Re-read Two Points of View–Are High Protein, Low Carbohydrate Diets Good for You? in your text. Then answer the following prompts: Which side do you think has the more compelling argument? Why?

1. Which side do you think has the more compelling argument? Why?
2. Do you think that a high-protein, low-carbohydrate diet is a healthful diet choice? Why or why not?
3. Do you think you could stick to a high-protein, low-carbohydrate diet? Why or why not?

Develop and record a 10-15 slide, asynchronous, audiovisual presentation for policymakers, soliciting resource and policy support for the community health care system change you proposed in the previous assessment.

Develop and record a 10-15 slide, asynchronous, audiovisual presentation for policymakers, soliciting resource and policy support for the community health care system change you proposed in the previous assessment.
Introduction
Nurse leaders must be able to make effective financial and policy decisions. Equally important is the ability to communicate their vision for change to policymakers and provide objective, evidence-based support for their position with respect to the regulatory, political, social, ethical, legal, and financial aspects of systemic change.- DETAILED SPEAKER NOTE
This assessment provides an opportunity to develop a presentation aimed at soliciting resource and policy support for the community health care change you proposed in Assessment 3.
Preparation
The executive leaders at Vila Health accepted your change proposal and would like to move it forward. However, lasting change in a volatile regulatory and policy environment will require adequate funding and support from the applicable governing body or regulatory agency. Consequently, you have been asked to present the proposed change to policymakers to seek their support and funding for the change as an established policy for the organization and community.
To prepare for this assessment, you are encouraged to begin thinking about funding and securing policy support for lasting change. In addition, you may wish to:

Review the assessment requirements and scoring guide to ensure that you understand the work you will be asked to complete.
Review Guiding Questions: Advocating for Lasting Change [DOCX], which includes questions to consider and additional guidance on how to successfully complete the assessment.
Be sure that your audiovisual equipment works and that you know how to record and upload your presentation.

MSN PROGRAM JOURNEY
Please review this guide for your degree program. It can help you stay on track for your practice immersion experience, so you may wish to bookmark it for later reference.
AUDIOVISUAL EQUIPMENT SETUP AND TESTING
It is a good idea to check that your recording hardware and software is working properly and that you are familiar with its use as you will make a video recording of your presentation. You may use Kaltura Media or other technology of your choice for your video recording.

If using Kaltura Media, refer to the Using Kaltura tutorial for directions on recording and uploading your video in the courseroom.

You may use Microsoft PowerPoint or other suitable presentation software to create your slides. If you elect to use an application other than PowerPoint, check with your faculty to avoid potential file compatibility issues.
Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact [email protected] to request accommodations.
Requirements
Develop and record a video presentation for policymakers from the appropriate governing body or regulatory agency requesting policy and financial support for your proposed change. Draw on your work in the previous assessments and consolidate lessons learned.
The presentation requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed. The Guiding Questions: Advocating for Lasting Change document provides additional considerations that may be helpful in completing your assessment. In addition, be sure to note the requirements below for the presentation format, length, and for citing supporting evidence.

Explain why proposed changes to a health care system require policy and financial support to ensure positive, systemic change and to overcome present challenges.
Provide compelling evidence that proposed changes to a health care system will produce the intended outcomes.
Provide broad budget estimates to fund specific capital or human resource outlays that are important to the success of a proposed change.
Outline a plan for leading transformational, evidence-based change in an organization.
Assess the potential future for wellness, health, and improved overall care and the role of visionary leaders in achieving the desired goals. 

Cultivate stakeholder interest in and support for the proposed changes to a community health care system.
Develop slides that augment a multimedia presentation.
Argue persuasively to obtain policy and financial support from policymakers for a proposed community health care change.
Support assertions, arguments, propositions, and conclusions with relevant and credible evidence.

Presentation Format and Length
Remember, you may use Microsoft PowerPoint or other suitable presentation software to create your slides. If you elect to use an application other than PowerPoint, check with your faculty to avoid potential file compatibility issues.
Your slide deck should consist of 10–15 slides, not including the title, questions, and references slides. Use the speaker’s notes section of each slide to develop your talking points and cite your sources, as appropriate.
Be sure that your slide deck includes the following slides:
Note: Your slide titles will depend on your choice of community and the specific content of your change proposal.

Title slide. 

Title or name of your project (main focus of your change proposal).
Subtitle (optional), which could include Jordan or Armitage, if not part of the title.
Your name.
Date.
Course number and title.

Introduction. 

Identify the stakeholders to whom you are presenting.

Social determinants affecting health in the community (may need more than one slide).
Synopsis of the windshield survey and environmental analysis findings. 

Identify the positive aspects of the community.
Identify opportunities for improvement. Although your change proposal addresses these opportunities, avoid phrasing them as negatives.

Your change proposal—briefly outlined (may need more than one slide).
Benefits of the change to the community and stakeholders.
Challenges or concerns. 

Address the implications for the community and organizational stakeholders, if these opportunities are not addressed.

Funding (may need more than one slide). 

Include the financial implications for the community and organizational stakeholders.
Specify your funding needs (how much and for what)?

Community health implications (may need more than one slide). 

Explain how the proposed change will improve the health of the community.
Address both direct or indirect benefits, as applicable.

Conclusion. 

Summarize key points.
Be sure to thank your audience for their time and consideration of your proposal.

Questions. 

Add a slide to prompt questions from the audience.

References (at the end of your presentation).

Supporting Evidence
Cite 3–5 credible sources from peer-reviewed journals or professional industry publications to support your presentation.
Additional Requirements
Upload your video presentation and attach the presentation slides, with speaker notes. See Using Kaltura for more information about uploading media. You may submit the assessment only once, so be sure that the assessment deliverables are included before submitting your assessment.
Proofread your slides to minimize errors that could distract the audience and make it more difficult to focus on the substance of your presentation.
Portfolio Prompt: You may choose to save your presentation to your ePortfolio.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Competency 1: Identify the challenges and opportunities facing health care. 

Explain why proposed changes to a health care system require policy and financial support to ensure positive, systemic change and to overcome present challenges.

Competency 2: Compare the effects of different health care finance models and policy frameworks on resources and patient outcomes. 

Provide broad budget estimates to fund specific capital or human resource outlays that are important to the success of a proposed change.

Competency 3: Evaluate the positive and negative influences of leaders on health care processes and outcomes. 

Assess the potential future for wellness, health, and improved overall care and the role of visionary leaders in achieving the desired goals.
Cultivate stakeholder interest in and support for the proposed changes to a community health care system.

Competency 4: Develop proactive strategies to change the culture of the organization by incorporating evidence-based practices. 

Provide compelling evidence that proposed changes to a health care system will produce the intended outcomes.
Outline a plan for leading transformational, evidence-based change in an organization.

Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style consistent with applicable organizational, professional, and scholarly standards. 

Develop slides that augment a multimedia presentation.
Argue persuasively to obtain policy and financial support from policymakers for a proposed community health care change.
Support assertions, arguments, propositions, and conclusions with rel

writing and rhetoric, conditions and diagnosis in recreation,

 Parts 7 and 8  have the same questions. However, you must answer with references and different writing, always addressing them objectively, as if you were different students. Similar responses in wording or references will not be accepted. 
 Parts 9 and 10  have the same questions. However, you must answer with references and different writing, always addressing them objectively, as if you were different students. Similar responses in wording or references will not be accepted. 
APA format
1) Minimum 18 pages  (No word count per page)-   Follow the 3 x 3 rule: minimum of three paragraphs per page 
You must strictly comply with the number of paragraphs requested per page.  
The number of words in each paragraph should be similar
Due 20 hours:  4 pages
Due 40 hours: 8 pages
Due 90 hours: 6 pages
Part 1: minimum 2 pages WR (Due 20 hours)
Part 2: minimum 2 pages WR (Due 20 hours)
Part 3: minimum 3 pages WR (Due 90 hours)
Part 4: minimum 3 pages WR (Due 90 hours)
Part 5: minimum 1 page  (Due 40 hours)
Part 6: minimum 1 page  (Due 40 hours)
Part 7: minimum 2 pages  (Due 40 hours)
Part 8: minimum 2 pages  (Due 40 hours)
Part 9: minimum 1 page  (Due 40 hours)
Part 10: minimum 1 page   (Due 40 hours)
Submit 1 document per part
2)¨******APA norms
        The number of words in each paragraph should be similar
        Must be written in the third person
         All paragraphs must be narrative and cited in the text- each paragraph
         The writing must be coherent, using connectors or conjunctive to extend, add information, or contrast information. 
         Bulleted responses are not accepted
         Don’t write in the first person 
  Do not use subtitles or titles      
         Don’t copy and paste the questions.
         Answer the question objectively, do not make introductions to your answers, answer it when you start the paragraph
Submit 1 document per part
3)****************************** It will be verified by Turnitin (Identify the percentage of exact match of writing with any other resource on the internet and academic sources, including universities and data banks) 
********************************It will be verified by SafeAssign (Identify the percentage of similarity of writing with any other resource on the internet and academic sources, including universities and data banks)
4) Minimum 3 references (APA format) per part not older than 5 years  (Journals, books) (No websites)
Parts 3 and 4:  Minimum 5 references (APA format) per part not older than 5 years  (Journals, books) (No websites) 
All references must be consistent with the topic-purpose-focus of the parts. Different references are not allowed 
5) Identify your answer with the numbers, according to the question. Start your answer on the same line, not the next
 Example:
Q 1. Nursing is XXXXX
Q 2. Health is XXXX
Q3. Research is…………………………………………………. (a) The relationship between……… (b) EBI has to
6) You must name the files according to the part you are answering: 
Example:
Part 1.doc 
Part 2.doc
__________________________________________________________________________________
Part 1:  Writing and rhetoric
Subject: research topic statement
Topic:  Deaths caused by school shootings clearly show the need to develop programs to improve students’ mental health.
Research question 1: It is possible that implementing a mental health program for students ages 11-17 in Florida high schools could reduce the incidence of shootings in schools
Research question 2: Is it possible that implementing a mental health program for students ages 11-17 in high schools in Florida could educate students about the possible risk of shootings?
1. Topic (Three paragraphs)
a. Explain your topic in the class been so far? (One paragraph)
a. What are the most heavily-debated parts of that topic (One paragraph)
b. Why do the answers to that debate matter?  (One paragraph)
2. Based on the research you’ve done so far (Two paragraphs)
a. What do you know about possible answers to your question  (One paragraph)
b. What do you need to look into before you can answer your research question? (One paragraph)
3. In a paragraph, list at least 5 questions you have about your topic that a source could answer for you. These questions should be things you feel you need to answer before you can answer the research questions (One paragraph)
Part 2:  Writing and rhetoric
Subject: Research topic statement
Topic:  Recognizing sex work would allow women in this industry to unionize and access benefits that workers in other industries have.
Research question 1: Could legally recognizing female sex work in Florida reduce the incidence of sexual diseases in this population due to free access to the health system?
Research question 2: Could legally recognizing female sex work in Florida increase the sexual health of this population due to free access to the health system?
1. Topic (Three paragraphs)
a. Explain your topic in the class been so far? (One paragraph)
a. What are the most heavily-debated parts of that topic (One paragraph)
b. Why do the answers to that debate matter?  (One paragraph)
2. Based on the research you’ve done so far (Two paragraphs)
a. What do you know about possible answers to your question  (One paragraph)
b. What do you need to look into before you can answer your research question? (One paragraph)
3. In a paragraph, list at least 5 questions you have about your topic that a source could answer for you. These questions should be things you feel you need to answer before you can answer the research questions (One paragraph)
Part 3:  Writing and rhetoric
Four paragraphs per page
Subject: Finding and Understanding Your Sources 
Purpose: Persuade your instructor and classmates that you are exploring effectively, demonstrating intellectual curiosity, reading rhetorically and with an open mind.
Audience: Your instructor and classmates
Genre: Blog
Topic:  Deaths caused by school shootings clearly show the need to develop programs to improve students’ mental health.
Research question 1: It is possible that implementing a mental health program for students ages 11-17 in Florida high schools could reduce the incidence of shootings in schools
Research question 2: Is it possible that implementing a mental health program for students ages 11-17 in high schools in Florida could educate students about the possible risk of shootings?
1. Rhetorical summary  Sources 1 (Check file 1) (One paragraph)
a. Introduce the source concisely 
b. Describe their rhetorical situation
i. Genre
ii. Audience
iii. Purpose
2. Rhetorical summary  Sources 2 (Check file 2) (One paragraph)
a. Introduce the source concisely 
b. Describe their rhetorical situation
i. Genre
ii. Audience
iii. Purpose
3. Include a brief summary for each source that highlights the most  important things you learned about your topic from that source.  (One paragraph)
a. Source 1
b. Source 2
4. Discuss how source 1 answers your questions and/or enhances your understanding in some way. (Three paragraphs: One paragraph for a and b;  One paragraph for c and d; One paragraph for e and f)
a. What was the question (or questions) that you set out to answer 
b. How does this source answer those for you? 
c. Justify why this was a useful source for answering your research question.
d. What aspect(s) of the problem/issue/topic does this source seem to focus on most? 
e. What kinds of information does this source not discuss?
f. What new, surprising, or unexpected information came up in this source?
5. Discuss how source 2 answers your questions and/or enhances your understanding in some way.(Three paragraphs: One paragraph for a and b;  One paragraph for c and d; One paragraph for e and f)
a. What was the question (or questions) that you set out to answer 
b. How does this source answer those for you? 
c. Justify why this was a useful source for answering your research question.
d. What aspect(s) of the problem/issue/topic does this source seem to focus on most? 
e. What kinds of information does this source not discuss?
f. What new, surprising, or unexpected information came up in this source?
6. Summary of what you feel you understand about your topic (One paragraph)
a. What you are confused about
c. What questions you still have. You should also discuss:
7. Reflection (Two paragraphs: One paragraph for a and b; One paragraph for c and d)
a. What questions do you have now that you did not have before? 
b. What might you want to research next? 
c. What do you understand (overall) about your research question and its potential answers? 
d. What aspect of the topic are you most interested in? 
Part 4:  Writing and rhetoric
Four paragraphs per page
Subject: Finding and Understanding Your Sources 
Purpose: Persuade your instructor and classmates that you are exploring effectively, demonstrating intellectual curiosity, reading rhetorically and with an open mind.
Audience: Your instructor and classmates
Genre: Blog
Topic:  Recognizing sex work would allow women in this industry to unionize and access benefits that workers in other industries have.
Research question 1: Could legally recognizing female sex work in Florida reduce the incidence of sexual diseases in this population due to free access to the health system?
Research question 2: Could legally recognizing female sex work in Florida increase the sexual health of this population due to free access to the health system?
1. Rhetorical summary  Sources 1 (Check file 1) (One paragraph)
a. Introduce the source concisely 
b. Describe their rhetorical situation
i. Genre
ii. Audience
iii. Purpose
2. Rhetorical summary  Sources 2 (Check file 2) (One paragraph)
a. Introduce the source concisely 
b. Describe their rhetorical situation
i. Genre
ii. Audience
iii. Purpose
3. Include a brief summary for each source that highlights the most  important things you learned about your topic from that source.  (One paragraph)
a. Source 1
b. Source 2
4. Discuss how source 1 answers your questions and/or enhances your understanding in some way. (Three paragraphs: One paragraph for a and b;  One paragraph for c and d; One paragraph for e and f)
a. What was the question (or questions) that you set out to answer 
b. How does this source answer those for you? 
c. Justify why this was a useful source for answering your research question.
d. What aspect(s) of the problem/issue/topic does this source seem to focus on most? 
e. What kinds of information does this source not discuss?
f. What new, surprising, or unexpected information came up in this source?
5. Discuss how source 2 answers your questions and/or enhances your understanding in some way.(Three paragraphs: One paragraph for a and b;  One paragraph for c and d; One paragraph for e and f)
a. What was the question (or questions) that you set out to answer 
b. How does this source answer those for you? 
c. Justify why this was a useful source for answering your research question.
d. What aspect(s) of the problem/issue/topic does this source seem to focus on most? 
e. What kinds of information does this source not discuss?
f. What new, surprising, or unexpected information came up in this source?
6. Summary of what you feel you understand about your topic (One paragraph)
a. What you are confused about
c. What questions you still have. You should also discuss:
7. Reflection (Two paragraphs: One paragraph for a and b; One paragraph for c and d)
a. What questions do you have now that you did not have before? 
b. What might you want to research next? 
c. What do you understand (overall) about your research question and its potential answers? 
d. What aspect of the topic are you most interested in? 
Part 5: Conditions and diagnosis in recreation
Topic: Down syndrome and recreational therapy
According to file 1 (see file attached)
1. Write an abstract (Three paragraphs)
Part 6: Conditions and diagnosis in recreation
Topic: Down syndrome and recreational therapy
According to file 2 (see file attached)
1. Write an abstract (Three paragraphs)
 
 Parts 7 and 8  have the same questions. However, you must answer with references and different writing, always addressing them objectively, as if you were different students. Similar responses in wording or references will not be accepted. 
Part 7: Recreational Therapy
According to the link
https://fiu.instructure.com/media_objects_iframe/m-3oQ1pdESQkptAfkeprVVUyjUJDDbQj4G?type=video?type=video
1. Guest speaker’s background
a. Description of the agency they work at
2. What populations are served
a. Types of activities that are offered
b. General job responsibilities
3. Summary of what was mentioned about the APIED process (Assessment, Planning, Implementation, Evaluation and Documentation)
a. How this is implemented at their workplace
4. Explain recreational therapy services offered at these different locations.
a. CTRS at Catawba Hospital 
b. CTRS at LAC + USC Medical Center 
c. CTRS at West Texas VA Medical Center 
5. Reflection
a.Takeaways and interesting things you learned
b. Discussion of personal fit for this setting based on personal attributes, interests, skills and career goals
Part 8: Recreational Therapy
According to the link
https://fiu.instructure.com/media_objects_iframe/m-3oQ1pdESQkptAfkeprVVUyjUJDDbQj4G?type=video?type=video
1. Guest speaker’s background
a. Description of the agency they work at
2. What populations are served
a. Types of activities that are offered
b. General job responsibilities
3. Summary of what was mentioned about the APIED process (Assessment, Planning, Implementation, Evaluation and Documentation)
a. How this is implemented at their workplace
4. Explain recreational therapy services offered at these different locations.
a. CTRS at Children’s Healthcare of Atlanta Hospital
b. CTRS at LAC + USC Medical Center 
c. CTRS at Palace Gardens Assisted Living Facility
5. Reflection
a.Takeaways and interesting things you learned
b. Discussion of personal fit for this setting based on personal attributes, interests, skills and career goals
 Parts 9 and 10 have the same questions. However, you must answer with references and different writing, always addressing them objectively, as if you were different students. Similar responses in wording or references will not be accepted. 
Part 9: Inclusive recreation
Topic: Leisure Services with Aging Families
Read the file attached part 9 and 10
1. What do you think was Morrie’s main point?
2. How do you feel about how Morrie characterizes young adults?
3. What stereotypes do you hold about older adults?
Check: 

4. How does Sterling Estates promote healthy aging and consider inclusion in older adults?
5. How might you, as a future leisure service provider, promote continuity in the lives of older adults?
Part 10: Inclusive recreation
Topic: Leisure Services with Aging Families
Read the file attached part 9 and 10
1. What do you think was Morrie’s main point?
2. How do you feel about how Morrie characterizes young adults?
3. What stereotypes do you hold about older adults?
Check: 

4. How does Sterling Estates promote healthy aging and consider inclusion in older adults?
5. How might you, as a future leisure service provider, promote continuity in the lives of older adults?

ASU Developing Clinical Measures for Congestive Heart Nursing Assignment Help

In this clinical data analysis exercise, we will learn how to lay a foundation for measures development. Measures represent a relatively new concept in the healthcare data science space, and are designed to assist providers, payers, and patients with managing complex medical conditions and proactively identifying patients at risk for complications. From following basic pediatric vaccination guidelines to identifying chronic patients in need of a care gap coverage, measures provide information support aimed at improving quality of care and lowering its cost by both avoiding unnecessary care and reminders to introduce evidence backed procedures into the patient care regimen. You should review slides, recorded lecture, and supplemental materials for this unit prior to performing this exercise. If you have taken Clinical Decision Support Science (CDSS) course prior to registering for this class, you would have already seen some of the slides and lecture on the subject, albeit without actually practicing the concept.
The following National Committee for Quality Assurance (NCQA) web site provides a wealth of background and technical specifications on “real-life” HEDIS measures managed by this organization in charge of maintaining care quality standards for payers, providers, and employers.

1.Research a complex medical condition (CMC) of your choice, i.e. asthma, congestive heart failure. Please DO NOT select DIABETES. Focus your research on the areas of diagnosis (signs of disease and symptoms), common complications,early intervention, and recommended care. Consolidate your findings into the following Table 1:
Table 1
Symptoms
Common Complications
Intervention
Symptom 1
Symptom 2
Symptom 3
…. etc. as necessary ….
This table represents supporting evidence for your exercise. Depending on the specifics of your research, you are free to modify the format and content of this table, as you wish. A slide for disease-specific recommendations in the supplemental Unit 3 PPT lecture deck may serve as an example and additional guidance for you, using diabetes as a highlighted case. Three symptoms would be the minimum requirement for this table, yet you are encouraged to research the condition you selected in full.
2.The next step is for you to build Table 2, below, which represents your actual clinical measure, as follows:
T
Table 2
Inclusion
Exclusion
Compliance
Other Factors
If you do not have medical background to build this table, no worries; plenty of library and free web site resources provide basic facts to assist you. Sites like WebMD provide plenty of guidance for collecting basic disease information for the above table. For examples of valid medical inclusion and exclusion criteria, visit www.ClinicalTrials.gov site and review any posted study.
Hint: if you get stuck, review the slide few slides presented as part of the Unit 3 lecture. Those codes related to diabetes explain how the measure was built for that particular disease. You would approach your project in a similar way, but specific to the patient condition of your choice. 
3.The third step in this exercise is to provide sample medical documentation codes to search the electronic medical records database, in support of building a measure. Your actual measure may include a dozen or more conditions and dozens of corresponding codes. For this exercise, we want to take three conditions from your inclusion or exclusion criteria and search for useful codes. Using exclusion and/or inclusion criteria from Table 2, the knowledge about vocabularies gained in prior informatics courses or via your research of medical vocabularies for this exercise, and your research of CMC for this exercise, build Table 3, as follows. The minimum requirement for this table is three entries, so we are not building a full complete measure – unless you want to, in which case you are free to take this exercise as far as you wish. Links to basic coding systems that you can search will be provided within the learning module for this week.
T  
Table 3
Eligibility Description
Eligibility Code(s)
Compliance Description
Compliance Code(s)
For the description, you will need to identify your patient and/or, his/her symptoms, i.e. adult patient 18 to 75 years old who had at least one visit to ER during the past year. In this case, you would be looking for eligibility ICD-10 codes representing (1) ER visit and (2) diabetes (types 1 or 2). You would also control for the age boundaries, programmatically, by specifying a range in the query, so mention it for your programmers in words, not codes. As an example, let’s assume that we require patients to undergo HbA1c testing twice a year, for compliance. If so, you are at least looking for an office visit CPT code and the HbA1c LOINC code(s) to meet this compliance description. Use ICD-10 and LOINC links you utilized for the vocabulary exercise to find actual codes for Table 3. There may be multiple codes: as long as these are relatively correct codes, this is all we want to practice with. Use a lecture slide describing specific clinical measure guidelines for diabetes as your example.
There is no need to keep looking for all codes exhaustively. However, as a clinical analyst building a measure for a hospital, you would want to spend many hours finding ALL codes that build correct description, compliance, and range. We are just practicing to learn the basics. Again, if you are interested in taking a deeper dive, please feel free to do so.
4.The fourth step in this process is to show justification for your work, in terms of descriptions of the clinical codes you’ve utilized. Build a simple Table 4, as follows:
Table 4
Code Type (vocabulary)
Code Number
Code Description (from catalog)
Justification for Use (in your own words)
Healthcare data analytics is moving in the direction of not only documenting (the EMR phase of informatics development) and processing data (clinical data integration phase of informatics development), but now making sense of the data and linking disparate data that was previously deemed unrelated or impossible to relate. Understanding what data means is important, but how it can be employed in integrative ways to solve complex medical challenges, make new discoveries, and support medical providers is most important to meaningful use of  data analytics. As we know from the lecture and this exercise, clinical measures enable quality controls, care standardization and handoffs, risk management, and predictive care analytics. By understanding ways to employ data to effectively serve patient care needs, students put themselves in the position of power – by not only exhibiting an ability to obtain, move, and process the data – but understand its meaning, application, and meaningful use. 
Finally, Write an introduction describing your working strategy for the complex medical condition (CMC) you employed for building a measure  (100 words, maximum) and a conclusion (150 words minimum, 200 words maximum) describing what you learned from this exercise. 

You are a medical professor in charge of creating college assignments and answers for medical college students. You design and conduct lectures, evaluate student performance and provide feedback through examinations and assignments. Answer each question separately. Include and Introduction. Provide an answer to this content

In this clinical data analysis exercise, we will learn how to lay a foundation for measures development. Measures represent a relatively new concept in the healthcare data science space, and are designed to assist providers, payers, and patients with managing complex medical conditions and proactively identifying patients at risk for complications. From following basic pediatric vaccination guidelines to identifying chronic patients in need of a care gap coverage, measures provide information support aimed at improving quality of care and lowering its cost by both avoiding unnecessary care and reminders to introduce evidence backed procedures into the patient care regimen. You should review slides, recorded lecture, and supplemental materials for this unit prior to performing this exercise. If you have taken Clinical Decision Support Science (CDSS) course prior to registering for this class, you would have already seen some of the slides and lecture on the subject, albeit without actually practicing the concept.
The following National Committee for Quality Assurance (NCQA) web site provides a wealth of background and technical specifications on “real-life” HEDIS measures managed by this organization in charge of maintaining care quality standards for payers, providers, and employers.

1.Research a complex medical condition (CMC) of your choice, i.e. asthma, congestive heart failure. Please DO NOT select DIABETES. Focus your research on the areas of diagnosis (signs of disease and symptoms), common complications,early intervention, and recommended care. Consolidate your findings into the following Table 1:
Table 1
Symptoms
Common Complications
Intervention
Symptom 1
Symptom 2
Symptom 3
…. etc. as necessary ….
This table represents supporting evidence for your exercise. Depending on the specifics of your research, you are free to modify the format and content of this table, as you wish. A slide for disease-specific recommendations in the supplemental Unit 3 PPT lecture deck may serve as an example and additional guidance for you, using diabetes as a highlighted case. Three symptoms would be the minimum requirement for this table, yet you are encouraged to research the condition you selected in full.
2.The next step is for you to build Table 2, below, which represents your actual clinical measure, as follows:
T
Table 2
Inclusion
Exclusion
Compliance
Other Factors
If you do not have medical background to build this table, no worries; plenty of library and free web site resources provide basic facts to assist you. Sites like WebMD provide plenty of guidance for collecting basic disease information for the above table. For examples of valid medical inclusion and exclusion criteria, visit www.ClinicalTrials.gov site and review any posted study.
Hint: if you get stuck, review the slide few slides presented as part of the Unit 3 lecture. Those codes related to diabetes explain how the measure was built for that particular disease. You would approach your project in a similar way, but specific to the patient condition of your choice. 
3.The third step in this exercise is to provide sample medical documentation codes to search the electronic medical records database, in support of building a measure. Your actual measure may include a dozen or more conditions and dozens of corresponding codes. For this exercise, we want to take three conditions from your inclusion or exclusion criteria and search for useful codes. Using exclusion and/or inclusion criteria from Table 2, the knowledge about vocabularies gained in prior informatics courses or via your research of medical vocabularies for this exercise, and your research of CMC for this exercise, build Table 3, as follows. The minimum requirement for this table is three entries, so we are not building a full complete measure – unless you want to, in which case you are free to take this exercise as far as you wish. Links to basic coding systems that you can search will be provided within the learning module for this week.
T  
Table 3
Eligibility Description
Eligibility Code(s)
Compliance Description
Compliance Code(s)
For the description, you will need to identify your patient and/or, his/her symptoms, i.e. adult patient 18 to 75 years old who had at least one visit to ER during the past year. In this case, you would be looking for eligibility ICD-10 codes representing (1) ER visit and (2) diabetes (types 1 or 2). You would also control for the age boundaries, programmatically, by specifying a range in the query, so mention it for your programmers in words, not codes. As an example, let’s assume that we require patients to undergo HbA1c testing twice a year, for compliance. If so, you are at least looking for an office visit CPT code and the HbA1c LOINC code(s) to meet this compliance description. Use ICD-10 and LOINC links you utilized for the vocabulary exercise to find actual codes for Table 3. There may be multiple codes: as long as these are relatively correct codes, this is all we want to practice with. Use a lecture slide describing specific clinical measure guidelines for diabetes as your example.
There is no need to keep looking for all codes exhaustively. However, as a clinical analyst building a measure for a hospital, you would want to spend many hours finding ALL codes that build correct description, compliance, and range. We are just practicing to learn the basics. Again, if you are interested in taking a deeper dive, please feel free to do so.
4.The fourth step in this process is to show justification for your work, in terms of descriptions of the clinical codes you’ve utilized. Build a simple Table 4, as follows:
Table 4
Code Type (vocabulary)
Code Number
Code Description (from catalog)
Justification for Use (in your own words)
Healthcare data analytics is moving in the direction of not only documenting (the EMR phase of informatics development) and processing data (clinical data integration phase of informatics development), but now making sense of the data and linking disparate data that was previously deemed unrelated or impossible to relate. Understanding what data means is important, but how it can be employed in integrative ways to solve complex medical challenges, make new discoveries, and support medical providers is most important to meaningful use of  data analytics. As we know from the lecture and this exercise, clinical measures enable quality controls, care standardization and handoffs, risk management, and predictive care analytics. By understanding ways to employ data to effectively serve patient care needs, students put themselves in the position of power – by not only exhibiting an ability to obtain, move, and process the data – but understand its meaning, application, and meaningful use. 
Finally, Write an introduction describing your working strategy for the complex medical condition (CMC) you employed for building a measure  (100 words, maximum) and a conclusion (150 words minimum, 200 words maximum) describing what you learned from this exercise. 

. Do not write who you are in the answer.

case study: statistical forecasting | MAT 543 – Quantitative Methods for Health Services

Already solved just needs to be input into an excel spreadsheet and summarize   
Final part

summary of the findings you learned through the analysis in 3 paragraphs .
Provide three data-driven suggestions for further exploration.

Sources for – Provide three data-driven suggestions for further exploration. are as follows
Data-Driven Decision-Making for Health Administrators

https://www.tableau.com/learn/articles/data-driven-decision-making
https://www.mckinsey.com/capabilities/mckinsey-digital/our-insights/three-keys-to-building-a-data-driven-strategy
Solved information plus original question; tables for each part is attached.
Part 1:
Q.
 
Megan is initiating some efforts at a preliminary analysis. She has seen 20 initial patients and made several observations about the skin disease. She wants to analyze this initial data before structuring and recommending a more encompassing study.
The signs and symptoms of this disorder usually affect multiple sections of the patient’s body. These signs and symptoms may include:

Pain, burning, numbness or tingling, but pain is always present.
Sensitivity to touch.
A red rash that begins a few days after the pain.
Fluid-filled blisters that break open and crust over.
Itching.

 Some people also experience:

Fever.
Headache.
Sensitivity to light.
Fatigue.

Pain is always the first symptom of PR. For some, it can be intense. Depending on the location of the pain, it can sometimes be mistaken for a symptom of problems affecting the heart, lungs, or kidneys. Some people experience PR pain without ever developing the rash. The degree of pain that the individual experiences is seemingly proportional to the number of lesions.
Dr. Zobb is extremely concerned that this new variant is especially challenging to the younger population, who are active and like to be outdoors. She has asked you as an analyst and statistician for some assistance in analyzing her initial data. She is not a biostatistician, so she requests that you explain the process you use and your interpretation of the results for each task.
Initial Data Analysis
Dr. Zobb has accumulated some data on an initial set of 20 patients across multiple age groups. She believes that the data suggests younger individuals are affected more than others. She wants you to complete the tasks shown here based on the data below.
For each of the following, provide a detailed explanation of the process you used along with your interpretation of the results. Submit the response in a Word document and attach your Excel spreadsheet to show your calculations (where applicable). Be sure to number each response (e.g., 1.a, 1.b,…).

Develop an equation to model the data using a regression analysis approach and explain your calculation process in Excel.
Calculate the r-square statistic using Excel.  Interpret the meaning of the r-square statistic in this case.  
Determine three conclusions that address the initial observations and are supported by the regression analysis.

solution:
 

Regression Analysis Initial Data

a. Equation to Model the Data: To model the data using regression analysis, we will use the number of lesions as the dependent variable and the age of the patient as the independent variable. The equation for the regression line is: y = ?0 + ?1x where y is the number of lesions, x is the age of the patient, ?0 is the y-intercept and ?1 is the slope of the line. To calculate the regression line in Excel, we will use the LINEST function. The formula for the regression line in Excel is: =LINEST(y-range, x-range, constant, stats) where y-range is the range of cells containing the number of lesions, x-range is the range of cells containing the age of the patient, constant is a logical value indicating whether the regression line should be forced through the origin, and stats is a logical value indicating whether to return additional regression statistics.
b. R-Square Statistic: The r-square statistic is a measure of the proportion of variance in the dependent variable that is explained by the independent variable. It ranges from 0 to 1, with a value of 1 indicating that all the variance in the dependent variable is explained by the independent variable. To calculate the r-square statistic in Excel, we will use the RSQ function. The formula for the r-square statistic in Excel is: =RSQ(y-range, x-range) where y-range is the range of cells containing the number of lesions and x-range is the range of cells containing the age of the patient.
c. Interpretation of the R-Square Statistic: In this case, the r-square statistic is 0.388. This means that 38.8% of the variance in the number of lesions is explained by the age of the patient. This implies that there are other factors that influence the number of lesions, such as the amount of sunlight exposure, that should be considered in future studies.
d. Conclusions Based on Regression Analysis:

There is a positive relationship between the age of the patient and the number of lesions. As the age of the patient increases, the number of lesions decreases.
The age of the patient explains 38.8% of the variance in the number of lesions, implying that there are other factors that influence the number of lesions.
Based on the regression analysis, we can predict the number of lesions for a given age of the patient. For example, if a patient is 30 years old, we can predict that they will have approximately 14 lesions.
Effects of Sunlight Analysis

a. Equation to Model the Data: To model the data using regression analysis, we will use the number of lesions as the dependent variable and the time of continuous exposure to direct sunlight as the independent variable. The equation for the regression line is: y = ?0 + ?1x where y is the number of lesions, x is the time of continuous exposure to direct sunlight, ?0 is the y-intercept and ?1 is the slope of the line. To calculate the regression line in Excel, we will use the LINEST function. The formula for the regression line in Excel is: =LINEST(y-range, x-range, constant, stats) where y-range is the range of cells containing the number of lesions, x-range is the range of cells containing the time of continuous exposure to direct sunlight, constant is a logical value indicating whether the regression line should be forced through the origin
how to input into excel:

Develop an equation to model the data using a regression analysis approach and explain your calculation process in Excel.

To model the data using a regression analysis approach, we need to find the relationship between the two variables, age and number of lesions. We will use linear regression to model this relationship.
Step 1: Create a scatterplot of the data

In Excel, input the patient number, age, and number of lesions into three separate columns.
Select the data and insert a scatterplot.

Step 2: Add the regression line

Right-click on one of the data points and select “Add Trendline”
Select linear regression as the type of trendline
Select “Display Equation on Chart” and “Display R-Squared Value on Chart”

Step 3: Interpret the results

The equation of the regression line represents the relationship between age and number of lesions. The equation can be used to predict the number of lesions based on the age of the patient.
The R-squared value represents the proportion of variability in the number of lesions that is explained by the age of the patient.

Calculate the r-square statistic using Excel. Interpret the meaning of the r-square statistic in this case.

The R-squared statistic can be calculated using Excel by following the steps outlined above in the regression analysis process. The R-squared value represents the proportion of variability in the number of lesions that is explained by the age of the patient.
A value of 1 means that all of the variability in the number of lesions is explained by the age of the patient. A value of 0 means that the age of the patient does not explain any of the variability in the number of lesions.
In this case, the R-squared value is 0.31, meaning that 31% of the variability in the number of lesions is explained by the age of the patient.

Determine three conclusions that address the initial observations and are supported by the regression analysis.
The age of the patient is positively associated with the number of lesions. This can be seen from the positive slope of the regression line.
The age of the patient explains 31% of the variability in the number of lesions. This can be seen from the R-squared value of 0.31.
There is a large amount of variability in the number of lesions that is not explained by the age of the patient. This can be seen from the low R-squared value of 0.31, meaning that 69% of the variability in the number of lesions is not explained by the age of the patient.
Develop an equation to model the data using a regression analysis approach and explain your calculation process in Excel.

PART 2:
Q.
Effects of Sunlight Analysis
In her initial observations, Dr. Zobb notices that the number of lesions that appear on a patient seems to be dependent on the amount of direct sunlight exposure that the patient receives. She is uncertain at this point why this would be the case, but she is a good experimentalist and is trying to establish some observations that have statistical validity. She has taken a limited amount of data on 8 patients and wants you to complete the appropriate analysis based on the data below (be sure to show your work):

Develop an equation to model the data using a regression analysis approach and explain your calculation process, using Excel.  
Megan has a small group of three additional patients that are the same age that she wants to examine for lesions.  She knows the number of minutes of continuous exposure to direct sunlight that each has experienced. Predict the number of lesions that each of these patients will have based on the regression analysis that you completed in your initial data analysis:

Patient 9 – 193 minutes.
Patient 10 – 219 minutes.
Patient 11 – 84 minutes.

Determine three conclusions based on the correlation of the number of lesions to minutes of sunlight exposure, using regression analysis. 

SOLUTION:
Sunlight Exposure Regression Analysis:

Developing an equation to model the data using regression analysis: We will use linear regression to model the relationship between the number of lesions and the time of continuous exposure to direct sunlight. First, we will need to calculate the mean of both variables and the covariance between them. Mean of Time of Continuous Exposure to Direct Sunlight (x) = 190.375 minutes Mean of Number of Lesions (y) = 19.375 Covariance (cov(x,y)) = 136.0625 Next, we will calculate the standard deviation of both variables. Standard deviation of Time of Continuous Exposure to Direct Sunlight (x) = 33.4878 minutes Standard deviation of Number of Lesions (y) = 4.9207 Finally, we can calculate the correlation coefficient (r) using the formula: r = cov(x,y) / (SD(x) * SD(y)) = 4.1184 The regression equation is: y = b0 + b1x where b0 = y-intercept and b1 = slope b1 = r * (SD(y) / SD(x)) = 0.1369 b0 = mean(y) – b1 * mean(x) = -3.3109 Therefore, the equation that models the data is: y = -3.3109 + 0.1369x
Predicting the number of lesions for new patients: Using the equation we derived, we can predict the number of lesions for each of the new patients based on their time of continuous exposure to direct sunlight. Patient 9: 193 minutes y = -3.3109 + 0.1369 * 193 = 22.6052~ Patient 10: 219 minutes y = -3.3109 + 0.1369 * 219 = 24.4501 ~Patient 11: 84 minutes y = -3.3109 + 0.1369 * 84 = 12.2597
Conclusions:
There is a positive relationship between the number of lesions and the time of continuous exposure to direct sunlight. As the time of exposure increases, the number of lesions also increases.
The regression equation we derived is a useful tool for predicting the number of lesions for new patients based on their time of exposure to sunlight.
The correlation coefficient (r) indicates a moderate positive correlation between the two variables. However, it is important to keep in mind that correlation does not necessarily imply causation and further research is needed to establish the underlying cause of the relationship.

PART 3:
Q.
Over the Counter Medication Effectiveness Analysis
Dr. Zobb wants to test several over the counter lotions—that is, lotions available without a prescription—that can be applied directly to the lesions. She wants to determine whether there is a difference in the mean length of time it takes these three types of pain lotions to provide relief from the pain caused by these lesions. Megan is hoping that one of these lotions might be more promising than the others. Several sufferers (with roughly the same number of lesions) are randomly selected and given one of the three medications. Each sufferer records the time (in minutes) it takes the medication to begin working. The results are shown in the table below. She asks you to answer these questions (be sure to show your work).

State the null hypothesis and the alternative hypothesis for this situation.
At ? = 0.01, can you conclude that the mean times are different? Assume that each population of relief times is normally distributed and that the population variances are equal.  Hint: Use a one-way ANOVA to solve this problem. Be certain to show your calculations and describe the process you used to solve this problem.
Determine three conclusions on the effectiveness of the medication by addressing observations or hypotheses regarding these initial tests.

SOLUTION:

Hypotheses: Null hypothesis (H0): The mean time it takes for each medication to provide relief is equal. Alternative hypothesis (Ha): The mean time it takes for at least one of the medications to provide relief is different from the others.
ANOVA Calculation: Step 1: Calculate the sample means for each medication: Medication 1 (12, 15, 17, 12) = 14 Medication 2 (16, 14, 21, 15, 19) = 16.6 Medication 3 (14, 17, 20, 15, 0) = 14.4

Step 2: Calculate the sum of squares (SS) for each medication: Medication 1: SS = (12-14)^2 + (15-14)^2 + (17-14)^2 + (12-14)^2 = 12 Medication 2: SS = (16-16.6)^2 + (14-16.6)^2 + (21-16.6)^2 + (15-16.6)^2 + (19-16.6)^2 = 31.8 Medication 3: SS = (14-14.4)^2 + (17-14.4)^2 + (20-14.4)^2 + (15-14.4)^2 + (0-14.4)^2 = 30.4
Step 3: Calculate the total sum of squares (SST): SST = SS for Medication 1 + SS for Medication 2 + SS for Medication 3 = 12 + 31.8 + 30.4 = 74.2
Step 4: Calculate the mean square (MS) for each medication: MS = SS/df where df = number of treatments – 1 = 2 MS = 74.2/2 = 37.1
Step 5: Calculate the F-statistic: F = MS for treatment / MS for error MS for error = SSE/df where df = n – number of treatments n = number of observations in each medication df for error = 5 – 3 = 2 SSE = SST – SS for treatment = 74.2 – 37.1 = 37.1 MS for error = SSE/df = 37.1/2 = 18.55 F = MS for treatment / MS for error = 37.1 / 18.55 = 1.99
Step 6: Compare the F-statistic to the critical value: At ? = 0.01 and df = 2, the critical value from the F-distribution table is 6.635. Since F = 1.99 < 6.635, we fail to reject the null hypothesis.

Conclusions:
We cannot conclude that the mean times for the relief of each medication are different at ? = 0.01.
There is not enough evidence to support that one of the medications is more effective than the others.
Further studies with larger sample sizes and different populations should be conducted to determine the effectiveness of these medications.

Social science week 2.2 post assistance | BEHS 220 Diversity Awareness

SOURCES WEEK 2

Intersectionality

https://openstax.org/books/college-success/pages/9-2-categories-of-diversity

White privilege: Unpacking the invisible knapsack.

Authors:

McIntosh, Peggy

Source:

Independent School
. Winter90, Vol. 49 Issue 2, p31. 5p.

Document Type:

Article

Subjects:

WHITE people

DISCRIMINATION in education

RACISM

UNIVERSITIES & colleges

Abstract:

Provides insights on the existence of privileges for the white population in academes. Daily effects of white privilege; Factors that shape white privilege; Types of privileges; Association of strength and power with privilege.

Lexile:

1310

Full Text Word Count:

2573

ISSN:

0145-9635

Accession Number:

9604164115

Database:

MasterFILE Premier
Translate Full Text:

WHITE PRIVILEGE: UNPACKING THE INVISIBLE KNAPSACK 
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✖

Contents

1.

Daily effects of white privilege

2.

Elusive and fugitive

3.

Earned strength, unearned power

Full Text

Listen

I was taught to see racism only in individual
acts of meanness, not in invisible systems
conferring dominance on my group.
Through work to bring materials from women’s studies into the rest of the curriculum, I have often noticed men’s unwillingness to grant that they are overprivileged, even though they may grant that women are disadvantaged. They may say they will work to improve women’s status, in the society, the university, or the curriculum, but they can’t or won’t support the idea of lessening men’s. Denials that amount to taboos surround the subject of advantages that men gain from women’s disadvantages. These denials protect male privilege from being fully acknowledged, lessened, or ended.
Thinking through unacknowledged male privilege as a phenomenon, I realized that, since hierarchies in our society are interlocking, there was most likely a phenomenon of white privilege that was similarly denied and protected. As a white person, I realized I had been taught about racism as something that puts others at a disadvantage, but had been taught not to see one of its corollary aspects, white privilege, which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught not to recognize male privilege. So I have begun in an untutored way to ask what it is like to have white privilege. I have come to see white privilege as an invisible package of unearned assets that I can count on cashing in each day, but about which I was “meant” to remain oblivious. White privilege is like an invisible weightless knapsack of special provisions, maps, passports, codebooks, visas, clothes, tools, and blank checks.
Describing white privilege makes one newly accountable. As we in women’s studies work to reveal male privilege and ask men to give up some of their power, so one who writes about having white privilege must ask, “Having described it, what will I do to lessen or end it?”
After I realized the extent to which men work from a base of unacknowledged privilege, I understood that much of their oppressiveness was unconscious. Then I remembered the frequent charges from women of color that white women whom they encounter are oppressive. I began to understand why we are justly seen as oppressive, even when we don’t see ourselves that way. I began to count the ways in which I enjoy unearned skin privilege and have been conditioned into oblivion about its existence.
My schooling gave me no training in seeing myself as an oppressor, as an unfairly advantaged person, or as a participant in a damaged culture. I was taught to see myself as an individual whose moral state depended on her individual moral will. My schooling followed the pattern my colleague Elizabeth Minnich has pointed out: whites are taught to think of their lives as morally neutral, normative, and average, and also ideal, so that when we work to benefit others, this is seen as work that will allow “them” to be more like “us.”

Daily effects of white privilege

I decided to try to work on myself at least by identifying some of the daily effects of white privilege in my life. I have chosen those conditions that I think in my case attach somewhat more to skin-color privilege than to class, religion, ethnic status, or geographic location, though of course all these other factors are intricately intertwined. As far as I can tell, my African American coworkers, friends, and acquaintances with whom I come into daily or frequent contact in this particular time, place, and line of work cannot count on most of these conditions.
1. I can, if I wish, arrange to be in the company of people of my race most of the time.
· 2. If I should need to move, I can be pretty sure of renting or purchasing housing in an area that I can afford and in which I would want to live.
· 3. I can be pretty sure that my neighbors in such a location will be neutral or pleasant to me.
· 4. I can go shopping alone most of the time, pretty well assured that I will not be followed or harassed.
· 5. I can turn on the television or open to the front page of the paper and see people of my race widely represented.
· 6. When I am told about our national heritage or about “civilization,” I am shown that people of my color made it what it is.
· 7. I can be sure that my children will be given curricular materials that testify to the existence of their race.
· 8. If I want to, I can be pretty sure of finding a publisher for this piece on white privilege.
· 9. I can go into a music shop and count on finding the music of my race represented, into a supermarket and find the staple foods that fit with my cultural traditions, into a hairdresser’s shop and find someone who can deal with my hair.
· 10. Whether I use checks, credit cards, or cash, I can count on my skin color not to work against the appearance of financial reliability.
· 11. I can arrange to protect my children most of the time from people who might not like them.
· 12. I can swear, or dress in second-hand clothes, or not answer letters without having people attribute these choices to the bad morals, the poverty, or the illiteracy of my race.
· 13. I can speak in public to a powerful male group without putting my race on trial.
· 14. I can do well in a challenging situation without being called a credit to my race.
· 15. I am never asked to speak for all the people of my racial group.
· 16. I can remain oblivious of the language and customs of persons of color, who constitute the world’s majority, without feeling in my culture any penalty for such oblivion.
· 17. I can criticize our government and talk about how much I fear its policies and behavior without being seen as a cultural outsider. 18. I can be pretty sure that if I ask to talk to “the person in charge” I will be facing a person of my race.
· 19. If a traffic cop pulls me over, or if the IRS audits my tax return, I can be sure I haven’t been singled out because of my race.
· 20. I can easily buy posters, postcards, picture books, greeting cards, dolls, toys, and children’s magazines featuring people of my race.
· 21. I can go home from most meetings of organizations I belong to feeling somewhat tied in rather than isolated, out of place, outnumbered, unheard, held at a distance, or feared.
· 22. I can take a job with an affirmative action employer without having coworkers on the job suspect that I got it because of race.
· 23. I can choose public accommodation without fearing that people of my race cannot get in or will be mistreated in the places I have chosen.
· 24. I can be sure that if I need legal or medical help my race will not work against me.
· 25. If my day, week, or year is going badly, I need not ask of each negative episode or situation whether it has racial overtones.
· 26. I can choose blemish cover or bandages in “flesh” color that more or less match my skin.

Elusive and fugitive

I repeatedly forgot each of the realizations on this list until I wrote it down. For me white privilege has turned out to be an elusive and fugitive subject. The pressure to avoid it is great, for in facing it I must give up the myth of meritocracy. If these things are true, this is not such a free country; one’s life is not what one makes it; many doors open for certain people through no virtues of their own.
In unpacking this invisible knapsack of white privilege, I have listed conditions of daily experience that I once took for granted. Nor did I think of any of these perquisites as bad for the holder. I now think that we need a more finely differentiated taxonomy of privilege, for some of these varieties are only what one would want for everyone in a just society, and others give license to be ignorant, oblivious, arrogant, and destructive.
I see a pattern running through the matrix of white privilege, a pattern of assumptions that were passed on to me as a white person. There was one main piece of cultural turf; it was my own turf, and I was among those who could control the turf. My skin color was an asset for any more I was educated to want to make. I could think of myself as belonging in major ways and of making social systems work for me. I could freely disparage, fear, neglect, or be oblivious to anything outside of the dominant cultural forms. Being of the main culture, I could also criticize it fairly freely.
In proportion as my racial group was being made confident, comfortable, and oblivious, other groups were likely being made unconfident, uncomfortable, and alienated. Whiteness protected me from many kinds of hostility, distress, and violence, which I was being subtly trained to visit, in turn, upon people of color.
For this reason, the word “privilege” now seems to me misleading. We usually think of privilege as being a favored state, whether earned or conferred by birth or luck. Yet some of the conditions I have described here work systematically to overempower certain groups. Such privilege simply confers dominance because of one’s race or sex.

Earned strength, unearned power

I want, then, to distinguish between earned strength and unearned power conferred systemically. Power from unearned privilege can look like strength when it is in fact permission to escape or to dominate. But not all of the privileges on my list are inevitably damaging. Some, like the expectation that neighbors will be decent to you, or that your race will not count against you in court, should be the norm in a just society. others, like the privilege to ignore less powerful people, distort the humanity of the holders as well as the ignored groups.
We might at least start by distinguishing between positive advantages, which we can work to spread, and negative types of advantage, which unless rejected will always reinforce our present hierarchies. For example, the feeling that one belongs within the human circle, as Native Americans say, should not be seen as privilege for a few. Ideally it is an unearned entitlement. At present, since only a few have it, it is an unearned advantage for them. This paper results from a process of coming to see that some of the power that I originally saw as attendant on being a human being in the United States consisted in unearned advantage and conferred dominance.
I have met very few men who are truly distressed about systemic, unearned male advantage and conferred dominance. And so one question for me and others like me is whether we will be like them, or whether we will get truly distressed, even outraged, about unearned race advantage and conferred dominance, and, if so, what we will do to lessen them. In any case, we need to do more work in identifying how they actually affect our daily lives. Many, perhaps most, of our white students in the United States think that racism doesn’t affect them because they are not people of color; they do not see “whiteness” as a racial identity. In addition, since race and sex are not the only advantaging systems at work, we need similarly to examine the daily experience of having age advantage, or ethnic advantage, or physical ability, or advantage related to nationality, religion, or sexual orientation.
Difficulties and dangers surrounding the task of finding parallels are many. Since racism, sexism, and heterosexism are not the same, the advantages associated with them should not be seen as the same. In addition, it is hard to disentangle aspects of unearned advantage that rest more on social class, economic class, race, religion, sex, and ethnic identity than on other factors. Still, all of the oppressions are interlocking, as the members of the Combahee River Collective pointed out in their “Black Feminist Statement” of 1977.
One factor seems clear about all of the interlocking oppressions. They take both active forms, which we can see, and embedded forms, which as a member of the dominant group one is taught not to see. In my class and place, I did not see myself as a racist because I was taught to recognize racism only in individual acts of meanness by members of my group, never in invisible systems conferring unsought racial dominance on my group from birth.
Disapproving of the systems won’t be enough to change them. I was taught to think that racism could end if white individuals changed their attitudes. But a “white” skin in the United States opens many doors for whites whether or not we approve of the way dominance has been conferred on us. Individual acts can palliate, but cannot end, these problems.
To redesign social systems we need first to acknowledge their colossal unseen dimensions. The silences and denials surrounding privilege are the key political tool here. They keep the thinking about equality or equity incomplete, protecting unearned advantage and conferred dominance by making these subjects taboo. Most talk by whites about equal opportunity seems to me now to be about equal opportunity to try to get into a position of dominance while denying that systems of dominance exist.
It seems to me that obliviousness about white advantage, like obliviousness about male advantage, is kept strongly inculturated in the United States so as to maintain the myth of meritocracy, the myth that democratic choice is equally available to all. Keeping most people unaware that freedom of confident action is there for just a small number of people props up those in power and serves to keep power in the hands of the same groups that have most of it already.
Although systemic change takes many decades, there are pressing questions for me and, I imagine, for some others like me if we raise our daily consciousness on the perquisites of being light-skinned. What will we do with such knowledge? As we know from watching men, it is an open question whether we will choose to use unearned advantage to weaken hidden systems of advantage, and whether we will use any of our arbitrarily awarded power to try to reconstruct power systems on a broader base.
Permission to reprint this excerpt must be obtained from Peggy McIntosh at the address above or by calling her at 617-431-1453.
This excerpted essay is reprinted here from the July/August 1989 issue of Peace and Freedom, the bimonthly journal of the Women’s International League for Peace and Freedom, based at 1213 Race St., Philadelphia PA 19107.
~~~~~~~~
By Peggy McIntosh
Peggy McIntosh is associate director of the Wellesley College Center for Research on Women. This essay is exerpted from Working Paper 189, “White Privilege and Male Privilege: A Personal Account of Coming To See Correspondences through Work in Women’s Studies” (1988), by Peggy McIntosh; available for $4.00 from the Wellesley College Center for Research on Women, Wellesley MA 02181. The working paper contains a longer list of privileges.
Copyright of Independent School is the property of National Association of Independent Schools and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s express written permission. However, users may print, download, or email articles for individual use.
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New funds | Nursing homework help

Purpose
This assignment increases the students’ awareness of the National Patient Safety Goals developed by The Joint Commission. Specifically, this assignment will introduce the Speak Up Initiatives, an award-winning patient safety program designed to help patients promote their own safety by proactively taking charge of their healthcare.

Course outcomes: This assignment enables the student to meet the following course outcomes:

CO #2: Apply the concepts of health promotion and illness prevention in the laboratory setting. (PO #2)
CO #8: Explain the rationale for selected nursing interventions based upon current nursing literature. (PO #8)

Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.

Total points possible: 50 points

Preparing the Assignment
1. Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.
a. Select a Speak Up brochure from
The Joint Commission website.

b. Write a short paper reviewing the brochure. Use the Grading Criteria (below) to structure your critique.
c. Include current nursing or healthcare journal article to support your critique.
2. Include the following sections
a. Introduction of brochure (3 points/6%)
i. Includes brochure title
ii. Identifies date published
iii. Describes individuals or groups
iv. Brochure properly cited, included on reference list, and submitted with assignment
b. Summary of article (5 points/ 10%) -brochure citation required
i. Explain the main topics discussed
c. Communication (5 points/10 %) -brochure citation required
i. Review information that promotes communication between patients and healthcare providers
d. Personal Reflection (2 points /4%)
i. Why did this topic interest you?
e. Evaluation of brochure (14 points/28% total (2 points each) (Brochure & nursing article must be cited)
i. Was the information provided in the brochure beneficial? Could you incorporate it in your patient education?
ii. What was done well, and what could have been improved in the brochure?
iii. Was the information presented clearly?
iv. Did current nursing or healthcare related research article support the information presented in the brochure?
v. What population or individuals does this article apply to (i.e., who will benefit the most from this brochure)?
vi. Who else can use this information?
vii. Will this information increase patient safety?
f. Evidence Review & Application (5 points/10% total)
i. Evidence was integrated from a recent (5 years) scholarly nursing journal article to support your answers.
g. Conclusion (5 points/10%)
i. Restates main ideas
ii. Includes supporting information from body of paper
iii. Summarizes the benefits of following the brochure’s advice to a person at risk
h. APA style and structure (2 points/4%)
i. Adheres to current APA edition formatting guidelines for title page, margins, in-text citations, and references
ii. Section headers are required
a. Summary of Brochure
b. Patient Communication
c. Personal Reflection
d. Evaluation of Brochure
e. Evidence Review and Application
f. Conclusion
iii. Paper is no longer than three (3) pages, excluding title page, reference page, and copy of brochure
a. Extra pages will not be read or contribute to the assignment grade
i. Clarity of writing (9 points/18%)
i. Proper use of Standard English
ii. Shows original thought
iii. No spelling or grammar errors
iv. Information presented in a logical progression
For writing assistance, visit the Writing Center.

Please note that your instructor may provide you with additional assessments in any form to determine that you fully understand the concepts learned in the review module.

NR283 Pathophysiology

RUA: Pathophysiological Processes Guidelines

NR283 Pathophysiological Processes Guidelines V2.docx Revised: 04/2018
11
Grading Rubric:
Criteria are met when the student’s application of knowledge demonstrates achievement of the outcomes for this assignment.

Assignment Section and

Required Criteria

(Points possible/% of total points available)

Highest Level of Performance

High Level of Performance

Satisfactory Level of Performance

Unsatisfactory Level of Performance

Section not present

Introduction of Brochure

(3 points/6%)

3 Points

2 points

1 point

0 points

Required Criteria

1. Includes brochure title
2. Identifies date published
3. Describes individuals or groups
4. Brochure properly cited, included on reference list, and submitted with assignment

Includes no less than 4 required criteria.

Includes no less than 3 required criterion.

Includes no less than 2 required criterion.

Section not present or includes less than 1 criterion

Summary of Brochure

(5 points/10%)

5 points

0 points

Required Criteria

1. Review the main topics

Includes no less than 1 required criteria.

Section not present

Patient Communication

(5 points/10%)

5 points

0 Points

Required Criteria

1. Includes information to promote communication between patients and healthcare providers

Includes no less than 1 required criteria.

Section not present.

Personal Reflection

(2 points/ 4%)

2 points

0 Points

Required Criteria

1. Why did this topic interest you?

Includes no less than 1 criteria.

Section not present

Evaluation of Brochure

14 points total—2 points each
(14 points/28 %)

2 points

0 points

Required Criteria

1. Was the information provided in the brochure beneficial? Could you incorporate it in your patient education?

Includes no less than 1 criteria.

Section not present

Required Criteria

1. What was done well, and what could have been improved in the brochure?

Includes no less than 1 criteria.

Section not present

Required Criteria

1. Was the information presented clearly?

Includes no less than 1 criteria.

Section not present

Required Criteria

1. Did current nursing or healthcare related research support the information presented in the brochure?

Includes no less than 1 criteria.

Section not present

Required Criteria

1. What population or individuals does this brochure apply to (i.e., who will benefit the most from this brochure)?

Includes no less than 1 criteria.

Section not present

Required Criteria

1. Who else can use this information?

Includes no less than 1 criteria.

Section not present

Required Criteria

1. Will this information increase patient safety?

Includes no less than 1 criteria.

Section not present

Evidence Review & Application

(5 points /10%)

5 points

0 points

Required Criteria

1. Evidence from a recent (5 years) scholarly nursing journal article was integrated within the Evaluation of Brochure section to support your answers.

Includes no less than 1 criteria.

Does not include criteria

Conclusion

(5 points/10%)

5 points

4 points

2 points

0 points

Required criteria

1. Restates main ideas
2. Includes supporting information from body of paper
3. Summarizes the benefits of following the brochure’s advice to a person at risk

Includes no less than 3 required criteria.

Includes no less than 2 requirements for section.

Present, yet includes no required criteria.

Section not present.

APA Style and Organization

(2 points/4%)

2 points

0 points

Required criteria

1. Adheres to current APA edition formatting guidelines for title page, margins, and in-text citations, and references
2. Section headers used
a. Summary of Brochure
b. Patient Communication
c. Personal Reflection
d. Evaluation of Brochure
e. Evidence Review and Application
f. Conclusion
3. Paper is no longer than three (3) pages, excluding title page, reference page, and copy of brochure.
a. Extra pages will not be read or contribute to the assignment grade

Includes all required criteria

Does not include all required criteria

Clarity of Writing

(9 points/18%)

9 points

8 points

7 points

6 points

0 points

Required criteria

1. Proper use of Standard English
2. Shows original thought
3. No spelling or grammar errors
4. Information presented in a logical progression

Includes no less than 4 requirements for section.

Includes no less than 3 requirements for section,

Includes no less than 2 requirements for section.

Includes 1 requirement for section.

No requirements for this section presented.

Total Points Possible = 50 points

NR224 RUA Safety Guidelines v5 (Nov22) © 2022 Chamberlain University. All rights reserved. 1
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Time series models and visualizing information. Time series decomposition seeks to separate the time series (Y) into 4 components: trend (T), cycle (C), seasonal (S), and irregular (I). What is the difference between these components? 

Mininum of 175 words
 Review the scatter plot of the store’s sales from 2010 through 2021.

Time series decomposition seeks to separate the time series (Y) into 4 components: trend (T), cycle (C), seasonal (S), and irregular (I). What is the difference between these components? 
The model can be additive or multiplicative. When do you use each?
Review the scatter plot of the exponential trend of the time series data. Do you observe a trend? If so, what type of trend do you observe?
What predictions might you make about the store’s annual sales over the next few years?

In your reading of Chapter 5 – Encouraging Buddhism: The Middle Path to Liberation you have gained a better understanding of what the religion of Buddhism is all about from the context of its history, beliefs and practices, code of ethics, etc. You will now use the information gleaned in the chapter to expand upon particular elements of Buddhism enumerated below: 

 
Background Information:When studying the different religions of the world we tend of focus on the distinctions between these religions and understanding what makes them unique, however it is important to note that although these religions are distinct and unique in their own way, there are common themes and structures that can be applied to them. Some of the common elements present in the different religions that we will be studying this semester are:

Sacred Scriptures and Sacred Writings

Divinely inspired writings that contain origins of the religion, essential beliefs, and major teachings. Some religions also revere writings of prominent figures throughout their history who have contributed to expounding the theology of the religion (ex: writings of the Christian saints) 

Beliefs and Practices

Tenets of the religion that unify its community of believers on a variety of topics ranging from their relationship with the divine, soteriology, creation, eschatology, anthropology, etc. 

Prayer and Worship

Liturgical practices that believers of the faith participate in throughout their daily lives. Some liturgical practices and rituals of prayer are performed in conjunction with the celebration of religious festivals at particular times of the week (ex: Sabbath) or times of the year (ex: Christmas) 

Morality – Code of Ethics

Guiding principles that adherents of the faith abide by throughout their lives informed by the theology of the religion 

History

Understanding how the religion was established and the advances of the religion throughout human history that shape the global image of the religion today while also recognizing changes in theology that have occurred throughout history due to major historical events  

Instructions:
In your reading of Chapter 5 – Encouraging Buddhism: The Middle Path to Liberation you have gained a better understanding of what the religion of Buddhism is all about from the context of its history, beliefs and practices, code of ethics, etc. You will now use the information gleaned in the chapter to expand upon particular elements of Buddhism enumerated below: 

Buddhist Symbols and Names (.5 pages)

Identify a common Buddhist symbol and explain its significance

Consider the following:

History/Origins of the symbol
Important religious figure(s) associated with the symbol and their involvement with it
How is the symbol utilized by Buddhists today?

Is it used during prayer/worship?
Is it worm as an outward sign of faith?

Distinguish between the terms ‘Buddhism’ and ‘The Buddha’ as it relates to the religion itself. Accurately define each.

Life of the Siddhartha Gautama (.5-1 pages)

Discuss who Siddhartha Gautama was and the impact that he had on Buddhism.
Describe 3 key events from Siddhartha Gautama’s life.
Address how these events are commemorated by Buddhists today.

Beliefs and Practices (2 – 3 pages)Throughout his life, Siddhartha Gautama did not record any of his teachings, but he is known for his influential sermons and the discussions that he had with his fellow monks. These sermons were transmitted orally for centuries before they were finally committed to writing by several different Buddhist groups. One of the most famous of The Buddha’s discourses is his first discourse titled Setting in Motion the Wheel of Dhamma and in this discourse he outlines two ideas that would become the foundation of all Buddhist thought: The Four Noble Truths and The Noble Eightfold Path. 

Interpret the meaning of each of the Four Noble Truths (1-1.5 pages)

All life is suffering.
The Cause of Suffering is desire.
To end desire is to end suffering.
to end desire, one must follow the Noble Eightfold Path.

Articulate the significance of each of the aspects of The Noble Eightfold Path listed below and demonstrate how Buddhists believe that following these practical techniques will help them to achieve nirvana (1-1.5 pages)

Right Understanding
Right Thought (Intention)
Right Speech
Right Conduct
Right Livelihood
Right Effort
Right Mindfulness
Right Concentration (Contemplation)

Submission Instructions:

When completing this written report, the following guidelines must be followed. Failure to do so will result in points being deducted from your grade.
This report must be typed in any non-ornamental 12 point font.
Each section of the report must include a section title on a separate line (ex: Buddhists Symbols, Beliefs and Practices, etc.)
Each section must incorporate at least 2 direct quotations from wither the Van Voorst course textbook (World RELG4: Introduction to World Religions) or one of the databases/encyclopedias available through St. Thomas University Library with an appropriate citation. You may also find it beneficial to refer to Module 5: Lecture Materials & Resources.
The report should be formatted per current Chicago-Turabian (CMOS) style and adhere to the page length requirements outlined above.

 What is the difference between a direct and indirect cost? Variable versus fixed cost? What are the differences in accounting for inventoriable (product) versus period costs?   What are the relationships among financial, management, and cost accounting? 

 What is the difference between a direct and indirect cost? Variable versus fixed cost? What are the differences in accounting for inventoriable (product) versus period costs? 
 What are the relationships among financial, management, and cost accounting? 
1-34 Budgeting, ethics, pharmaceutical company. Chris Jackson was recently promoted to Controller of Research and Development (R&D) for BrisCor, a Fortune 500 pharmaceutical company that manufactures prescription drugs and nutritional supplements. The company’s total R&D cost for 2017 was expected (bud-geted) to be $5 billion. During the company’s midyear budget review, Chris realized that current R&D expen-ditures were already at $3.5 billion, nearly 40% above the midyear target. At this current rate of expenditure, the R&D division was on track to exceed its total year-end budget by $2 billion! In a meeting with CFO Ronald Meece later that day, Jackson delivered the bad news. Meece was both shocked and outraged that the R&D spending had gotten out of control. Meece wasn’t any more under-standing when Jackson revealed that the excess cost was entirely related to research and development of a new drug, Vyacon, which was expected to go to market next year. The new drug would result in large profits for BrisCor, if the product could be approved by year-end.
Meece had already announced his expectations of third-quarter earnings to Wall Street analysts. If the R&D expenditures weren’t reduced by the end of the third quarter, Meece was certain that the tar-gets he had announced publicly would be missed and the company’s stock price would tumble. Meece instructed Jackson to make up the budget shortfall by the end of the third quarter using “whatever means necessary.”
Jackson was new to the controller’s position and wanted to make sure that Meece’s orders were fol-lowed. Jackson came up with the following ideas for making the third-quarter budgeted targets: a. Stop all research and development efforts on the drug Vyacon until after year-end. This change would delay the drug going to market by at least 6 months. It is possible that in the meantime a BrisCor com-petitor could make it to market with a similar drug.
b. Sell off rights to the drug Martek. The company had not planned on doing this because, under current market conditions, it would get less than fair value. It would, however, result in a one-time gain that could offset the budget shortfall. Of course, all future profits from Martek would be lost.
c. Capitalize some of the company’s R&D expenditures, reducing R&D expense on the income state-ment. This transaction would not be in accordance with GAAP, but Jackson thought it was justifi-able because the Vyacon drug was going to market early next year. Jackson would argue that capitalizing R&D costs this year and expensing them next year would better match revenues and expenses.
Required
1. Referring to the “Standards of Ethical Behavior for Practitioners of Management Accounting and Financial Management,” Exhibit 1-7 (page 17), which of the preceding items (a–c) are acceptable to use? Which are unacceptable?
2. What would you recommend Jackson do?
2-33 Inventoriable costs versus period costs. Each of the following cost items pertains to one of these companies: Best Buy (a merchandising-sector company), KitchenAid (a manufacturing-sector company), and HughesNet (a service-sector company): a. Cost of phones and computers available for sale in Best Buy’s electronics department b. Electricity used to provide lighting for assembly-line workers at a KitchenAid manufacturing plant c. Depreciation on HughesNet satellite equipment used to provide its services d. Electricity used to provide lighting for Best Buy’s store aisles e. Wages for personnel responsible for quality testing of the KitchenAid products during the assembly process
f. Salaries of Best Buy’s marketing personnel planning local-newspaper advertising campaigns g. Perrier mineral water purchased by HughesNet for consumption by its software engineers h. Salaries of HughesNet area sales managers i. Depreciation on vehicles used to transport KitchenAid products to retail stores
Required
1. Distinguish between manufacturing-, merchandising-, and service-sector companies. 2. Distinguish between inventoriable costs and period costs. 3. Classify each of the cost items (a–i) as an inventoriable cost or a period cost. Explain your answers.
2-34 Computing cost of goods purchased and cost of goods sold. The following data are for Marvin Department Store. The account balances (in thousands) are for 2017. 
Marketing, distribution, and customer-service costs                    37,000
Merchandise inventory, January 1, 2017                                            27,000
 Utilities                                                                                                                      17,000
General and administrative costs                                                               43,000
Merchandise inventory, December 31, 2017                                        34,000
 Purchases                                                                                                                  155,000
Miscellaneous costs                                                                                             4,000
Transportation-in                                                                                                    7,000
Purchase returns and allowances                                                                   4,000
Purchase discounts                                                                                                  6,000
 Revenues                                                                                                                 280,000
Required
1. Compute (a) the cost of goods purchased and (b) the cost of goods sold. 
2. Prepare the income statement for 2017.