable)
[Submit
revised part II as well as the new Part II; only Part II will be given feedback
and graded in this installment]

Part
II:
Choose target audience, based on one or more of the following:
·
Health
or social vulnerabilities
·
Demographics
·
Geography
·
Physical
and personal history
·
Beliefs
and attitudes about specific issues
·
Behavior
you want to change
o How much people
know about the specific problem?
o Do they believe
the health problem is important?
o How much they
want to change the behavior?
o Do they believe
they can change their behavior?
·
Determine
target audience’s understanding of the health concern
o What does target
audience know and think about the health concern?
o How does target
audience make health decisions?
o What issues keep
you target audience from addressing or changing their health behaviors?
·
Select
your program efforts
o Determine the
goals (realistic, measurable, consistent with social/ cultural aspects of the
community; goals should focus on primary prevention and reflect use of the
epidemiologic triangle)
o Select the best
program activities for your target audience [Identify from the literature what
has worked, to justify choice]
§ Activities can
focus on:
§ Communication
§ Providing or
improving a service
§ Developing or
adapting a product
§ Changing policy
through advocacy and community mobilization to reduce barriers to service
§ Some combination
of the above
·
Identify
appropriate resources in the community (state how they were included in the
process), such as:
o A person
o A building or
place
o A local business
o Anything else in
the community
·
Give
rationale for plan (knowledge alone does not equal a change in behavior)
Final Paper is Parts I, II, III (implementation), and IV
(evaluation)—3 pages maximum for parts III and IV together, excluding title
page, reference list, and appendices (if applicable). The TOTAL page length
should not exceed 9 pages excluding the title page, reference list, and
appendices (if applicable). Please do
not exceed total maximum pages; material after page 9 will not be read/
counted.
[Submit revised parts I and II as well as new parts III and
IV for this installment; the total paper will be reviewed/ graded in this final
installment]
Part III Implementation
·
Publicize
the program—submit a poster or flyer or other means of publication that you
would use (put in appendix)
·
Describe
in detail how you would conduct your program [you are not actually conducting
the program]. What you would do, where you would do it, how you would do it.
Place any relevant materials you would use in the appendix.
Part IV Evaluation [describe hypothetically how you would evaluate
each of these elements and give hypothetical findings for the evaluation, to
show you know the process and how to describe it.] How do you assess whether
measurable goals stated earlier were achieved?
If they were not achieved, what would be some ideas for changes?
·
Formative
evaluation
·
Process
evaluation
·
Impact
evaluation
·
Outcome
evaluation

Paper
Requirements for the Student Health Promotion & Disease Prevention Project
(SHPDPP)
The SHPDPP requires three papers.
Students are expected to adhere to APA 7th edition guidelines and demonstrate
scholarly, undergraduate-level writing skills. Students are encouraged to use
headers as outlined in the APA 7th edition manual. The paper needs to be
submitted in the course Brightspace drop-box as a Microsoft Word document with
one-inch margins, double-spaced, and 12-point Times New Roman font. For more
information on how your written assignment will be graded, please see the
Scholarly Paper Rubric.
The SHPDPP will be completed and
graded by way of three papers.
Paper 1: will include the assessment and analysis, and the health
promotion plan of action:
·
The
assessment (1- 3 pages) and analysis (1-2 pages).
Ø Identification
of the aggregate
Ø Methods used to
determine the health priorities
Ø Results of
health need assessment
o Begin with a
description of your community and an explanation of why you chose this
community to assess.
o Discuss how you
determined who the important community leaders were and how you connected with
them early in the project.
o Discuss how you
collaborated with the community.
o Present all of
your assessment findings, all of your data – objective and subjective
o Include copies
of all tools or instruments.
o Provide a
systematic discussion of all of your assessment data with interpretation of the
data.
·
The
health promotion plan of action (1- 2 pages) a thorough description including a
complete description of any materials to be created or used in the implement of
the project.
o Present your
goals – they should be realistic, measurable, and consistent with social/cultural
aspects of the community; they should focus on primary prevention, and reflect
use of the epidemiologic triangle.
o Discuss
resources available to complete the project and a budget for the project.
o Discuss how you
included the community and community leaders in the planning process.
o Describe what
has been shown to “work” with your population to help change behavior (from
literature).
o Explain why you
chose this plan; the rationale should be grounded in research of health
education literature. The plan should demonstrate an understanding that
knowledge does not equal change in behavior.
Paper 2 will include: The implementation of the project (1-2
pages).
Describe exactly what you did,
where, when, and how. Please provide copies of handouts or other methods
used in an appendix.

Final Paper 3 (5-11 pages excluding title/reference pages) will include
the complete health promotion project:
Final versions of assessment
and analysis, the health promotion plan of action, and the implementation
of the project to read as one cohesive and comprehensive paper (4-9 pages)
excluding title/reference pages and handouts/surveys/tools.
The evaluation of the project
(1-2 pages).

Explain whether your community
met (or did not meet) the measurable goals set forth in the plan. Provide
a copy of the evaluation tool (or describe the evaluation technique if a
written tool was not used) and include a discussion of your evaluation
findings with original evaluation data in an appendix.
Be sure to include a
discussion of what might have worked better or what you would do
differently next time.

Discuss how you shared the
evaluation findings with the community and with the community leaders,
especially those who

From the due date assigned through the end of the week, complete the following:
Work with your teammates on the Year 16 decision.
After deciding on the final choices, upload your decisions to the simulation website.
Note: Scores will be given based on the following criteria:
The simulation awards 25 points each week. It is based on the yearly score given to your company on the BSG-Online website—not the cumulative score, but the yearly score.
The team with the highest score will receive 25 points.
The team with the second highest score will receive 23 points.
The team with the third highest score will receive 21 points.
The team with the fourth highest score will receive 19 points.
As pointed out in other announcements, this is a simulation. Like a pilot, you need to practice making decisions. You can practice even after the decisions for the week are saved. You do not have to save your work in a practice session, but you can print out the results and data for your own use or to discuss the results with your co-managers.
Important: The average student who does well in this course spends approximately four hours per week practicing decision making on the BSG-Online website. If you do not access the weekly reports or do not spend at least one hour per week practicing, it is assumed that you are not prepared enough to support your team to make the weekly decisions.”