The Iguana in the Bathtubs

The Iguana in the Bathtubs

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The Iguana in the Bathtubs: The professional work titled The Iguana in the BathtubDownload The Iguana in the Bathtub by Anne Doten uses features of descriptive writing. As you read this work, consider these questions:

  1. What words, phrases, or lines are richest in showing rather than telling?
  2. Focus on this opening paragraph: What did you notice about the language? What word or punctuation patterns did you notice, and how do they affect the description overall? What words are surprising?
  3. Refer to the body paragraphs: What words create a powerful image? What do they make your picture?
  4. The writer, Anne Doten, begins the word “Dumpster” with a capital letter. What does it represent in this writing?
  5. Which words did Anne Doten use or could have used in the following sentences that imitate natural sounds and allow readers to hear the sound?
    • Iguanas started falling from the trees:
    • We rose early the next morning:
    • John opened the bathroom door:
    • We walked toward the tub:
    • John put the box in the dumpster:
  6. What are iguanas compared with? Why?
  7. What other comparison does the writer use? Why?
  8. Which transition words does Doten use to illustrate where the iguanas were located?
  9. The writer could have stopped after the first sentence and taken out all the following descriptions. With only 800 words to work with, why do you think she kept all the descriptions?
  10. Go to the concluding lines, where she says, “Some things are just beyond saving.” What does she mean?
  11. What important lesson about life do you perceive in this work? Where do you think the work will go from here? Why might all this “showing” be important?

Remember to review the academic expectations for your submission.

Submission Instructions:

The Iguana in the Bathtub

By Anne Doten

 

A picture containing reptile, vegetable Description automatically generated

 

 

 

 

 

 

 

 

 

Illustration by Melinda Josie

 

When the temperature dipped below 40, iguanas started falling from the trees. Small, sleek green iguanas; big iguanas as long as four feet from snout to tail, scales cresting gloriously from their heads; orange-and-green iguanas, their muscled, goose-pimpled arms resolving into sharp claws. Iguanas were everywhere: in the bushy areas surrounding canals, on sidewalks, in backyards, lying helpless among the fallen, rotting fruit of mango and orange trees.

 

The iguanas lay on the ground as if they were dead, a rhapsody of corpses dotting the landscape like musical notation. But they weren’t dead — not at first, anyway. They had lapsed into a sort of hibernation in response to the cold. If it warmed up fast enough, they would awaken from their deep slumbers and climb back onto their perches in trees or return to sunning themselves on rocks and the hot metal encasements of electrical boxes.

 

Cold snaps do sometimes occur in South Florida, but they usually pass within 48 hours. This time, the frigid temperatures lingered for days, and the iguanas remained motionless where they lay.

 

On the third day of the iguana plague, my husband, John, arrived home carrying a cardboard box. Inside was a large green iguana, slender and peaceful, lying on its back.

 

“What?” I said.

 

“I think it’s still alive,” he said.

 

I followed him to the bathroom. He placed the box inside the tub and edged past me toward the hallway.

 

“Where are you going?”

 

He didn’t answer but returned a minute later wearing yellow rubber gloves and carrying a stethoscope in his hands, the cheap one he used when he was in nursing school. He perched on the edge of the bathtub, stuck the rubber buds in his ears and carefully lifted the iguana out of the box. Its limp, lean arms looked strangely graceful. Balancing its body with one hand, John placed the flat circular end of the stethoscope against the reptile’s chest.

 

“I should get my camera,” I said. “Do you know how crazy this looks?”

 

“I’m checking for a heartbeat,” he said.

 

I was quiet for a few moments, then said: “Well? Did you find one?”

 

“Shh.” John stared at a space on the green tiled wall, face crimped in concentration. Then he frowned. “Maybe the stethoscope isn’t strong enough. Iguanas have really thick skin.”

 

“How about some chest compressions? Maybe a little mouth to mouth?”

 

He gave me a withering look as he gently returned the iguana to its cardboard cradle. He pulled the stethoscope out of his ears.

 

“Can you get a towel?” he said. “I want to keep him warm.”

 

I went to the closet and chose an old green towel that was badly pilled and fraying at the edges. I handed it to John.

 

“Let’s just wait until the morning,” he said. “Maybe he’ll come out of it.”

 

I peered down at the iguana. It did look as if it was sleeping. Maybe John was right. Maybe it was still alive, and it just took a while to thaw out of its hibernation. Its hands looked almost human, only they were green and slender and elongated, with sharp talons on the ends. I fought the insane impulse to reach out and grab its fingers, imagining it would squeeze back, like a newborn infant.

 

John laid the towel over the iguana, as if tucking it into bed.

 

We rose early the next morning. John put his ear to the closed bathroom door to listen for movement. Hearing nothing, he slowly opened it. I flinched, picturing the iguana lunging toward us, claws bared, ready to shred our skin like Cheddar. But nothing stirred. Together we tiptoed toward the tub and peered inside the box. The iguana was still immobile, and its skin was pale, almost gray instead of green. The thing was dead. It was definitely dead.

 

John bent down and lifted the iguana’s cardboard coffin. Still in my pajamas, I slipped on a pair of shoes and opened the front door. Our funeral procession to the Dumpster was short and somber. I held the lid open, and John dropped in the box. The thud reverberated inside the steel tomb.

 

We stared at the Dumpster for a few moments. “I thought I could save it,” John said.

 

Regret etched lines around his eyes. I grabbed his hand and squeezed.

 

“Sugar,” I said, using our pet name for each other. “Some things are just beyond saving.”

 

Reference

Doten, A. (2014, November 26). The iguana in the bathtub. The New York Times. https://www.nytimes.com/2014/11/30/magazine/the-iguana-in-the-bathtub.html

 

 

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Study Plan

Study Plan

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Study Plan: Assignment 2: Study Plan

Amelia McDonald

Walden University

NRNP 6665: PMHNP Care Across the Life Span

March 21, 2021

Running head: STUDY PLAN 1

 

 

Strengths and Opportunities

This article examines my test prep results. I completed 100 of 150 practice questions for

my psychiatric mental health nurse practitioner certification exam. With the answer key, I got 82

out of 100 questions right. When answering the questions, they seemed endless, but after the first

thirty, I created a flow in my mind and strengthened myself, saying each comes with new nursing

information. Each question offered a chance to learn from the case studies’ demographics. In 100

out of 150 questions, critical thinking was a strength. The practice test questions are unique, and

the ideas in one don’t apply to the other (Zakhari, 2020). The biggest opportunity was learning

how to review and gather information from different sources, as each question required more

research. The dilemmas also helped me solve problems. Most answers give solutions to different

disorders, improving my nursing knowledge. The last opportunity is the ability to handle various

case scenarios.

I spent a lot of time on the difficult questions, but I finished 100 in 2.5 hours.

Study Plan and Tasks Needed to Complete Each SMART Goal

My exam preparation is crucial to my success. My journey preparation involves six steps

using SMART goals. SMART goals (Specific, Measurable, Achievable, Relevant, Time Bound) are

set using a set of criteria that ensures your objectives are attainable within a certain time frame.

First, assess how I study best. Every plan must fit the learner’s needs and schedule. I read in multiple

one-hour sessions instead of one long one. I will read for four to five hours.

Second, pick the right study materials. I must find updated, peer-reviewed materials online

to ensure accuracy. SMART goals prevent studying old material. I don’t want to pass irrelevant prep

questions and fail the exam. Assessing my knowledge helps me determine if my goals are attainable.

I occasionally take past NP certification exams to gauge my progress. Fourth, breaking down the

exam content helps me prioritize and schedule more time. Reviewing my weakest topic and taking

practice exam questions will show how much I can cover in each study session. I solve how many

case studies? Is there a mistake count? These two questions and taking time to learn from wrong

STUDY PLAN 2

 

 

answers will sharpen me. Fifth, give the plan a due date (Walden University, n.d.). Writing out the

study session on a calendar and noting what to cover per period gives me a written plan. Last is

celebration. After so much effort, I need time to appreciate how far I’ve come. On graduation day,

nursing students should reflect, relax, and celebrate.

Resources Used to Accomplish Goals and Tasks

Creating a plan is different from studying and achieving goals.I’ll use ANCC case-based

questions to eliminate memorization and introduce critical thinking. I know data and facts are

important, but patients’ conditions require evidence-based judgment. Chapter 16 of the course book

contains challenging questions with multiple correct but unequal answers. I should support my

opinions with book knowledge, common sense, and deep reasoning. Forming a study group will

help me retain most read material. Members can learn from each other as they brainstorm. Even

though I know not everything is on the ANCC, I will focus on it while varying my study methods

and materials. I’ll start studying for my certification exam now, not after graduation.

——– In order to pass my certification exams, I’ve demonstrated clinical competence (Mancini

et al., 2019). I’ve shown the ability to perform well and act in real-life situations. So, I’m

confident I’ll excel in clinical practice. Today’s health care system is dynamic and intricate,

requiring instant and informed decisions to improve patient welfare. Therefore, honing my

clinical skills is essential to staying abreast and navigating this highly evolving and

intricate health care system (Mancini et al., 2019). I appreciate that the certification exam

imparts skills, education, and experience to improve patient care and health outcomes. The

opportunity for improvement to pass this certification exam includes developing effective

study strategies, revising the initial study plan to fit my current plans, proper time

STUDY PLAN 3

 

 

management, reducing anxiety, developing confidence, and creating test-taking skills.

These strategies are vital and practical for passing my certification exams.

New SMART Goals

Smart Goals How to Achieve SMART Goals

Specific

Increase my performance to pass the certification exam and become a registered nurse.

Improve my performance generally to increase chances for passing the certification exam and getting certified as a registered nurse.

Create a new study plan based on my demonstrated strengths, study resources, established target, and self-knowledge.

Create a new study plan based on my demonstrated strengths, study resources, established target, and self-knowledge.

Measurable

Pass certification exams with credit.

Strive to obtain at least a credit pass in certification exams.

Start studying for certification exams early and work on my weak areas. Begin studying for the certification exams early and work on my weak areas.

Attainable

I’ll meet weekly with my instructor to discuss my weak areas and attend peer group discussions to further strengthen them. I will arrange a weekly meeting with my instructor to guide me on my weak areas and attend group discussions with my peers frequently to strengthen my weak areas further.

Face-to-face contact with my instructor and peers to improve my strengths. Ensure face-to-face contact with my instructor and peers to ensure effective guidance on how to improve my strengths.

Relevant Focus on myself and my behaviors and avoid things beyond my control. This is essential for me to stay focused and pass my exams.

Reflect on previous successes, failures, and test-taking skills. This reflection helps me identify what has worked and what hasn’t for me before. In

STUDY PLAN 4

 

 

Strongly emphasize on myself and my behaviors and avoid things beyond my control. This is essential in assisting me to stay focused and pass my exams.

turn, I will make informed decisions. Reflect on my previous successes, failures, and test- taking skills. This reflection is essential in identifying what has worked and what has not worked for me before. In turn, I will make informed decisions.

Time

The certification exam is still three months away. This period is enough for preparations and consultation with my instructor and peers. The time is also enough to take more exam preparation steps. The certification exam is still three months away. This period is enough for preparations and consultation with my instructor and peers. The period is also enough to take more steps pertinent to preparations for my exams.

Refine and improve weak areas. Revise and adjust the weak areas that still need more effort.

Resources to Accomplish Goals and Tasks My goals and tasks rely on using various resources. The first resource is study groups.

Attending study groups helps motivate creative thinking and develop communication skills.

Creative thinking and effective communication are crucial in nursing practice (Aung et al.,

2018). Another resource is mnemonic strategy. Mnemonics help boost the memory of vital

information. This resource links newly acquired information to previous knowledge

through acoustic cues and visuals. Online resources help me accomplish my goals and

tasks. Internet documents and web pages can be used to find essential information for my

goals and tasks.

STUDY PLAN 5

 

 

——– Article Forge

Fortunately, there is a study plan that will make it easier for you to ace the ANCC

Psychiatric-Mental Health Certification Exam. The test is divided into four domains:

assessment and diagnosis, planning, implementation, and evaluation. Each section is

broken down into several sections, each covering a different topic within that domain. To

help you prepare for the APsychiatric-Mentalntal Health Certification Exam, you should

review the topics below.

Practice questions from past exams are an excellent way to learn the exam format and

prepare for the ANCC Psychiatry Mental Health Certification Exam. Practice test questions

also come with detailed explanations, making it easier to understand the questions.

Studying for the ANCC exam with practice tests can help you pass the ANCC Psychiatric

Mental Health Certification Exam faster!

A good review of ANCC practice questions can help you answer board questions in the

most efficient way. Reviewing the practice questions and the review book will give you the

opportunity to understand the content better. The keywords that appear on the practice

questions will help you answer them correctly. Once you have studied the practice

questions, you will be ready for the actual ANCC Psychiatric Mental Health Certification

Exam.

Using an ANCC certification course to prepare for the test is an excellent supplement to

your study plan. These courses are offered at convenient times. You can take these online or

in person. You can benefit from learning from expert instructors and from studying with

STUDY PLAN 6

 

 

your peers. Moreover, practice courses will help you develop a solid knowledge base and

boost your confidence on test day. If you take ANCC certification training, you will have

access to a range of helpful resources that will assist you in your ANCC exam preparation.

The content of the ANCC Psychiatric and Mental Health Certification Exam is based on

your knowledge of the field. It shows your competence and professional accomplishment.

Even though you are a nurse practitioner, you must obtain certification in order to practice.

Moreover, if you have a specialty track, you must still take the exam to become certified.

You can choose to study alone or with colleagues, but it is important to set priorities and

prioritize your study goals.

The ANCC Psychiatric-Mental Healthcare Certification Exam requires an RN with

knowledge of psychiatry and its disorders. Those who possess this certification are capable

of providing life-saving care for patients when they need it. However, it is crucial for them

to show that they have the knowledge and skills to practice their profession properly. The

ANCC certification exam is designed to measure this competency and help individuals

succeed.

In addition to improving their career prospects, ANCC certification can make it easier to

find a new position. Employers tend to consider professionals with ANCC certification as

more desirable candidates. It can help set you apart from the competition. And once you

earn it, your salary will follow. The benefits of this certification can last a lifetime. So go

ahead and study hard for the exam today!

STUDY PLAN 7

 

 

References Aung, K. T., & Jamal, N. Q. A. B. (2018). Nurse managers’ perspectives on nurses’ performance in mentorship program. Enfermeria Clinica, 28, 139-143. https://doi.org/10.1016/S1130-8621(18)30054-8 Mancini, M. E., LeFlore, J. L., & Cipher, D. J. (2019). Simulation and clinical competency in undergraduate nursing programs: A multisite prospective study. Journal of Nursing Education, 58(10), 561-568. https://doi.org/10.3928/01484834-20190923-02

References

Walden University. (n.d.). Developing SMART goals. Retrieved 21 March 2021 from

https://academicguides.waldenu.edu/ld.php?content_id=51901492

Zakhari, R. (2020). The psychiatric-mental health nurse practitioner certification review manual.

Springer. Chapter 16, “Practice Test.”

——— This article examines my practice test question results. I completed 100 out of 150 practice review questions to prepare for my psychiatric mental health nurse practitioner certification exam. After scoring my results with the answer key I scored 82 out of 100 questions correctly. When answering the questions, they seemed to go on and on, but after

STUDY PLAN 8

 

 

the first thirty, I created a flow in my mind and strengthened myself, saying each comes with new information necessary for nursing education. Besides, each question created an opportunity to learn since the case studies have their specific demographics. Additionally, the main strength of the 100 out of the 150 questions was the ability to think critically. As mentioned, the practice test questions are unique, and the ideas used in one do not apply to the other (Zakhari, 2020). The foremost opportunity was learning how to review and derive information from different sources as each question required additional research. The other strength is that the dilemmas improved my problem-solving skills. Most of the answers provided give solutions to different disorders, sharpening my ability to apply my nursing knowledge. Finally, the opportunity created is the ability to deal with various case scenarios. Nonetheless, some of the questions were difficult, and I spent considerable time on them, but I managed to finish 100 test questions within approximately 2.5 hours.

Planning for my certification exam is crucial, as it will determine my success. My preparation process involves six steps using SMART goals that I believe are practical and necessary for my journey. SMART goals are (Specific, Measurable, Achievable, Relevant and Time Bound) goals that are established using a specific set of criteria that ensures your objectives are attainable within a certain time frame. The first step is evaluation of how I study best. Every plan must be tailored towards meeting personal learning needs and schedule. Instead of having one lengthy cramming session, I will read in multiple sessions lasting for over an hour. I will set four to five hours of reading for adequacy. The second stage is choosing the right study resources. I have to check for updated and peer-reviewed materials online to ensure the information is relevant. It is one of the SMART goals that prevent studying outdated materials. I do not want to pass the irrelevant prep questions then fail in the actual exam. Thirdly, assessing my knowledge is a step towards knowing whether my goals are attainable. I will occasionally take past NP certification exams to identify my strengths and weaknesses as I continue with my studies. Fourthly, breaking down the exam content is necessary to know the areas that I should prioritize and schedule more time. How much I can cover in each study session will be measured by reviewing the weakest topic and then taking the practice exam questions. How many case studies do I solve correctly? How many questions did I answer incorrectly? These two questions and setting time to understand and learn from incorrect answers will sharpen me further. The fifth step is putting a date on the plan to make it time-bound (Walden University, n.d.). Penciling out the study session on the calendar and noting the content I should cover per each period will give me a comprehensive written organization. The final stage is celebration. It may not sound educational, but after putting so much effort, I need time to look back at the journey and appreciate the far I have come. On graduation day, every nursing student needs to reflect, breathe a sigh of relief and enjoy the achievements

Creating a plan is one thing and learning how to study and accomplish goals is another.

Therefore, I will use the American Nurses Credentialing Center Examination (ANCC) application and case-based questions to eliminate memorization and introduce critical thinking. I know data and facts are essential, but patients’ conditions are unique and situational, requiring evidence-based

STUDY PLAN 9

 

 

judgment. The questions such as the ones in chapter 16 of the course book are challenging because the multiple choices look correct but not equal. I should apply the books’ knowledge, common sense, and deep reasoning to support my opinions. Forming a study group is the second resource that will help me retain most of the read information. Besides, as members brainstorm, it will be an opportunity to learn from what they know. Finally, as much as I know that not everything is found on the ANCC, I will orient my study towards it even as I vary my study methods and materials. I will also make preparations to begin studying for my certification exam now instead of putting it off until graduation.

In a bid to pass my certification exams, I have demonstrated that my strength lies in clinical competence (Mancini et al., 2019). I have shown the capability to perform well and take action in numerous real-life circumstances. As such, I am confident of excelling in practical clinical practice. Today, the health care system is hugely dynamic and intricate, which needs instant and informed decisions to enhance patient welfare. Therefore, honing my skills and strength in clinical competence is essential in helping me to stay abreast and navigate this highly evolving and intricate health care system (Mancini et al., 2019). Essentially, I appreciate that the certification exam is crucial in imparting requisite skills, education, and experience to enhance patient care and health outcomes. The opportunity for improvement to pass this certification exam includes building effective study strategies, revising the initial study plan to fit my current plans, proper time management, reducing anxiety, developing confidence, and creating test-taking skills. These strategies are vital and practical for passing my certification exams.

The realization of my goals and tasks relies on utilizing various resources. The first resource is study groups. Attending study groups is critical in motivating creative thinking and developing effective skills in communication. Creative thinking and effective communication skills are critical in nursing practice (Aung et al., 2018). The other potential resource is the utilization of mnemonic strategy. Mnemonic strategy is essential in boosting memory on vital information. This resource is a crucial strategy in linking the newly acquired information to the previous knowledge through acoustic cues and visuals. The other vital resources to accomplish my goals and tasks are online resources. For instance, Internet documents and web pages can be utilized to find essential information relevant to my goals and tasks.

STUDY PLAN 1 0

 

  • Strengths and Opportunities
  • Study Plan and Tasks Needed to Complete Each SMART Goal
  • Resources Used to Accomplish Goals and Tasks

 

Health Improvement Needs

Health Improvement Needs

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Health Improvement Needs: Create a 3-5-page report presenting three or more specific high-priority health improvement needs in a community of your choosing.

Introduction

Each of us belongs to multiple populations: our neighborhood community, workplace, family, and so on. In the workplace, employers recognize the positive benefits of a healthy lifestyle such as reduced absenteeism, improved productivity, and fewer health insurance claims. In the community, health care organizations, community health centers, health districts, and other key stakeholders promote wellness and a healthy lifestyle in hopes to improve the overall health of the community. Reducing obesity, the harmful effects of smoking, drug, and alcohol use, or the transmission of HIV may be the focus of community-wide health initiatives. Overall improvements in health status across a given population are an important goal of politicians, legislators, employers, and community leaders.

The Affordable Care Act (ACA) has emphasized the importance of these initiatives, and health care leaders are tasked with building cultures of health and wellness for their communities (Nash, Fabius, Skoufalos, & Clarke, 2016). Population health initiatives have been widely impacted since the passage of the law as new programs are introduced to achieve the key objectives. These programs have evolved from a focus on a single illness to more robust, comprehensive interventions that seek to improve the overall health of the population (Nash, Fabius, Skoufalos, & Clarke, 2016). Collaborative efforts between health care providers, politicians, and community organizations are beginning to form as stakeholders recognize the wide variety of services necessary to treat an entire population (Nash, Fabius, Skoufalos, & Clarke, 2016).

At the highest level, the United States Congress and the U.S. Department of Health and Human Services (HHS) establish health care policy while individual health care workers are tasked with implementation at the lowest level. As of this writing, the Trump administration is making efforts to repeal and replace the Affordable Care Act. Although the new administration indicates that it has many of the same goals and objectives of improving population health as the previous administration, the far-reaching effects and final policies remain unknown.

An important concept in community and population health is epidemiology, which is defined as the study of the distribution and determinants (causes and risk factors) of health-related states and events in specified populations (CDC, 2017). It is a method used to find the causes of health outcomes and diseases in populations (CDC, 2017). Public health announcements, such as news of flu outbreaks, are based on epidemiology studies. Epidemiology is an important part of public health, as it helps to identify specific risk factors for diseases to improve preventative healthcare outcomes. Epidemiology is data driven and quantitative in design (CDC, 2017). It relies on sound research, as it tests hypotheses grounded in biology, behavioral sciences, and physics (CDC, 2017). Epidemiological studies can cover a wide variety of public health concerns including smoking, obesity, maternal health, HIV, influenza, vaccine use, and outcomes.

Reference

Centers for Disease Control and Prevention. (2016). What is epidemiology? Retrieved from https://www.cdc.gov/careerpaths/k12teacherroadmap/epidemiology.html

Nash, D. B., Fabius, R. J., Skoufalos, A., & Clarke, J. L. (2016).  Population health: Creating a culture of wellness (2nd ed.). Burlington, MA: Jones & Bartlett Learning.

Demonstration of Proficiency

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

· Competency 1: Integrate principles of epidemiology, population health, and community engagement to plan interventions.

. Identify salient characteristics that define a community.

. Assess engagement of community stakeholders.

. Identify specific health improvement needs of a community by using epidemiological information.

· Competency 2: Differentiate and evaluate evidence-based treatment models and prevention models designed to promote wellness and disease management for population health.

. Evaluate a treatment model and a wellness model.

· Competency 4: Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others and is consistent with expectations for health care professionals.

. Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics.

. Write following APA style for in-text citation, quotes, and references.

Note: It is recommended that you complete the assessments in this course in the order they are presented.

Preparation

For this assessment, you will be discussing high-priority health improvement needs in a community of your choice. These needs could relate to any number of areas related to the health of populations in the community. Some examples for potential areas include nutrition, smoking, diabetes management, drug use, or other concerns.

To prepare for this assessment, it is recommended you complete the following:

· Use the Internet to locate a health needs assessment for your local community and explore websites with a .gov, .org, or .edu extension. You may find multiple community needs assessments depending on where you live.

. Feel free to download several reports and compare them; you may find it interesting to review both similarities and inconsistencies among the reports.

· Identify the salient characteristics of your community, such as geography and demographics. Also, identify qualitative information that characterizes the community, such as common perspectives and interests or other bases of social ties. Information of this kind may be provided in the community needs assessment, or you may cite it from other sources.

· Conduct a second search for epidemiology trends in your community focusing on government, nonprofit, and educational Web sites. You may find multiple sources depending on where you live.

. Are the trends identified in the epidemiology reports consistent with the needs identified in the community needs assessments you read?

· Use the information you have gathered to identify three, specific, high-priority health improvement needs of your community.

· Assess how government, community agencies, and other stakeholders are currently addressing each problem.

. Refer to the  Stories  on the Trust for America’s Health website, for potential solutions.

· Complete the Vila Health: Community Health Mission and included questions to develop your knowledge around best-practices in researching population health data and applying models.

Instructions

Based on the community needs assessment and your research, write a 3–5-page report discussing three or more specific high-priority health improvement needs in your community. As mentioned above, these could relate to nutrition, smoking, diabetes management, drug use, or other concerns. The goal of your report is to describe the needs of the community and how the community is currently addressing them.

Consult the scoring guide to ensure you address all criteria at the level you desire.

Include the following in your report:

· Identify salient characteristics that define a community.

. These characteristics include considerations such as geography, demographics, and qualitative information that characterizes the community, such as common perspectives and interests, or other bases of social ties.

· Identify specific health improvement needs of a community by using epidemiological information.

. Be sure to identify three, specific, high-priority health improvement needs of your community.

. Support your choices by citing epidemiological information from your research.

· Assess the current engagement of community stakeholders.

. Stakeholders could include government, community agencies, private citizens, and health care organizations.

. These stakeholders may be involved in programs to address your identified health improvement needs or may be directly impacted by them.

. How are these stakeholders involved or impacted by your identified health improvement needs?

· Describe treatment or wellness models that address an identified community health need.

· Identify treatment or wellness models that are currently being used to address at least one of the high-priority health improvement needs of your community.

· Describe these strategies or approaches currently being used.

· Examine each strategy to determine if it is based on a treatment model or a wellness model.

. How you can determine which kind of strategy is employed?

. Note: You must identify at least one strategy based on a treatment model and one based on a wellness model. This may require you to look at more than one of your identified community health improvement needs. Also, it is possible you may need to do more research to meet this requirement.

· Briefly discuss general advantages and disadvantages of treatment models versus wellness models from these examples.

Additional Requirements

· Written communication: Ensure writing is clear and well organized to support orderly exposition of content, with correct spelling, grammar, and syntax.

· Length: Submit 3–5 typed and double-spaced content pages set in Times New Roman, 12 points, not including title page and reference page.

· References: Cite at least three current scholarly or professional resources.

· APA formatting: Use APA style for references and citations. You may wish to refer to the following APA resources to help with your structure, formatting, and style:

APA Style Paper Tutorial [DOCX] .

APA Style Paper Template [DOCX] .

American Girl Hostage Crisis

American Girl Hostage Crisis

https://geniusproessays.com/

American Girl Hostage Crisis:

American Girl Hostage Crisis

 

Wanda runs a small day care facility out of her home. Wanda’s husband Jack was recently laid off and forced to accept a lower paying job. Wanda and her husband now depend more on the day care home income than they did in the past. Lately, she has had a problem with parents canceling at the last minute, leaving Wanda with unfilled “slots.” She now makes sure that the money is paid before she reserves a day care slot for a child.

 

Wanda recently received a call from an old friend, Sheila, asking for a favor. Sheila had heard that Wanda ran a day care facility and was wondering if she had room for her daughter Karen. Sheila asked if she could pay her in a week or two because her husband just started a new job and it would be a couple of weeks until his first paycheck.

 

Karen fit in well with the other children and was very well behaved. The children often brought toys for “show and tell” and enjoyed playing with each other’s toys. Especially popular toys with the girls were Karen’s “American Girl” dolls and outfits. Wanda was a bit concerned when Karen brought them to day care, since she knew how expensive they are (with the accessories the two dolls were worth about $300) and feared that they might get damaged. Karen and the three other girls Wanda cared for would spend hours dressing up the dolls in the different “American Girl” outfits. Though Wanda discouraged the children from leaving their toys at day care overnight, toys were left frequently, even Karen’s dolls.

One morning, after Karen had missed two days of day care, Wanda received a phone message from Sheila indicating that she was going to have to withdraw Karen. In her message, Sheila explained that she was quitting her job so that she could stay home with Karen. Wanda was concerned because Sheila had still not paid for the two and a half weeks that she cared for Karen. Sheila also stated that she would send Wanda a check in the mail, but that she planned to stop by in the evening to pick up Karen’s dolls. When Wanda mentioned the situation to her husband, he became angry and suggested to Wanda that they keep Karen’s dolls until Sheila pays for the day care services.

 

QUESTIONS:

· How should Wanda resolve this issue?

· What Ethical System, or ‘way of moral reasoning’ provides the best outcome?

· Would the solution be the same for Christians as for non-Christians?

SUGGESTIONS:

· Students divide into teams to conduct a brief skit/ drama illustration of the different modes of moral reasoning.

· Discuss the different perspectives offered by differing modes of moral reasoning.

Jurisdiction and the Justiciability Doctrine

Jurisdiction and the Justiciability Doctrine

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Jurisdiction and the Justiciability Doctrine:

In this unit, you are studying the judicial branch of government and the rules that apply to all cases that are filed with a court, such as jurisdiction and the justiciability doctrine. With these rules in mind, analyze the following fact patterns.

· Billy, a resident of Dallas, Texas, was having trouble paying his bills. Billy, along with his best friend Edward, decided that they would rob a bank in neighboring Wichita Falls to raise some funds. During the robbery, things went horribly wrong, and Billy and Edward ended up taking a hostage and driving to nearby Randlett, Oklahoma, where they took refuge in Edward’s grandmother’s home. Both Billy and Edward eventually were apprehended in Randlett, and the hostage was released. Which court would possess jurisdiction over this case—state or federal? Explain your answer.

· Newlyweds Malia and Kevin were honeymooning in Hawaii. They were on their way to a Hawaiian luau when they were rear-ended by a local resident who lived in Honolulu. Malia and Kevin were both hospitalized and required extensive surgery for back and neck injuries. Malia and Kevin wish to sue the local resident. Which court would possess jurisdiction over their cases—state or federal? Explain your answer.

· Jane recently discovered that she is pregnant. When she shared the happy news with her coworkers at a local law firm, everyone was overjoyed—especially her good friend, Chiquita. Unfortunately, the very next week, Jane was fired from her position, despite receiving stellar annual reviews. Her supervisor said that they were downsizing because they had lost a big case. Jane believes that she was fired because she is pregnant. Jane does not want to call any attention to her firing, so she has decided not to do anything about the firing; however, Jane’s friend Chiquita, who is a paralegal, is furious with the attorney. She has decided to file the case on behalf of her friend, Jane. In what court would this case be filed—state or federal? Would Chiquita face any problems with filing the lawsuit? If so, what? Explain your answer.

In a 2–3-page paper, answer the questions associated with each fact pattern, and also complete the following:

· Identify the federal district in which you reside and the specific district, such as the Northern District of Alabama, the Middle District of Alabama, or the Southern District of Alabama.

· Identify the branch of government that created these lower courts.

· Review the Web site for your local state circuit court and your local federal. district court, and provide the citation to each.

Cultural Productions

Cultural Productions

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Cultural Productions:

The purpose of this two-stage project is for you to compare cultural productions in the Humanities from three different cultures using terminology and interpretative processes from a specific humanities field.

You will select one field in the Humanities to focus on and discuss three different examples from this field from three different cultures.

During Stage 1, you will find three examples of work in the Humanities, find connections between them, and identify course resources that can help you talk about them.

During Stage 2, you will write a paper comparing and analyzing your examples using terminology and methods from the course resources.

Instructions for Stage 1

Step 1: Find your examples

Do some research outside of the course materials and find three examples from one of the fields below that have something in common. Your examples should come from three different cultures.

· philosophy

· religions

· literary arts

· visual arts

· music

· dance

· theater

· drama

For example, you could choose three paintings, one Chinese, one American, and one from Italy. You could choose three specific dances, one from Latin American culture, one from African American culture and one from Hungarian culture. You could choose three poems about birds, one from a Pacific Islander author, one from an American author and one from a Middle Eastern author. The key is to find unique works and make sure they have something in common.

Step 2: Describe your examples

Describe each of your three examples briefly in 2-4 sentences each. Make sure to include the following information in your description of each:

1. The culture and time period for the example (for example, 20th Century Nigeria, 19th Century African American, Chinese Ming Dynasty, the 1600s)

2. The title of the example, if there is one.

3. The author, artist or creator of the example and the dates this person lived (1920-1980, for example)

4. A citation in MLA format, including an image of the example, either as a link out or as an image in the paper.

Step 3: Discover the connections

In about 3-5 sentences, explain at least one specific element or aspect that you think your three examples have in common. No additional research is needed here. Use your ideas. You can ask yourself, for instance:

· Are they all from the same time period?

· Do they have a common theme like war, motherhood, peace etc.?

· Do they all use the same palette of warm colors?

· Do they all tell a similar story?

· Do they all have the same kind of protagonist?

· Do they all use similar metaphoric imagery?

· Do they all have the same function, as in a ritual?

· Do they all address ethics? or metaphysics? or epistemology?

· Do they all depict the same kind of image, like of nature? of people? Of buildings?

Step 4: Identify course resource(s)

Identify at least one to two resources from the course materials you could use information from to talk about your examples. In about 2-4 sentences, briefly state why you think this resource (s) will be useful. If your examples are from any performing arts (music, dance, theater, drama), please look ahead to weeks 6-7.

At this point, you don’t have to know exactly what you will use from the resource(s), but you should have an idea of what resource(s) will be useful. Again, there is no need to do outside research. Please rely on the materials in the online classroom.

Step 5: Citations

Include citations for your examples and the course resource(s) you identify either in the section where you list them or at the end of your assignment. Please make sure your citations are in MLA format.

Note: Please try to adhere to the sentence suggestions for each section. This is a proposal and should not exceed two pages in 12 point font, double-spaced.

A Digital Opportunity in Business Memo

A Digital Opportunity in Business Memo

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A Digital Opportunity in Business Memo:

After completing the modules, your job is to write a 3-4 page reflection memo answering the following questions:

1) How does Google Define finding a digital opportunity in business?

2) What are the fundamentals Google claimed in the second module as the keys to building an online presence?

3) In your opinion, why is it important to analyze and adapt your online and digital marketing presence on an ongoing basis?

4) The training dives into module 3 on various elements of building an online presence.  Take 3 key traits/factors from this module and pick any retail website online as an example that you believe exhibits those 3 traits of a successful online presence? Explain by correlating it back to the module

5) In your own words, how important is it to understand the behavior of the digital consumer in order to generate an effective online presence with them?

The paper should be double spaced, Times New Roman, APA Format, 12pt font, with a title page and references page. The Title Page and references page do not count towards the 3-4 page minimum. 

DIGITAL MARKETING

Hanlon_Digital Marketing_AW.indd 4 12/10/2018 12:55

 

 

Sara Miller McCune founded SAGE Publishing in 1965 to support the dissemination of usable knowledge and educate a global community. SAGE publishes more than 1000 journals and over 800 new books each year, spanning a wide range of subject areas. Our growing selection of library products includes archives, data, case studies and video. SAGE remains majority owned by our founder and after her lifetime will become owned by a charitable trust that secures the company’s continued independence.

Los Angeles | London | New Delhi | Singapore | Washington DC | Melbourne

 

 

Annmarie Hanlon DIGITAL

MARKETING STRATEGIC PLANNING & INTEGRATION

Hanlon_Digital Marketing_AW.indd 5 12/10/2018 12:55

 

 

SAGE Publications Ltd 1 Oliver’s Yard 55 City Road London EC1Y 1SP

SAGE Publications Inc. 2455 Teller Road Thousand Oaks, California 91320

SAGE Publications India Pvt Ltd B 1/I 1 Mohan Cooperative Industrial Area Mathura Road New Delhi 110 044

SAGE Publications Asia-Pacific Pte Ltd 3 Church Street #10-04 Samsung Hub Singapore 049483

Editor: Matthew Waters Editorial assistant: Jasleen Kaur Production editor: Nicola Carrier Copyeditor: Elaine Leek Proofreader: Sharon Cawood Indexer: Silvia Benvenuto Marketing manager: Alison Borg Cover design: Francis Kenney Typeset by: C&M Digitals (P) Ltd, Chennai, India Printed in the UK

© Annmarie Hanlon 2019

First published 2019

Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act, 1988, this publication may be reproduced, stored or transmitted in any form, or by any means, only with the prior permission in writing of the publishers, or in the case of reprographic reproduction, in accordance with the terms of licences issued by the Copyright Licensing Agency. Enquiries concerning reproduction outside those terms should be sent to the publishers.

Library of Congress Control Number: 2018966917

British Library Cataloguing in Publication data

A catalogue record for this book is available from the British Library

ISBN 978-1-5264-2666-6 ISBN 978-1-5264-2667-3 (pbk)

At SAGE we take sustainability seriously. Most of our products are printed in the UK using responsibly sourced papers and boards. When we print overseas we ensure sustainable papers are used as measured by the PREPS grading system. We undertake an annual audit to monitor our sustainability.

 

 

This book is dedicated to Nick, who positively makes all things possible.

To my parents, who were there at the start but left before the ink was dry, Ar dheis Dé go raibh a n-anam.

Self-Presentation Challenge Guidelines

Self-Presentation Challenge Guidelines

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Self-Presentation Challenge Guidelines:

COM 315 Module Three Journal: Self-Presentation Challenge Guidelines and Rubric

Overview: This assignment is designed to get you to think about how you present yourself to others in an online setting. It will require you to use an existing profile or create a new one and to ask a friend or family member for his or her perspective. Journals are private between the student and the instructor. Activities are graded individually.

Part 1: Using either a current account or creating one if you do not currently have one, examine a Facebook, LinkedIn, Twitter, or online dating profile you have. If you are not a member of any of these social networking sites, you are encouraged to create a profile in order to experience what others do when creating profiles. You can immediately delete it after it is created, if you desire.

Afterward, respond to the following questions in your journal (journal assignment 1):

● What information about yourself did you share? ● Did you highlight certain things—what were they and why did you emphasize this information? ● What information about yourself did you not share, or downplay? Why did you minimize this information? ● Did you include pictures? Why or why not? ● Overall, what type of person are you presenting yourself to be? Why?

Part 2: Ask one person with whom you are close to review your profile. If he or she has already seen your profile, tell him or her to be as unbiased as possible, though this will be difficult. Have him or her describe to you the type of person he or she believes you to be, based SOLELY on your profile. The reader should consider these questions: What information was included and how did you react to it? What stylistic features did the person use, and what do they say about him or her? Does the person share a lot or a little? What does this mean to you?

In your journal assignment 2, be sure to include who the person is that you asked to review your profile (e.g., what relationship exists between you two), his or her response to your profile, and the following questions:

● Did he or she describe you the way you wanted to be perceived (i.e., were you a competent communicator)? ● If he or she described something you did not intend, what does that tell you? ● Will you change your profile based on that person’s perception? Why or why not?

Guidelines for Submission: Submit the assignment as a Word document with double spacing, 12-point Times New Roman font, and one-inch margins.

 

 

 

 

 

 

 

 

 

 

Critical Elements Exemplary (100%) Proficient (85%) Needs Improvement (55%) Not Evident (0%) Value Journal Assignment

1:

Self-Presentation

Addressed all five questions in a thoughtful and analytical manner, demonstrating keen insight into the factors driving your choices

Addressed all five questions in a complete, thoughtful, and analytical manner

Did not address all five question and/or did not cite reasons for your choices

Did not address the questions and/or provided perfunctory and superficial analysis

45

Journal Assignment 2:

Responding to Feedback From

Partner

Assignment includes feedback from partner, addresses all three questions by citing the partner feedback, and presents a list of changes to be made and why

Assignment includes feedback from partner, and addresses all three questions by citing the partner feedback

Assignment is incomplete and/or fails to address all questions

Response does not address any of the questions, and/or fails to respond to partner’s feedback

45

Articulation Submission is free of errors related to citations, grammar, spelling, syntax, and organization and is presented in a professional and easy-to- read format

Submission has no major errors related to citations, grammar, spelling, syntax, or organization

Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas

Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas

10

Total 100%

 

  • COM 315 Module Three Journal: Self-Presentation Challenge Guidelines and Rubric

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Prescribing for Children and Adolescents

Prescribing for Children and Adolescents

Prescribing for Children and Adolescents:

Assignment 1: Prescribing for Children and Adolescents –

Disorder: Posttraumatic Stress Disorder

Off-label prescribing is when a physician gives you a drug that the U.S. Food and Drug Administration (FDA) has approved to treat a condition different than your condition. This practice is legal and common. In fact, one in five prescriptions written today are for off-label use.

—Agency for Healthcare Research and Quality

Psychotropic drugs are commonly used for children and adolescents to treat mental health disorders, yet many of these drugs are not FDA approved for use in these populations. Thus, their use is considered “off-label,” and it is often up to the best judgment of the prescribing clinician. As a PMHNP, you will need to apply the best available information and research on pharmacological treatments for children in order to safely and effectively treat child and adolescent patients. Sometimes this will come in the form of formal studies and approvals for drugs in children. Other times you may need to extrapolate from research or treatment guidelines on drugs in adults. Each individual patient case will need to be considered independently and each treatment considered from a risk assessment standpoint. What psychotherapeutic approach might be indicated as an initial treatment? What are the potential side effects of a particular drug?

For this Assignment, you consider these questions and others as you explore FDA-approved (“on label”) pharmacological treatments, non-FDA-approved (“off-label”) pharmacological treatments, and nonpharmacological treatments for disorders in children and adolescents.

 

Instructions – (Two (2) pages Assignment)

 

· Your Instructor will assign a specific disorder for you to research for this Assignment. – Posttraumatic Stress Disorder

 

· Use evidence-based treatments for your assigned disorder in children and adolescents. You will need to recommend one FDA-approved drug, one off-label drug, and one nonpharmacological intervention for treating this disorder in children and adolescents.

 

· Explain the risk assessment you would use to inform your treatment decision making. What are the risks and benefits of the FDA-approved medicine? What are the risks and benefits of the off-label drug?

 

· Explain whether clinical practice guidelines exist for this disorder and, if so, use them to justify your recommendations. If not, explain what information you would need to take into consideration.

 

· Support your reasoning with at least three scholarly resources, one each on the FDA-approved drug, the off-label, and a non-medication intervention for the disorder.

 

· Attach the PDFs of your sources.

 

· APA 7

Independent Samples

Independent Samples

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Independent Samples:

Unit VI Scholarly Activity

Instructions
Using t Test and ANOVA With Sun Coast Remediation Data Set

Using the Sun Coast Remediation data set, perform an independent samples t Test, dependent samples t Test, and ANOVA, and interpret the results.You will utilize Microsoft Excel Toolpak for this assignment.Example:

  • Independent Sample t Test
    • Restate the hypotheses.
    • Provide data output results from Excel Toolpak.
    • Interpret the t Test results
  • Dependent Sample t Test
    • Restate the hypotheses.
    • Provide data output results from Excel Toolpak.
    • Interpret the t Test results
  • ANOVA
    • Restate the hypotheses.
    • Provide data output results from Excel Toolpak.
    • Interpret the ANOVA results.

Please follow the  Unit VI Scholarly Activity template to complete your assignment.The title and reference pages do not count toward the page requirement for this assignment. This assignment should be no less than two pages in length, follow APA-style formatting and guidelines, and use references and citations as necessary.

1

 

4

 

 

 

Insert Title Here

 

Insert Your Name Here

Insert University Here

Course Name Here

Instructor Name

Date

 

Data Analysis: Hypothesis Testing

Use the Sun Coast Remediation data set to conduct an independent samples t test, dependent samples (paired samples) t test, and ANOVA using the independent samples tab, paired samples tab, and ANOVA tab in the Sun Coast data file. The statistical output tables should be cut and pasted from Excel directly into the final project document. Delete instructions and examples highlighted in yellow before submitting this assignment.

Independent Samples t Test: Hypothesis Testing

Restate the hypotheses from Unit II here.

Ho4:

Ha4:

Provide data output results from Excel Toolpak here.

Interpret and explain the independent samples t test results below the Excel output here. Include alpha level, p value, and accept or reject the null and alternative hypotheses.

Example:

Ho4: There is no statistically significant difference in mean values for the DV between Group A (IV1) and Group B (IV2).

Ha4: There is a statistically significant difference in mean values for the DV between Group A (IV1) and Group B (IV2).

testing-testresults

The results indicate that the mean values are lower for Group A; however, the results also indicate a p value of .37627 > .05. Therefore, the null hypothesis is accepted that there is no statistically significant difference in mean values of the DV between Group A (IV1) and Group B (IV2).

Dependent Samples (Paired Samples) t Test: Hypothesis Testing

Restate the hypotheses from Unit II here.

Ho5:

Ha5:

Provide data output results from Excel Toolpak here.

Interpret and explain the dependent t test results below the Excel output here. Include alpha level, p value, and accept or reject the null and alternative hypotheses.

ANOVA: Hypothesis Testing

Restate the hypotheses from Unit II here.

Ho6:

Ha6:

Provide data output results from Excel Toolpak here.

Interpret and explain the ANOVA results below the Excel output here. Include alpha level, p value, and accept or reject the null and alternative hypotheses.

 

References

Include references here using hanging indentations.

Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE.

 

 

 

 

 

 

 

 

 

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