Premium Writing

Research and answer the following questions:
What are the different forms (i.e., monomers, polymers) of carbohydrates, lipids, and proteins?
What macromolecules do each of the biochemical tests check for?
What would an abundance or deficiency of one of the macromolecules cause to the human body?

Part 2: Your Second Post
Read what the members of your group have written. Choose 2 ideas (or preliminary questions) from 2 students whose majors are different from yours. Combine their ideas with your own in order to create a cohesive master plan. Describe this plan in a brief paragraph, using the example below as a guide. You only need to recreate the paragraph (action plan), not the first part.
Part 2: Sample Response
This sample response relates to a different problemthe Zika virus
Action plan: Based on my idea, and the ideas of Claudia and Ana, Ive come up with an action plan that focuses on informing people about Zika and how to avoid infected mosquitos using the most potent form of communication. Using Anas background in psychology, we will find a way to tap into peoples greatest fears in order to get them to pay attention. We will do some research in this specific region and conduct surveys. Using my background in IT, we will figure out what forms of communication have been most effective in the past in relaying information to the public regarding public health problems. Then, Using Claudias background in design, we will put together visually-captivating images that incorporate Anas psychological findings. We will figure out what platforms to use (sides of buses, websites, etc.) and we will also think about sources of revenue for funding this information campaign.

Student posts :
1- My Major in Finance.
As a finance graduate, you could operate in financial banking as a worker, selling associate, trust officer, credit officer, or office manager.
Finance graduates could also seek positions in the hedge capital, tax, administration consultancy, and information science areas.
#2
Who was maximize the liquid saving?
Why didn’t they make a financial plan for the budget of fixing the water crisis?
Who was doing the balance sheet?
#3
The liquid saving was not maximized. This helps with the budgeting
There weren’t that many Finance professional on staff to continuously watch and work on the financial plan
There wasn’t enough co-worker to do the balance sheet, and there was lack of professional financial analysts
Where is the financial analyst?
I want to see the balance sheet?
Did the staff was professional in problem-solving?
How many interpreters do you operate?
Did the financial plan help with the loss
was the profit more than the loss?
Since I’m a finance major, my job would start by working with the financial plan to help with the loss after the water crisis. First, my organization and I would start by how much they lost, so the financial plan could be enabled them to meet their current financial needs. Due to the water crisis, I trust they lose a lot of money. Secondly, I will make sure to redo the balance sheet and work on it perfectly since A balance sheet gives a view of the financials at a particular time. I.m sure these methods will help to change the loss to profit.

student post 2
My major is in cybersecurity.
With cybersecurity, a person can work as a data analyst, digital forensics, security engineer, security administrator, cryptographer, and security consultant. Cybersecurity is expanding with job opportunities and that most are needed in government positions to bring security and safety while testing out their security through penetration testing to see how well a company’s security holds up.

#2
Why they didn’t set up an alarm to see when the disinfectant system was increasing at an alarming rate?
Why didn’t they have an excel spreadsheet or track keeper to keep track of the disinfectant systems?
Could they disable the disinfectant system remotely?

#3
loss of company property
loss of company money
lawsuits from the contaminated water if the situation is not handled properly in a certain amount of time.
#4
How are we keeping track and record?
what is our recovery plan if a disaster happens in this situation?
What measures must we take to ensure this doesn’t happen?
What steps are we taking to mitigate the damage?
What security measures we have to check for any alarms with the disinfectant system?
What kind of data do we need to record in case for a similar case in the future?
#5
Because my major is in cybersecurity, I would decide on what would be best to take plan out a way to protect the company’s assets and ensure an attack like this does not cripple or severely damage the company itself. The way I would do this is by gathering up data with the data analyst to see how well the water treatment plants are operating and keep a security measure that would alarm the staff if the water is being contaminated to make sure they clean it out properly. Lastly in case of a disaster, I would work on a recovery plan to allow the company to make up for its loss and for them to recover from the damages. How I would do that is to keep track of what was damaged and needs to be replaced while seeing what is salvagable to resuse it.
Part 3: Your Third Post
In a brief paragraph, select one of your group mates action plans. Explain how their action plan allowed you to see something about your action plan and/or your discipline from a new perspective. Explain how you changed your mind about something or saw a different way you could work in your discipline based on what specifically your classmate mentioned related to their own discipline. Be as specific as possible (at least 75 words)
student action plan :
Kai Campbell
COLLAPSE
Part 2: Sample Response

Action plan: Based on my idea, and the ideas of Roam Alohali and Asma Elalem, I have came up with an action plan that will help the organization make a recovery and purify the water in the crisis. Going by Roam’s background in finance, I would focus on what our budget is and what were the losses that took place in the crisis to see what I could recover or what I would need to replace. With knowing how much we loss, I would decide on being resourceful when it comes to spending resources and getting the equipment we need to make the recovery. Asma’s background in Global and Community Health would be a huge help to this project and recovery as we would find out what types of pipes should be placed in as stated by Asma, lead pipes can lead to the water having lead inside them while plastic pipes would be the safer alternative choice. Also with knowing global and community health, I would know what types of minerals or bacteria would be unsafe in case if it was contaminated in the water allowing us to filter it out and giving out cleaner water to drink..

Research on to the health data and information sets listed below:
OASIS
HEDIS
UHDDS
After researching the health data and information sets, select one of the data and information sets in PowerPoint. Your presentation must include a title slide, 4-6 slides based on your research, and a slide listing the references you used to prepare your presentation. You are to create a two to a three-minute presentation that summarizes the key point of the dataset and how it is used. .

Compare one traditional, contemporary, and radical technique for determining systems requirements during analysis.

Respond to the following in a minimum of 175 words:
When do you think each of the techniques you compared would be most useful?
What are the drawbacks of each of the techniques?
How would you decide which technique to use?

NURS 6512: Advanced Health Assessment and
Diagnostic Reasoning. Assignment 1: Case Study Assignment: Assessment Tools and
Diagnostic Tests in Adults and Children

Im
Assigned Option 2: Child Health Case:

1. Overweight
5-year-old black boy with overweight parents who work full-time, and the boy
spends his time after school with his grandmother.

Assignment 1: Case Study Assignment:
Assessment Tools and Diagnostic Tests in Adults and Children
When seeking to identify a patients
health condition, advanced practice nurses can use a diverse selection of
diagnostic tests and assessment tools; however, different factors affect the
validity and reliability of the results produced by these tests or tools.
Nurses must be aware of these factors in order to select the most appropriate
test or tool and to accurately interpret the results.

Not
only do these diagnostic tests affect adults, but body measurements can also
provide a general picture of whether a child is receiving adequate nutrition or
is at risk for health issues. These data, however, are just one aspect to be
considered. Lifestyle, family history, and cultureamong other factorsare also
relevant. That said, gathering and communicating this information can be a
delicate process.

For
this Assignment, you will consider the validity and reliability of different
assessment tools and diagnostic tests. You will explore issues such as
sensitivity, specificity, and positive and negative predictive values. You will
also consider examples of children with various weight issues. You will explore
how you could effectively gather information and encourage parents and
caregivers to be proactive about their childrens health and weight.

To Prepare
Review
this weeks Learning Resources and consider factors that impact the validity
and reliability of various assessment tools and diagnostic tests. You also will
review examples of pediatric patients and their families as it relates to BMI.
By Day 1 of this week, you will be
assigned to one of the following Assignment options by your Instructor: Adult
Assessment Tools or Diagnostic Tests (option 1), or Child Health Case (Option 2).
Note: Please see the Course Announcements section of the classroom
for your assignments from your Instructor.
Search the Walden Library and credible
sources for resources explaining the tool or test you were assigned. What is
its purpose, how is it conducted, and what information does it gather?
Also,
as you search the Walden library and credible sources, consider what the
literature discusses regarding the validity, reliability, sensitivity,
specificity, predictive values, ethical dilemmas, and controversies related to
the test or tool.
If you
are assigned Assignment Option 2 (Child), consider what health issues and risks
may be relevant to the child in the health example.
Based
on the risks you identified; consider what further information you would need
to gain a full understanding of the childs health. Think about how you could
gather this information in a sensitive fashion.
Consider
how you could encourage parents or caregivers to be proactive toward the
childs health.

The Assignment
Assignment (34 pages, not including title
and reference pages):

Assignment
Option 2: Child Health Case:

Include the following:

An
explanation of the health issues and risks that are relevant to the child you
were assigned.
Describe
additional information you would need in order to further assess his or her
weight-related health.
Identify
and describe any risks and consider what further information you would need to
gain a full understanding of the childs health. Think about how you could
gather this information in a sensitive fashion.
Taking
into account the parents and caregivers potential sensitivities, list at
least three specific questions you would ask about the child to gather more
information.

Provide
at least two strategies you could employ to encourage the parents or caregivers
to be proactive about their childs health and weight.

By Day 6 of Week 3
Submit your Assignment.

Rubric Detail

Name: NURS_6512_Week_3_Assignment_1_Rubric_Option_2

Excellent
Fair
In 34 pages, address the following:

An explanation of the health issues and risks that are relevant to the child
you were assigned.
20 (20%) – 25 (25%)
The response clearly, accurately, and in
detail explains the relevant health issues and risks for the assigned child.

Describe additional information you would
need in order to further assess his or her weight-related health.
20 (20%) – 25 (25%)
The response clearly and accurately
describes detailed additional information needed to further assess the
child’s weight-related health.

Identify and describe any risks, and
consider what further information you would need to gain a full understanding
of the childs health. Think about how you could gather this information in a
sensitive fashion.
18 (18%) – 20 (20%)
The response clearly and accurately
identifies and describes in detail any risks to the child’s health. The
response clearly and accurately identifies and describes in detail further
information needed to gain a full understanding of the child’s health, with a
detailed explanation of how to gather that information in a way that is
sensitive to the child.

Taking into account the parents and
caregivers potential sensitivities, list at least three specific questions
you would ask about the child to gather more information.
10 (10%) – 10 (10%)
The response clearly and accurately lists
three or more specific questions that would gather more information about the
child. Specific questions are carefully worded to clearly demonstrate
sensitivity to the parent(s) or caregiver(s) of the child.

Provide at least two strategies you could
employ to encourage the parents or caregivers to be proactive about their
childs health and weight.
5 (5%) – 5 (5%)
The response clearly describes two or more
detailed strategies to encourage the parent(s) or caregiver(s) to be
proactive about the child’s health and weight.

Written Expression and Formatting –
Paragraph Development and Organization:
Paragraphs make clear points that support well-developed ideas, flow
logically, and demonstrate continuity of ideas. Sentences are carefully
focused–neither long and rambling nor short and lacking substance. A clear
and comprehensive purpose statement and introduction are provided that
delineate all required criteria.
5 (5%) – 5 (5%)
Paragraphs and sentences follow writing
standards for flow, continuity, and clarity. A clear and comprehensive
purpose statement, introduction, and conclusion are provided that delineate
all required criteria.

Written Expression and Formatting – English
writing standards:
Correct grammar, mechanics, and proper punctuation
5 (5%) – 5 (5%)
Uses correct grammar, spelling, and
punctuation with no errors.

Written Expression and Formatting – The
paper follows correct APA format for title page, headings, font,
spacing, margins, indentations, page numbers, running heads,
parenthetical/in-text citations, and reference list.
5 (5%) – 5 (5%)
Uses correct APA format with no errors.

Total Points: 100
Name: NURS_6512_Week_3_Assignment_1_Rubric_Option_2

Learning
Resources
Required Readings

Note: To access this week’s required
library resources, please click on the link to the Course Readings List, found
in the Course Materials section of your Syllabus.

Ball, J. W., Dains, J. E., Flynn, J. A.,
Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical
examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier
Mosby.

Chapter 3, Examination Techniques and
Equipment
This chapter explains the physical
examination techniques of inspection, palpation, percussion, and auscultation.
This chapter also explores special issues and equipment relevant to the
physical exam process.

Chapter 8, Growth and Nutrition
In this chapter, the authors explain
examinations for growth, gestational age, and pubertal development. The authors
also differentiate growth among the organ systems.

Chapter 5, Recording Information (Previously read in Week 1)
This chapter provides rationale and
methods for maintaining clear and accurate records. The text also explores the
legal aspects of patient records.

Ball, J. W., Dains, J. E., Flynn, J. A.,
Solomon, B. S., & Stewart, R. W. (2019). Student checklist: Health history
guide. In Seidel’s guide to physical examination (9th ed.). St. Louis, MO:
Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th
Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., &
Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by
permission of Elsevier Health Sciences via the Copyright Clearance Center.

Centers for Disease Control and
Prevention. (2018). Childhood overweight and obesity. Retrieved from
http://www.cdc.gov/obesity/childhood

This website provides information about
overweight and obese children. Additionally, the website provides basic facts
about obesity and strategies to counteracting obesity.

Chaudhry, M. A. I., & Nisar, A.
(2017). Escalating health care cost due to unnecessary diagnostic testing.
Mehran University Research Journal of Engineering and Technology, (3), 569.

This study explores the escalating
healthcare cost due the unnecessary use of diagnostic testing. Consider the
impact of health insurance coverage in each state and how nursing professionals
must be cognizant when ordering diagnostics for different individuals.

Dains, J. E., Baumann, L. C., &
Scheibel, P. (2019). Advanced health assessment and clinical diagnosis in
primary care (6th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Advanced Health Assessment
and Clinical Diagnosis in Primary Care, 6th Edition by Dains, J.E., Baumann, L.
C., & Scheibel, P. Copyright 2019 by Mosby. Reprinted by permission of
Mosby via the Copyright Clearance Center.

Chapter 1, Clinical Reasoning,
Evidence-Based Practice, and Symptom Analysis

This chapter introduces the diagnostic
process, which includes performing an analysis of the symptoms and then
formulating and testing a hypothesis. The authors discuss how becoming an
expert clinician takes time and practice in developing clinical judgment.

Gibbs , H., & Chapman-Novakofski, K.
(2012). Exploring nutrition literacy: Attention to assessment and the skills
clients need. Health, 4(3), 120124.

This study explores nutrition literacy.
The authors examine the level of attention paid to health literacy among nutrition
professionals and the skills and knowledge needed to understand nutrition
education.

Martin, B. C., Dalton, W. T., Williams, S.
L., Slawson, D. L., Dunn, M. S., & Johns-Wommack, R. (2014). Weight status
misperception as related to selected health risk behaviors among middle school
students. Journal of School Health, 84(2), 116123. doi:10.1111/josh.12128

Credit Line: Weight status misperception
as related to selected health risk behaviors among middle school students by
Martin, B. C., Dalton, W. T., Williams, S. L., Slawson, D. L., Dunn, M. S.,
& Johns-Wommack, R., in Journal of School Health, Vol. 84/Issue 2.
Copyright 2014 by Blackwell Publishing. Reprinted by permission of Blackwell
Publishing via the Copyright Clearance Center.

Noble, H., & Smith, J. (2015) Issues
of validity and reliability in qualitative research . Evidence Based Nursing,
18(2), pp. 3435.

Seidel, H. M., Ball, J. W., Dains, J. E.,
Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). History subjective
data checklist. In Mosbys guide to physical examination (7th ed.). St. Louis,
MO: Elsevier Mosby.

Credit Line: Mosbys Guide to Physical
Examination, 7th Edition by Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J.
A., Solomon, B. S., & Stewart, R. W. Copyright 2011 by Elsevier. Reprinted
by permission of Elsevier via the Copyright Clearance Center.

This History Subjective Data Checklist was
published as a companion to Seidels Guide to Physical Examination (8th ed.) by
Ball, J. W., Dains, J. E., & Flynn, J.A. Copyright Elsevier (2015). From
https://evolve.elsevier.com

Sullivan, D. D. (2019). Guide to clinical
documentation (3rd ed.). Philadelphia, PA: F. A. Davis.

Chapter 2, “The Comprehensive History
and Physical Exam” (Previously read in Week 1)
Chapter 5, “Pediatric Preventative
Care Visits” (pp. 91 101)
Shadow Health Support and Orientation
Resources
Use the following resources to guide you
through your Shadow Health orientation as well as other support resources:

Frey, C. [Chris Frey]. (2015, September
4). Student orientation [Video file]. Retrieved from

Document: Shadow Health Support and
Orientation Resources (PDF)

Shadow Health. (n.d.). Shadow Health help
desk. Retrieved from https://support.shadowhealth.com/hc/en-us

Document: Shadow Health. (2014). Useful
tips and tricks (Version 2) (PDF)

Document: Shadow Health Nursing Documentation
Tutorial (

For this formal assignment, you will connect Margaret Atwoods The
Handmaids Tale to our course work. Drawing from Fetterleys discussion
of womens exclusion in literature, Cullers Reading as a Woman,
Johnsons work on Patriarchy, and/or another academic text youve
encountered in this course, closely analyze Atwoods novel using the guiding
questions below to help shape your synthesis.
Approaching to the assignment:
Since this course has invited you to explore how literary and cultural texts
participate in the social construction of gender, to see gender as
compulsory performance, consider what the novel means or represents.
Consider its application in popular culture, including the use of its
characters costumes in political protests and the film and television
versions of the novel.
AND NOW.
Relate the novel to one or more of the works we discussed in class (Culler,
Fetterly, Johnson). Be sure to draw direct connections between the texts in
the synthesis.
Consider:
How are the characters gendered?
How might societal gender norms affect how we read the novel?
What kinds of cultural or ideological work might this novel be
performing?
Now that you know what you know, what is the book really saying?
How might Fetterley, Culler, or Johnson read The Handmaids Tale?
Where would they see their theories in action?
How does your reading of these texts influence your
understanding of the novel?
How does the novel change or deepen your understanding of the
theory?
_______________________________________________________________________________________
An effective response should:
Demonstrate a clear grasp of the novel
Demonstrate knowledge of the theoretical concepts from one or more of
our course texts
Engage in a close analysis of The Handmaids Tale through the lens of
one of the Unit 2 theory texts (Fetterly, Culler, Johnson)
Address specific moments in the novel (do not summarize the entire
novel; remain focused. Less is more)
Include direct quotes from texts (both the novel and the essay(s) of
your choosing)
Achieve a length of:
2-4 pages, double-spaced, MLA style

THE FILE ATTACHED GIVES A SUMMARY OF THE THEORY OF TEXT FOR JOHNSON’S WORK FOR PATRIARCHY. I WILL BE USING JOHNSON PATRIARCHY FOR THIS ESSAY AND RELATE IT TO THE HANDMAIDS TALE. I ALSO ATTACHED THE JOHNSON ARTICLE AND I TOOK NOTES SO HOPE THAT HELPS.

This is a pro/con essay that requires the presence 4 legal cases which include Ill, Blame, Cure, and Cost. 2 legal cases are also required for this assignment which are in a person v person formal and can easily be found online. I will provide an outline and 15 sources for you and feel free to use more sources. I will also provide the guidelines. Please try to use different perspectives regarding the issue. I have also provided 2 legal cases in the bibliography.

Choose one poem from those attached here by Langston Hughes and select a few lines to explicate. Type out the 3-4 lines and unpack their language, imagery, metaphors by writing out, in a good-sized paragraph, what you think those lines mean. How persuasive are these lines? What kinds of arguments do they make or what kinds of pictures about America and the American Dream do they paint?

Choose As I Grew Older
By Langston Hughes

Step 1:
To begin, you will choose two different communities around the globe, each with a different natural resource extraction taking place in the region. You will drop a pin on a Google Map to distinguish this area. I will need the map submitted as well.
Step 2:
For each of your two pin drop locations, you will provide the following information:
Name of location.
Name and description of the resource being extracted in the region (include photos).
How humans are using this natural resource.
History of the resource extraction in the area. What trends/patterns can be seen?
What have been the implications of the resource extraction on the social/cultural, political, environmental and economic aspects of the region?
Include a minimum of one image of the area
You must provide a proper Works Cited sheet, or I will not mark the assignment.
This can be done in a chart format, point form, slide show – whichever is easiest for you to do. (20 marks)

Complete the following for this assignment:
Choose 1 of the films from the following list, and diagnose the disorder that either the main character or one of the primary supporting characters has:
Fatal Attraction
As Good as it Gets
Vertigo
One Hour Photo
Stand by Me
Black Swan
Support your diagnosis with evidence from the film, and align the traits with the disorder in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5).
Discuss if the portrayal of the illness is accurate and fair when comparing it to criteria from the DSM-5.
Discuss the film using at least 3 other concepts discussed in Phases 15 of this course, such as group dynamics, obedience, conformity, and human development.

In your analysis, please ensure that you address the following:
Identify the character in the film by name.
Discuss specific traits of the character.
Align the traits and characteristics with a diagnosis from the DSM.
Assert your opinion on if the portrayal of the disorder is fair or unfair and if the portrayal furthers the stigma of the diagnosis.
Discuss if the stigma harms or helps the awareness of the disorder.
Discuss at least 3 other concepts that have already been discussed in the course that you can relate to the film. For example, you may discuss Maslows hierarchy of needs.
Your paper should use at least 3 outside resources to support your paper in addition to citing the film.