Deliverable 7 – Using Visual Communication to Deliver a Global Message

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 Competency

This project allows you to demonstrate your mastery of visual communication concepts discussed in this course.

Scenario

You are newly appointed to the communication team for a reputable philanthropic organization. The current task is for your team to create a global campaign that visually conveys a social message both here in the United States, as well as globally. This visual campaign message will use strategic visual communication to appeal to these differing audiences to reduce and potentially eliminate racial prejudice. Your visual communication campaign will be directed toward audiences from both the United States and another country of your choice.

The board of directors has asked you to assemble four video presentations and one instructional document to submit for their review. They have asked that the total video presentations’ length be under three minutes, and that you present visual examples while verbally explaining the main points of the analysis. You are reminded that four separate links need to be submitted for their review, along with your instructional document for the communication team.

Visual Campaign Elements:

  1. Create two ideas for promotional documents (flyers, pamphlets, etc.) to appeal to both your targeted U.S. viewers and to your targeted viewers from the other global country of your choice.
    Both of these documents should strategically utilize the following visual communication elements:

    1. color
    2. lines
    3. balance
    4. contrast
    5. Create your video presentation for the board members clearly explaining how the visual communication elements on each of the two promotional documents strategically convey the message and meaning to viewers. Be sure to compare and contrast how the viewers from the U.S. and the other country might interpret these differing visuals elements, and how you used them strategically to please each targeted audience.
  2. Find two different images to be used on the organization’s website page. One will be for the U.S. website, and one for the website in the country of your choice. Be sure that each of these images visually appeals to these two targeted audience viewers, and that the visual enhances the message to help eliminate racial prejudice. In your video presentation for the board of directors, identify and analyze the visual elements of cultural familiarity, semiotics, and emotional appeal (cognitive). Additionally, explain how each of those visual elements visually persuades the U.S. and global viewers in different ways.
  3. Design two logos for this anti-racism campaign. One logo should be designed for U.S. audiences, and the other should be designed for the other country of your choice. Design your video presentation to explain how each of these logos can clearly be seen on both small and large settings (example: cell phone app size and billboard size), as well as a comparison of how the color, lines, and visual elements are specifically designed to visually appeal to each of these different countries
  4. Create two social media posts, one for the United States and one for the other country of your choice. The posts should include text, images, and the logo matching the country where the social media post will appear. In your video presentation to the board members, compare and analyze how these visual elements (the images and the logo) emotionally engage and persuade each specified target audience (the United States and the country of your choice) to reduce and eliminate racial prejudice.
  5. Create a one-page instructional document for your communication team members outlining the ethical concepts regarding finding and using visuals in communication. Within your instructional document, use images and/or clip art to enhance each of your points in the document, and address the following items:
    1. How might the organization properly obtain and use images from outside sources?
    2. What are the dangers and problems that arise when altering and digitally enhancing images?

Instructions

The presentation must include a visual and an audio recording using Screencast-O-Matic®, a free audio recording software compatible with PC and MAC computers. Follow these instructions to download and use this software to create your presentation.

  1. Access the Screencast-O-Matic® homepage by clicking on the box in the upper right-hand corner titled, “Sign Up” to create your free account.
  2. Create a free account (be sure to write down the email and password created for account access.)
  3. Once logged in, click on the “Tutorials” link at the top of the homepage and view Recorder Intros.
  4. Create your presentation by clicking on the “Start Recorder” box.
  5. Once finished recording click on the “Done” button.
  6. Next, choose, “Upload to Screencast-O-Matic®”.
  7. Select “Publish”.

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NUR3045 Module 2 Quiz Chapter 7 2017

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Home>Homework Answsers>Nursing homework helpQuestion 1 An older patient recalls family members using garlic for medicine.What purpose does garlic serve as a health care practice?Select all that apply.1. Forces other people to stay away2. Belief that garlic keeps the evil spirits away3. Cures a sore throat4. Helps indigestionQuestion 2 A group of nurses is talking about different ethnocultural practices regarding health that are followed within each of the nurses’ families.What purpose will this discussion serve?Select all that apply.1. Reawaken the types of HEALTH practices within each nurse’s family2. Make known the similarities and differences across ethnic and religious groups3. Help to realize that all people practice a certain amount of traditional medicine4. Understand that nurses often delay in seeking professional healthcareQuestion 3 A patient of the Austrian-American Jewish tradition tells the nurse how to treat boils.What will this patient most likely explain to the nurse?1. Apply a fried chopped onion compress to the area.2. Press cold tea bags to the area.3. Apply a flaxseed poultice to the area.4. Place hot Epsom salts on the area.Question 4 Which dietary practice is followed by individuals of Swedish-American Protestant heritage to treat feeling run-down and tired?eating a whole head of lettuceQuestion 5 A patient recalls being told about various childhood illnesses by his mother.Why is heritage exploration often done through women?1. Women are the guardians of the family’s health/HEALTH and nurturance.2. Women live longer than men and can remember events better.3. Women have a better recall of events within a family context.4. Women are the authority figures within families.Question 6 Which health restoration practice for a cold would the nurse assess in a patient of English Catholic heritage?1. Rubbing the chest with Vicks2. Drinking honey and vinegar3. Gargling with water and vinegar4. Drinking warm milkQuestion 7 Which heritage group boils a beef bone, breaks up toast in the broth, and drinks as a HEALTH restoration practice for a headache?1. German-Americans2. Polish-Americans3. Irish-Americans4. CanadiansQuestion 8 Which actions are considered to be health restoration practices for individuals of Eastern European Jewish heritage?Select all that apply.1. Chicken soup2. Glass of wine3. Alcohol massage4. All of the aboveQuestion 9 Which action would a patient from Italian-American Catholic heritage perform to protect health?1. Never washing hair before going outdoors2. Keeping a kitchen warm3. Drinking water with meals4. Taking regular vitamin tonicsQuestion 10 Through a health history, the nurse learns that a patient’s parents were of Austrian Jewish heritage.Which health practices would the nurse most likely assess in this patient?Select all that apply.1. Baking bread2. Eating homegrown fruits and vegetables3. Wearing camphor around the neck4. Gargling with salt waterQuestion 11 Which health protection activity would a patient of Iranian-American Moslem heritage practice?Keep feet from getting wet inthe rainQuestion 12 Which action is a birth belief among Shintos?1. Saving the umbilical cord as a lasting bond between mother and child2. Never setting up a crib for an infant until after the birth3. Wearing white and blue bead charms on the wrist as a protection from evil4. Hoping that a newborn is not a female baby because it will decrease the mother’s looksQuestion 13 A patient who is of Greek Orthodox heritage is a new widow.What will the patient do after the death of her spouse?1. Wear black and remain in mourning for the remainder of her life.2. Hire a professional mourner to cry for the deceased.3. Wash the body and prepare it for the wake.4. Pray the Rosary aloud as part of the burial ritual.Question 14 How would a patient of French-Canadian Catholic heritage use a HEALTH restoration practice to treat a rash?Take an oatmeal bathQuestion 15 An older patient talks about being given preparations as a child that were considered patent medications.The nurse recalls that these medications included which items?Select all that apply.1. Alcohol2. Opium3. Cocaine4. AspirinQuestion 16 A patient tells the nurse about using cod liver oil every day.Which heritages utilize cod liver oil as a health maintenance practice?Select all that apply.1. English2. French3. Norwegian4. PolishQuestion 17 Why is it important to examine individual familial health/HEALTH practices?1. Helps a person become knowledgeable about the role that ethnocultural and religious heritage has played within a family2. Identifies what HEALING practices need to be used when one is ill3. Rejects those health/HEALTH traditions if they differ from those of the same ethnocultural group4. Generalizes to all members of the same ethnocultural group the various health/HEALTH practices that are implemented.Question 18 For which heritage is applying a red scarf around the chest performed for a cold or a sore throat?1. English tradition2. Norwegian tradition3. Polish tradition4. Eastern European traditionQuestion 19 The nurse asks a patient of Italian-American Catholic heritage to describe health protection activities.What will this patient most likely reply to the nurse?Select all that apply.1. Keeping feet warm2. Keeping warm in cold weather3. Never washing hair at night4. Staying out of draftsQuestion 20 What would a patient of Irish Catholic heritage use to treat menstrual cramps?Select all that apply.1. Hot milk sprinkled with ginger2. Shot of whiskey3. Glass of warm wine4. All of the above.8 years agoReport issueNUR3045 Module 2 Quiz Chapter 7 2017NOT RATEDPurchase the answer to view itNUR3045Module2QuizChapter7.docxplagiarism checkPurchase $18

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discussion 8

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Purpose: To provide students with the opportunity to understand the role FLORIDA’s state Board of Nursing (BON) and explore how it protects the welfare and safety of citizens and regulates the practice of nursing. For this week’s discussion read chapters 70, 72, and 74, then provide simple and short answers to the following questions:

  1. What is the structure and authority of the BON?
  2. What is the code of conduct as described in the Nurse Practice Act?
  3. How is professional misconduct defined?
  4. What are the sanctions for misconduct?
  5. How do nurses remain in good standing?
  6. Name three (3) OTHER nursing organizations (include at least one APRN organization)

https://floridasnursing.gov/  

Reminder: 1)  250 words post. 2) All questions must be answered to receive full grade.  DO NOT forget your references.

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Heritage of the Appalachian and Arab People

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Home>Homework Answsers>Nursing homework helpRead chapter 8 and 9 of the class textbook and review the attached Power Point presentation.  Once done, answer the following questions;1.  Give an overview of the Appalachian and Arab heritage related to their healthcare beliefs and mention if there is any similarity in both cultures.  Give an example.2.  How the Appalachian and Arab heritage view the process of death and explain if there is any similarity in any of them?3.  Explain is there is any similarity in the healthcare beliefs of the Appalachian and Arab heritage with the evidence based nursing care that is provide.As stated in the syllabus present your assignment in an APA format word document, Arial 12 font attached to the forum in the discussion tab of the blackboard title “Week 4 discussion questions”.  A minimum of two evidence based references no older than 5 years old  besides the class textbook are required.   500 words are required.The word document is a example that I need .dayanaweek4.docxCulturechapter8.pptCulturechapter9.ppt7 years ago25.01.20187Report issueAnswer(1)BlessedWriter4.6(138)5.0(3)ChatPurchase the answer to view itNursing.docx7 years agoplagiarism checkPurchase $7Bids(55)Miss ProfessorProf BerryCatherine Messiprof. SpeedstarEshal_LaibaTutorJuddy-PHDHaniff SalimfarhatullahDr. Claver-NNPaula HogWendy WoodsA-plus WriterCatherine OwensMiss LynnANN HARRISperfectoEmily JonesFLOVODOHbrilliant answersJulie Wayneother Questions(10)Ethics Reflection no more than 700 words neededPlease answer the followingi need help with this documentBusiness finance 330BUS 499 – Business Administration Capstone Assignment 5: CapstonedenniswrightMHR 6551 Unit 2 ProjectUsing Financial Ratios to Assess Organizational Performance : Assignment 2Fundamentals Discussion 3 : Web Design 240Empowerment

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DNP- LEADERSHIP FOR ADVANCED NURSING PRACTICE

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I need 120 words for each question. Please ensure to post individual reference with each question

Unit 1

Q 1; Identify two organizational structures used in health care. What are the central characteristics of each? To what extent is bureaucracy necessary in health care organizations? Explain.

Q 2; How does a doctorally prepared nurse work across and between levels of an organization? What are the challenges and/or rewards to be gained? Does one outweigh the other? Resources   Delmatoff, J., & Lazarus, I. R. (2014). The most effective leadership style for the new landscape of healthcare. Journal of Healthcare Management, 59(4), 245-249. URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=a9h&AN=97206195&site=ehost-live&scope=site  Arbab Kash, B., Spaulding, A., Johnson, C. E., & Gamm, L. (2014). Success factors for strategic change initiatives: A qualitative study of healthcare administrators’ perspectives. Journal of Healthcare Management, 59(1), 65-81. URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=a9h&AN=94059299&site=ehost-live&scope=site   Kritsonis, A. (2004/2005). Comparison of change theories. International Journal of Scholarly Academic Intellectual Diversity, 8(1) 1-7.  URL:http://qiroadmap.org/?wpfb_dl=12   Suter, E., Goldman, J., Martimianakis, T., Chatalalsingh, C., Dematteo, D. J., & Reeves, S. (2013). The use of systems and organizational theories in the interprofessional field: Findings from a scoping review. Journal of Interprofessional Care, 27(1), 57-64. doi:10.3109/13561820.2012.739670 URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=a9h&AN=84423842&site=ehost-live&scope=site  Narayana, E. A. (1992). Bureaucratization of non-governmental organizations: An analysis of employees’ perceptions and attitudes. Public Administration and Development, 12(2), 123-137. URL:https://lopes.idm.oclc.org/login?url=http://search.proquest.com.lopes.idm.oclc.org/docview/194674953?accountid=7374     Klemsdal, L. (2013). From bureaucracy to learning organization: Critical minimum specification design as space for sensemaking. Systemic Practice & Action Research, 26(1), 39-52. doi:10.1007/s11213-012-9267-3 URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=84739308&site=ehost-live&scope=site

Unit 2

Q 1: What are three payment structures used in the health care industry across the care continuum? How are they similar? How are they different? Is there a single problem that transverses all three of the identified payment structures? Explain.

Q 2: Identify a significant problem with one of the three payment structures used in the health care industry across the care continuum (from DQ 1) and propose a solution from one of the other two payment structures.  Resources   Financial and Business Management for the Doctor of Nursing Practice Read chapters 1 and 3.   URL: http://gcumedia.com/digital-resources/springer-publishing-company/2012/financial-and-business-management-for-the-doctor-of-nursing-practice_ebook_1e.php  Institute of Medicine. (2013). Best care at lower cost: The path to continuously learning health care in America. Washington, DC: The National Academies Press.   URL: http://www.nap.edu/catalog/13444/best-care-at-lower-cost-the-path-to-continuously-learning  Kingsley, T. (2014). Diagnosing the Current Problems of the United States Health Care System Requires Examining the History of Health Reform. Kennedy School Review, 1463-69. URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=109211112&site=eds-live&scope=site

Unit 3

Q 1: Does staffing contain, as opposed to elevate, costs? Is there a point where the care delivery model and staffing become a detriment to cost control? That is, where does the law of diminishing returns kick in, both cost-wise and care-wise?

Q 2: How might health care leaders determine appropriate nursing and care delivery models to address rapidly changing populations?   Resources    Financial and Business Management for the Doctor of Nursing Practice  Read chapters 2, 4, and 5.    URL: http://gcumedia.com/digital-resources/springer-publishing-company/2012/financial-and-business-management-for-the-doctor-of-nursing-practice_ebook_1e.php  Sage, W. M. (2016). Minding Ps and Qs: The political and policy questions framing health care spending. Journal of Law, Medicine & Ethics, 44(4), 559-568 URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=120397894&site=ehost-live&scope=site

Unit 4

Q 1: What are two bills or laws that influence the doctorally prepared nurse? How do these bills or laws influence doctorally prepared nurses specifically and on nursing practice in general?

Q 2: How does a doctorally prepared advanced practice nurse advocate for patients as well as the nursing profession? Is there a symbiotic relationship between the two goals? How is advocacy advanced effectively?    Resources   Nurses Making Policy: From Bedside to Boardroom   Read chapters 1 and 2.    URL: http://gcumedia.com/digital-resources/springer-publishing-company/2014/nurses-making-policy_from-bedside-to-boardroom-custom_ebook_1e.php  Camargo Jr., K., & Grant, R. (2015). Public health, science, and policy debate: Being right is not enough. American Journal of Public Health, 105(2), 232-235. doi:10.2105/AJPH.2014.302241 URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=ofs&AN=100375771&site=ehost-live&scope=site

Unit 5

Q 1: What is the reasoning behind the need for doctorally prepared advanced practice nurses to be politically active? How is this accomplished? What ethical or other considerations must be taken into account as a nurse becomes politically active?

Q 2: Why is it meaningful to have doctorally prepared advanced practice nurses as members of health care boards? What is the role of the nurse on these boards?  Resources    Nurses Making Policy: From Bedside to Boardroom   Read chapter 4, 12, and 15.   URL: http://gcumedia.com/digital-resources/springer-publishing-company/2014/nurses-making-policy_from-bedside-to-boardroom-custom_ebook_1e.php   Lucia, L., Dietz, M., Jacobs, K., Chen, X., and Kominski, G. F. (2015). Which Californians will lack health insurance under the Affordable Care Act? Berkeley/Los Angeles, CA: UC Berkeley Center for Labor Research and Education/UCLA Center for Health Policy Research. URL: http://ucla-dev-web01.reliam.com/publications/Documents/PDF/2015/uninsuredbrief-jan2015.pdf   Totten, M. K. (2010). Nurses on healthcare boards: A smart and logical move to make. Healthcare Executive, 25(3), 84-87. URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=bth&AN=52411351&site=ehost-live&scope=site

Unit 6

Q 1: How do servant leaders, as compared with leaders who follow the transformational model of leadership, manage organization dynamics and lead change to ensure the continued success of the stakeholders to be served? Is servant leadership or transformational leadership the best approach to these tasks?

Q 2: Considering the various virtues or dimensions of character for a servant leader (e.g., virtue, credibility, trust), how might the application of servant leadership be appraised in a health care setting? Is servant leadership, versus transformational leadership, plausible in the health care setting that often depends on a hierarchy of command for the safety of patients?  Resources   Smith, M. A. (2011). Are you a transformational leader? Nursing Management 42(9), 44-50. doi:10.1097/01.NUMA.0000403279.04379.6a URL:https://lopes.idm.oclc.org/login?url=http://gateway.ovid.com.lopes.idm.oclc.org/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00006247-201109000-00008&LSLINK=80&D=ovft   Yaslioglu,M. M., & SelenayErden, N. (2018). Transformational leaders in action:Theory has been there, but what about practice? IUP Journal of Business Strategy, 15(1), 42-53. URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=128932995&site=ehost-live&scope=site   George, B. (2005). Authentic leaders. Leadership Excellence, 22(10), 3-4. URL:https://lopes.idm.oclc.org/login?url=http://search.proquest.com/docview/204611923?accountid=7374  Humphries, J. H. (2005). Contextual implications for transformational and servant leadership: A historical investigation. Management Decision, 43, 1410-1431. URL:https://lopes.idm.oclc.org/login?url=http://search.proquest.com/docview/212084894?accountid=7374   Russell, R. F. (2001). The role of values in servant leadership. Leadership and Organization Development Journal, 22(2), 76-84. URL:https://lopes.idm.oclc.org/login?url=http://search.proquest.com/docview/226915965?accountid=7374   Schneider, M. (2002). The stakeholder model of organizational leadership. Organization Science, 13(2), 209-222. URL:https://lopes.idm.oclc.org/login?url=http://search.proquest.com/docview/213834613?accountid=7374   Explore the Robert K. Greenleaf Center for Servant-Leadership website. URL: http://www.greenleaf.org/   Use this to assist with Part One of the Comparison of Leadership Models and Styles assignment. URL:http://lc.gcumedia.com/zwebassets/courseMaterialPages/ldr802_leadershipChart.php Use this chart to assist with the Comparison of Leadership Models and Styles assignment. URL: http://lc.gcumedia.com/zwebassets/courseMaterialPages/mgt410_core-values-v1.1.php Use this questionnaire to assist with Part Two of the Comparison of Leadership Models and Styles assignment.  URL: http://www.nursingleadership.org.uk/test1.php 

Unit 7

Q 1: Should all nurses be considered leaders? What characteristics of a nurse makes one a leader? How does the doctorally prepared advanced practice nurse collaborate with others for company resources? Explain.

Q 2: Reflecting back on this and all previous courses, how has your thinking about your DPI Project changed? What will you take from this course and apply directly to your DPI Project? Resources   Financial and Business Management for the Doctor of Nursing Practice  Read chapters 7, 8, and 12.   URL: http://gcumedia.com/digital-resources/springer-publishing-company/2012/financial-and-business-management-for-the-doctor-of-nursing-practice_ebook_1e.php  Aligned To: 0 Learning ObjectivesMurray, A. (2014). What is the difference between leadership and management? Wall Street Journal. URL: http://guides.wsj.com/management/developing-a-leadership-style/what-is-the-difference-between-management-and-leadership/  Scott, K.A., & Mensik, J. S. (2010). Creating the conditions for breakthrough clinical performance. Nurse Leader 8(4), 48–52. doi:10.1016/j.mnl.2010.05.004  URL:https://lopes.idm.oclc.org/login?url=http://dx.doi.org.lopes.idm.oclc.org/10.1016/j.mnl.2010.05.004Aligned To: 0 Learning ObjectivesAligned To: 0 Learning Objectives

Unit 8

Q 1: How is ethical behavior an integral part of the doctorally prepared advanced practice nurse’s role? Why is the doctorally prepared advanced practice nurse considered a role model? How does one display the characteristics of a role model? Does a doctorally prepared advanced practice nurse have a legitimate right and/or ethical foundation to interject their ideas into business practice?

Q 2: Locate the “Comprehensive Assessment Part One: Competency Matrix” assignment in this topic and identify any competency “blank spaces” that were left unmet by either programmatic or course-based assignment completion thus far. Also locate the instructor feedback notes you made while completing the matrix regarding both programmatic and course-based assignments to date. What program competencies were left unmet in your matrix?  What content areas do you need to address and strengthen based on instructor feedback? Develop and post an action plan to address these two areas as you move forward into the practicum stage of the program  Resources   Review three or four DPI Project Examples from the DPI Project Examples document at the links provided in the DNP Program Documents folder on the DC Network. URL: https://dc.gcu.edu/dnp  American Nurses Association. (2015). Code of ethics for nurses with interpretive statements. Silver Spring, MD: Author. URL:http://www.nursingworld.org/MainMenuCategories/EthicsStandards/CodeofEthicsforNurses/Code-of-Ethics-For-Nurses.html  Financial and Business Management for the Doctor of Nursing Practice  Read chapters 11, 13, and 16.   URL: http://gcumedia.com/digital-resources/springer-publishing-company/2012/financial-and-business-management-for-the-doctor-of-nursing-practice_ebook_1e.phpAligned To: 0 Learning ObjectivesAligned To: 0 Learning Objectives Silverman, H. J. (2000). Organizational ethics in healthcare organizations: Proactively managing the ethical climate to ensure organizational integrity. HEC Forum, 12(3), 202-215. URL:https://lopes.idm.oclc.org/login?url=http://search.proquest.com.lopes.idm.oclc.org/docview/229344211/483ED71DE7304704PQ/3?accountid=7374#

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EMTALA Scenario Analysis

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Home>Homework Answsers>Nursing homework helpThis particular professor is strict on APA format and writing so  please double check both.Scenario: You are the administrator on call for a local hospital and you receive a call at 2:00 a.m. from another local hospital regarding a patient with a broken upper arm. The ED physician’s assistant is calling to arrange an EMTALA transfer from his hospital to yours, but the orthopedic physician on call at your hospital is refusing to accept the transfer, stating that the patient doesn’t need a higher level of care. When you ask him about that, he tells you the fracture is not displaced, and can be splinted and seen in the office. The ED physician at your hospital is very nervous about the possibility of an EMTALA violation.1) Write an analysis (1,000-1,500 words) of the situation, how it is impacted by EMTALA, and what decision you will make as the administrator, along with your rationale and thought process.2) Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.3) This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.EMTALACaseStudy.docx7 years ago11.02.201810Report issueAnswer(1)Arizona Writer4.8(662)4.8(18)ChatPurchase the answer to view itEMTALACaseStudy.docx7 years agoplagiarism checkPurchase $5Bids(32)seniorwriterwork solutionsseth PhDBeaverlykatetutorMadam JosephineProf AllanTom mutungaPROF_TOMMYProf. Allwood SonnerbergAmanda Smithphyllis youngMiss ProfessorLewie_gambiecaspianoCharandryThe grAdeceterisTutorJuddy-PHDDiana Edwardsother Questions(10)BUS-950 Assig.9BUS1ASAPISCOM/374 Warehousing week 3PHI Week 9 AssignmentAssignment Deviance and Its ConsequencesFor Wendy Lewis Only3pagesApa… FormatReserved for Hisfa

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Healthcare Budget Request – Estimating Expenses

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Home>Homework Answsers>Nursing homework helpspecificurgentPart 1: Expense/Revenue/ROI AnalysisPart 2: Summary of Analysis and Interpretation of Results:Week4AssignmentHealthcareBudgetRequestEstimatingExpenses.docxweek4healthcarebudgetrequestworkbookstepbystep.docxLastname_Firstname1stexcel.xlsxLastname_Firstname1stexcel.xlsx5 years ago23.03.202025Report issueAnswer(1)Catherine Owens4.7(3k+)4.7(183)ChatPurchase the answer to view itHealthcareBudgetRequest.docxweek4healthcarebudgetrequest1.docxturnitinreport5t66tg.pdfturnitinrepoty55555rf.pdf5 years agoplagiarism checkPurchase $25Bids(77)Dr. Michelle_KMBethuel BestAmanda SmithAmerican TutorQuickly answerProfRubbsProf SheizElprofessoriProf SapolskyTutor RisperPROF. ANNRanju Lewisbrilliant answersMichelle GeekRosie SeptemberMiss LynnBrooklyn Milanhassan0906Sasha SpencerUrgent Tutorother Questions(10)WidgeCorp is considering branching out into cold beverages (answer attached)PRG 421 Week 5 DQsEcon Essay CritiqueFIN 571 Week 3 Learning Team Assignment Lawrence Sports Simulation BONUSBlack study; Film Review/Reaction PaperCMGT 410 Week 4 DQ 1week 5.2ph 5 for AEdue in 7 hours,Assume that you and your brother plan to open a business that will make and sell a newly

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DNP- LEADERSHIP FOR ADVANCED NURSING PRACTICE

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Sample is Attached

Throughout the DNP program, learners are required to provide a report documenting participation in a minimum of four scholarly activities outside of clinical or professional practice. These reports will be due in specific courses throughout the program, as described below, and must be documented in your Practice Portfolio by the end of each course in which an activity report is due.

Examples of scholarly activities include attending conferences, seminars, grand rounds, participating in policy and quality improvement committees, writing scholarly publications, participating in community planning, serving as a guest lecturer, etc. Involvement in and contribution to interdisciplinary initiatives are also acceptable scholarly activities.

Documentation of these activities is required in DNP-810, DNP-820, DNP-830, and DNP-840.

A summary report of the scholarly activity, including who, what, where, when and take home points, will be submitted as the assignment. Include the appropriate program competencies associated with the scholarly activity and future professional goals related to the activity. Use the “Scholarly Activity Summary” template to help guide this assignment.

Resources

Review three or four DPI Project Examples from the DPI Project Examples document at the links provided in the DNP Program Documents folder on the DC Network.

URL: https://dc.gcu.edu/dnp

American Nurses Association. (2015). Code of ethics for nurses with interpretive statements. Silver Spring, MD: Author.

URL: http://www.nursingworld.org/MainMenuCategories/EthicsStandards/CodeofEthicsforNurses/Code-of-Ethics-For-Nurses.html

Financial and Business Management for the Doctor of Nursing Practice

Read chapters 11, 13, and 16.

URL: http://gcumedia.com/digital-resources/springer-publishing-company/2012/financial-and-business-management-for-the-doctor-of-nursing-practice_ebook_1e.phpAligned To: 0 Learning ObjectivesAligned To: 0 Learning Objectives

Silverman, H. J. (2000). Organizational ethics in healthcare organizations: Proactively managing the ethical climate to ensure organizational integrity. HEC Forum, 12(3), 202-215.

URL:https://lopes.idm.oclc.org/login?url=http://search.proquest.com.lopes.idm.oclc.org/docview/229344211/483ED71DE7304704PQ/3?accountid=7374#

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Health Promotion Plan Presentation

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Home>Homework Answsers>Nursing homework helpnursingResearchPOWERPOINTBuild a slide presentation (PowerPoint preferred) of the health promotion plan you developed in the first assessment. Then, implement your health promotion plan by conducting a face-to-face educational session addressing the health concern and health goals of your selected community member or group. In addition, collaborate with any participants in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to improve future sessions.As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session activity. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement.Professional ContextHealth educationis any combination of learning experiences designed to help community individuals, families, and aggregates improve their health by increasing knowledge or influencing attitudes (WHO, 2018). Education is key to health promotion, disease prevention, and disaster preparedness. The health indicator framework identified in Healthy People 2020 helps motivate action in such areas as health service access, clinical preventive services, environmental quality, injury or violence, maternal, infant and child health, mental health, nutrition, substance abuse, and tobacco use.Nurses provide accurate evidence-based information and education in various formal and informal settings. They draw upon evidence-based practice to provide health promotion and disease prevention activities to create social and physical environments conducive to improving and maintaining community health. When provided with the tools to be successful, people demonstrate lifestyle changes (self-care) that promote health and help reduce readmissions. They are better able to tolerate stressors, including environmental changes, and enjoy a better quality of life. In times of crisis, a resilient community is a safer community (ODPHP, n.d.; Flanders, 2018).This assessment provides an opportunity for you to apply teaching and learning concepts to the presentation of a health promotion plan.Demonstration of ProficiencyBy successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.Evaluate educational session outcomes in terms of progress made toward Healthy People 2020 goals and leading health indicators.Competency 4: Integrate principles of social justice in community health interventions.Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants.Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.Present a health promotion plan to an individual or group within a community.ReferencesU.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion (ODPHP). (n.d.). Healthy People 2020. Retrieved from https://www.healthypeople.gov/Flanders, S. A. (2018). Effective patient education: Evidence and common sense.Medsurg Nursing, 27(1), 55–58.Note:This is the second part of a two-part assessment. You must complete Assessment 1 before completing this assessment.PreparationThis assessment builds upon Assessment 1 where you contacted and secured local individuals or group in your community who were open to a presentation about a health concern and health promotion strategies. Once again, you will assume the role of a community nurse tasked with addressing the specific health concern within your chosen community. This time, you will implement the health promotion plan that you developed in Assessment 1 as a PowerPoint presentation. This presentation must be live and face-toface. You know that you must determine an effective teaching strategy, communicate the plan with professionalism and cultural sensitivity, obtain input on the value of the plan to the individual or group, and revise the plan, as applicable, to improve future educational sessions. To engage your audience, you decide to develop a slide presentation to communicate your plan. A copy of the slide presentation could also be given to the individual or group for future reference.Remember that your first assessment (Assessment 1)MUSTbe satisfactorily completed to initiate this assessment (Assessment 4). These assessments meet the three-hour clinical learning experience required in this coursePlease review the assessment scoring guide for more information.To prepare for the assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session simulation. You may also wish to review the health promotion plan presentation assessment and scoring guide to ensure that you understand all requirements.Note:Remember that you can submit all, or a portion of, your draft plan toSmarthinking Tutoringfor feedback before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.InstructionsComplete the following:Prepare a PowerPoint presentation of the health promotion plan you developed in Assessment 1, with detailed speaker’s notes that include your evaluation of session outcomes. Speaker notes should reflect what you will actually say when you conduct the face-to-face session.Implement your health promotion plan by conducting a face-to-face educational session addressing the health concern and health goals of your chosen participants. Collaborate with the participants in setting session goals, evaluating outcomes, and suggesting possible revisions to improve future sessions.As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session activity. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement.Completion of this assessment, and the course, requires that you spend a minimum of three hours face-to-face working with your identified patient who may be a community member or group. Remember that it is a requirement to log your direct clinical hours in the CORE ELMS system.Please be advised that the Volunteer Experience form requires that you provide the name and contact information for at least one individual with whom you worked as part of your direct clinical activity. Your faculty may reach out to this individual to verify that you have accurately documented and completed your clinical hours.PRESENTATION FORMAT AND LENGTHYou may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your slides. If you elect to use an application other than PowerPoint, check with your faculty to avoid potential file compatibility issues.The number of content slides in your presentation is dictated by nature and scope of your health promotion plan. Be sure to include title and references slides per the following:Title slide:Health promotion plan title.Your name.Date.Course number and title.References (at the end of your presentation).Be sure to apply correct APA formatting to your references.The following resources will help you create and deliver an effective presentation:Record a Slide Show With Narration and Slide Timings.This Microsoft article provides steps for recording slide shows in different versions of PowerPoint, including steps for Windows, Mac, and online.Microsoft Office Software.This Campus page includes tip sheets and tutorials for Microsoft PowerPoint.PowerPoint Presentations Library Guide.This library guide provides links to PowerPoint and other presentation software resources.SoNHS Professional Presentation Guidelines [PPTX].This presentation, designed especially for the School of Nursing and Health Sciences, offers valuable tips and links, and is itself a PowerPoint template that can be used to create a presentation.SUPPORTING EVIDENCESupport your plan with at least three professional or scholarly references, which may include peer-reviewed articles, course study resources, and Healthy People 2020 resources.GRADED REQUIREMENTSThe requirements outlined below correspond to the grading criteria in the assessment scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.Present your health promotion plan to your chosen audience.Tailor the presentation to the needs of your audience.Adhere to scholarly and disciplinary writing standards and APA formatting requirements.Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants.Which aspects of the session would you change?How might those changes improve future outcomes?Evaluate educational session outcomes in terms of progress made toward Healthy People 2020 goals and leading health indicators.What changes would you recommend to better align the session with Healthy People 2020 goals and leading health indicators?Grading Rubric:1.Present a health promotion plan to an individual or aggregate within a community.Passing Grade: Presents a professional, evidence-based, and engaging presentation with clear audio appropriate for the participant(s). The plan is based on specific, identified health needs and goals, and is well supported by error-free slides that enhance key points and adhere to visual design best practices. Provides speaker notes.2.Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants.Passing Grade:  Evaluates educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants. Clearly explains the need for revisions to future educational sessions.3.Evaluate educational session outcomes in terms of progress made toward Healthy People 2020 goals and leading health indicators.Passing Grade:  Evaluates educational session outcomes in terms of progress made toward Healthy People 2020 goals and leading health indicators. Clearly explains the need for revisions to better align future sessions with Healthy People 2020 goals.communityhealthdevelopmentplan.docx5 years ago27.04.202030Report issueAnswer(2)Banned Account0.5(3)0.5(1)ChatPurchase the answer to view itNOT RATEDAnswerDocument.docx5 years agoplagiarism checkPurchase $20Grace Grades4.9(947)5.0(47)ChatPurchase the answer to view itNOT RATEDHealthPromotionPlanPresentation.ppt5 years agoplagiarism checkPurchase $30Bids(109)Teacher TrumahnDiscount AssignMichelle GoodMannicohwilliamQuality AssignmentsGrace GradesGreat-WritersPapersGuruGabriella MalkAmanda SmithDr. ElahiDr AngelenaDr_inaayaAmerican TutorEARNESTWRITERQuickly answerwizard kimBrainy BrianPROF washington watsonRosie Septemberother Questions(10)You are a member of a presidential commission appointed to consider a mandatory national health insurance plan and the question…business fdfbusiness homework helpPsy 511for DR. Dan: Assignment 7ABS 200 Week 2 DQ 1 Empowerment” History” Europe from 1600MGT 415 FULL COURSE Asford .Online Math QuizMATHjob

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Order 1234678: Is Obesity A Disability?

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Topic of controversy: Is obesity a disability?

Content and Overall Impression

-Exceptionally clear, focused, interesting main point

-Rich, strong, supporting evidence, details and examples

-The controversial nature of the topic was effectively conveyed, both sides were discussed objectively

-Personal opinion on the topic showed careful consideration of the evidence and strong critical thinking skills

-The assignment was of superior quality and reflects exceptional effort, style and appearance

Organization

-Introduction, body and conclusion are distinct and strong

-The paper flows logically and consistently

-Transitions are clear and promote strong flow

-The instructions are followed well

Writing Style and Conventions

-Language is formal and appropriate, and slang is absent

-Effective use of terminology

-Main message is strongly conveyed

-Sentence structure is strong and varied; no run-on-sentences

-Writing is very engaging to the reader

-No direct quotes are used

-Proper verb tenses are used

-Strong evidence of editing

-Minor mistakes in spelling, mechanics and grammar, if any

Sources

-All sources are strong, academic sources -In APA fromat

-Effective use of in-text citations

-Works cited page, in-text citations are properly formatted

-All researched information is properly documented

 

Assignment objective:

· To show that you completely understand the concept of disability

· To use the theoretical knowledge that you learned in this course about disability to evaluate a controversial topic on disability.

 

Your task: Your ultimate task is to write a paper where you summarize both sides of the controversy and state your opinion about it.

 

Instructions:

Disability is a diverse experience and results from the interaction of health conditions, personal factors, and environmental factors. In this research, you will provide some background information on the topic, explain both sides of the argument in detail, and then offer your opinion on the controversy. You may elaborate your answer by using the disability models, or possible human rights violations and supplement your argument by referring to the disabling barriers.

 

Your report must be typed, double spaced, 12 point font, and maximum of 1000 words (excluding the cover page and references). All assignments must be submitted in .doc or .docx format. All sources used for this assignment must be cited properly in APA format and the relevant URLs must be provided.

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