PROS and CONS (ONE SLIDES FOR EACH ) AND REFERENCES NEDEED of IMPACT ON COMPETENCY.
This is a Collaborative Learning Community (CLC) assignment.
In your CLC group, create a PowerPoint presentation of 10-15 slides in which you compare the pros and cons of continuing nursing education related to the following:
Impact on competency (THIS IS MY PART)- PROS AND CONS
Take a position with your CLC group: Should continuing nursing education be mandatory for all nurses? Support your position with rationale.
A minimum of three scholarly sources are required for this assignment.
While APA format is not required for the body of this assignment, solid academic writing is expected and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
RUBRIC:
Compare the pros and cons of continuing nursing education related to the impact on competency, and use the comparison to support group opinion of mandatory continuing nursing education.
Thoughtfully compares most of the pros and cons of continuing nursing education related to the impact on competency, and supports comparisons with logical reasoning and research. Clearly and persuasively presents group’s position on continuing nursing education, and draws support from specific examples from the pro/con comparison.
Compare the pros and cons of continuing nursing education related to the impact on knowledge and attitudes, and use the comparison to support group opinion of mandatory continuing nursing education.
Thoughtfully compares most of the pros and cons of continuing nursing education related to the impact on knowledge and attitudes, and supports comparisons with logical reasoning and research. Clearly and persuasively presents group’s position on continuing nursing education, and draws support from specific examples from the pro/con comparison.
Compare the pros and cons of continuing nursing education, as it relates to professional certification, and use the comparison to support group opinion of mandatory continuing nursing education.
Thoughtfully compares most of the pros and cons of continuing nursing as it relates to professional certification, and supports comparisons with logical reasoning and research. Clearly and persuasively presents group’s position on continuing nursing education, and draws support from specific examples from the pro/con comparison
Compare the pros and cons of continuing nursing education related to the ANA Scope and Standards of Practice, and use the comparison to support group opinion of mandatory continuing nursing education.
Thoughtfully compares most of the pros and cons of continuing nursing education related to the ANA Scope and Standards of Practice, and supports comparisons with logical reasoning and research. Clearly and persuasively presents group’s position on continuing nursing education, and draws support from specific examples from the pro/con comparison.
Compare the pros and cons of continuing nursing education related to the ANA Code of Ethics, and use the comparison to support group opinion of mandatory continuing nursing education.
Thoughtfully compares most of the pros and cons of continuing nursing education related to the ANA Code of Ethics, and supports comparisons with logical reasoning and research. Clearly and persuasively presents group’s position on continuing nursing education, and draws support from specific examples from the pro/con comparison.
Layout
The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text.
Language Use and Audience Awareness (includes sentence construction, word choice, etc.
The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Writer is clearly in control of standard, written academic English.
Evaluating and Documenting Sources(in-text citations for paraphrasing and direct quotes, references page listing and formatting, as appropriate to assignment and style)
Title slide is complete. References section includes correctly cited sources. Correct citations are included within the body of the presentation.
What tensions do you think you might experience arising from the differing worldviews of administrators, health care providers, and patients?
Nursing Essay HelpHealthcare Policy
UncategorizedTextbook:
Nies, M. A., & McEwen, M. (2019). Community/Public health nursing: Promoting the health of populations (7th ed.). St. Louis, MO: Saunders/Elsevier.
This week’s graded topics relate to the following Course Outcomes (COs).
Locate a news article or story related to a current event in healthcare policy. Some examples may be, but are not limited to healthcare reform, the Affordable Care Act, prescription drugs, healthcare costs, insurance coverage, healthcare fraud, transparency, or underinsured populations.
Please use textbook as well as 1-2 scholary articles for research and citations.
Use proper APA format for citations and references
Explain why sex-linked traits appear more often in males than in females.
Nursing Homeworks1. In a mating between a red-eyed male fruit fly and a red-eyed heterozygous female, what percentage of the female offspring is expected to be carriers? How did you determine the percentage?
2. In a mating between a red-eyed male fruit fly and a white-eyed female fruit fly, what percentage of the male offspring will have white eyes? Describe how you determined the percentage.
3. Hemophilia, a blood disorder in humans, results from a sex-linked recessive allele. Suppose that a daughter of a mother without the allele and a father with the allele marries a man with hemophilia. What is the probability that the daughter’s children will develop the disease? Describe how you determined the probability.
4. Colorblindness results from a sex-linked recessive allele. Determine the genotypes of the offspring that result from a cross between a color-blind male and a homozygous female who has normal vision. Describe how you determined the genotypes of the offspring.
5. Explain why sex-linked traits appear more often in males than in females.
6. In humans, hemophilia is a sex-linked recessive trait. It is located on the X chromosome. Remember that the human female genotype is XX and the male genotype is XY. Suppose that a daughter of a mother without the allele and a father with the allele marries a man with hemophilia. What is the probability that the daughter’s children will develop the disease? Describe how you determined the probability.
7. Colorblindness also results from a sex-linked recessive allele on the X chromosome in humans. Determine the genotypes of the offspring that result from a cross between a color-blind male and a homozygous female who has normal vision. Describe how you determined the genotypes of the offspring.
8. Based on the traits explained in questions 6 and 7, explain why sex-linked traits in humans appear more often in males than in females.
>Article writing homework help
UncategorizedThread: Now that you have learned about competing ethical theories, write a 500-600 word thread that compares and contrasts a Christian ethical theory with a competing ethical theory. Since we have already looked at ethical relativism in DB 1, you should choose from any theory in the Moral Reasoning textbook except ethical relativism. That means you can choose from Virtue Ethics, Natural Law, Ethical Egoism, Utilitarianism, Duty Ethics, Social Contract Theory, and Moral Realism (or any combination of these) in contrast to a Christian ethical theory such as Divine Command, Divine Nature, or Christian Revelational Ethics (or a combination of these).
Be sure to carefully define your terms. You are expected to support your position with rational arguments, fitting examples, and expert sources. Any quotes or information used from sources other than yourself must be cited using footnotes in current Turabian format and will not count towards the total word count.
You will be penalized for falling short or exceeding the word count. This is a university-level writing assignment and therefore it must be carefully proofread, free of grammar, spelling, and punctuation errors. Do not use slang, emoticons, or abbreviations (as if you are texting or sending an email to a friend).
You are expected to cite at least one academic source in your DB threads and replies. These sources would include the course textbooks, books, journal articles, periodicals, and similar publications. Sources such as Wikipedia and online dictionaries do not count as academic sources and should not be used. Biblical references are encouraged, but will not count as an academic source.
Compare the pros and cons of continuing nursing education, as it relates to professional certification, and use the comparison to support group opinion of mandatory continuing nursing education.
UncategorizedPROS and CONS (ONE SLIDES FOR EACH ) AND REFERENCES NEDEED of IMPACT ON COMPETENCY.
This is a Collaborative Learning Community (CLC) assignment.
In your CLC group, create a PowerPoint presentation of 10-15 slides in which you compare the pros and cons of continuing nursing education related to the following:
Impact on competency (THIS IS MY PART)- PROS AND CONS
Take a position with your CLC group: Should continuing nursing education be mandatory for all nurses? Support your position with rationale.
A minimum of three scholarly sources are required for this assignment.
While APA format is not required for the body of this assignment, solid academic writing is expected and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
RUBRIC:
Compare the pros and cons of continuing nursing education related to the impact on competency, and use the comparison to support group opinion of mandatory continuing nursing education.
Thoughtfully compares most of the pros and cons of continuing nursing education related to the impact on competency, and supports comparisons with logical reasoning and research. Clearly and persuasively presents group’s position on continuing nursing education, and draws support from specific examples from the pro/con comparison.
Compare the pros and cons of continuing nursing education related to the impact on knowledge and attitudes, and use the comparison to support group opinion of mandatory continuing nursing education.
Thoughtfully compares most of the pros and cons of continuing nursing education related to the impact on knowledge and attitudes, and supports comparisons with logical reasoning and research. Clearly and persuasively presents group’s position on continuing nursing education, and draws support from specific examples from the pro/con comparison.
Compare the pros and cons of continuing nursing education, as it relates to professional certification, and use the comparison to support group opinion of mandatory continuing nursing education.
Thoughtfully compares most of the pros and cons of continuing nursing as it relates to professional certification, and supports comparisons with logical reasoning and research. Clearly and persuasively presents group’s position on continuing nursing education, and draws support from specific examples from the pro/con comparison
Compare the pros and cons of continuing nursing education related to the ANA Scope and Standards of Practice, and use the comparison to support group opinion of mandatory continuing nursing education.
Thoughtfully compares most of the pros and cons of continuing nursing education related to the ANA Scope and Standards of Practice, and supports comparisons with logical reasoning and research. Clearly and persuasively presents group’s position on continuing nursing education, and draws support from specific examples from the pro/con comparison.
Compare the pros and cons of continuing nursing education related to the ANA Code of Ethics, and use the comparison to support group opinion of mandatory continuing nursing education.
Thoughtfully compares most of the pros and cons of continuing nursing education related to the ANA Code of Ethics, and supports comparisons with logical reasoning and research. Clearly and persuasively presents group’s position on continuing nursing education, and draws support from specific examples from the pro/con comparison.
Layout
The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text.
Language Use and Audience Awareness (includes sentence construction, word choice, etc.
The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Writer is clearly in control of standard, written academic English.
Evaluating and Documenting Sources(in-text citations for paraphrasing and direct quotes, references page listing and formatting, as appropriate to assignment and style)
Title slide is complete. References section includes correctly cited sources. Correct citations are included within the body of the presentation.
The United States is presently confronting a nursing shortage which is likely to get worse in the future. The shortage is compelled by amount of reasons linked to the employment and maintenance of nurses
UncategorizedHealth Economic Tools and Concept
HCS/522
Economic Tools and Concept
The United States is presently confronting a nursing shortage which is likely to get worse in the future. The shortage is compelled by amount of reasons linked to the employment and maintenance of nurses. Less young females going into nursing schools as professional prospects in other areas have stretched. Countless eligible candidates are denied admission due to a scarcity of nursing instructors at schools. The student will present economic tools and concepts pertaining to health care issues (nursing shortage); the student will use marginal analysis and supply and demand curve to assess the issue of nursing shortage as it relates to health care. These tools are designed to explore and evaluate the nursing shortage. Registered nurses are the major set of health care specialists in America and Worldwide. It is important to understand the effects that a nursing shortage has on the economy and the health care system.
HEALTH PROMOTION IN NURSING CARE
Nursing HomeworksHEALTH PROMOTION IN NURSING CARE
In an essay of 750-1,000 words, compare and contrast the health status of the minority group you have selected to the national average. Consider the cultural, socioeconomic, and sociopolitical barriers to health. How do race, ethnicity, socioeconomic status, and education influence health for the minority group you have selected? Address the following in your essay:
What is the current health status of this minority group? How is health promotion defined by the group? What health disparities exist for this group? Describe at least one approach using the three levels of health promotion prevention (primary, secondary, and tertiary) that is likely to be the most effective given the unique needs of the minority group you have selected. Provide an explanation of why it might be the most effective choice. Cite a minimum of three references in the paper.
You will find important health information regarding minority groups by exploring the following Centers for Disease Control and Prevention (CDC) links:
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center. Due July 15 at 11:00pm
DISCUSS THE PRINCIPLES OF MICROBIAL GENETICS IN HEALTH SCIENCE
Uncategorized1 Kaplan University School of Health Sciences HS320 Microbiology COURSE # Unit 9 Final Project: Final Project, Part III: Pathogens and Health Unit outcomes addressed in this Assignment: List the environmental cycles where microbes play an important role Course outcomes assessed with this Assignment: HS320-4:Discuss the principles of microbial genetics in health science. GEL 1.1: Demonstrate college-level communication through the composition of original materials in Standard American English. Instructions Write an essay that analyzes “The role of any chosen pathogen in human health and disease and public health” Using the knowledge you have gained throughout this course, your final paper must include the following: Appropriate microscopic, cultivation and non-cultivation methods for the chosen pathogen Application to clinical microbiology processing for the chosen pathogen Human / microbe relationships Analysis of the virulence factors of microorganisms and host factors to types and outcomes (include public health importance) Prevention and treatments strategies Requirements Essay should be a minimum of 1000 words. The paper you submit must be your own work. The viewpoint and purpose of this Assignment should be clearly established and sustained. Assignment should follow the conventions of Standard American English (correct grammar, punctuation, etc.). Your writing should be well ordered, logical, and unified, as well as original and insightful. Your work should display superior content, organization, style, and mechanics. 2 Kaplan University School of Health Sciences HS320 Microbiology COURSE # Follow APA style format, including Times New Roman 12 point font and double spacing. Include a minimum of five references, one of which should be your textbook. All internet sources must be original articles or government resources. Wikipedia or other non-peer reviewed resources are not acceptable. Include a title page and reference page. Use APA style for all citations. More details can be found in the GEL 1.1 Universal Writing Rubric, in the Kaplan Writing Center, and within the document in Doc Sharing named “Writing Center Resources.” Submitting Your Project Put your Project in a Word document. Save it in a location and with the proper naming convention: username-HS320-section-unit9-Assignment.doc (username is your Kaplan username, section is your course section). When you are ready to submit it, go to the Dropbox and complete the steps below: Click the link that says “Submit an Assignment”. In the “Submit to Basket” menu, select Unit 9: Project. In the “Comments” field, make sure to add at least the title of your paper. Click the “Add Attachments” button. Follow the steps listed to attach your Word document. To view your graded work, come back to the Dropbox or go to the Gradebook after your instructor has evaluated it. Make sure that you save a copy of your submitted Project. Unit 9 Final Project Grading Rubric = 150 points Assignment Requirements Points possible Points earned by student Provides appropriate microscopic, cultivation and noncultivation methods for the chosen pathogen 0–30 Provides an application to clinical microbiology processing for chosen pathogen 0–30 Provides specifics on the human / microbe relationship 0–30 3 Kaplan University School of Health Sciences HS320 Microbiology COURSE # Provides an analysis of the virulence factors of microorganism and host factors to types and outcomes (including public health importance) 0–30 Provides both prevention and treatment strategies 0–30 Total (Sum of all points) Points deducted for spelling, grammar, and/or APA errors. Adjusted total points Instructor Feedback:
How do we learn language during a process of nurture after being “soft-wired” by nature?
Nursing HomeworksPsychology homework help
Chapter 7: Developmental Psychology
Human life-span development occurs in several life stages: p. 287
Infancy
Early, Middle and Late childhood
Early, Middle, and Late adolescence
Emerging, Early, Middle, and Late adulthood (Arnett)
Development occurs separately but simultaneously, includes:
Physical (gross and fine motor skills), social, emotional, cognitive, and spiritual p. 287
There are four periods of prenatal development.
(book has little data and only shares three of four periods—follow lecture closely)
1. The germinal period is the first 14 or so days (weeks 1 and 2)
Zygote created in fallopian tubes (about three days to uterus)
Enters uterus as blastocyst
Blastocyst later becomes embryo
Trophoblast, which contains blastocyst attaches to uterine wall =
Implantation
Endoderm, mesoderm, exoderm
Yolk sac/umbilical vesicle present pre-trophoblast development
The trophoblast (amnion, umbilical cord, and placenta) provides nutrition and support—starts providing after germinal period
2. The embryonic period lasts about 6 weeks (weeks 3-8)
Organogenesis takes place within the first two months; formation of body
(Santrock charts)
There are three life support systems, called the trophoblast, for the embryo
Placenta: disk shaped group of tissues which connects embryo to mother.
The placenta implants itself to the uterine wall
Extracts nutrition from mother’s blood
Filters teratogens to a point
Produces hormones
Umbilical cord connects baby to placenta and is two arteries and a vein.
Oxygen, water, salt, and food go to baby
Excretion and carbon dioxide come from baby
The amnion is a sac and liquid and within it floats the embryo then fetus.
This is the same design as the human brain.
3. Fetal period starts at two months into gestation and lasts seven months (on average).
(Last two weeks are not considered fetal—last two weeks are called full term)
Eyes (open about 18 weeks to establish blinking), limbs (movement during fourth month), mouth (sucking thumb as early as 11 weeks; swallowing in womb about 26 weeks)
The amnion carries strong food odors and tastes to assist fetus with sense action pre-birth
Fetal life is not typically viable if born before 24 weeks of gestation (some survive at 22) (Santrock)
Alveoli in lungs not open in amnion; “breathes” amnion fluid to strengthen lungs
Last two months is for organ action and fatty build up—extremely important period for safe development
4. Full term: weeks 36 through 38
Average American baby is 7.5 lbs and is 21 inches long at birth
Teratogens are agents/substances that cause birth defects (Canvas)
Not just observable defects (physical—embryonic) at birth but may be seen later in life as well (emotional and cognitive—fetal).
Three parts to a teratogen being effective: dose, exposure, and genetic susceptibility
Nature and nurture interactions can be seen easily with effects on development (nature) by teratogens (nurture) (previous text)
Human infants are born with instincts (Canvas)
Blinking and scent marking are the only permanent instincts
Language
Language: combining symbols from spoken, written, and gestured information to communicate infinite meaning
“language allows people. . .to represent their own internal mental activity” (Ciccarelli, 2015, p. 294)
The human brain is called “the language brain”—soft-wired for language
Receptive Language at about 4 months
Ability to comprehend speech happens by 4 months
Infant can discern phonemes of unlimited languages
Infant stops listening to “strange” language noises about 8 months of age
Productive Language at about 12 months
Examples on pp. 280-281
How do we learn language during a process of nurture after being “soft-wired” by nature?
Skinner: Operant Learning
Nurture: Organisms learn language through: association, consequences, and imitation of observed behavior
Chomsky: Inborn Universal Grammar
Nature: Disagreed with Skinner based on rapid acquisition of language. All languages have similar development (nouns first) and grammatical structure (nouns, verbs, subject, and object)
“Moral development involves thoughts, feelings, and actions regarding rules and conventions about what people should do in their interactions with other people” (Santrock, J.).
Piaget’s theory: moral development begins around the age of four
Heteronomous morality is seeing justice and rules as unchangeable: black and white (4-7)
Involves the idea of imminent justice, which is the idea that bad actions will be punished.
Autonomous morality includes individuals and intentions: shades of gray along with black and white (transition between about 7-10 into this stage) (Kantian contribution is evident here)
Imminent justice is not consistent, and child learns that punishment is not inevitable.
Kohlberg’s stages (pp. 313-314)
Attachment (pp. 315-318 +Canvas)
Harlows and Bowlby (lab work) and Ainsworth (field research)
“All you need is love” by the Beatles was written in response to this research
Affectional bond, 76% adult match to infant type, not outgrown, made through quality of interaction with primary CG(s), template for human interaction
There are four types of attachment: book labels incorrectly for infants
Secure, Avoidant, Anxious-Resistant (Ambivalent), Disorganized
Baumrind’s three styles of parenting (warmth and structure are the main variables) pp. 318-319
Authoritative: democratically led, option-based, demanding but responsive, higher warmth than structure most of the time
Authoritarian: parent led, imposes, inflexible, parental authority enforced, higher structure than warmth most of the time
Permissive: child in charge, indulgent
Rejecting/neglectful: nobody in charge, needs not met, worst outcomes for children appear to be here
>Management homework help
Uncategorizedstatement and balance sheet of a major corporation.
● Provide these statements in the appropriate format (financial statement)
● Perform a vertical financial analysis incorporating
i. Debt ratio
ii. Debt to equity ratio
iii. Return on assets
iv. Return on equity
v. Current ratio
vi. Quick ratio
vii. Inventory turnover
viii. Days in inventory
ix. Accounts receivable turnover
x. Accounts receivable cycle in days
xi. Accounts payable turnover
BUS 550 Syllabus
8 of
xii. Accounts payable cycle in days
xiii. Earnings per share (EPS)
xiv. Price to earnings ratio (P/E)
xv. Cash conversion cycle (CCC), and
xvi. Working capital
xvii. Explain Dupont identity, apply it to your selected company, interpret the
components in Dupont identity.
Provide your explanations and definitions in detail and be precise. Comment on your findings.
Provide references for content when necessary. Provide your work in detail and explain in your
own words. Support your statements with peer-reviewed in-text citation(s) and reference(s). All
PA and CLA submissions require at least six (6) peer-reviewed references, which should
include the source of the data.