For A plus writer only

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Scenario A

Consider a time when you had the experience of being led by someone who was able to get you to achieve more than you thought you could. Based on what you learned about leadership styles, describe events examining how your selected leader worked by certain principles. In addition, report details of an event demonstrating how you were led to perform.

On the basis of the above scenario, answer the following questions:

  • What style did the leader exhibit? Describe events pointing out how your selected leader worked by certain principles.
  • Report details of the scenario demonstrating how you were led to perform.
  • How did you improve your overall attitude and motivation based on a supportive leader in the workplace?
  • Positive influence can help team members develop their skills and knowledge. Do you agree to this statement? Why and how?
  • How does working in a positive organization with supportive leadership encourage staff performance at work each day?
  • What leadership skills will you take from your positive experience and use when you are in a leadership position?

Scenario B

Now, recall a time when you were led by someone who could not motivate you. Describe events pointing out how your selected leader’s working style made subordinates feel uncomfortable.

On the basis of the above scenario, answer the following questions:

 

  • What style did the leader exhibit? Describe events pointing out your selected leader’s leadership style.
  • Report details of the scenario demonstrating how you were led in his or her team.
  • How did the manager’s action make you feel? Explain.
  • Which leadership behaviors do you think your selected leader lacked? Do you think the leader had ever had a chance to learn about leadership styles?
  • How important is it for a leader to be trained to guide and motivate the staff members to enhance team unity, enthusiasm, and positive attitudes?
  • What role should the individual staff member have to motivate himself or herself instead of relying on a manager?

 

 

 

 

EXPECTANCY THEORY

One widely cited theory of motivation is Victor Vroom’s (1964) Expectancy Theory (also referred to as the VIE Theory). Expectancy Theory suggests that for any given situation, the level of a person’s motivation (force in Vroom’s conceptualization) with respect to performance is dependent upon (1) his or her desire for an outcome; (2) the perception that individual’s job performance is related to obtaining other desired outcomes; and (3) the perceived probability that his or her effort will lead to the required performance. The theory may be expressed as M = V × I × E (see Figure 6–1).

Vroom (1964) explains that the force that drives a person to perform is dependent upon three factors: valence, instrumentality, and expectancy (pp. 15–19).

Valence is the strength of an individual’s want or need, or dislike, for a particular outcome. An outcome has a positive valence when the person prefers attaining it to not attaining it, a valence of zero when the person is indifferent to attaining or not attaining it, and a negative valence when the person prefers not attaining it to attaining it. As such, valence can have a wide range of both positive and negative values. The strength of a person’s desire for, or aversion to, an outcome is based on the intrinsic properties of an outcome that are valued or not (a second-level outcome in Vroom’s conceptualization), and/or on the anticipated satisfaction or dissatisfaction associated with other outcomes that are related to any given outcome (a first-level outcome in Vroom’s conceptualization). For example, some workers may value an opportunity for promotion or advancement because of their need for achievement. (One outcome, advancement, is positively related to or instrumental with respect to achieving another outcome—achievement.) Others may not want the promotion because it would require additional time commitment and, therefore, less time for family or friends. (One outcome, advancement, is negatively related to or instrumental with respect to another outcome—need for affiliation.)

Figure 6–1 Vroom’s Expectancy Theory (VIE)

Instrumentality is an individual’s perception that his or her performance is related to other outcomes, either positively or negatively. It is an outcome–outcome association. In other words, an individual will perform in a certain manner because he or she believes that behavior will be rewarded with something that has value to the individual. For example, a person believes that by producing both high-quality and -quantity work, it will result in recognition (e.g., praise or bonus) or a promotion from his or her supervisor.

Expectancy is an individual’s perception that his or her effort will positively influence his or her performance. It is an action–outcome association. It can be defined as a momentary belief concerning the likelihood that a particular act (effort) will be followed by a particular outcome (performance). Expectancies can be described in terms of their strength. Maximal strength is indicated by subjective certainty that the act will be followed by the outcome, while minimal (or zero) strength is indicated by subjective certainty that the act will not be followed by the outcome. For example, an individual perceives that if he or she works overtime, the management report will be completed by the deadline (maximal strength). However, if the employee perceives the deadline to be unrealistic and not obtainable because of the time required to complete the report, the expectancy strength is minimal.

Newsom (1990) summarized Expectancy Theory with what he termed the “Nine Cs”:

  • 1. Challenge: Does the individual have to work hard to perform the job well? Managers need to review an employee’s job design. Is it routine and unchallenging? Does the job incorporate Herzberg’s motivators (see Chapter 5)?
  • 2. Criteria: Does he or she know the difference between good and poor performance? Managers need to effectively communicate to an employee the responsibilities and/or requirements of the task and how the employee will be measured as to its successful completion. A manager should not assume that an employee knows the criteria for performing satisfactorily. In addition, managers need to provide feedback so an employee is aware of what he or she is doing right and what needs to be improved.
  • 3. Compensation: Do the outcomes associated with good performance reward the individual? Nadler and Lawler (1983) discussed the mixed message an organization sends to employees when employees are rewarded for seniority rather than performance. What the organization gets is behavior oriented toward safe, secure employment rather than efforts directed at performing well.
  • 4. Capability: Does the individual have the ability to perform the job well? Employees who lack the necessary skills, knowledge, and experience to perform a task well will become frustrated and avoid future growth opportunities.
  • 5. Confidence: Does the individual believe he or she can perform the job well? Employees need to believe that they can perform a task well. Although an employee may have the knowledge and skill, he or she may not see himself or herself with the ability to perform the task well. This may be based on past experiences of failure.
  • 6. Credibility: Does the individual believe that management will deliver on promises? Managers must deliver what they promised.
  • 7. Consistency: Does the individual believe that all workers receive similar preferred outcomes for good performance and similar less preferred outcomes for poor performance? Managers need to treat all employees equally, on the basis of objective criteria.
  • 8. Cost: What does it cost an individual in time and effort to perform well?
  • 9. Communication: Does management communicate well and consistently with the individual in order to affect the other eight Cs? Managers need to set clear goals and provide the right rewards for different people. (See Figure 6–2.)

For managers, Expectancy Theory is very useful because it helps to understand a worker’s behavior. If employees lack motivation, it may be caused by their indifference toward, or desire to avoid, the existing outcomes. Expectancy Theory is based on the assumption that individuals calculate the “costs and benefits” in choosing among alternative behavioral actions. So the important question for managers to ask is, “What rewards (outcomes) do my employees value?” (See Case Study 6–1: Why Aren’t My Employees Motivated?)

Figure 6–2 Application of Expectancy Theory Using Newsom’s Nine Cs

 

Case Study 6–1 Why Aren’t My Employees Motivated?

Roger Harris is the founder and managing partner of a large health management consulting firm that specializes in strategic planning for hospitals. The firm has six partners, including Roger, and 20 professional staff (all with graduate degrees in health administration). The staff is evenly divided between males and females, single and married individuals between 25 to 35 years old. Of the 10 married, two spouses work outside the home. All the married individuals have families of at least two children and all children are under 10 years old.

The philosophy of the firm is to serve the needs of its client and have fun serving those needs all while making a profit. Because of the tight labor market, the firm’s salaries for its professional staff are well above the market in order to attract and retain the best talent. In addition, each employee has a private office, breakfast served daily, free weekly car washes, and his or her dry cleaning delivered to the office. The firm also offers the staff home computers if they prefer to work at home on weekends during the firm’s busy time, which usually runs from October to May.

During this period, staff are required to work approximately 55 to 60 hours per week. Staff receive two weeks’ vacation annually, in addition to one week for continuing professional education and one week personal time, which is utilized by 100 percent of the staff.

Roger Harris is concerned because, although partners’ billable hours (i.e., hourly rates charged to clients for services rendered) have increased 12 percent over the last two years, the staff’s billable hours have decreased by 14 percent. In addition, Roger Harris noted that the turnover rate (i.e., percentage of the newly hired graduates that stay with the firm for approximately three to four years before taking a position in one of their client’s hospitals) has increased to 50 percent (from 10 percent five years earlier).

In order to increase the firm’s productivity and retention rate, Roger Harris initiated a bonus program as follows:

If a staff member bills out 2,000 hours annually, he or she receives a bonus equal to 5 percent of his or her annual salary. For every hour billed over the minimum 2,000 hours, the employee is paid twice the hourly rate.

All employees earned their 5 percent bonus, but no one’s productivity increased over the minimum 2,000 hours base.

Roger Harris is quite concerned by this lowering productivity and increasing turnover rate. Thinking that the staff needed outside professional recognition, he encouraged everyone to publish articles for the various health management journals discussing aspects of their most interesting cases. All the staff displayed their willingness to do so, as long as the time required to develop the articles would be applied toward their minimum 2,000 hours’ bonus calculation.

Roger Harris related to staff that anyone who demonstrated technical competence and the ability to attract and retain clients to the firm has the opportunity to become a partner. Even though individuals from the outside filled the last two senior management-level positions, four of the six partners were promoted from within (after 8 to 10 years of continuous employment with the firm). However, the most recent promotion to partner was made to an individual hired from the outside after only three years of employment with the firm.

Roger Harris thinks that the consulting firm is a great place to work with interesting and challenging cases, an excellent compensation package, and growth opportunity. Therefore, he cannot understand why staff’s productivity continues to decline and the turnover rate continues to increase.

Using Expectancy Theory, explain to Roger Harris why nonpartner productivity level is low and why the firm is experiencing a high turnover rate with its professional staff.

 

J. Stacy Adams (1963, 1965) proposed his Equity Theory, stating that a person evaluates his or her outcomes and inputs by comparing them with those of others. Adams’ theory is based in the social-exchange theories that center on two assumptions. First, that there is a similarity between the process through which individuals evaluate their social relationships and economic transactions in the market. Social relationships can be viewed as exchange processes in which individuals make contributions (investments) for which they expect certain outcomes (Mowday, 1983). The second assumption concerns the process through which individuals decide whether a particular exchange is satisfactory. If there is relative equality between the outcomes and contributions of both parties to an exchange, satisfaction is likely to result from the interaction (Mowday, 1983). If an inequality is perceived, then dissatisfaction occurs, which triggers an internal tension within one or more of the individuals.

The two major components in Equity Theory are inputs and outcomes. Inputs are defined as those things a person contributes to an exchange. In the workplace, an employee’s inputs would be experience, education, efforts, skills, and abilities. Outcomes are those things that result from the exchange, such as salary, bonuses, promotions, and recognition. Adams states that equity exists when the ratio of a person’s outcomes to inputs is equal to the ratio of others’ outcomes and inputs (see Figure 6–3).

Several important aspects of Adams’ theory are noted. First, the determination of whether inequity exists is based on the individual’s perceptions of input and outcomes, which may or may not be reality. Second, inequity will not exist if the person has high inputs and low outputs, as long as the other person has the similar ratio. Third, inequity exists when a person is either underpaid or overpaid. For example, if employees perceive they are overcompensated, they may increase their level of productivity. If employees perceive they are undercompensated, they may either decrease their level of productivity or attempt to obtain additional compensation.

 

Nurses/Doctors Please: SOAP Note for Skin Conditions

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Nursing SOAP Note1: Differential Diagnosis for Skin Conditions

Differential Diagnosis for Skin Conditions

Properly identifying the cause and type of a patient’s skin condition involves a process of elimination known as differential diagnosis. Using this process, a health professional can take a given set of physical abnormalities, vital signs, health assessment findings, and patient descriptions of symptoms, and incrementally narrow them down until one diagnosis is determined as the most likely cause.

In this Discussion, you will examine several visual representations of various skin conditions, describe your observations, and use the techniques of differential diagnosis to determine the most likely condition.

Note: Your Discussion post should be in the SOAP (Subjective, Objective, Assessment, and Plan) note format, rather than the traditional narrative style Discussion posting format. Refer to Chapter 2 of the Sullivan text and the Comprehensive SOAP Template in this week’s Learning Resources for guidance.Remember that not all comprehensive SOAP data are included in every patient case.

To prepare:

·         Review the Skin Conditions document provided in this week’s Learning Resources, and select two conditions to closely examine for this Discussion.

·         Consider the abnormal physical characteristics you observe in the graphics you selected. How would you describe the characteristics using clinical terminologies?

·         Explore different conditions that could be the cause of the skin abnormalities in the graphics you selected.

·         Consider which of the conditions is most likely to be the correct diagnosis, and why.

A description of the two graphics you selected (identify each graphic by number). Use clinical terminologies to explain the physical characteristics featured in each graphic. Formulate a differential diagnosis of three to five possible conditions for each. Determine which is most likely to be the correct diagnosis, and explain your reasoning.

REMINDERS:

 

Please follow the Note above. Do SOAP note format and check it out on the uploaded file the SOAP exemplar and template as your outline for your writings… No traditional essay on this assignment, again use SOAP note. Thank you.

 

Required Resources

Note: Because the information in this course is so vital, a large number of resources are provided in various formats to facilitate your competence in diagnosing a wide variety of health conditions. When multiple resources are available on the same topic, select those that best meet your personal learning needs to prepare you to accurately diagnose patient health problems.

 

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

Readings

·         Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2015). Seidel’s guide to physical examination (8th ed.). St. Louis, MO: Elsevier Mosby.

o    Chapter 8, “Skin, Hair, and Nails” (pp. 114-165)

This chapter reviews the basic anatomy and physiology of skin, hair, and nails. The chapter also describes guidelines for proper skin, hair, and nails assessments.

·         Dains, J. E., Baumann, L. C., & Scheibel, P. (2016). Advanced health assessment and clinical diagnosis in primary care (5th ed.). St. Louis, MO: Elsevier Mosby.

o    Chapter 28, “Rashes and Skin Lesions” (pp. 325-343)

This chapter explains the steps in an initial examination of someone with dermatological problems, including the type of information that needs to be gathered and assessed.

Note: Download and use the Adult Examination Checklist and the Physical Exam Summary when you conduct your video assessment of the skin, hair, and nails.

·         Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Adult examination checklist: Guide for skin, hair, and nails. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby. 

This Adult Examination Checklist: Guide for Skin, Hair, and Nails was published as a companion to Seidel’s guide to physical examination (8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). Fromhttps://evolve.elsevier.com/

·         Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Skin, hair, and nails physical exam summary. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby. 

This Skin, Hair, and Nails Physical Exam Summary was published as a companion to Seidel’s guide to physical examination(8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). Fromhttps://evolve.elsevier.com/

·         Chadha, A. (2009). Assessing the skin. Practice Nurse, 38(7), 43–48.

Retrieved from the Walden Library databases.

In this article, the author explains how to take a relevant skin health history. In addition, the article defines common terms used to describe skin lesions and rashes.

·         Ely, J. W., & Stone, M. S. (2010). The generalized rash: Part I. Differential diagnosis. American Family Physician, 81(6), 726–734. 

Retrieved from http://www.aafp.org/afp/2010/0315/p726.html

This article focuses on common, uncommon, and rare causes of generalized rashes. The article also specifies tests to diagnose generalized rashes.

·         Ely, J. W., & Stone, M. S. (2010). The generalized rash: Part II. Diagnostic approach. American Family Physician, 81(6), 735–739. 

Retrieved from http://www.aafp.org/afp/2010/0315/p735.html

This article revolves around the diagnosis of generalized rashes. The authors describe clinical features that may help in distinguishing generalized rashes.

·         Everyday Health, Inc. (2013). Resources for dermatology and visual conditions. Retrieved fromhttp://www.skinsight.com/ info/for_professionals 

This interactive website allows you to explore skin conditions according to age, gender, and area of the body.

·         Document: Skin Conditions (Word document) 

This document contains five images of different skin conditions. You will use this information in this week’s Discussion.

·         Document: Comprehensive SOAP Exemplar (Word document)

·         Document: Comprehensive SOAP Template (Word document)

Media

Online media for Seidel’s Guide to Physical Examination

In addition to this week’s media, it is highly recommended that you access and view the online resources included with the course text, Seidel’s Guide to Physical Examination. Focus on the videos and animations in Chapter 8 that relate to the assessment of the skin, hair, and nails.

The following suturing tutorials provide instruction on the basic interrupted suture, as well as the vertical and horizontal mattress suturing techniques:

·         Tulane Center for Advanced Medical Simulation & Team Training. (2010, July 8). Suturing technique.Retrieved from https://www.youtube.com/watch?v=c-LDmCVtL0o

·         Mikheil. (2014, April 22). Basic suturing: Simple, interrupted, vertical mattress, horizontal mattress. Retrieved from https://www.youtube.com/watch?v=MFP90aQvEVM

Optional Resources

·         LeBlond, R. F., Brown, D. D., & DeGowin, R. L. (2009). DeGowin’s diagnostic examination (9th ed.). New York, NY: McGraw Hill Medical.

o    Chapter 6, “The Skin and Nails” 

In this chapter, the authors provide guidelines and procedures to aid in the diagnosis of skin and nail disorders. The chapter supplies descriptions and pictures of common skin and nail conditions.

·         Ethicon, Inc. (n.d.a). Absorbable synthetic suture material. Retrieved fromhttp://academicdepartments.musc.edu/surgery/education/resident_info/supplement/suture_manuals/absorbable_suture_chart.pdf

·         Ethicon, Inc. (2006). Dermabond topical skin adhesive application technique. Retrieved fromhttp://academicdepartments.musc.edu/surgery/education/resident_info/supplement/suture_manuals/db_application_poster.pdf

·         Ethicon, Inc. (2001). Ethicon needle sales types. Retrieved fromhttp://academicdepartments.musc.edu/surgery/education/resident_info/supplement/suture_manuals/needle_template.pdf

·         Ethicon, Inc. (n.d.b). Ethicon sutures. Retrieved fromhttp://academicdepartments.musc.edu/surgery/education/resident_info/supplement/suture_manuals/suture_chart_ethicon.pdf

·         Ethicon, Inc. (2002). How to care for your wound after it’s treated with Dermabond topical skin adhesive. Retrieved fromhttp://academicdepartments.musc.edu/surgery/education/resident_info/supplement/suture_manuals/db_wound_care.pdf

·         Ethicon, Inc. (2005). Knot tying manual. Retrieved fromhttp://academicdepartments.musc.edu/surgery/education/resident_info/supplement/suture_manuals/knot_tying_manual.pdf

 

·         Ethicon, Inc. (n.d.c). Wound closure manual. Retrieved fromhttp://academicdepartments.musc.edu/surgery/education/resident_info/supplement/suture_m

GEN 499 General education week 1 assignment

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Assignment

Complete the Ashford University Self Reflection (http://uniloa.com/survey/index.php?sid=94669&lang=en). This assessment consists of 70 survey questions and some general background questions (approximately 20 minutes) for you to answer to the best of your ability. Your responses are anonymous, and you are encouraged to select the answer that most accurately describes your beliefs and behaviors. Please make every attempt to complete this survey in one session. Your survey results will not be saved if you exit before completion, and your valuable responses will be lost.

Upon completion, you will be directed to a page that prompts you to download a document confirming completion of the survey. Please save this form as a Word document, and submit it. You will earn 5% for completing this assessment and submitting the confirmation of completion.

 

 

 

 

                       Other GEN 499 Tutorials

–GEN 499 General education week 1 assignment

–GEN 499 week 2 discussion 1 general education Ashford

–GEN 499 week 2 Assignment 1 Ashford General education

–GEN 499 week 3 Discussion 1 and 2 General education

–GEN 499 week 3 Assignment Ashford General education

–GEN 499 week 3 Final Research Paper Preparation (Drugs and Family Violence ) General education

–GEN 499 Ashford 5: – Week 4 – Discussion 1 and 2

–GEN499: General Education Capstone week 5 discussion 1 and 2

-GEN 499 WEEK 5 ASSIGNMENT FINAL RESEARCH PAPER (Drugs and Family Violence) Early Childhood Education Capstone

 

 

For A-PLUS WRITER ONLY

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For this assignment you are provided with four scenarios. For each scenario, you are required to answer the following question:

  • What are the access-to-care issues in the given situations? Suggest at least two solutions to address the access-to-care issues in these scenarios.

Scenarios:

  • Mr. A is a 30-year-old African American male. His employer provides for his health insurance, which covers emergency room visits, hospitalization, and some preventive-care services such as yearly physicals. Whenever he schedules appointments for preventive-care services, he has to spend one to three hours at the doctor’s office. Additionally, he has to schedule follow-up appointments for laboratory tests after each office visit.
  • Mrs. B is a 30-year-old African American woman with two children. She is employed at a workplace that does not provide the employees with health insurance. Mrs. B and her children make frequent visits to the emergency room for healthcare services.
  • Mr. C is an unemployed 52-year-old Asian male who has not seen a doctor in at least eight years. He speaks limited English. He has been experiencing some health problems. He was recently told about a free clinic located within a couple of miles of his apartment. There are no Asian healthcare providers at the local health clinic. He has some concerns about healthcare provided by anyone other than Asian healthcare providers.
  • Mrs. D and her husband, a middle-aged Caucasian couple, recently moved to a rural community. They are both on medications for chronic health conditions, which require them to go for bimonthly doctor visits. Their car recently broke down and there is limited bus service in their community. They are having a difficult time going for their appointments and obtaining their medications. They are also less motivated to seek care because they have some major disagreements with the primary care doctor who is a young woman in her early thirties.

Listed below are the details outlining a crime scene that occurred over a period of time. You are to investigate and evaluate the crime and be prepared to present your information in a court in the form of a written document. You will have to use entomolo

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Listed below are the details outlining a crime scene that occurred over a period of time. You are to investigate and evaluate the crime and be prepared to present your information in a court in the form of a written document. You will have to use entomology, odontology, anthropology, pathology, and microbiology techniques to complete your investigation.

Carl and Joseph were in the woods of Georgia in early fall. They had set up a camp because they were both deer hunters. In the fall of years when the weather is cooler, deer are very prevalent. On this cool November morning, the men were walking through the woods in their quest for deer. On the second day of being in the woods, walking through what was really thick brush and uneven terrain, one of the men slipped and fell into what appeared to be a covering of a hole in the ground. As he began to try and pull himself out, he saw several skulls and bones lying around. He immediately screamed for his friend, who assisted him in getting out of the hole. Together, they looked in and saw skeletons and what appeared to be a decomposing body.

The two men called the local police. The police arrived, secured the area, and called for the forensic team to come and investigate. You are the forensic person that has been asked to identify the 5 skeletons in the grave and the body that was only partially decomposed.

Assignment Guidelines

  • Address the following in 10–12 pages:
    • Why will this particular case require the use of forensic biology? Explain in detail.
    • When you arrive on the scene, what is your first course of action? Describe your process, and be specific.
      • How will you avoid contamination at this stage of the investigation? Explain.
      • How will you control the other first responders or law enforcement officers? What challenges do they pose to a forensic investigator? Explain.
    • What will you do to identify the remains at this crime scene? Explain.
      • What is the documentation process for collecting and preserving this type of evidence? Explain.
    • How will you transport your evidence to the lab safely? Explain.
    • Once you arrive back at the lab, what significant risks of contamination exist? Explain.
      • How will you avoid this contamination? Explain.
    • What is the process for DNA analysis on the decomposing body?
      • What specific tests will you use? Explain.
      • How will serology play a role in the selected testing processes? Explain.
        • Using this decomposing body as an example, what is the process that you will follow to properly conduct this DNA test?
      • What challenges or barriers exist when you begin to interpret the results of your DNA test? Explain in detail.
    • How large of a role will facial reconstruction play in this investigation? Explain.
    • Next, provide 2 scenarios of court case outcomes regarding this investigation.
      • One scenario must result in the successful identification and conviction of the perpetrator. You will need to fill in the blanks with regard to physical evidence and other necessary details.
      • The other scenario must result in a wrongful conviction. You will need to identify the elements that lead to this wrongful conviction.
  • Be sure to reference all sources using APA style.

ASTHMA

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Health Information Patient Handout about ASTHMA

 

Health Information Patient Handout: ASTHMA

One of the pivotal goals of consumer health literacy efforts is to design educational materials that attract as well as educate users. In this Assignment, you design a health information document on a topic that is of interest to you.

 

To prepare:

 

  • Select a health issue of interest to you.

  • Identify the audience or population that you seek to educate about this issue.

  • Search the Internet to find credible sites containing information about your selected topic.

  • Review the two health literacy websites listed in this week’s Learning Resources. Focus on strategies for presenting information.

    To complete:

 

  • Design an educational handout on the health issue about ASTHMA.

    • Include a cover page.

    • Include an introduction that provides:

      • An explanation of your issue and why you selected it

      • A description of the audience you are addressing.

        *Put citation please based on th references you search.

         

    • In the handout itself:

      • Develop your handout in such a way that it attracts the attention of the intended audience.

      • Include a description of the health issue and additional content that will enhance your message (i.e., key terms and definitions, graphics, illustrations, etc.).

        Put key terms and its definition please

      • Recommend at least five sites that provide clear, valuable, and reliable information on the topic.

        Note: Remember to keep the information in your health handout and its design at the appropriate level for the audience you are seeking to inform. Submit your Assignment as a Word document.

         

 

  • Although the focus of this last assignment is on the handout (flyer) itself, as part of the requirements, you will provide an introduction in which you will explain the issue at hand as well as your targeted audience. You are likely to provide citations and references along that section. Thus, you will need to list those in the references list accordingly.

    To summarize:

    – APA format for cover Page, Introduction, and References list

    – Creativity and informativeness in handout

    – Meet all requirements

    – Due in four hours (Feb 13, 2016, 4pm)

    – Handout must be in your file (no link to it), and the file must be Microsoft WORD (no PDF file).

    – The grading rubric is different for this last assignment. I suggest you have a look at it (see in Course Information); you will then know what you will be graded on.

    – Additional precisions:

    • References list = not on the flyer since it refers to your text narrative (introduction, description of your audience, etc…) = usual RL.

    • Recommended websites = intended for the flyer readers = on the flyer per se.

    • Since the flyer is about information and making sure that it addresses its purpose and reaches the intended audience, no need for APA on the flyer, just clarity, good information, and originality (nothing copied on the Web or previous works).

 

 

essay

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Unit 2 Assignment

Instructions

Assessing and improving employee motivation are essential for effective leadership. These skills can promote improved job satisfaction and overall productivity for all employees. In order to properly assess motivation and satisfaction, a leader must be able to understand the needs and interpret the emotions of employees from diverse cultural backgrounds. This is referred to as emotional intelligence, which involves a sensitivity to and understanding of human expressions. (Human expressions can include facial expressions, body language, verbal communication, etc.)

 

Conduct searches for journal articles that address the topics of emotional intelligence

(EI) and leadership. Then, go to the internet and conduct a search for “free emotional intelligence test.” After taking the test, answer the following questions:

 

1. How does EI differ from traditional conceptions of intelligence?

 

2. After completing the emotional intelligence test, do you think that emotional intelligence can be “learned?” Do you see value in focusing on working to increase your emotional intelligence? Why or why not? (To answer this question, apply the findings from your self-evaluation.)

 

3. Is there a relationship between EI and leadership, between EI and motivation? How would you define those relationships?

 

4. Have you worked for a manager that you think exhibited a high degree of EI?

Conversely, have you worked for a manager that exhibited a low level of EI? What was the impact of this manager(s) on your own motivation, productivity, and job satisfaction? Do you think the manager’s EI was beneficial when interacting with employees from culturally diverse backgrounds? Provide specific examples to explain your response.

 

Requirements

 

Responses to the questions should be written in a clear, detailed manner and observe the conventions of Standard American English (correct grammar, punctuation, etc.).

 

Double-spaced, 12 point, Times New Roman font.

 

The minimum page limit is 2 pages or 600 words.

 

The maximum page limit is 4 pages or 1200 words.

 

Include at least one reference. The course textbook may not count towards the reference requirement for this Assignment. All references should follow APA style format.

 

                              

1page 1 hour $5

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engl202——at least 250 words—-make sure you could finish it on time.

 

 

JOURNAL 1 (20 points)

 

In describing the importance of language in creative writing, Burroway writes: “If you write in words that evoke the senses, if your language is full of things that can be seen, heard, smelled, tasted, and touched, you create a world your reader can enter.”

 

Complete all three of the following prompts from your textbook. Your purpose here is to practice creating imagery in your writing; however, the slightly informal nature of this assignment should not be interpreted as permission to write inattentively. Creative works you complete for the journal activity may be significantly expanded and revised for later work.

 

Save your journal entry as a Microsoft Word file and submit it using the appropriate link in the Session 2 folder. Follow all the directions, adhere to the rules of Standard Written English, and submit by the deadline.

 

1.Contrasts can evoke strong emotions and images in creative writing. Re-read Yusef Komunyakaa’s poem “Facing It” (page 42). Make note of the ways Komunyakaa contrasts ideas and images: white and black, night and morning, stone and flesh, solid and air, movement and stasis, reality and reflection, past and present. These contrasts create a sense of confusion and tension. Write two paragraphs of your own in which you describe a brief fictional scene that is full of contrasts. Make the contrasts meaningful to the character in your scene.

 

2.A stanza is a group of lines in poetry. (Billy Collins’ poem “Snow Day” on page 41 is eight five-line stanzas, for example.) Write a poem of three-line stanzas that follows this pattern: The first line consists of an abstraction, plus a verb, plus a place; the second line describes attire; and the third line of each stanza summarizes an action. Let it flow. Each stanza should make sense by itself; all together the poem does not have to make absolute sense. See the examples on page 24 of Imaginative Writing. Your completed poem should be at least eight stanzas. 

 

3.Quickly list as many clichéd metaphors as you can think of: the path of life, eyes like pools, crazy as a bedbug, nose to the grindstone, and so forth. Provide the list. Then switch half a dozen of the comparisons: eyes like bedbugs, nose to the path, the grindstone of life. Then, write a brief poem (at least 20 lines) using your merged metaphors.

Public Healthcare Problem

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Public Health Care Problems

The leading public health care problems in the U.S. are:

  • Mental disorders
  • Consumption of alcohol, nicotine, OTC drugs, and prescription drugs

The count for people suffering from a diagnosable mental disorder in a given year is on the rise. This figure translates to approximately 57.7 million people currently (National Institute of Mental Disorder, 2008).

In relation to problems regarding drugs, consumption of alcohol is considered as the leading problem. In addition, the consumption of Nicotine, OTC drugs, and prescription drugs are other prominent issues (McKenzie, Pinger, & Kotecki, 2008).

Based on these statements, create a report in a Microsoft Word document, discussing the following:

  • Is the diagnosis of mental illnesses still viewed with a negative attitude as was done several years ago? Why or why not?
  • Are the local and national health care providers adequately responding to the needs of people suffering from mental disorders?
  • Should the local health care communities be held responsible for mandating specific care and treatment for the affected population? Why or why not?
  • What are the two major types of abused drugs and the age groups most likely to use them? Why is drug usage prevalent among these populations?
  • What roles should the state governments’ or private health agencies or organizations play in order to prevent and control drug abuse?

References:

National Institute of Mental Disorder. (2008). The numbers count:
       Mental disorders in America. Retrieved from http://www.nimh.nih.gov/health/
       publications/the-numbers-count-mental-disorders-in-america/
       index.shtml

McKenzie, J. F., Pinger, R. R., & Kotecki, J. E. (2008). An introduction to
       community health (6th ed.). Sadbury, MA: Jones and Bartlett.

Standardized Coding Systems

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Standardized Coding Systems  Discussion Question

 

 

  • Review the information in Nursing Informatics: Scope and Standards of Practice. Determine which set of terminologies are appropriate for your specialty or area of expertise.
  • Reflect on the importance of continuity in terminology and coding systems.in the article, “Standardized Nursing Language: What Does It Mean for Nursing Practice?” the author recounts a visit to a local hospital to view its implementation of a new coding system. One of the nurses commented to her, “We document our care using standardized nursing languages but we don’t fully understand why we do” (Rutherford, 2008, para. 1). Consider how you would inform this nurse (and others like her) of the importance of standardized nursing terminologies.
  • Reflect on the value of using a standard language in nursing practice. Consider if standardization can be limited to a specialty area or if one standard language is needed across all nursing practice. Then, identify examples of standardization in your own specialty or area of expertise. Conduct additional research using the Walden Library that supports your thoughts on standardization of nursing terminology.

 

Question an explanation of why nurses need to document care using standardized nursing languages and whether this standardization can be limited to specialty areas or if it should be across all nursing practice. Support your response using specific examples from your own specialty or area of expertise and using at least one additional resource from the Walden Library.

 

Must Include 3 References APA format Below are course readings 2 one additional reference is required

American Nurses Association. (2015). Nursing informatics: Scope & standards of practice (2nd ed.).Silver Springs, MD: Author.

 

McGonigle, D., & Mastrian, K. G. (2012). Nursing informatics and the foundation of knowledge (2nd ed.). Burlington, MA: Jones & Bartlett Learning.

 

Brokel, J. (2010). Moving forward with NANDA-I nursing diagnoses with Health Information Technology for Economic and Clinical Health (HITECH) Act Legislation: News updates. International Journal of Nursing Terminologies & Classifications, 21(4), 182–185.

 

Matney, S., Brewster, P. J., Sward, K. A., Cloyes, K. G., & Staggers, N. (2011). Philosophical approaches to the nursing informatics data-information-knowledge-wisdom framework. Advances in Nursing Science, 34(1), 6–18. 

 

 

Rutherford, M. A. (2008). Standardized nursing language: What does it mean for nursing practice?OJIN: The Online Journal of Issues in Nursing, 13(1). Retrieved fromhttp://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/vol132008/No1Jan08/ArticlePr