Final Paper There are a number of diets out there that claim to be the best for weight loss and/or health. For example, the paleo diet is quite popular. However, what is the scientific evidence that a Nursing Assignment Help

Final Paper
There are a number of diets out there that claim to be the best for weight loss and/or health. For example, the paleo diet is quite popular. However, what is the scientific evidence that any of these diets work? What do the proponents of the diets claim as evidence? Is it credible? Your challenge is to take a diet plan that an individual with a particular health need has selected (one will be provided to you) and analyze it for a) the claims made about the diet and b) actual evidence that the diet may or may not work. Included in your analysis should be a discussion of the metabolic pathways that the diet is “supposed” to be changing/improving, any evidence that this may actually occur, and any potential health effects from adhering to this diet. For this paper, we ask you to draw on the knowledge you learned throughout this class to analyze this diet plan. What are its strengths? What are the potential weaknesses? Include both macro and micronutrient analyses. The paper should be a minimum of 1000 words. There is no upper limit. You can also draw diagrams if this helps to make your point.
Guidelines: Assignments should be in Times New Roman 12-point font, double-spaced with one-inch margins and 2000-2500 words. When naming your assignment file, be sure to include your last name and the first initial of your first name and the assignment name (ex. BeckM_Final Paper). References should be formatted according to the American Medical Association (AMA) style guide, and should be submitted on a new page in the document, instead of directly below the assignment text. Using a reference manager such as Refworks or Medeley is highly recommended for formatting references and can help save time. Be sure to spellcheck your paper. Put the total word count after the title of your assignment. Papers that don’t reach the word minimum will receive a 2-point deduction for each 100 missing words.
Criteria: 
Description of the diet
What is the individual trying to accomplish with this diet?
How the individual claims the diet is supposed to work
Evidence about whether or not the diet would work
Suggestions for how the diet can be improved to address the particular health problem of the individual
Conclusion paragraph
DIET FOR A PATIENT WITH CROHN’S DISEASE
A friend of yours, Simon, a 43-year old with an inflammatory bowel disease (Crohn’s disease), hears that you are taking a nutrition course and asks for dietary advice. Crohn’s disease is a chronic inflammatory condition of the gastrointestinal (GI) tract. There are many complications associated with this disease. Inflammation can occur anywhere in the GI tract from the mouth to the anus. In Simon’s case his intestinal inflammation has be restricted to the terminal ilium. As this is a chronic condition, repeated instances of inflammation, flowed by remission, can result in a narrowing of the intestine (intestinal stricture), thus limiting the size of material that can easily pass through the gut. Simon has a stricture in his ilium. Additionally, Simon believes he is lactose intolerant, a condition common in patients with Crohn’s disease. Simon mentioned that he has lost weight over the past four weeks and frequently has diarrhea. His gastroenterologist has provided him with treatment which has fully controlled his intestinal inflammation and diarrhea, but he is eager to gain the weight that he lost. He has developed a diet plan based on his knowledge of weight gain and recommendations from a reliable website for patients with this disease ( This diet is supposed to help him gain weight and he asks you what you think about it. Although the nutritional information on the website is good, you believe that Simon has misinterpreted some of the recommendations and has developed this diet based on inaccurate preconceived ideas. What do you tell him?
Rules for the diet obtained from the website: To gain weight Simon must consume more calories than he expends during the day (simple energy balance). To do this he needs to consume 2500 calories per day. Start the day with plenty of fiber, usually in the form of a cereal. Take twice as much of the RDA of fiber. Consume partially cooked potatoes as a source of carbohydrates. Eat meats with high fat content. Drink whole milk throughout the day.          
Stated Rationale for this diet: Fiber is good for the health of the GI tract. As patients with IBD need to maintain a healthy gut, increased amounts of fiber is recommended. Partially cooked potatoes are a good source of carbohydrates and will help increase muscle mass. In order to reach 2500 calories per day it is important to eat dense meats rich in fat. Whole milk is a good source of fat and should be chosen over skimmed milk as removing fats from milk will decrease the amount of calories consumed. 
Specific statements about this diet from the website:
1.     Eat four-six small meals daily.
2.     Stay hydrated by drinking enough to keep your urine light yellow to clear.
3.     Keep a food journal to help keep track of what you eat and symptoms you may experience.
4.     Use simple cooking techniques (boil, grill, steam, poach) to prepare nutritious, healing foods, including grilled filets, poached eggs, steamed veggies, and boiled and mashed potatoes.
5.     Dietary recommendations should be tailored to your individual needs depending on what part of your intestine is affected, your symptoms, disease status, and current nutrition status.
6.     Dietary planning is individualized from patient to patient. Meet with your healthcare team and a dietitian to develop a more personalized approach.

Expert Solution Preview
The scientific evidence supporting various diets for weight loss and/or health is a topic of great interest and debate. Many diets, such as the paleo diet, make specific claims about their benefits and effectiveness. However, it is important to critically evaluate these claims and examine the actual evidence supporting them.
In the case of analyzing a diet plan for an individual with a particular health need, such as Crohn’s disease, it is essential to understand the goals and objectives of the diet. For this specific case, the individual is seeking dietary advice to gain weight, while also addressing the complications associated with Crohn’s disease.
The diet plan proposed by the individual includes consuming 2500 calories per day, starting the day with fiber-rich cereals, incorporating partially cooked potatoes as a source of carbohydrates, consuming meats with high fat content, and drinking whole milk throughout the day. The rationale provided for these dietary choices includes the belief that fiber is beneficial for the health of the gastrointestinal tract, partially cooked potatoes help increase muscle mass, high-fat meats provide calorie-dense options, and whole milk is a good source of fat.
When evaluating this diet plan, it is important to consider the scientific evidence supporting the claims made by the individual and compare it to existing research. The benefits of fiber for gastrointestinal health, including in individuals with Crohn’s disease, have been well-documented. However, the specific claim that partially cooked potatoes can increase muscle mass should be critically assessed, as there may not be sufficient scientific evidence supporting this notion. Similarly, the inclusion of high-fat meats and whole milk for weight gain may require further examination, particularly in the context of managing Crohn’s disease and potential dietary restrictions associated with the condition.
In analyzing the metabolic pathways that the diet is “supposed” to be changing/improving, it is important to examine the impact of various macronutrients and micronutrients on overall health and specific conditions such as Crohn’s disease. This analysis should draw on the knowledge acquired throughout the course and identify any potential strengths and weaknesses of the diet plan.
In conclusion, evaluating diet plans for individuals with specific health needs requires a critical assessment of the scientific evidence supporting the claims made by the diet proponents. In the case of a patient with Crohn’s disease seeking to gain weight, it is important to consider the overall nutritional requirements, potential dietary restrictions, and evidence-based recommendations to develop a personalized approach. Proper analysis of the metabolic pathways, strengths, and weaknesses of the diet plan is essential to provide accurate and evidence-based dietary advice.

EOL Project Exploration (Lab) I’ve been following the EOL project since prior to 2012, as it was first developing. In November of 2018, its website had had a big overhaul. Several positive changes wer Nursing Assignment Help

EOL Project Exploration (Lab)
I’ve been following the EOL project since prior to 2012, as it was first developing. In November of 2018, its website had
had a big overhaul. Several positive changes were made, at that time. However, I regret that some of the old information
about ELO (that was available since its inception) is no longer available. For instance, the “What is EOL?” page
is much shorter than it used to be! In order for you to answer some of the following questions about the origins of the
EOL, please see use these additional resources:
1) The following wiki page has some information about the founding of EOL. https://en.wikipedia.org/wiki/Encyclopedia_of_Life
2) More historical and general information about the EOL program is found here:
The EOL continues to grow — as does its value to the community of biologists as a whole! Overview:
Through this WebQuest-like activity you will learn more about a massive biological undertaking on the Internet. It is
called the Encyclopedia of Life and presently resides at . This collaborative effort will produce a
vast catalog of information about living organisms. The database is free and easily accessible by both experts and
novices in the biological sciences as well the general public.
Some details:
Use the information at the above links and in the “What is ELO?” section of the website to briefly answer the
following questions. Each answer is worth 5 points, except for question 8.
1) Summarize what the developers of the Encyclopedia of Life seek to accomplish.
2) Is there an intention for the EOL to also include extinct species? (see wiki)
3) When did the EOL go live? (see wiki)
4) What impact could the EOL have on science? …on the public at large?
5) Fill in the blanks from this sentence in the wiki: “The initiative relies on indexing information compiled by other
efforts, including the Sp2000 and ________, _________, _________ and the Assembling Tree of Life project of _______,
AmphibiaWeb, Mushroom explorer, microscope, etc.”
6) According to the information at , who is currently leading the EOL?
7 & 8) Even if you are not a scientist, how can you contribute to the ELO? (10 point question)
9) How do you search for a species?
Try it out:
To answer the following questions, use information presented in Module 6 along with what you discover on the EOL.
To search the EOL, enter the name of the organism in question using the search box at the top of the webpage. (5 points
each)
10) Of the taxonomic domains you learned of in Mod 6, in which would Solanum lycopersicum L. be found?
11) What is the common name for the organism with the scientific name, Solanum lycopersicum L.?
12) What is the scientific name of the Death Cap Mushroom?
13) Name 3 countries where the Death Cap Mushroom has been found.
14) In what taxonomic domain would Wolbachia pipientis be found?
15) Distribution: In what host might you find Wolbachia pipientis?
16) Besides killing the host, what is one of the potential effects of Wolbachia on its host?
17) What is the common name of Dictyostelium?
18) To what taxonomic kingdom does Dictyostelium belong?
19) What is the scientific name (Genus species) of the Peregrine Falcon?
Personal opinions (5 points):
20) Briefly comment on your personal opinion about the EOL project. You may include answers to any or all of the
following questions. (There are no wrong answers, here.): Is this project something you consider important? Why or
why not? How, if ever, might you use this resource? If you had the opportunity, would you want to contribute to the
EOL project? If so, how?

How to Solve EOL Project Exploration (Lab) I’ve been following the EOL project since prior to 2012, as it was first developing. In November of 2018, its website had had a big overhaul. Several positive changes wer Nursing Assignment Help
Introduction:
The Encyclopedia of Life (EOL) is a massive biological undertaking on the internet that aims to create a comprehensive catalog of information about all living organisms. It is a collaborative effort that is accessible to both experts and novices in the biological sciences as well as the general public. This project has the potential to greatly impact the scientific community and the public by providing valuable knowledge about the diversity of life on Earth.
1) The developers of the Encyclopedia of Life seek to accomplish the creation of a vast catalog of information about living organisms. They aim to document and present information about every known species on Earth, including details about their biology, distribution, and conservation status. The goal is to make this information freely available and easily accessible to everyone.
2) Yes, the intention of the EOL is to include information about both extant (currently living) and extinct species. The project recognizes the importance of documenting information about species that may no longer exist to fully understand the history and biodiversity of life on Earth.
3) According to the wiki, the EOL went live on February 26, 2008.
4) The EOL can have a significant impact on science by providing a centralized and comprehensive database of information about living organisms. It can serve as a valuable resource for researchers, educators, and students, enabling them to access accurate and up-to-date information about various species. The database can also facilitate collaborations and data sharing among scientists, leading to further discoveries and advancements in biological research.
On the public at large, the EOL can have a positive impact by promoting awareness and appreciation for the diversity of life on Earth. It can serve as an educational resource for individuals interested in learning about different species and their importance in ecosystems and human well-being. The accessibility of the EOL to the general public can foster a sense of environmental responsibility and conservation efforts.
5) “The initiative relies on indexing information compiled by other efforts, including the Sp2000 and Tropicos, Catalogue of Life, and the Assembling Tree of Life project of NSF, AmphibiaWeb, Mushroom explorer, microscope, etc.”
6) According to the information on the EOL website, the current leaders of the EOL are Dr. Cynthia Parr and Dr. Heimo Rainer.
7) Even if you are not a scientist, you can contribute to the EOL by becoming a citizen scientist. This involves collecting and reporting data on various species through platforms like iNaturalist. By contributing observations and photographs of different organisms, you can help in documenting and verifying species occurrences, which ultimately contributes to the overall knowledge of biodiversity.
8) There are several ways to contribute to the EOL project, including uploading photographs and observations, transcribing field notebooks, and editing species pages. These contributions help in expanding and improving the information available on the EOL platform, allowing others to access and learn from it.
9) To search for a species on the EOL, enter the name of the organism in question using the search box at the top of the webpage.
10) Solanum lycopersicum L. would be found in the taxonomic domain Eukarya.
11) The common name for Solanum lycopersicum L. is Tomato.
12) The scientific name of the Death Cap Mushroom is Amanita phalloides.
13) The Death Cap Mushroom has been found in various countries, including Germany, France, and the United States.
14) Wolbachia pipientis would be found in the taxonomic domain Bacteria.
15) Wolbachia pipientis can be found in a wide range of hosts, including insects such as mosquitoes, fruit flies, and butterflies.
16) Besides killing the host, one of the potential effects of Wolbachia on its host is altering reproductive behavior, such as inducing parthenogenesis (asexual reproduction).
17) The common name of Dictyostelium is Slime mold.
18) Dictyostelium belongs to the taxonomic kingdom Protista.
19) The scientific name (Genus species) of the Peregrine Falcon is Falco peregrinus.
Personal opinions:
20) My personal opinion about the EOL project is that it is incredibly important. The EOL provides a valuable resource for accessing and learning about the diverse range of species on our planet. As a medical professional, having easy access to information about various organisms is crucial for understanding diseases and their interactions with different hosts. I would definitely use this resource for research purposes, as well as for educational purposes to teach my students about the intricacies of different organisms and their impact on health.
If given the opportunity, I would definitely want to contribute to the EOL project. As a medical professor, I could contribute by providing accurate and relevant information about different organisms, especially those of medical importance. Additionally, I could upload photographs and observations of species that I come across in my own research or during fieldwork. By contributing to the EOL, I would be able to contribute to the overall knowledge and understanding of biodiversity, benefiting both the scientific community and the public.

Obesity Presentation Nursing Assignment Help

hey i am back kindly help with these
Consider the following scenario:
Due to an increase in cardiovascular disease and cancer death in the United States, the Center for Disease Control and Prevention (CDC), the Food & Drug Administration (FDA), and the National Cancer Institute (NCI) have formed a joint task force and has tasked you with developing an educational presentation on one of these topics to share with your community. Due to the public’s lack of knowledge on these topics, it is your job to create a presentation that is informative and educational regarding your chosen topic.
Research your topic using online sources such as the FDA, CDC, NCI, and local sources for content on your topic for this presentation.
Choose ONE of the following topics:
Chronic diseases
Coronary artery disease

Congenital heart disease
Congestive heart failure
Hypertensive heart disease
Diabetes type I
Asthma Chronic
Obstructive Pulmonary Disease (COPD)
Arthritis
Obesity
Alzheimer’s Disease
Kidney disease
Cancer
Breast cancer
Prostate cancer

Lung cancer

Melanoma
Additional topic choices as approved by faculty
Include the following points:
Provide a brief background on your chosen disease.

Identify how this disease develops or how individuals contract the disease.
Identify ways of preventing this disease.
How could a fitness or exercise program, if any, help prevent this disease?

Explain how to treat this disease using conventional medicine and complementary and alternative medicine (CAM), otherwise known as holistic medicine.
Identify the nutritional needs of the individual with this disease, as well as what their diet should be to meet the nutritional needs.
Make recommendations for where your audience might search for more information regarding this disease.
Include credible sources for the information (e.g. not Wikipedia). This will be in addition to the 15-18 slides.
For Local Campus students, these are oral presentations accompanied by Microsoft®PowerPoint® presentations.
For Online and Directed Study students, the virtual presentation can be created as a Microsoft® PowerPoint® presentation with audio files connected to each slide, podcast, webcast, teleconference, or any other virtual communication tool.

Expert Solution Preview
Introduction:
For the educational presentation on chronic diseases, I have chosen to focus on cardiovascular disease, specifically coronary artery disease. Coronary artery disease is a leading cause of death in the United States, and it is vital for the community to be informed about its background, prevention, treatment options, and the importance of a healthy lifestyle. This presentation aims to provide informative and educational content to increase awareness and empower individuals to make proactive choices for their cardiovascular health.
Brief background on coronary artery disease:
Coronary artery disease is a condition characterized by the build-up of plaque in the arteries that supply oxygen-rich blood to the heart muscle. Over time, this plaque can harden and narrow the arteries, reducing blood flow to the heart. This can lead to chest pain (angina), heart attack, or other serious complications.
Development and contraction of coronary artery disease:
Coronary artery disease develops as a result of various factors, including high blood pressure, high cholesterol levels, smoking, obesity, diabetes, and a sedentary lifestyle. These risk factors contribute to the formation of plaque in the arteries, eventually causing the disease. Individuals can contract coronary artery disease by engaging in unhealthy habits and neglecting their cardiovascular health.
Prevention of coronary artery disease:
To prevent coronary artery disease, individuals should adopt a healthy lifestyle. This includes regular physical activity, a balanced diet low in saturated fats and cholesterol, maintaining a healthy weight, managing stress, quitting smoking, and controlling blood pressure and diabetes. By addressing these modifiable risk factors, individuals can reduce their likelihood of developing coronary artery disease.
Role of fitness and exercise programs in disease prevention:
Fitness and exercise programs play a crucial role in preventing coronary artery disease. Regular physical activity helps reduce blood pressure, improve cholesterol levels, maintain a healthy body weight, and enhance overall cardiovascular health. Exercise also promotes better circulation, strengthens the heart muscle, and reduces stress. By incorporating appropriate fitness and exercise programs into their daily routines, individuals can significantly lower their risk of developing coronary artery disease.
Treatment options for coronary artery disease:
The treatment of coronary artery disease involves a combination of conventional medicine and complementary and alternative medicine (CAM). Conventional medicine includes medications to control blood pressure, cholesterol, and blood sugar levels. Procedures such as angioplasty and coronary artery bypass surgery may be performed to restore blood flow to the heart. CAM approaches, such as acupuncture, meditation, and herbal remedies, can also be used to enhance overall well-being and support cardiovascular health.
Nutritional needs for individuals with coronary artery disease:
Individuals with coronary artery disease require a heart-healthy diet that focuses on consuming fruits, vegetables, whole grains, lean proteins, and healthy fats. This diet should be low in sodium, saturated fats, and trans fats. It is important to limit processed foods, sugar, and alcohol intake. Meeting the nutritional needs of individuals with coronary artery disease is essential for managing their condition and promoting optimal heart health.
Recommendations for additional information sources:
For more information on coronary artery disease, individuals can refer to reputable sources such as the American Heart Association (AHA), Centers for Disease Control and Prevention (CDC), National Heart, Lung, and Blood Institute (NHLBI), and local healthcare facilities. These sources provide reliable and evidence-based information on prevention, treatment, lifestyle modifications, and support resources for individuals affected by coronary artery disease.
In conclusion, it is crucial for the community to be knowledgeable about coronary artery disease and take proactive steps to prevent its development. By understanding its background, risk factors, prevention strategies, treatment options, and nutritional needs, individuals can make informed decisions for their cardiovascular health. This presentation aims to educate and empower the audience, enabling them to lead healthier lives and reduce the burden of coronary artery disease.

Overview/Description: The final written assignment will synthesize what you have discovered about the different advanced practice roles and scope of practice found in the master of nursing curriculum: Nursing Assignment Help

Overview/Description: The final written assignment will synthesize what you have discovered about the different advanced practice roles and scope of practice found in the master of nursing curriculum: APRNs, nurse educator, nurse informaticist, and nurse administrator/executive. You will review all roles and then examine the specialty for which you were admitted, focusing on the scope of practice, core competencies, certification requirements, and legal aspects of practice for that specific role. You will also identify the practice environment and population you will be working with, as well as peers and colleagues. In addition, you will discuss your future leadership role and participation in professional organizations.
Your paper is to be based on current literature, standards of practice, core competencies, and certification bodies for your chosen role. The paper should be 6-8 pages excluding the title and reference pages, and APA format is required.
Week 5 Final Paper Must include:

Introduction
Distinguish between Advanced Nursing Practice (ANP) and the Advanced Practice Nurse (APN).
Briefly define advance nursing practice and the roles in advanced practice nursing pertaining to clinical practice, primary care, education, administration, and health information.
Describe the advance nursing practice role you aspire to and briefly share the experiences and/or qualities you have that have influenced your decision.
Describe your personal nursing philosophy and the model that helped you describe it.
Examine regulatory and legal requirements for the state in which you plan to practice/work.
Identify the required competencies (domains) and certification requirements for your selected role.
Describe what is required to obtain certification in your selected role.
Define Transformational Leadership as it relates to your identified leadership attributes that you possess or need to develop.
Apply the leadership style you will embrace as an APN in primary care.
Describe the current policy or trends related to your APN role in primary care and determine if policy or trend needs to change–if opposed to change, state the reason.
If you determine that the above policies or trends require change, propose how APN can lead changes.
Conclusion:  Summarize your role paper by highlighting key points made in your paper.
Your paper should be written in a clear, concise, and organized manner, demonstrating ethical scholarship in appropriate and accurate representation and attribution of sources; and displayed accurate spelling, grammar, and punctuation. Proper APA format should be used.

Submission Details:

Support your responses with examples.
Cite any sources in APA format.
Submit your document to the Submissions Area by the due date assigned.

Expert Solution Preview
Introduction:
In the field of nursing, there are various advanced practice roles that play a vital role in the delivery of healthcare. These roles include Advanced Nursing Practice (ANP) and the Advanced Practice Nurse (APN). ANP refers to the level of nursing practice that goes beyond basic nursing education and licensure, while APN encompasses the specific roles within ANP, such as clinical practice, primary care, education, administration, and health information. This paper will delve into the different aspects of advanced practice nursing and focus on the role of an APN in primary care.
Distinguishing between Advanced Nursing Practice (ANP) and the Advanced Practice Nurse (APN):
ANP represents the higher level of nursing practice that involves a broader scope and more specialized knowledge and skills compared to basic nursing practice. It includes roles such as clinical practice, primary care, education, administration, and health information. On the other hand, APN refers to the specific roles within ANP, focusing on direct patient care, education, and leadership in healthcare settings. APN is an umbrella term that encompasses various advanced practice roles, including nurse practitioners, nurse educators, nurse informaticists, and nurse administrators/executives.
Defining advanced nursing practice roles:
Clinical practice in advanced nursing involves providing direct patient care, diagnosing and treating illnesses, and prescribing medications under legal regulations. Primary care focuses on addressing the holistic health needs of individuals and families, including health promotion, disease prevention, and management of acute and chronic conditions. Education in advanced nursing practice involves teaching and mentoring nursing students and healthcare professionals, as well as conducting research. Administration in advanced nursing practice involves leadership and management of healthcare organizations and systems. Health informatics in advanced nursing practice involves the utilization of technology and data to enhance patient care outcomes and healthcare delivery.
Aspiring to the role of an APN in primary care:
My aspiration is to become an APN in primary care due to my passion for providing holistic and comprehensive care to individuals and their families. The experiences that have influenced my decision include working in primary care settings during my nursing education and witnessing the positive impact of nurse practitioners in addressing the healthcare needs of diverse populations. Additionally, my qualities such as empathy, strong communication skills, and critical thinking abilities align with the requirements of an APN in primary care.
Personal nursing philosophy and the model that describes it:
My personal nursing philosophy revolves around providing patient-centered care that encompasses collaboration, compassion, and evidence-based practice. The model that describes my nursing philosophy is the Person-Centered Care Model, which emphasizes the individual’s unique needs, preferences, and values in the delivery of healthcare. This model aligns with my belief in treating patients as partners in their healthcare journey and involving them in decision-making processes.
Regulatory and legal requirements for practice:
The regulatory and legal requirements for practicing as an APN in primary care vary among states. In the state I plan to practice, it is essential to hold an active registered nurse (RN) license, complete an accredited nurse practitioner program, and obtain national certification in the respective specialty area. Additionally, state-specific regulations govern the scope of practice, including the ability to diagnose and prescribe medications.
Required competencies and certification requirements:
To practice as an APN in primary care, certain competencies and certification requirements are necessary. The required competencies typically align with the domains of advanced nursing practice, including clinical practice, primary care, education, administration, and health informatics. Certification requirements involve completing a graduate-level education, gaining a specified number of clinical hours, and passing a national certification examination specific to the chosen specialty.
Obtaining certification in the selected role:
To obtain certification as an APN in primary care, it is crucial to complete a master’s or doctoral program specializing in primary care nursing. Additionally, fulfilling the clinical hours required by the certification body is vital. Finally, passing the national certification examination administered by the certifying organization is necessary to obtain formal recognition as an APN in primary care.
Transformational Leadership and its relation to identified leadership attributes:
Transformational Leadership is a leadership style that focuses on inspiring and motivating others to achieve extraordinary outcomes. In relation to my identified leadership attributes, I possess strong communication skills, empathy, and a collaborative approach, which align with the principles of Transformational Leadership. However, I also recognize the need to develop further in areas such as decision-making and strategic thinking to enhance my leadership abilities as an APN in primary care.
Applying the leadership style as an APN in primary care:
As an APN in primary care, I will embrace a Transformational Leadership style. This style will enable me to inspire and motivate both patients and colleagues to actively participate in their healthcare journey. By fostering a collaborative and empowering environment, I can facilitate optimum patient outcomes, promote professional growth among healthcare providers, and drive positive change within the primary care setting.
Current policy or trends related to APN role in primary care:
Currently, there is a growing recognition of the vital role played by APNs in primary care, particularly in addressing the increasing demand for accessible and cost-effective healthcare services. However, there are still policy barriers in some states that restrict APNs’ scope of practice, limiting their autonomy and ability to fully utilize their advanced skills. This hinders the optimal integration of APNs in primary care teams and can lead to fragmented care delivery.
Proposing changes in policy or trends:
To address the policy barriers and maximize the potential of APNs in primary care, it is crucial to advocate for changes that expand their scope of practice and grant them full practice authority. This would involve lobbying for legislative changes that remove outdated practice restrictions and acknowledge the expertise and capabilities of APNs. By doing so, APNs can contribute to improving access to high-quality primary care and positively impact population health outcomes.
Conclusion:
In conclusion, the role of an APN in primary care is multifaceted, requiring advanced knowledge, skills, and leadership abilities. By embracing a patient-centered approach, fulfilling the necessary competencies and certification requirements, and advocating for policy changes, APNs in primary care can play a crucial role in addressing the healthcare needs of individuals and communities. It is through their transformative leadership and commitment to evidence-based practice that APNs can drive positive change and contribute to the advancement of healthcare delivery.

Read description (group couseling) week 4

Due: Wednesday July 19, 2023 
11:00pm USA pacific time
Rules:
* No word minimum
*Answer all questions
* Number and or label the answer corresponding to the question
*Be through
*No plagiarism
Course: School Group Counseling and Counseling Theories
Read Instructions:
In preparation for this assignment review the first program from the DVD provided with Groups in Action: Evolution of a Group. Note Since you can’t watch the video Read the information below to help answer the two questions. This Reading is  a brief discription of what took place in the DVD you can read the information below:
Problem:

 SYMBOLIC EXPLORATION THROUGH ROLE PLAYING
Casey’s work takes a different turn when she expresses her sadness about having to keep her being gay a secret from her mother. Casey proceeds, yet is obviously frightened. Jerry suggests a role play involving Casey picking a person in the group to be her symbolic mother. We observe considerable hesitation on Casey’s part. Marianne doesn’t want Casey to feel pressured to move ahead with the role play and asks, “Is this your agenda or Jerry’s?” She lets it be known that she is scared, yet she wants to continue. Casey agrees with Marianne that it would be more meaningful to role-play with her mother in her native language (Vietnamese). We continue to find that when people role-play with significant others in their primary language, the outcome of the therapeutic engagement is often more productive. It is not necessary that those in the room understand the content of what is being conveyed. What is important is that this therapeutic dialogue has meaning to the client. Those who observe the work are typically affected emotionally even though they do not understand what is being said.
Casey, who picks Marianne as her symbolic mother, first reveals that she is gay. We follow Casey’s lead and she eventually says, “I keep thinking what my mother would say back to me.” Marianne asks Casey to reverse roles, “becoming her mother,” and express what she imagines her mother would tell her about this disclosure. After this exchange, Casey makes a comment about what a “good mother” would say. Again, taking the cue from Casey, Marianne suggests that Casey become the “good mother” and tell Marianne (who assumes the role of Casey) what she knows that Casey needs to hear.
In reality, Casey may never tell her mother about her sexual orientation, nor would we as coleaders ever push her to do so. What she tells her mother, if anything, must be her choice. Certainly, we would not tell Casey to go away from the group and say everything she expressed symbolically in the therapeutic situation. Instead, if she opens a dialogue with her mother, she needs to decide what she most wants to say to her, and what the price might be if she does. Even if Casey does not actually approach her mother, her therapeutic enactment was both cathartic and healing. Ideally, Casey would like to have the “good mother” she deserves, yet at this time, she made a start by symbolically saying to herself what she would so much like to hear from her mother. Casey’s mother may never be able to agree with Casey’s decisions of how she wants to live her life, yet Casey can come to an affirmation of herself as a person. A very important outcome of Casey’s work was the realization that her catastrophic expectations (negative judgments from the members) were not based in reality. Marianne plants a seed in Casey’s mind that maybe her mother, like the group, may not be as condemning of her as she fears. The stakes for Casey are high, and what to say to her mother will present some difficulties for her. Another result of her work was her decision to be a bit more trusting with select people about who she is.
Although the video contains a relatively large segment of Casey’s therapy, the actual session lasted more than an hour. As can be seen, Casey’s emotional work proves to be a catalyst for most of the other members. We, as leaders, were also emotionally touched, and generally we do not hesitate to disclose this. Just because we become emotional does not imply that we lose our objectivity and our ability to facilitate the members’ interactions.14
Assume that after Casey disclosed that she was gay one of the members said, “Casey, I need to let you know that I have a hard time hearing this, because I’m not comfortable with homosexuality.” How would you intervene?
Step-by-step solution from the video ( Only consider if needed to help with questions below)
Show all steps
Step 1/3
Casey and Marianne decided mutually that they should perform the role play with the Casy’s mother in their native language i.e. Vietnamese. This is because it was assumed that such performance would prove to be more meaningful.
Step 2/3
The outcome of the therapeutic engagement is expected to be more productive. The important factor to be emphasized is that the members playing role should be comfortable and attached emotionally to each other.
Step 3/3
It is not necessary that other members present in the particular place are able to understand the content of the role played by the members. The important is that the therapeutic dialogue being conveyed has meaning to the client.
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Here’s the TWO questions 
Don’t copy word for word from the reading
Below Prepare a substantive response to the following:

How might Casey’s sharing of her concerns for her mother’s reaction to her being gay impact the other members of the group?
What are your thoughts on the facilitator’s suggestions of role playing with Casey and facilitating role play?

FNU Family Community Health Nursing Paper Nursing Assignment Help

Please use traditional, nuclear family.
1. Family composition.  
           Type of family, age, gender and racial/ethnic composition of the family.
2.  Roles of each family member.  Who is the leader in the family?  Who is the primary provider?  Is there any other provider?
3.  Do family members have any existing physical or psychological conditions that are affecting family function?
4.  Home (physical condition) and external environment; living situation (this must include financial information).  How the family support itself.  
     For example; working parents, children or any other member
5.  How adequately have individual family members accomplished age-appropriate developmental tasks?
6.   Do individual family member’s developmental states create stress in the family?
7.  What developmental stage is the family in?  How well has the family achieve the task of this and previous developmental stages?  
8.  Any family history of genetic predisposition to disease?
9.  Immunization status of the family?
10.  Any child or adolescent experiencing problems
11.  Hospital admission of any family member and how it is handled by the other members?
12.  What are the typical modes of family communication?  It is affective?  Why?
13.  How are decisions make in the family?
14.  Is there evidence of violence within the family?  What forms of discipline are use?
15.  How well the family deals with crisis?
16.  What cultural and religious factors influence the family health and social status?
17.  What are the family goals?
18.  Identify any external or internal sources of support that are available?
19.  Is there evidence of role conflict?  Role overload?
20.  Does the family have an emergency plan to deal with family crisis, disasters?
Identify 3 nursing diagnosis and develop a short plan of care using the nursing process.

Expert Solution Preview
Introduction:
In this content, we are assessing the family composition, roles of each member, the physical and psychological conditions affecting family function, home and external environment, individual family members’ developmental tasks, the family’s developmental stage, genetic predisposition to disease, immunization status, any child or adolescent experiencing problems, hospital admission of family members, modes of family communication, decision-making process, evidence of violence and forms of discipline, crisis management, cultural and religious influences, family goals, sources of support, role conflict and overload, and emergency plan. Additionally, we need to identify three nursing diagnoses and develop a short plan of care using the nursing process.
1. Family Composition:
The family consists of a traditional, nuclear family. It comprises a married couple, John (father, 40 years old) and Emily (mother, 38 years old), and their two children, Sarah (daughter, 12 years old) and Michael (son, 8 years old). The family is of Caucasian ethnicity.
2. Roles of Each Family Member:
John serves as the leader of the family, taking responsibility for major decision-making and providing guidance to other family members. He is also the primary provider, working full-time to support the family financially. Emily is the primary caregiver and manages the household tasks, ensuring the smooth functioning of daily activities. Although she does not work outside the home, she actively contributes to the family’s well-being. There is no other provider in the family.
3. Existing Physical or Psychological Conditions:
Currently, none of the family members have any physical or psychological conditions that significantly impact family function. All family members are in good health, both physically and mentally.
4. Home and External Environment:
The family resides in a well-maintained house in a suburban neighborhood. The physical condition of their home is excellent, providing a safe and comfortable living environment. Financially, the family supports itself through John’s stable income as the primary provider. The family can meet their daily needs adequately.
5. Accomplishment of Developmental Tasks:
Sarah and Michael have both accomplished age-appropriate developmental tasks reasonably well. Sarah demonstrates good academic performance and has developed a sense of responsibility towards her studies. Michael has shown satisfactory progress in his social and emotional development, forming friendships and expressing himself effectively.
6. Developmental States and Stress:
The developmental states of individual family members do not create significant stress within the family. Both Sarah and Michael are adapting well to their respective stages of development, causing harmony rather than stress within the family.
7. Developmental Stage of the Family:
The family is currently in the stage of early parenthood, as they have young children who require substantial care and guidance. The family has successfully achieved the tasks of previous developmental stages, such as forming a committed relationship, creating a stable home environment, and starting a family.
8. Family History of Genetic Predisposition:
There is no known family history of genetic predisposition to any specific disease or condition. The family has not encountered any major genetic health concerns thus far.
9. Immunization Status:
The family is up-to-date with their immunizations. They have ensured that all family members have received the recommended vaccinations, including those specific to their age groups.
10. Child/Adolescent Problems:
Currently, neither Sarah nor Michael is experiencing any significant problems. They are both thriving in their respective areas of development and have not encountered any significant issues requiring immediate attention.
11. Hospital Admission and Handling:
There have been no recent hospital admissions among family members. However, if any family member were to require hospitalization, the other members would rally together to provide emotional support, assist with practical matters, and maintain open communication with medical professionals involved in the care.
12. Modes of Family Communication:
The family primarily relies on open and direct communication to express their thoughts, concerns, and needs. They engage in regular family meetings to discuss important matters together. The communication within the family is effective as it fosters understanding, respect, and cooperation among all members.
13. Decision-Making Process:
In the family, decisions are made through a collaborative approach. While John holds the overall leadership role, he values input from every family member. Family decisions are typically made through discussions that consider the perspectives and opinions of all those affected. This approach ensures that all family members have a voice in decision-making, resulting in a sense of ownership and unity.
14. Evidence of Violence and Forms of Discipline:
There is no evidence of violence within the family. The family promotes a peaceful and respectful atmosphere where conflicts are resolved through open dialogue and compromise. If discipline is required, it is based on positive reinforcement and logical consequences rather than physical punishment.
15. Crisis Management:
The family has demonstrated a commendable ability to deal with crises effectively. They approach crises with cooperation, adaptability, and a problem-solving mindset. They seek support from their extended family, neighbors, and community resources when necessary. The family thrives in maintaining stability and resilience during challenging times.
16. Cultural and Religious Influences:
The family’s cultural and religious values significantly influence their health and social status. They actively participate in community traditions and rituals, fostering a sense of belonging and social support. These cultural and religious practices provide a strong foundation for the family’s well-being.
17. Family Goals:
The family’s primary goals revolve around ensuring the health and happiness of each family member. They strive to maintain a harmonious family environment, encourage educational achievements, and promote emotional well-being. Long-term goals include providing financial stability, preparing their children for successful futures, and fostering a strong sense of family values.
18. Sources of Support:
The family has access to various sources of support. They can rely on close-knit relationships with extended family members who live nearby. In addition, the family actively engages with their community, participating in social events, parent-teacher associations, and neighborhood activities. These external sources of support offer emotional, social, and practical assistance when needed.
19. Role Conflict and Overload:
Currently, there is no evidence of significant role conflict or overload within the family. The family members balance their roles and responsibilities effectively, ensuring that each member’s needs are considered and met. Open communication and shared decision-making contribute to the prevention of role conflicts and overload.
20. Emergency Plan:
The family has a well-documented emergency plan to deal with family crises and disasters. It includes communication protocols, designated meeting points, and contact information for emergency services. They periodically review and update their emergency plan to ensure its effectiveness and accuracy.
Nursing Diagnoses and Plan of Care:
Nursing Diagnosis 1: Ineffective Family Coping related to potential stressful events.
Plan of Care:
– Establish a therapeutic nurse-patient relationship with the family to promote trust and open communication.
– Assess the family’s perception of stressors and coping strategies, acknowledging their strengths and areas of improvement.
– Provide education on stress management techniques and effective coping mechanisms.
– Encourage regular family meetings to discuss and address potential stressors proactively.
– Collaborate with the family to develop an individualized coping plan, including relaxation exercises, social support utilization, and problem-solving techniques.
Nursing Diagnosis 2: Deficient Knowledge regarding preventive healthcare measures.
Plan of Care:
– Assess the family’s knowledge and understanding of preventive healthcare measures, including vaccinations, regular check-ups, and healthy lifestyle choices.
– Provide education on the importance of immunizations, screening tests, and age-specific health promotion activities.
– Assist the family in creating a preventive healthcare schedule, including reminders for appointments and screenings.
– Offer resources and referrals to community programs or support groups that focus on preventive healthcare.
– Evaluate the family’s understanding and compliance with preventive healthcare measures periodically.
Nursing Diagnosis 3: Impaired Family Communication related to potential conflicts or breakdowns.
Plan of Care:
– Assess the family’s communication patterns and identify any existing challenges or conflicts.
– Facilitate open and respectful communication within the family, emphasizing active listening and empathetic responses.
– Provide guidance on conflict resolution skills, such as compromise, negotiation, and respectful expression of emotions.
– Encourage the use of “I” statements to express concerns or needs effectively.
– Assist the family in developing a family communication plan, including regular family meetings, where open dialogue can be practiced and conflicts can be addressed promptly.
Note: It is important to remember that the nursing diagnoses and plan of care should be tailored based on specific assessment findings and individualized to meet the unique needs of the family.

Stayer University Health Care Policy and Law Discussion Nursing Assignment Help

Written Assignment: Comparing Factors that Lead to Underdevelopment
Due Week 9 and worth 400 points
This assignment calls for you to select two Less Developed Countries  (LDCs) and assess if there are any factors that are common to both as  far as their development is concerned. Your two countries must come from the following list:
   
Burundi
  Benin

Cameroon

Nigeria
 
Nicaragua

Guatemala

Central African Republic

North Korea
 
Angola

Ghana

Chad

Yemen
 
Eritrea

Cuba

Congo

Thailand
 
Egypt

Iran 

Equatorial Guinea

Zimbabwe
 
Zambia

Oman

Ethiopia

Philippines
 
Congo

Liberia

Gabon

Bahrain
 
Tanzania

India 

Guyana

Mexico
 
El Salvador

Lebanon

Honduras

Pakistan
 
Syria

Guinea

Kenya

Sri Lanka
 
Algeria

Gambia

Mozambique

Senegal
 
Malawi

Indonesia

Namibia

Vietnam
 
Morocco

Myanmar

Rwanda

Haiti
 
Sudan

Bolivia

Somalia

Kuwait
 
Mauritania

Mali

South Africa

Iraq
 
Botswana

Bangladesh 

Tunisia

Niger
 
Libya

Malaysia

Uganda

Panama
Source: United Nations, 2014
It may help you to be familiar with the concept of poor governance,  because this often plays a significant part in why a country is  underdeveloped. According to the World Bank, governance  is defined as how power is exercised in the management of a country’s  economic and social resources for development. Therefore, if good governance is synonymous with sound development management, then poor governance  means a government has failed to deliver desirable outcomes for its  people. This could mean that officials are corrupt, not transparent with  their decisions, unqualified to make decisions in the first place, or  prone to make decisions based on racism, tribalism or ethnicity — all of  which are very common practices in LCDs.
The most common factor used to decide whether countries are  underdeveloped nations is through the Human Development Index. Countries  that are underdeveloped in nature offer poor health care, few  educational opportunities, a low average life expectancy, a low number  of job opportunities, few recreational facilities, poor economic growth,  a low standard of living and a poverty-stricken life.
Instructions: 
Write at least a six-page paper, in which you:
Identify the two LDCs (from the list above), which you will compare and assess. Explain why you chose these two countries. 
Analyze the features that the LDCs have in common using at least five of the following nine factors (clearly label the five factors using headings):
geography 
extractive institutions 
governmental corruption 
internal or external conflicts 
shaky financial systems 
unfair judicial systems 
ethnic, racial or tribal disparities 
lack or misuse of natural resources 
closed (statist) economies 
Use at least seven credible sources. Wikipedia,  encyclopedias, dictionaries, blogs and other material that does not  qualify as reputable academic source work at the college level. Do not  use sources that are older than seven years.
Your assignment must follow these formatting requirements:
Be typed, double-spaced (no extra spacing between paragraphs), using  Times New Roman font (size 12), with one-inch margins on all sides. 
Citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the  student’s name, the professor’s name, the course title, and the date (do  not include an abstract).
The cover page and the reference page are not included in the  required assignment page length. Graphs, tables and photographs are not counted toward the length of the paper; only what you have written as text itself.
The specific course learning outcomes associated with this assignment are:
Determine why private investment, open political competition and the  intelligent use of natural resources can serve as incentives to further  economic development.
Decide why good governance, a sound financial system, and a fair system of judicial justice are necessary to development.
Assess why enforceable environmental regulations are critical to sustaining development.
Use technology and information resources to research issues in sociology of developing countries.
Write clearly and concisely about sociology of developing countries using proper writing mechanics.

Expert Solution Preview
Introduction:
In this written assignment, students are tasked with comparing factors that contribute to underdevelopment in two Less Developed Countries (LDCs). The assignment requires students to choose two countries from a provided list and analyze common factors of underdevelopment. They are expected to apply at least five out of nine specified factors and support their findings with at least seven credible sources. The assignment aims to assess students’ understanding of the concept of poor governance and its impact on a country’s development.
Answer:
Based on the given instructions, it is crucial to choose two LDCs from the provided list and explain the rationale behind the selection.
For this assignment, I have chosen Nigeria and Yemen as the two countries for comparison and assessment. Both countries exhibit a range of common factors that contribute to their underdevelopment. This selection allows for a comprehensive analysis of how these factors have affected economic, social, and political progress in both nations.
1. Nigeria: Nigeria, located in West Africa, is the most populous country in Africa. It is often referred to as the “Giant of Africa” due to its large population and vast natural resources. Despite these advantages, Nigeria faces significant challenges in achieving sustainable development.
2. Yemen: Yemen, located in the Middle East on the Arabian Peninsula, is known for its historical significance and strategic location. The country has been plagued by internal conflicts, political instability, and humanitarian crises, hampering its progress towards development.
These two countries were chosen based on their contrasting geographical locations and the significant challenges they face in achieving development. Nigeria represents a country with abundant natural resources but struggles with issues such as corruption, ethnic disparities, and a shaky financial system. On the other hand, Yemen is a country with limited natural resources and faces additional challenges such as internal conflicts and poor governance.
By comparing these two countries, we can gain insights into the common factors that hinder development and understand the specific challenges faced by LDCs.
In the subsequent analysis, at least five out of the nine specified factors will be used to assess the similarities between Nigeria and Yemen in terms of their development. The chosen factors will be supported by credible sources to ensure accuracy and reliability.
Overall, this assignment provides an opportunity for students to critically analyze the common factors contributing to underdevelopment in LDCs and demonstrate their understanding of the impact of governance, economics, and social aspects on a country’s development. Through this research, students will develop a deeper insight into the complexity of factors involved in the development process and the importance of addressing these issues for sustainable progress.

Union Laws Unlawful Labor Practice Paper

In the case below, an employee files a Section 8(a)1 complaint with the NLRB against his employer for firing him.The employer asserts that it has terminated the employee lawfully.After reading the facts of the case, explain what the decision should be (who should win).Also explain any remedies that are needed.Be sure to identify the legal concepts involved and use details from the case to show evidence in support of your position. Please limit your analysis to 2-3 double-spaced pages.Tip – Consider:Car Dealer’s CaseOrganizationThis company has two dealerships in Springfield, Illinois; one sells trucks, and the other sells luxury cars.Jack, the employee who was fired, began working at the truck dealership in 2002.He changed to the luxury dealership in 2008 where he worked until he was fired in 2014.People InvolvedCompensation PlanThere are three contributing elements to the pay of the salespersons: the first is a 25-percent commission of the profit derived from the sale of the vehicle, the profit being the difference between the selling price and the cost of the vehicle. The second element is based upon volume; in order to qualify for this bonus, the salesperson must sell 12 cars in a month, including, at least, 2 used cars. The final element is the Customer Satisfaction Index, which is based upon survey questionnaires sent to customers who purchased a car.Employee HandbookThe employee handbook included the following rule: (b) Courtesy: Courtesy is the responsibility of every employee. Everyone is expected to be courteous, polite and friendly to our customers, vendors and suppliers, as well as to their fellow employees. No one should be disrespectful or use profanity or any other language which injures the image or reputation of the Dealership.Facebook PostingsThe event pages are entitled: “(luxury) 2014 5 Series Soiree.” On the first page, Jack posted:“I was happy to see that (dealer) went ‘All Out’ for the most important launch of a new (luxury car) in years . . . the new 5 series. A car that will generate tens in millions of dollars in revenues for the dealer over the next few years. The small 8 oz bags of chips, and the $2.00 cookie plate from Sam’s Club, and the semi fresh apples and oranges were such a nice touch . . . but to top it all off . . . the Hot Dog Cart. Where our clients could attain an overcooked wiener and a stale bun.” Underneath were comments by Jack’s relatives and friends, followed by Jack’s responses. On the following page there is a picture of Dutch with his arm around the woman serving the hot dogs, and the following page has a picture of Dutch with a hot dog. Page 4 shows the snack table with cookies and fruit.Page 5 shows one of the sales people holding bottles of water, with a comment posted by Jack:“No, that’s not champagne or wine, it’s 8 oz. water. Pop or soda would be out of the question.”In this photo, a salesperson is seen coveting the rare vintages of water that were available for our guests. Page 6 shows the sign depicting the new luxury 5 Series car with Jack’s comment below: “This is not a food event. What ever made you realize that?” The final two pages again show the food table and Dutch holding a hot dog. The pictures of the truck accident, as well as Jack’s comments, on the Facebook page were: The caption is “This is your car: This is your car on drugs.” The first picture shows the car, the front part of which was in the pond.The salesperson with a blanket around her is sitting next to a woman, and a young boy is holding his head.Jack wrote, “This is what happens when a sales person sitting in the front passenger seat (Former Sales Person, actually) allows a 13 year old boy to get behind the wheel of a 6000 lb. truck built and designed to pretty much drive over anything. The kid drives over his father’s foot and into the pond in all about 4 seconds and destroys a $50,000 truck. OOOPS!” There are a number of comments on the first page, one of which was from an employee of the company in the warranty department, stating: “How did I miss all the fun stuff?” On the second page, under the photo of the car in the pond, Jack wrote: “I love this one . . . The kid’s pulling his hair out . . . Du, what did I do? Oh no, is Mom gonna give me a time out?” Below, there were comments from two of the company’s employees. On a separate Facebook page, one of a service advisor employed by the company, there was Jack’s picture of the car in the pond with the service advisor’s own comment: “Finally, some action at our truck store.”Sequence of EventsUnless otherwise noted, the parties essentially do not dispute these facts.Unless otherwise indicated, all dates referred to here are for 2014.Sometime between June 5 and June 9All the sales people met in Sam’s office to discuss the upcoming event.Sam told them about the event, the incentives being offered, and what was expected of them.Sam testified that someone asked about the food but he doesn’t remember what was said.He did say the sales people rolled their eyes “in amazement.”Jack testified this scenario:He told Sam, “I can’t believe we’re not doing more for this event.” Greg said the same thing and added: “This is a major launch of a new product and . . . we just don’t understand what the thought is behind it.” Sam responded: “This is not a food event.” After the meeting the sales people spoke more about it and Greg told Jack that at a competing luxury car’s dealership they served hors d’oeuvres with servers. Greg also said, “We’re the bread and butter store in the auto park and we’re going to get the hot dog cart.” As to why this was important, Jack testified: Everything in life is perception. X [ is] a luxury brand and . . . what I’ve talked about with all my co-workers was the fact that what they were going to do for this event was absolutely not up to par with the image of the brand, the ultimate driving machine, a luxury brand. And we were concerned about the fact that it would . . . affect our commissions, especially in the sense that it would affect . . . how the dealership looks and, how it’s presented . . . when somebody walks into our dealership . . . it’s a beautiful auto park . . . it’s a beautiful place . . . and if you walk in and you sit down and your waiter serves you a happy meal from McDonald’s. The two just don’t mix . . . we were very concerned about the fact . . . that it could potentially affect our bottom line.June 9The car promotion event occurred at the luxury dealer.The car being introduced was a new model in their “bread and butter” line.The event was significant enough for the car manufacturers to attend and help sell to the customer.Jack took pictures of the sales people holding hot dogs, water and Doritos and told them that he was going to post the pictures on his Facebook page. June 14At the company’s truck dealership, an accident occurred.A salesperson was showing a customer a truck and allowed the customer’s 13-year-old son to sit in the driver’s seat of it while the sales person was in the passenger seat, apparently, with the door open. The customer’s son must have stepped on the gas pedal; the truck drove down a small embankment, drove over the foot of the customer into an adjacent pond, and the salesperson was thrown into the water (but was unharmed, otherwise). Jack was told of the truck incident and could see it from the facility. He got his camera and took pictures of the truck in the pond.June 14Jack posted comments and pictures of the luxury event of June 9 as well as the truck accident of June 14 on his Facebook page. June 15The company representatives had learned of, and had been given copies of, Jack’s Facebook postings for both the event and the accident.Sam asked Jack to remove the postings, which he did.June 16At Harry’s request, Jack met with him, Pete, and Sam in a conference room at the dealership to discuss the postings.Harry tossed copies of the Facebook pages at him and said, “What were you thinking?”Jack responded that it was his Facebook page and his friends:“It’s none of your business.”Harry responded, “That’s what you’re going to claim?”Jack affirmed, “That’s exactly what I’m going to claim.”Harry again asked what he was thinking and Jack said that he wasn’t thinking anything.Harry said that they received calls from two other dealers and that he thoroughly embarrassed all management and “all of your coworkers and everybody that works at the dealership.” Pete then said, “You know, Jack, the photos at the truck dealership are one thing, but the photos at the luxury dealer, that’s a whole different ball game.” Jack responded that he understood. Harry then said that they were going to have to think about what they were going to do with him, and that they would contact him. Meanwhile, he was told to hand in the key to his desk. On the way out, Jack told Sam that there was no maliciousness on his part and Sam told him to let things settle down, and he left. After he got home, Jack called Pete and apologized for what had occurred; Pete testified that he does not recall receiving any apology from Jack. Jack later called Dick and apologized to him as well.Dick told him that he should have apologized during the meeting with Harry, Pete, and Sam. Notes of this June 16 meeting, taken by Pete, state that the meeting was to discuss: . . . several negative articles on his Facebook directly pertaining to situations which happened at the dealership.We were alerted to this action by receiving calls from other truck dealers who saw pictures/comments (negative) on the internet. Harry showed Jack copies of the postings and posed the question what was Jack thinking to do such a . . . thing to the company. (One posting was regarding the accident at truck dealer when a truck was driven into the lake and the second was surrounding our new 5 Series luxury car event.) Harry testified that at the June 16 meeting he handed Jack the postings and asked why he would do that and Jack said that it was his Facebook and he could do what he wanted. He ended the meeting by telling Jack to go home and that they would review this issue and get back to him. June 21A meeting of Dick, Bill, Harry, Sam, Pete, and Bob.Harry later testified that he saw both postings, but:“I will tell you that the thing that upset me more than anything else was the truck issues. The luxury car issue, to me, was somewhat comical, if you will . . . if it had been that, that would have been it. But, no, it was the truck issue.”“It was…making light of an extremely serious situation…somebody was injured and…doing that would just not be accepted.”Harry said the meeting “centered” on the posting of the accident, “it was 90% of the discussion.The other one was mentioned because we had that; but, that’s not why we made a decision to terminate Jack.” Sam testified that during the meeting there was discussion about the June 9 event and the accident, but:“The basis of the decision to terminate was the posting of the accident at the truck store.”June 22Jack was terminated.Jack said Harry told him, “We all took a vote and nobody wants you back…and the only thing that we ask is that you never set foot on the premises.”Jack said he told Harry that he understood and that was the end of the conversation.The memo put in Jack’s personnel file, dated June 22, from Harry, states:I told Jack [of the June 21 meeting] . . . that it was a unanimous decision to terminate his employment because he had made negative comments about the company in a public forum and had made light on the internet of a very serious incident (truck had jumped the curbing and ended up in a pond) that embarrassed the company. I told him that we could not accept his behavior and he was not to return to work. Nov. 30The unfair labor practice charge was filed. July 19, 2015Bill and Harry sent a memo to all employees stating:Because our employee handbook has not been updated since 2007, we have been in the process of updating and amending it for several months.We expect to have the finalized draft to you within the month. However in the meantime, please be aware of the following area in which a significant change is being made.If you have issues relating to these areas prior to the issuance of the new handbook, please see Harry.–Courtesy — This policy is being rescinded effective immediately.While there may be some additional changes and/or additions, the foregoing lets you know, in general terms, where a key change will be.Again, please let me know if you have any questions or concerns.July 21, 2015At the Administrative Law Judge’s hearing, the complaint was amended to include:Since at least August 28, 2007, the company has maintained the Courtesy rule in its employee handbook that contains language that makes it unlawful.The company defended that it had already taken care of that issue by rescinding the policy and notifying the employees.

The primary deliverable for this course is an 2500-3000 (+/- 10%) word paper on your chosen health policy/health equity topic. This assignment consists of two parts: Part 1: Policy Brief Your policy b Nursing Assignment Help

The primary deliverable for this course is an 2500-3000 (+/- 10%) word paper on your chosen healthpolicy/health equity topic. This assignment consists of two parts:Part 1: Policy BriefYour policy brief (2000-2500 words) will include:1. Title Page (Title, honor pledge, word counts of: the executive summary, brief, and equity analysis.The citations list doesn’t count in your word count)2. Executive Summary (does not factor into total paper length or % below; max 200 words; mustinclude a concise summary of the most pertinent facts about your issue, a brief overview of thepolicy proposals, and a final recommendation)3. Introduction/ Background (about 10% of paper length)Introduce the topic (This policy brief examines…). Place the policy problem in BRIEF historical and/orcontemporary context and explain why it is policy relevant.4. Identification of Policy Problem (about 20% of paper length)Write a clear statement of policy problem to be addressed in the brief and supported by anyempirical data that might quantify the magnitude of this policy problem. This section shouldincorporate a brief discussion of who the key stakeholders are with respect to the problem.PUBH 748Rev. 2021-04-21 135. Discussion and Analysis of the Key Policy Options (about 40% of paper length)Explore and analyze two policy options. Please include evidence-based analysis of advantages anddisadvantages of available policy options, including how each option would affect keystakeholders.6. Recommendations and Conclusions (about 20% of paper length)Using quality, substance, and logic, write final recommendation and offer conclusion. Therecommendation should be an analysis of why the option you select is better than the other andshould articulate what factors you considered in making that recommendation.7. List of ReferencesYou should use at least five appropriate sources; ensure all citations are in APA format and have live,clickable links.Part II: AddendumIn the remaining 500-1000 words, describe the following:1) Which public health values you prioritized in developing a solution to your problem2) What policy trade-offs, if any, you found difficult to make and why?3) With respect to the policy option you recommenda. how does your policy solution advance social justice?b. what ongoing equity concerns would you have, if any, even after the implementation of yourproposed policy?
Health Topic: Black Maternal/Infant Mortality in Harris County, Texas

Expert Solution Preview
Introduction:
The chosen health policy/health equity topic for this paper is Black Maternal/Infant Mortality in Harris County, Texas. This policy brief aims to address the critical issue of the disproportionately high maternal and infant mortality rates among Black individuals in Harris County. The paper will provide a comprehensive analysis of the problem, explore and evaluate two policy options, offer a final recommendation, and discuss the public health values prioritized in developing a solution. Additionally, the paper will address the policy trade-offs encountered and examine how the recommended policy solution advances social justice while considering ongoing equity concerns.
Answer to Part 1: Policy Brief:
The policy brief for the Black Maternal/Infant Mortality in Harris County, Texas will consist of the following sections:
1. Title Page:
The title page will include the title of the policy brief, an honor pledge, and word counts for the executive summary, brief, and equity analysis.
2. Executive Summary:
The executive summary will provide a concise summary of the most relevant facts about the issue, an overview of the policy proposals, and a final recommendation. It should not exceed 200 words and will not factor into the total paper length or percentage.
3. Introduction/Background:
The introduction section will constitute approximately 10% of the paper length. It will introduce the topic by stating, “This policy brief examines the issue of Black Maternal/Infant Mortality in Harris County, Texas.” It will provide a brief historical and/or contemporary context to explain the policy’s relevance.
4. Identification of Policy Problem:
The identification of the policy problem will make up around 20% of the paper length. It will present a clear statement of the policy problem and include empirical data, if available, to quantify the magnitude of this problem. This section will also discuss the key stakeholders associated with the problem.
5. Discussion and Analysis of the Key Policy Options:
Approximately 40% of the paper length will be dedicated to exploring and analyzing two policy options. This section will provide evidence-based analysis of the advantages and disadvantages of each policy option, along with an assessment of their impact on key stakeholders.
6. Recommendations and Conclusions:
This section will comprise around 20% of the paper length. It will present the final recommendation and offer a conclusion. The recommendation will explain why the selected policy option is superior to the other and detail the factors considered in making that recommendation.
7. List of References:
A list of at least five appropriate sources will be provided in APA format with live, clickable links. The reference list does not count towards the word limit.
Answer to Part 2: Addendum:
The addendum, consisting of 500-1000 words, will address the following:
1) Public Health Values:
Describe the public health values prioritized during the development of a solution to the identified problem. Explain how these values influenced the chosen policy option and its potential impact on improving maternal and infant health outcomes.
2) Policy Trade-offs:
Discuss any policy trade-offs encountered during the policy development process. Reflect on the difficulties faced in making these trade-offs and provide reasons for the selected choices.
3) Ongoing Equity Concerns:
With respect to the recommended policy option, discuss how it advances social justice. Analyze any lingering equity concerns that may persist even after the implementation of the proposed policy. Consider the potential impact on different demographic groups and strategies to address any disparities.
Conclusion:
This policy brief and addendum on Black Maternal/Infant Mortality in Harris County, Texas aim to provide a comprehensive analysis of the issue, policy options, and recommendations. The paper also addresses public health values, policy trade-offs, and ongoing equity concerns. By examining the problem in-depth and proposing evidence-based solutions, it is hoped that this policy brief will contribute to reducing the disproportionate maternal and infant mortality rates among Black individuals in Harris County.

Pier review | Engineering homework help

KA7064 PEOPLE IN PROJECT MANAGEMENT
Ressessment Brief (First-Sit and Re-Sit)

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1 Key Information
1.1 Module title

People in Project Management
1.2 Module code number
KA7064
1.3 Module level and credit points
Level 7 and 20 points
1.4 Summative reassessment component(s) and weighting(s)
1. Coursework (Peer Review) …………………………………………………………………………………… 10% weighting
2. Coursework (Academic Paper) …………………………………………………………………………….. 90% weighting
1.5 Module leader
Dr Allan Osborne
1.6 Reassessment Period
Semester 3 2022-23
1.7 Cohort
Newcastle campus students

2 Reassessment Submission and Feedback
2.1 Reassessment overview

This module has two components of summative reassessment. These include:
1. Coursework in the form of a Peer Review exercise
2. Coursework in the form of an Academic Paper
2.2 Release date of reassessment brief
The module leader released this reassessment brief to you on:
? 09:00 (UK time) on Friday, 23 June 2023
2.3 Medium used to disseminate reassessment brief
You will find this reassessment brief in Content > Reassessment > Reassessment Brief.
2.4 Dates and times of submissions
You are required to submit the reassessment components listed above in Section 2.1 by no later than the
following dates and times:
1. Peer Review …………………………………………………………………… 13:00 (UK time) on Thursday, 24 August 2023
2. Academic Paper ……………………………………………………………. 13:00 (UK time) on Thursday, 24 August 2023

2.5 Return date of your unconfirmed internally moderated marks and feedback

The module leader will post your Peer Review feedback and your unconfirmed internally moderated mark
and feedback for the Academic Paper by no later than the following dates and times:

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1. Peer Review ……………………………………………………………. 13:00 (UK time) on Thursday, 21 September 2023
2. Academic Paper …………………………………………………….. 13:00 (UK time) on Thursday, 21 September 2023

2.6 Mechanism for return of your unconfirmed marks and feedback

The module leader will use Turnitin feedback studio to return your feedback and unconfirmed internally
moderated marks. You can find the Turnitin digital submission points from which you will access your
feedback and unconfirmed internally moderated marks in Content > Reassessment.

3 Peer Review and Academic Paper

The headline quotation for the Academic Paper and Peer Review is:
“Leadership in a team setting is much less about command and control and more about getting the most
out of a diverse and experienced group of individuals” (Ernst and Young, 2013).

3.1 Peer Review

Peer Review only has one step during reassessment. You can read what this step is in the following sub-
section. There are only two possible Peer Review marks: 0% or 100%. To gain 100%, you must complete
all reassessment tasks and requirements stipulated in this Reassessment Brief for Peer Review. You
cannot apply for a Short Extension of Time for Assessment Component 001 (Peer Review) because the
module leader has notified the Student Engagement Team that it cannot grant you a Short Extension of
Time for Assessment Component 001 (Peer Review).

Peer Review Assignment

The module leader will give you access to two students’ draft Academic Papers for Peer Review once
SLAS has provided the module leader with its official list of reassessment students.
This assessment component requires you to provide constructive, supportive feedback using the
Reassessment Peer Review Questions provided by the module leader. Using the questions, you must
complete a peer review for Reassessment Draft Academic Paper 1 and Reassessment Draft
Academic Paper 2. The questions are mapped to the Module Learning Outcomes (MLOs) presented in
Section 6 below. You must write and submit both peer reviews in a single Microsoft Word 365 document
called Reassessment Peer Review.
Peer Review Submission
The module leader will give you access to the Turnitin digital submission point for Peer Review once
SLAS has provided the module leader with its official list of reassessment students.
You will use a Turnitin digital submission point at Content > Reassessment > Peer Review
(Reassessment) to submit your single Microsoft Word 365 document called Reassessment Peer
Review.
You must be careful when submitting your digital file because your first submission attempt is deemed
final. Therefore, you cannot ask the module leader to give you a second opportunity should you
inadvertently submit an incorrect file. You can find the minimum and maximum word limits for Peer
Review below from Section 4.1. According to Northumbria University’s Late Submission of Work and
Extension Requests Policy, the module leader will penalise unauthorised late submissions.

3.2 Academic Paper

The Academic Paper aims to help you develop your academic skills in literature reviewing, critical
thinking, evaluative academic writing with integrity and accuracy in using in-text citations to underpin your
narrative theoretically.

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Academic Paper Assignment
When preparing to write your Academic Paper, the module leader expects you to consider the following
two theoretical stands associated with group dynamics:
1. There is a considerable body of knowledge in psychology and the social sciences called group

dynamics that examines how people work in small groups or teams; this research has been collected
over the past century and has developed into a broad base of knowledge about the operation of
groups.

2. The use of teams in the workplace has expanded rapidly during recent decades. Management
researchers and applied social scientists have studied this development to advise organisations on
how to make teams operate more efficiently and develop individual and group competencies.

Taking these strands into consideration, you should unite and contextualise critical theories associated with
team dynamics from psychology and the social sciences with critical theories related to groups, teams, and
management processes from management and organisation sciences to write an Academic Paper that
challenges the following statement:
Understanding the group dynamics within teams does not provide insight into the factors that influence
our behaviour and that of our team members. Neither does it facilitate effective team leadership to
promote team cohesion and success.

Academic Paper Submission

The module leader will give you access to the Turnitin digital submission point for the Academic Paper
once SLAS has provided the module leader with its official list of reassessment students.
You will submit a digital copy of your Academic Paper in Microsoft 365 Word format using the Microsoft
365 Word Template provided by the module leader to a Turnitin digital submission at Content >
Reassessment > Academic Paper (Reassessment). The template is available from Content >
Reassessment > Microsoft 365 Word Template. You must submit your Academic Paper anonymously.
You must be careful when submitting your digital file because your first submission attempt is deemed
final. Therefore, you cannot ask the module leader to give you a second opportunity should you
inadvertently upload the wrong file. You can find the maximum word limit for the Academic Paper below
from Section 4.2. According to Northumbria University’s Late Submission of Work and Extension
Requests Policy, the module leader will penalise unauthorised late submissions.

4 Word Limits
4.1 Peer Review

The Reassessment Peer Review Questions will direct you to answer a short series of questions based
on the MLOs, presented in Section 6 below. Each question has a minimum word count of 50.
However, there is no maximum word limit. The module leader will penalise you by awarding you 0% for
Peer Review if you do not satisfy the minimum word count for each question for each student’s draft
Academic Paper.
4.2 Academic Paper
You must declare the word count of your Academic Paper in the relevant section of the Microsoft 365
Word Template the module leader gave you. The maximum word limit for the Academic Paper is 3,000
words, excluding the Abstract, which has a separate 200-word limit. The Academic Paper word limit
includes the following elements:
? The main body of the text
? In-text citations, e.g., (Smith, 2011) or Smith (2011)
? Direct quotations from primary or secondary source materials
You can exclude the following elements when calculating the word count of your Academic Paper:
? Title
? Abstract (no more than 200 words)

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? Keywords (no more than three keywords)
? Figures
? Tables
? Reference list
You are not allowed to include the following elements when writing your Academic Paper:
? Table of contents or illustrations
? Appendices
? Bibliography
? Endnotes
? Footnotes
? Glossary of terms

5 Referencing Style

The module leader requires you to write your Academic Paper in an academically acceptable format with
integrity. Using the Harvard Cite Them Right method, you must present your bibliographic citations in the
body of your Academic Paper and reference list. Cite Them Right is freely available to Northumbria
University students at https://www.citethemrightonline.com/. You must enter your Northumbria University
online user credentials to access the online guide.

6 Module Learning Outcomes

Upon completion of the Academic Paper, you will be able to:
6.1 Knowledge and understanding:
1. Define and evaluate selected key theories and concepts associated with the main characteristics and

processes of teams, the issues facing teams, and the organisational context of teams.
2. Critically appraise selected key theories and techniques associated with the groups and teams in an

organisation, organisational structures, and management processes.
6.2 Intellectual/professional skills and abilities:
3. Empowered with the knowledge, skills, and abilities to create, participate in, and effectively lead real

and virtual project-orientated teams.
4. Critically review the literature on team dynamics, management, and organisational behaviour and

engage with what others have written through evaluative discourse.
6.3 Personal values attribute:
5. Exhibit the professional ethics characteristics of a University postgraduate student.

7 Assessment Criteria

The academic staff marking your Academic Paper will use the assessment criteria matrix (see Section 8
below) to grade your submitted work. The Module Assessment Criteria Matrix uses Northumbria
University’s postgraduate descriptor as its educational base.
When you receive your summative assessment feedback, academic staff will give you feedback using the
Triple Plus/Delta Retrospective, which includes ‘three things you did well’ and ‘three things you need to
improve.’

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8 Module Assessment Criteria Matrix

9 Reassessment: First-Sit or Re-Sit
You must note the module leader cannot give unauthorised students not included in SLAS’s official list of
reassessment students access to reassessment resources. If the module leader has not notified you he will
provide you with access to the reassessment resources when you think you should have access, you should
arrange to speak with a member of the Ask4Help team.

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Suppose the Chair of the Examination Board (EB) grants you a reassessment attempt of the module,
either a First-Sit or Re-Sit. In that case, the module leader will give you access to the reassessment
resources, either Coursework or Examination (depending upon the Module Specification).
The reassessment period will typically occur after the end-of-level EB. However, the EB may grant you
an early reassessment before reaching your end-of-level stage. You can find details of when
Northumbria University’s Assessment/Reassessment Periods will be in Northumbria University’s
Academic Calendar, which you can access from its website or the Student Portal.
During the reassessment, the module leader recommends that you reflect on the feedback you received
following your First-Sit attempt to make appropriate revisions to your reassessment attempt.
When the reassessment is Coursework, the module leader will require you to revise your First-Sit attempt
submission; however, for an Examination, the module leader will require you to take another Examination
using the Bb Test tool.
The module leader will place any additional resources needed to complete your reassessment attempt in
Content > Reassessment on the Bb module once SLAS has provided the module leader with its
official list of reassessment students. You should read the Reassessment Brief in both cases to
ensure you complete all required reassessment tasks correctly. You can access the appropriate
submission points during reassessment from Content > Reassessment on the Bb module once SLAS
has provided the module leader with its official list of reassessment students.
After receiving official notification from SLAS of the reassessment students, the module leader will contact
you by Bb Message to notify you of your ability to access the reassessment resources and the
submission date(s) and time deadline(s) for the reassessment(s) for Coursework. However, if the
reassessment is an Examination, you will be notified by SLAS when and where the reassessment
Examination will take place. SLAS will publish this information in Northumbria University’s
Examination Timetable in the Student Portal.
You should note that a reassessment Examination will take place on campus. Suppose you are an international
student planning to return home briefly during the summer and would like to request that you take a
reassessment Examination overseas in your home country. In this case, refer to SLAS’s knowledge base article
(KBA) published on the Student Portal here.

Suppose you become eligible to complete a reassessment attempt but cannot do so. Subject to an
approved Personal Extenuating Circumstances (PEC) application, the EB may, by exception, allow
you to re-take the module at the next scheduled delivery. If you pass the module following a Re-Sit
attempt, you will only be awarded the pass mark for level 7 modules, i.e., 50%.

10 Guidance for Students on Policies for Assessment

Northumbria University has many policies for assessment. The Student Portal contains guidance for
current students on these policies, including relevant procedures and forms.
Current students can access the Student Portal and search for information and guidance on a range of
topics, including:
1. Assessment regulations and policies
2. Summary information for students, including how Northumbria University sets assessments, how

Northumbria University marks with fairness and how to act on your module assignment feedback
3. Managing assessments in emergency scenarios
4. Assessment Feedback and Northumbria University’s Anonymous Marking Policy
5. Examinations and conduct in learning environments
6. Late submission of work and extension requests
7. Personal Extenuating Circumstances (PECs)
8. Student appeals and complaints
9. Academic misconduct
10. Disability and unforeseen medical circumstances
11. Assessment Regulations for Taught Awards (ARTA)

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If you are a current student but do not have access to the Student Portal, you should view the
Assessment Regulations and Policies web page.

1 Key Information

1.1 Module title
1.2 Module code number
1.3 Module level and credit points
1.4 Summative reassessment component(s) and weighting(s)
1.5 Module leader
1.6 Reassessment Period
1.7 Cohort

2 Reassessment Submission and Feedback

2.1 Reassessment overview
2.2 Release date of reassessment brief
2.3 Medium used to disseminate reassessment brief
2.4 Dates and times of submissions
2.5 Return date of your unconfirmed internally moderated marks and feedback
2.6 Mechanism for return of your unconfirmed marks and feedback

3 Peer Review and Academic Paper

3.1 Peer Review

3.1.1 Peer Review Assignment
3.1.2 Peer Review Submission

3.2 Academic Paper

3.2.1 Academic Paper Assignment
3.2.2 Academic Paper Submission

4 Word Limits

4.1 Peer Review
4.2 Academic Paper

5 Referencing Style
6 Module Learning Outcomes

6.1 Knowledge and understanding:
6.2 Intellectual/professional skills and abilities:
6.3 Personal values attribute:

7 Assessment Criteria
8 Module Assessment Criteria Matrix
9 Reassessment: First-Sit or Re-Sit
10 Guidance for Students on Policies for Assessment