Comparing and Selecting Quality Insurance

First conclude the research process. If needed update the existing data collection/analysis slides. Add four more slides: 

*limitations and/or biases in the study.

*findings and implications of the study.

*recommendations and

*suggestions for further research.

Next finalize any slides needed to complete the research.

 

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Interview 3 people about the thoughts and feelings they experienced relative to the GREATEST loss in their lives.  Ask each person, “What is the greatest loss that you have experienced in your life so far?”

Analyzing the Losses of Others   Background:  This project will involve interviewing three individuals about their most significant loss in Life.  You will then analyze your findings in relation to concepts from the text/class.      

  1. Interview 3 people about the thoughts and feelings they experienced relative to the GREATEST loss in their lives.  Ask each person, “What is the greatest loss that you have experienced in your life so far?”  Remember the loss does not have to be about death!  Let each person decide his/her own greatest loss.  If at all possible you will want to interview relatives for this project.  You may be surprised at the insights you gain into your own family.
  2. Before you interview your interviewees, be sure to compose a list of questions that you will ask.  Ask each person the same questions.  You may also use some of the sample questions listed below.  You must ask a minimum of five (5) questions.  
 
  • What was your greatest loss so far in your life?
  • What exactly happened?
  • Did you experience any different physical symptoms as a result of this loss?
  • Were there any unusual emotional thoughts or feelings you had as a result of this loss?
  • Were there any changes in your daily routine following this loss?
  • How were your sleep patterns affected by this loss?
  • What words best describe exactly what you lost from your life?
  • Has this loss changed you as a person?  If so, how?
  • Has this loss helped you to understand others who have had a similar loss?  In what ways?
 
  1. Face-to-face interviews are strongly recommended!  Skype interviews are allowed.  Email and telephone interviews are NOT permitted.  It is important for you to see the facial expressions of the person you are interviewing.  Sometimes these will tell you more than the person verbalizes.
  2. Be probative in your interviews.  When a person gives a one word answer, follow up with something like, “Tell me how that felt.”  “Describe what you mean when you say….”
  3. Summary Section: Write a summary of your 3 interviews.  Compare the answers from your respondents.  How do their loss experiences compare with yours?
  4. Conclusion Section : What was most remarkable to you about this project?  Did any of your interviewee’s answers surprise you or were they exactly what you expected?  What lessons did you learn while doing this assignment?     Formatting Instructions _ Paper must include:
 
  • Title Page with the title of project, class name, class number, your full name, and date.
  • Name of each person you interviewed and their relationship to you.
  • Exact time, dates, and locations that you interviewed each person.
  • Each person’s signature,  These will be hand written on a separate piece of paper.
  • Each person’s answers as verbatim as possible.  Do not write it from the 3rd person, “He said that…” typed directly beneath each question(single space the answers)  Use bold type for the questions and regular type for the answers.
  • A summary section Double-space this section.
  • A conclusion section. What was most remarkable or noteworthy to you?  Why? What did you learn from this assignment?
  • 1” margins on all sides.  Please use Microsoft Word.  12 point font size.  Number your pages in the top right hand corner.
* Also there are attachments have some information from my instructor  ]]>

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hat are some of the chronic and acute physiological effects of alcohol use? 

 Psychology homework help
 
5-1. What are some of the chronic and acute physiological effects of alcohol use?
This discussion question meets the following NASAC Standards:
3) Describe the behavioral, psychological, physical health, and social effects of psychoactive drugs, including alcohol and tobacco, on the consumer and significant others.
14) Be familiar with medical and pharmaceutical resources in the treatment of addictive disease and other substance-related disorders.
26) Screen for alcohol and other drug toxicity, withdrawal symptoms, aggression or danger to others, and potential for self-inflicted harm or suicide.
103) Describe warning signs, symptoms, and the course of addictions.
5-2. According to the latest version of the DSM, what are the signs and symptoms of alcohol use disorder?
This discussion question meets the following NASAC Standards:
3) Describe the behavioral, psychological, physical health, and social effects of psychoactive drugs, including alcohol and tobacco, on the consumer and significant others.
9) Understand the established diagnostic criteria for substance dependence and abuse, and describe treatment modalities and placement criteria within the continuum of care.
14) Be familiar with medical and pharmaceutical resources in the treatment of addictive disease and other substance-related disorders.
103) Describe warning signs, symptoms, and the course of addictions.
6-1. Describe the medical and spiritual uses of hallucinogens both currently and in the past.
This discussion question meets the following CACREP Standard:
5.C.2.h. Classifications, indications, and contraindications of commonly prescribed psychopharmacological medications for appropriate medical referral and consultation.
This discussion question meets the following NASAC Standards:
3) Describe the behavioral, psychological, physical health, and social effects of psychoactive drugs, including alcohol and tobacco, on the consumer and significant others.
14) Be familiar with medical and pharmaceutical resources in the treatment of addictive disease and other substance-related disorders.
103) Describe warning signs, symptoms, and the course of addictions.
6-2. Consider the physiological effects of the so-called “designer” drugs. What are the dangers of these drugs?
This discussion question meets the following NASAC Standards:
3) Describe the behavioral, psychological, physical health, and social effects of psychoactive drugs, including alcohol and tobacco, on the consumer and significant others.
14) Be familiar with medical and pharmaceutical resources in the treatment of addictive disease and other substance-related disorders.
103) Describe warning signs, symptoms, and the course of addictions.
7-1. Describe the potential risks of the following:
A. Over-the-counter drugs
B. Dietary supplements
This discussion question meets the following NASAC Standards:
3) Describe the behavioral, psychological, physical health, and social effects of psychoactive drugs, including alcohol and tobacco, on the consumer and significant others.
4) Recognize the potential for substance use disorders to mimic a variety of medical and psychological disorders, and the potential for medical and psychological disorders to co-exist with addiction and substance abuse.
14) Be familiar with medical and pharmaceutical resources in the treatment of addictive disease and other substance-related disorders.
103) Describe warning signs, symptoms, and the course of addictions.
7-2. What are some of the reasons why people use performance-enhancing drugs? Do you think that people can become dependent on performance-enhancing drugs?
This discussion question meets the following NASAC Standards:
3) Describe the behavioral, psychological, physical health, and social effects of psychoactive drugs, including alcohol and tobacco, on the consumer and significant others.
14) Be familiar with medical and pharmaceutical resources in the treatment of addictive disease and other substance-related disorders.
26) Screen for alcohol and other drug toxicity, withdrawal symptoms, aggression or danger to others, and potential for self-inflicted harm or suicide.
103) Describe warning signs, symptoms, and the course of addictions.
8-1. How would you explain the challenges regarding which disorder came first, the mental illness or the addiction? Provide an example to support your explanation.
This discussion question meets the following CACREP Standards:
5.C.2.e. Potential for substance use disorders to mimic and/or co-occur with a variety of neurological, medical, and psychological disorders.
5.C.2.g. Impact of biological and neurological mechanisms on mental health.
This discussion question meets the following NASAC Standards:
3) Describe the behavioral, psychological, physical health, and social effects of psychoactive drugs, including alcohol and tobacco, on the consumer and significant others.
14) Be familiar with medical and pharmaceutical resources in the treatment of addictive disease and other substance-related disorders.
103) Describe warning signs, symptoms, and the course of addictions.
8-2. How would you incorporate psychopharmacological treatment when working with a client suffering from anxiety and addiction? What types of medication would you expect the client to be prescribed? What medications should not be prescribed?
This discussion question meets the following CACREP Standard: 5.C.2.h. Classifications, indications, and contraindications of commonly prescribed psychopharmacological medications for appropriate medical referral and consultation.
This discussion question meets the following NASAC Standards:
3) Describe the behavioral, psychological, physical health, and social effects of psychoactive drugs, including alcohol and tobacco, on the consumer and significant others.
4) Recognize the potential for substance use disorders to mimic a variety of medical and psychological disorders, and the potential for medical and psychological disorders to co-exist with addiction and substance abuse.
14) Be familiar with medical and pharmaceutical resources in the treatment of addictive disease and other substance-related disorders.
103) Describe warning signs, symptoms, and the course of addictions.
Each Question must be answered with 150-200 words with a cite in each one.
Example:
Question: how are you today
Answer: I am doing well “Sun is out bright” (2009)
Question: Where are you going today?
Answer: To the lake and “the sun was to bright” (2009)
Reference at the bottom on the pages
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Physics homework help

For this portion of the Project you will create a sentence outline of your proposal. Here you will include more detail about how your mission/observations will take place, using full sentences. Here is a helpful website that explains the different types of outlines and this page gives an example of a sentence outline, scroll down to that section and note that you will want to include APA citations for any sources you use. Here is an additional example: How to Create a Sentence Outline.
Based on the feedback from your instructor, you will include your original or if it needed to be edited include BOTH original and edited Vision Statement. And then you will include an outline of the important aspects of your proposal. Each of the below should have a few sentences about the aspect of the project.

  1. What are you mainly interested in exploring or researching and state how it could advance our knowledge of our universe.
    1. Speak to the object you will be studying.
  2. Based on what you want to study, will there need to be a spacecraft/telescope built?
    1. If a spacecraft is involved, define the type of instruments it will carry? See below for an example.
    2. If it is a land-based telescope, speak to if it will be built and what type (spectrum) it will be. If you are using an existing telescope, which one and what part of the spectrum will you be observing in? (Think about what you want to discover, and how specific parts of the spectrum might give you that information.)
    3. What technology will you be using? Does it exist? Is someone currently developing it?
  3. Speak to how long you expect the mission/observations to last?
  4. What might the general costs be?  (This can be researched in detail later)

Example: Instruments used on the WMAP craft: WMAP Mission Overview  and Craft/Orbit details

Submission Instructions

In a single document include your name and date, your original and corrected (if needed) Vision Statement and your outline of the above information, in numbered bullet form. You will submit your Proposal Outline to the corresponding assignment folder by the due date stated in the course Schedule. Your instructor will give you feedback on your work and you will progress to Part III of the Final Project. Include any references you used in order to gather your data, with proper citations.

  • attachment
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Working in a clinic that performs abortions

Question Description

1-which of the following behaviors may be (1) ethical but illegal, (2) legal but unethical, (3) illegal and unethical, and (4) legal and ethical.

A. Working in a clinic that performs abortions

b. Respecting the wishes of a client suffering from ALS that he be permitted to die with dignity and not placed on “breathing machines”

c. Respecting the health surrogate’s wishes regarding termination of life support of her friend

d. Observing a coworker take out two tablets of oxycodone as ordered for pain management for his patient but keeping one for himself, administering only one tablet to the patient.

2-differentiate among the following: deontological theories, utilitarianism, and principlism.

3-what do you think about health-care professionals disclosing information to clients about a poor prognosis, even though the information may cause severe distress.

4-What do they think about health-care professionals disclosing information to clients against family wishes?

5. You see a colleague use another nurse’s password to access the medication administration system and take out a narcotic. What would you do?

6.Your colleague’s child fell and was brought to the emergency department. She comes back up to the unit and tells you that they cleaned and debrided the wound, and she needs to change the dressings twice a day using a wet to dry method. You see her go into the supply system and remove the dressings and saline using a patient’s identification number. What would you do?

7. You are caring for a patient who has a terminal disease. He asks you if he is dying. Would you tell him? If yes, how? If no, what might you say? .

8-You are administering hydromorphone to a patient. The patient asks you what you are administering. Would you tell the patient about the medication?

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Compare and contrast conventional current regulations and oversights that exist in the United States with that of nonconventional medicine.

Resource: NCCAM website Write a 700- to 1,050-word paper that describes an overview of CAM and its categories of treatments. Include the following:

  • Compare and contrast conventional current regulations and oversights that exist in the United States with that of nonconventional medicine.
  • Define the terms alternative, complementary, and integrative in relation to medicine and clarify how these terms are different.
  • Describe how conventional medicine plays a role in these three terms.
  • Examine the philosophy of CAM and how it relates to or is different from conventional Western medicine.
  • Describe how NCCAM classifies Complementary Health Approaches.
  • Select one CAM treatment therapy (modality) from among the complementary health approaches and describe it.
  • Using one medical condition, describe how your chosen therapy can be used as an alternative, a complementary, or an integrative therapy for that specific medical condition.
  • Include the results of scientific studies that show a clinical benefit from the example selected, if available.
Format your paper consistent with APA guidelines. Use at least two references besides NCCAM and your textbook.]]>

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& Finance homework help

The course project has major assignments that will be due in Weeks 3 and 5. It will take more than a week’s effort to adequately complete them. Plan time to start the research and other work for those assignments earlier than the week in which they are due.
Use the same organization that you selected in Week 1.
Scenario:
Management has reviewed your work from two weeks ago about how the employees’ low job motivation may affect the company internally and externally and determined that there is sufficient evidence to support an organizational change. It has asked you to recommend changes that will help to boost employee job motivation.
Recall that a survey showed job motivation among employees was lower than average, with complaints such as:

  • My job is so boring!
  • My boss micromanages me but never tells me how I’m doing.
  • I’ve been in my position for seven to fifteen years, but I am never allowed to provide any input about making the work better.

Write a paper in which you:

  • Defend at least two organizational changes and explain how these changes will improve job motivation in the workforce. Support your recommendations by citing the theories covered in the readings or your own research.
  • Assess potential conflicts that may arise due to the changes, including why you anticipate these conflicts.
  • Justify a change implementation plan for leading the change initiatives and helping the organization overcome any resistance to the changes.
  • Justify an appropriate communication plan that announces the changes and continues through the change management process.

Submission Details:

  • Name your file: SU_MBA5001_W3_ LastName_FirstInitial.doc
  • Submit your six- to eight-page paper in APA style to the Submissions Area by the due date assigned.

 

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Determining Jurisdiction

WHAT PRIMARY LAWS, REGULATIONS, OR STATUTES HAVE BEEN VIOLATED BY LACK OF ATTENTION TO CONTROLS, LEADING TO SERIOUS BREACH OF SECURITY?
 NO COMMENTS
Determining Jurisdiction
John Miller is the information security and privacy officer of a local county-owned teaching hospital. He is new to his position and began his work by evaluating the existing security and privacy controls that are in place in the institution. He is also new to information security, having only recently graduated with a BS in information security with professional experience as an active-directory administrator for two years. This work with active directory created his interest in pursuing a position in the field of security. Because he has most experience in the area of account management, user creation and management, groups, roles and group policy, these are the areas where he began his work. He found literally hundreds of idle accounts indicating that users are created but are not properly discontinued when medical students, nursing students, and other employees move on and no longer need access to the data collected and stored by the hospital. This discovery inspired him to begin digging into other aspects of the security controls, and he found evidence of malware on the servers that house the data collected and stored for use by the hospitals clinical systems. His next discovery was the most alarming. The objective of the malware that had deeply infested the hospital systems was to package and transmit all available data to a remote host located in North Korea. John is clearly in over his head at this point and needs to act quickly to resolve this situation and stop the flow of personally identifiable health information to an unauthorized third party.
Use the study materials and any additional research needed to fill in knowledge gaps. Then discuss the following:
What primary laws, regulations, or statutes have been violated by this lack of attention to controls, leading to this serious breach of security?
What channels of communication should John enlist to assist him in resolving this matter, and in what order should those communication sources be contacted?
What tools and any supporting resources are available to John to determine the breadth of the breach and the mitigations available to secure those assets?
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Poisonous Hemlock

PMT: Class 8 Outline:
Poisonous Hemlock
The Legumes (Nodulation)
Last time: Agriculture and the Grains, Wheat, Maize and Rice.
Feb 19, Monday – in one week is Exam I
Poisonous Hemlock
Carrot family – Apiaceae, Also know as the parsley family Umbelliferae.
300 genera & ~ 3000 Species: ¼ of genera native to U.S.
Contains important food plants: Carrots, parsnips, celery Coriander seeds, cilantro, Caraway, parsley & dill – also poison hemlock.
Poisonous Hemlock Conium maculatum L.
Description: A tall, usually much – branched, imposing plant with purple-spotted stems, compound leaves, and small compound umbels of white Flowers.
Height: Two to ten feet.
Leaves: Pinnate compound.
Poisonous Hemlock:
Flowering: 2mm long, five petals, compound umbel.
Habitat: Waste places, weedy areas, and woodland borders.
Range: Throughout East, except Newfoundland & Arctic, also in much of Western U.S.
All parts of this plant are poisonous, containing the toxic alkaloid called coniine.
Toxin is a volatile oily compound.
Coniine was the first alkaloid synthesized in the laboratory.
Piperidine structure: nitrogen in a six-member ring.
Coniine killed Socrates!
Socrates drank a potent solution of poisonous hemlock 399 BC
Coniine causes paralysis of the diaphragm and subsequent respiratory failure
No plant extract should be consumed by unqualified practitioners! Poisonous hemlock is a narcotic herb that sedates and relieves pain.
The young leaves and fresh seeds contain the highest alkaloid content.
Used by Greek and Arab physicians for a variety of problems including arthritis. It was not always effective …caused death… as the difference btw. a therapeutic and a toxic amount or measure can be very slight..
Poisonous Hemlock: Overdoses can produce paralysis and loss of speech being followed by depression of the respiratory function then death!
No plant extract should be consumed by unqualified humans (practitioners)!
A current issue with poisonous hemlock is: prevent livestock from consuming poisonous hemlock while grazing (in large open rangelands)!
Paper: Hemlock alkaloids and Socrates to poison Aloes (Aloe ruspoliana): on mycourses
• 399 BC poisoning of Socrates by poisonous hemlock.
• Active constituents are of the piperidine alkaloids family
• ~all related to coniine alkaloids all of very simple chemical structures.
The Legumes
The Legumes: Legume family (Leguminosae)
Synonymous with pod, the fruit produced
Seeds are inside the pod or legume
Examples include: Peas, Soybean, Beans, Clover, Alfalfa & Peanuts
With N-fixing root nodules
Importance of Legumes: Major plant source of protein & oil
Major nitrogen fixers with symbiotic bacteria in root modifications called root nodules – fixes nitrogen from air and makes it available to plant
Vegetative Characteristics: Legumes plants are mostly herbs with compound leaves and most are annuals
Flowers are irregular, bilaterally symmetric
Pollination is by bees (hive decline, pesticide- pathogen interactions)
Fruit is a pod or legume, a long fruit with two rows of seeds, easily splits on two seams, two rows of seeds; example, peas in a pod.
Seeds of legumes Seeds are large with two cotyledons that make up most of the seed, no endosperm at maturity
Nitrogen fixation was discovered in legumes, due to symbiotic association of Rhizobium species of bacteria that inhabit nodules on roots
Bacteria give plant nitrogen and plant gives bacteria carbon
Nitrogen Fixation: Conversion of atmospheric N2 to ammonia NH3,
which reacts with water to form NH4+
Performed biologically by:
Nitrogen-fixing bacteria and cyanobacteria
Bacteria may be free-living in soil or in symbiosis with plant
Legumes are the only agricultural families that have symbiotic N-fixing bacteria (woody)
Rhizobium and related bacteria that form symbioses with legumes: Bacterial Species Host Plants Sinorhizobium meliloti Alfalfa, Sweetclover
S. fredii Glycine (Soybean), Cowpea
S. sp. NGR234 Broad host range: many genera of legumes
Rhizobium leguminosarum biovar trifolii
Trifolium (clover)
Mesorhizobium loti Lotus (trefoil), Lupinus (lupine)
Bradyrhizobium japonicum Glycine max
Events to the formation of legume-Rhizobium symbiosis:
two way chemical-mediated communication
Release of bacteria from plant produced infection thread into target plant cells and formation of bacterial derived: bacteroids
Some bacterial genes used in the symbiotic formation with legume plants
Stage or symbiosis
Rhizobium genes
Known or proposed function
Host plant signal nodD, nolR Activate or repress transcription of nod box promoters
Nodule formation, Host recognition
exo, lps, ndv Enzymatic synthesis of Nod factors
Differentiation Bacteroid metabol.
bacC dct genes
Signal import / export Import of dicarboxylic acids
Regulation of N- fixing genes , N- fixing
fixL, fixJ, nifA, fixK; nifHDK
Response to O2; control nif promoters; Nitrogenase & cofactors
Plant genes encoding specific proteins involved in N- fixation in nodule = Nodulins, leghemoglobins (Lb)
Bacteroids
First: Plant signals associated with Rhizobium nod gene expression: signaling Rhizobium that are host legume is near!
Regulatory circuit of rhizobium NodD and plant inducer molecules
Bacterium
Plant-Rhizobium Signaling
Bacterium-produced Nod Factor induction leads to Plant- produced infection thread and nodule development
Summary of Nodule Development (overtime, clockwise)
Start here
Nodules:
Nitrogen fixation as observed by chlorophyll content
Soybean Nodulated
Soybean not Nodulated
Food Legumes: Beans
Bean: Phaseolus vulgare: Green bean and others – native to Mexico and the Andes (S.A.)
Rich in protein and also some carbohydrates Intestinal gas – alleviate gas production in us by
long cooking time, treatment of cooked beans with enzyme, and plant breeding to eliminate complex carbohydrates
Red kidney, black, kidney, mung, adzuki, black-eye pea, fava, broad
Food Legumes: Peas Peas: Pisum sativum – garden pea plus other genera and species – native to near East
Rich in protein and carbohydrates
Immature pod also eaten, as snow peas or sugar snap peas
Peas grown in U.S. as field pea for livestock, a garden pea and as an edible-podded pea
Food Legumes: Peanuts Peanut: Arachis hypogea – native to South America; introduced into Europe then from there to Africa then from Africa to U.S.
Rich in oil and protein Unusual growth characteristics: after fertilization, the flower stalk dips downward and grows into the ground where the pod matures to produce peanuts – also called ground nuts
Uses: Half of U.S. crop for peanut butter, rest for snack food, candy, peanut oil
Food Legumes: Soybeans Soybeans: Glycine max – Native to China and introduced into Georgia in 1765. Now the most valuable crop in the U.S. – grown in Midwest and South
Oil used for cooking oil, salad dressing, margarine, shortening, mayonnaise
Oilcake is rich in protein, used for animal feed, used as meat substitute for humans
Food Legumes: Soybeans Soybeans: Glycine max
Traditional uses in the Orient:
Soy sauce – fermented soybeans and grain Tofu – soy milk curds Miso – fermented soybean & rice past in Japan Tempeh – fermented soy cake in Indonesia Soybeans also eaten as sprouts Widely used in health food
Food Legumes: Soybeans Soybeans: Glycine max
Industrial uses: Oil can be used as diesel fuel, or made into plastic, paint, ink, soap
A major crop in the U.S. with production increasing rapidly with greater yields
Forage Legumes: Alfalfa Forage Legumes: Grasses with nutritional balance
Medicago sativa – Alfalfa – some 20 million acres planted in U.S.
Trifolium spp. – True clovers – many species. Red & white clovers
Vicia spp. Vetches planted for hay and erosion control
Next: Last class before test 1
•Ginger the root spice
•Starchy Staples
Exam I – Next Monday (Feb 19)
PMT: Class 9
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 Is the pneumococcal vaccine a whole bacterium vaccine?

** Read the question below and decided whether or not you agree with the answer or not? Use supporting documentation to support your answer**
Is the pneumococcal vaccine a whole bacterium vaccine? Who should receive this vaccine and why is it so important for that particular group to get the vaccine?
The pneumococcal vaccine is composed of segments of the Streptococcus pneumoniae bacteria, and not the entire bacteria. The most commonly given form of pneumococcal vaccine is the polysaccharide vaccine. This vaccine contains a variety of isolated polysaccharides that are distinct to different pneumococcal forms that cause a B-cell mediated immune response (without the help of T-cells) and therefore is only recommended for those who have functioning immune systems, and is generally ineffective in children younger than 2 years old whose immune systems are immature. The other form of the vaccine is the conjugated vaccine. This also contains specific polysaccharides but they are bonded to a diphtheria toxoid protein, which causes a strong immune response but is non-toxic. This vaccine is recommended for children younger than 2 because it is capable of inducing a strong immune response.
Pneumococcal vaccines are recommended for children younger than 2 years old, adults older than 65, or anyone else that is immune compromised or at risk of complications such as those with chronic heart, liver, or lung disease. These individuals have a more difficult time fighting the disease and are much more susceptible to death. In 2013 there were 56,832 pneumonia-related deaths in the U.S.
Minimum 150 words
MLA Format
Cite All Sources
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