Home>Homework Answsers>Nursing homework helpnursing researchnursingReview the subjective and objective data sets provided in the 3 cases.  You are to construct a subjective and objective data set for each case that demonstrates your knowledge of how to construct problem focused subjective and objective data sets.Document your 3 subjective and objective data sets in a Word file.NU610_Unit_6_Case_Studies.docx.pdfNU621unit6casestudy.docx1.pdf3 years ago15.02.202215Report issueAnswer(1)Catherine Owens4.8(28k+)4.8(2k+)ChatPurchase the answer to view itNOT RATEDCaseStudy.docx3 years agoplagiarism checkPurchase $15Bids(98)MISS HILLARY A+A+GRADE HELPERJahky BPROF_ALISTERProf Double Rfirstclass tutorDr CloverMARTHA92_PHDMajesticMaestroDiscount AssignTutor Cyrus KenColeen AndersonWIZARD_KIMBrilliant GeekDr. Adeline ZoeProf. TOPGRADEAshley EllieAmerican TutorquerubohRihAN_Mendozaother Questions(10)help asapmath homworkMOD 3 SLP 433What is the correct matrix for the inventory of boots in sizes 10 and 12.

Boots
Blue          Gray

Flats
Blue          Gray

Sneakers
Blue          Gray

Shoes Size 10

3                    5

9                    10

1                    4

Shoes SiSDUsing the resources at your campus or public library or on the Internet, elect any 3 common stocks you like and determine the latest book value per share, earnings per share, dividend payout ratio, and dividend yield for each. (Show all your calculationsINF220 AshfordOrganizational Ethicsaplia help for Econthis here book helping otherscould of been purchased recently but im not sure

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Home>Homework Answsers>Nursing homework helpPracticum: Decision TreeFor this Assignment, you examine the client case study in this week’s Learning Resources. Consider how you might assess and treat pediatric clients presenting with symptoms noted in the case.Note:For these assignments, you will be required to make decisions about how to assess and treat clients. Each of your decisions will have a consequence. Some consequences will be insignificant, and others may be life altering. You are not expected to make the “right” decision every time; in fact, some scenarios may not have a “right” decision. You are, however, expected to learn from each decision you make and demonstrate the ability to weigh risks versus benefits to prescribe appropriate treatments for clients.The Assignment:ExamineCase 1.You will be asked to make three decisions concerning the diagnosis and treatment for this client. Be sure to consider co-morbid physical as well as mental factors that might impact the client’s diagnosis and treatment.(N: B. A CASE STUDY WITH ANSWER SAMPLE IS ATTACHED WITH THIS ASSIGNMENT)At each Decision Point, stop to complete the following:· Decision #1: Differential Diagnosiso Which Decision did you select?o Why did you select this Decision? Support your response with evidence and references to the Learning Resources.o What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.o Explain any difference between what you expected to achieve with Decision #1 and the results of the Decision. Why were they different?·Decision #2: Treatment Plan for Psychotherapyo Why did you select this Decision? Support your response with evidence and references to the Learning Resources.o What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.o Explain any difference between what you expected to achieve with Decision #2 and the results of the Decision. Why were they different?· Decision #3: Treatment Plan for Psychopharmacologyo Why did you select this Decision? Support your response with evidence and references to the Learning Resources.o What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.o Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?· Also include how ethical considerations might impact your treatment plan and communication with clients and their families.Note: Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement.Case #1A young girl with difficulties in schoolBACKGROUNDIn psychopharmacology you met Katie, an 8-year-old Caucasian female, who was brought to your office by her mother (age 47) and father (age 49). You worked through the case by recommending possible ADHD medications. As you progress in your PMHNP program, the cases will involve more information for you to sort through.For this case, you see Katie and her parents again. The parents have reported that the medication given to Katie does not seem to be helping. This has prompted you to reconsider the diagnosis of ADHD. You will consider other differential diagnoses and determine what information you need to accurately assess the DSM-5 criteria to make the diagnosis of ADHD or another disorder with similar diagnostic features.When parents bring their child to your office, they may have read symptoms on the internet or they may have been told by the school “your child has ADHD”. Your diagnosis will either confirm or refute that diagnosis.Katie’s parents reported that their PCP felt that she should be evaluated by psychiatry to determine a differential diagnosis and to begin medication, if indicated. The PMHNP makes this diagnostic decision based on interviews and observations of the child, her parents, and the assessment of the parents and teacher.To start, consider what assessment tools you might need to evaluate Katie.·Child Behavior Check List·Conners’ Teacher Rating ScaleThe parents give the PMHNP a copy of a form titled “Conner’s Teacher Rating Scale-Revised”(Available at: http://www.doctorrudy.com/files/teacher_add_adhd_short.pdf). This scale was filled out by Katie’s teacher and sent home to the parents so that they could share it with their provider. According to the scoring provided by her teacher, Katie is inattentive, easily distracted, makes careless mistakes in her schoolwork, forgets things she already learned, is poor in spelling, reading, and arithmetic. Her attention span is short, and she is noted to only pay attention to things she is interested in. She has difficulty interacting with peers in the classroom and likes to play by herself at recess.When interviewing Katie’s parents, you ask about pre- and post-natal history and you note that Katie is the first born with parents who were close to 40 years old when she was born. She had a low 5 minute Apgar score. The parents say that she met normal developmental milestones and possibly had some difficulty with sleep during the pre-school years. They notice that Katie has difficulty socializing with peers, she is quiet at home and spends a lot of time watching TV.SUBJECTIVEYou observe Katie in the office and she is not able to sit still during the interview. She is constantly interrupting both you and her parents. Katie reports that school is “OK”- her favorite subjects are “art” and “recess.” She states that she finds some subjects boring or too difficult, and sometimes hard because she feels “lost”. She admits that her mind does wander during class. “Sometimes” Katie reports “I will just be thinking about something else and not looking at the teacher or other students in the class.”Katie reports that her home life is just fine. She reports that she loves her parents and that they are very good and kind to her. Denies any abuse, denies bullying at school. She offers no other concerns at this time.Katie’s parents appear somewhat anxious about their daughter’s problems. You notice the mother is fidgeting with her rings and watch while you are talking. The father is tapping his foot. Other than that, they seem attentive and straight forward in the interview process.MENTAL STATUS EXAMThe client is an 8-year-old Caucasian female who appears appropriately developed for her age. Her speech is clear, coherent, and logical. She is appropriately oriented to person, place, time, and event. She is dressed appropriately for the weather and time of year. She demonstrates no noteworthy mannerisms, gestures, or tics. Self-reported mood is euthymic. Affect is neutral. Katie says that she doesn’t hear any ‘voices’ in her head but does admit to having an imaginary friend, ‘Audrey’. No reports of delusional or paranoid thought processes. Attention and concentration are somewhat limited based on Katie’s short answers to your questions.Decision Point OneBASED ON THE INFORMATION PROVIDED IN THE SCENARIO ABOVE, WHAT IS YOUR DIAGNOSIS FOR KATIE?In your write-up of this case, be certain to link specific symptoms presented in the case to DSM–5 criteria to support your diagnosis.299.00 Autism Spectrum Disorder (ASD), mild and co-occurring; 300.23 Social Anxiety Disorder315.0 Specific Learning Disorder with Impairment in Reading and 315.1 Impairment in Mathematics314.00 Attention Deficit Hyperactivity Disorder, predominantly inattentive presentationANSWER CHOOSEN: Attention Deficit Hyperactivity Disorder,predominantly inattentive presentation 314.00 Attention Deficit Hyperactivity Disorder, predominantly inattentive presentationRESULTS OF DECISION POINT ONE·Client returns to clinic in four weeks·You selected Attention deficit hyperactivity disorder, predominantly inattentive presentation. Based on this choice, outline the remainder of the diagnostic evaluation that you will conduct on this child and their parents. Be sure to include standardized assessment instruments that you would administer· Decision Point Two· BASED ON THE ABOVE INFORMATION, SELECT YOUR NEXT ACTION. BE CERTAIN TO DISCUSS THE RATIONALE FOR YOUR DECISION.·Wellbutrin 75 mg orally daily··Strattera 25 mg orally daily··Adderall XR 10 mg orally dailyANSWER CHOOSEN:Adderall XR 10 mg orally dailyRESULTS OF DECISION POINT TWO·Client returns to clinic in four weeks·Katie’s parents seem absolutely delighted upon their return stating that Katie is paying more attention in school, but note that there is still room for improvement, particularly in the afternoon·They report that Katie’s teacher has reported that Katie is able to maintain her attention throughout the morning classes but come afternoon, she “daydreams.”·Katie’s parents are also concerned about her decrease in appetite since starting the medication.Decision Point ThreeBASED ON THE ABOVE INFORMATION, SELECT YOUR NEXT ACTION. BE CERTAIN TO DISCUSS THE RATIONALE FOR YOUR DECISION.Katie’s parents that weight loss is common with stimulant medicationsused to treat ADHDmedication with family thearpya small dose of immediate release Adderall in the early afternoonANSWER CHOOSEN:Add a small dose of immediate release Adderall in theearly afternoonGuidance to StudentWhereas weight loss is common with stimulant medication, this option does not address Katie’s parents’ concerns about the return of symptoms in the afternoon.Augmentation with family therapy is also a good idea as it can help Katie with her symptoms and further help her parents to understand the unique challenges that Katie experiences, as well as ways that they can help her with symptoms, however, this option does not address the return of inattentive symptoms in the afternoon.Adding a small dose of immediate relate Adderall in the afternoon can help Katie to maintain attention throughout the afternoon and into the early evening when she must do homework. This would be the best option.Learning ResourcesRequired ReadingsSadock, B. J., Sadock, V. A., & Ruiz, P. (2014).Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry(11th ed.). Philadelphia, PA: Wolters Kluwer.Chapter 3, “Contributions of the Sociocultural      Sciences” (pp. 131–150)Chapter      31, “Child Psychiatry” (pp. 1152–1181, 1244–1253)American Psychiatric Association. (2013).Diagnostic and statistical manual of mental disorders(5th ed.). Washington, DC: Author.“Neurodevelopmental Disorders”o “Intellectual Disabilities”o “Communication Disorders”“Disruptive, Impulse-Control, and Conduct Disorders”Volkmar, F., Siegel, M., Woodbury-Smith, M., King, B., McCracken, J., & State, M. (2014). Practice parameter for the assessment and treatment of children and adolescents with autism spectrum disorder.Journal of the American Academy of Child & Adolescent Psychiatry,53(2), 237–257. Retrieved from http://www.jaacap.com/article/S0890-8567(13)00819-8/pdfStahl, S. M. (2014).Prescriber’s Guide: Stahl’s Essential Psychopharmacology(5th ed.). New York, NY: Cambridge University Press.Required MediaLaureate Education (Producer). (2017b).A young girl with difficulties in school[Multimedia file]. Baltimore, MD: Author.(SEE THE ATTACHED CASE STUDY SAMPLE WITH ANSWER)Optional ResourcesThapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A. (2015).Rutter’s child and adolescent psychiatry(6th ed.). Hoboken, NJ: Wiley Blackwell.Chapter      51, “Autism Spectrum Disorder” (pp. 665–682)DecisionTreeSample.docxDecisionTreeAssignment.docxAssgn2-WK4C.docx8 years ago23.12.201710Report issueAnswer(2)brilliant answers4.8(29k+)4.9(6k+)ChatPurchase the answer to view itTyrel.docx8 years agoplagiarism checkPurchase $10Smart Study3.4(425)3.1(5)ChatPurchase the answer to view itNOT RATEDBipolarDisorder.docx7 years agoplagiarism checkPurchase $9.99Bids(14)Arizona WriterTalented WriterCatherine OwensPHD.Terresaworld-class writerkim woodsphyllis youngkatetutorTutorJuddy-PHDTeacher hyranksRey writerprof. SpeedstarAmber Tutorbrilliant answersother Questions(10)COM 200 Assignment 1 and 2″Best Practices and Government Regulation”Human resources Managment/Rey WriterDiscussion 1 and Discussion 2 posthwnews storiePart III. Design Challenges and Mobile Computing (25 points total)AccountingBUS 210 Week 8 CheckPoint 1- IT Applications Presentation Slide NotesDiscussions – All 24

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Home>Homework Answsers>Nursing homework helpFile titled WK4 BiPolar contains assignment and case study.chapter6_summary.pdfchapter6_3.pdfchapter6_2.pdfchapter6_7.pdfchapter6_8.pdfchapter6.pdfchapter6_introduction.pdfchapter6_6.pdfchapter6_5.pdfchapter6_4.pdfWK4BiPolar.docxchapter8_6.pdfchapter8.pdfchapter8_introduction.pdfmood_stabilizersc04_67.jpgmood_stabilizersc04_71.jpg6 years ago24.03.201940Report issueAnswer(1)Jane the tutor5.0(448)5.0(110)ChatPurchase the answer to view itNOT RATEDAssessingandTreatingClientswithBipolarDisorder.docx6 years agoplagiarism checkPurchase $40Bids(58)Dr CloverSTELLAR GEEK A+Great-WritersMichelle MalkDr AngelenaAmanda SmithProf Double RTutor RisperJane the tutorWitnessFavouritewriterDaisy ArabellaJenny BoomRESPECT WRITERKATHERINE BECKSAngelina MayThe grAdeWendy LewisDr shamille ClaraCatherine Owensother Questions(10)apa formatI need 250 words “what does success in college meat to you ?”Unit 1 Training and Development ***MATHGUY18***Mentally Healthyenglish assignmentcan anyone focus on the physical security aspects.Discussion 1APA Style Company Selected: AT&T Length: 11 pages Executive Summary portion due: 1/17/2017 Complete paper due: 1/29/2017 Executive portion: An Executive Summary (abstract) is a one-page document that outlines the purpose, process, findings, discusQuestionassuming all jobs are recurring. Create an IDEFIX E-R diagram for OWNER RECURRING_SERVICE and SERVICE Model the relationship between RECURRING_SERVICE…

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Home>Homework Answsers>Nursing homework helpDiscussion 1With the information presented in Chapter 1 of Ball et al. in mind, consider the following:· By Day 1 of this week, you will be assigned a new patient profile by your Instructor for this Discussion.Note: Please see the “Course Announcements” section of the classroom for your new patient profile assignment.· How would your communication and interview techniques for building a health history differ with each patient?· How might you target your questions for building a health history based on the patient’s social determinants of health?· What risk assessment instruments would be appropriate to use with each patient, or what questions would you ask each patient to assess his or her health risks?· Identify any potential health-related risks based upon the patient’s age, gender, ethnicity, or environmental setting that should be taken into consideration.· Selectoneof the risk assessment instruments presented in Chapter 1 or Chapter 5 of theSeidel’s Guide to Physical Examinationtext, or another tool with which you are familiar, related to your selected patient.· Developat least fivetargeted questions you would ask your selected patient to assess his or her health risks and begin building a health history.Posta summary of the interview and a description of the communication techniques you would use with your assigned patient. Explain why you would use these techniques. Identify the risk assessment instrument you selected, and justify why it would be applicable to the selected patient. Provide at least five targeted questions you would ask the patient.New Patients profilePatient Profiles:#1: 26-year-old Lebanese female living in graduate-student housing:Assigned to Last names starting with A-H#2: 14-year-old biracial male living with his grandmother in a high-density public housing complexAssigned to Last names starting with I-Q#3:  38-year-old Native American pregnant female living on a reservationAssigned to Last names starting with R-ZResources for referenceBall, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019).Seidel’s guide to physical examination: An interprofessional approach(9th ed.). St. Louis, MO: Elsevier Mosby.Chapter 1, “The History and      Interviewing Process”This chapter explains the process of developing relationships with patients in order to build an effective health history. The authors offer suggestions for adapting the creation of a health history according to age, gender, and disability.Chapter 5, “Recording      Information”This chapter provides rationale and methods for maintaining clear and accurate records. The authors also explore the legal aspects of patient records.Sullivan, D. D. (2019).Guide to clinical documentation(3rd ed.). Philadelphia, PA: F. A. Davis.Chapter 2, “The Comprehensive History and      Physical Exam” (pp. 19–29)Deckx, L., van den Akker, M., Daniels, L., De Jonge, E. T., Bulens, P., Tjan-Heijnen, V. C. G., … Buntinx, F. (2015). Geriatric screening tools are of limited value to predict decline in functional status and quality of life: Results of a cohort study. BMC Family Practice, 16, 1–12.Wu, R. R., & Orlando, L. A. (2015). Implementation of health risk assessments with family health history: Barriers and benefits. Postgraduate Medical Journal, (1079), 508–513.Lushniak, B. D. (2015). Surgeon general’s perspectives: Family health history: Using the past to improve future health. Public Health Reports, (1), 3.Jardim, T. V., Sousa, A. L. L., Povoa, T. I. R., Barroso, W. K. S., Chinem, B., Jardim, L., … Jardim, P. C. B. V. (2015). The natural history of cardiovascular risk factors in health professionals: 20-year follow-up. BMC Public Health, 15(1111), 1–7.Discussion 2Pharmacokinetics describes what the body does to the drug through absorption, distribution, metabolism, and excretion, whereas pharmacodynamics describes what the drug does to the body.When selecting drugs and determining dosages for patients, it is essential to consider individual patient factors that might impact the patient’s pharmacokinetic and pharmacodynamic processes. These patient factors include genetics, gender, ethnicity, age, behavior (i.e., diet, nutrition, smoking, alcohol, illicit drug abuse), and/or pathophysiological changes due to disease.For this Discussion, you reflect on a case from your past clinical experiences and consider how a patient’s pharmacokinetic and pharmacodynamic processes may alter his or her response to a drug.To Prepare· Review the Resources for this module and consider the principles of pharmacokinetics and pharmacodynamics.· Reflect on your experiences, observations, and/or clinical practices from the last 5 years and think about how pharmacokinetic and pharmacodynamic factors altered his or her anticipated response to a drug.· Consider factors that might have influenced the patient’s pharmacokinetic and pharmacodynamic processes, such as genetics (including pharmacogenetics), gender, ethnicity, age, behavior, and/or possible pathophysiological changes due to disease.· Think about a personalized plan of care based on these influencing factors and patient history in your case study.Resources for referenceRosenthal, L. D., & Burchum, J. R. (2018).Lehne’s pharmacotherapeutics for advanced practice providers. St. Louis, MO: Elsevier.Chapter 1, “Prescriptive      Authority” (pp. 1–3)Chapter 2, “Rational Drug      Selection and Prescription Writing” (pp. 5–9)Chapter 3, “Promoting      Positive Outcomes of Drug Therapy” (pp. 11–16)Chapter 4,      “Pharmacokinetics, Pharmacodynamics, and Drug Interactions” (pp. 17–40)Chapter 5, “Adverse Drug      Reactions and Medical Errors” (pp. 41–49)Chapter 6, “Individual Variation in Drug      Response” (pp. 51–56)American Geriatrics Society 2019 Beers Criteria Update Expert Panel. (2019). American Geriatrics Society 2019 updated AGS Beers criteria for potentially inappropriate medication use in older adults.Journal of the American Geriatrics Society, 67(4), 674–694. doi:10.1111/jgs.15767American Geriatrics Society 2019 updated AGS Beers criteria for potentially inappropriate medication use in older adults by American Geriatrics Society, in Journal of the American Geriatrics Society, Vol. 67/Issue 4. Copyright 2019 by Blackwell Publishing. Reprinted by permission of Blackwell Publishing via the Copyright Clearance Center.This article is an update to the Beers Criteria, which includes lists of potentially inappropriate medications to be avoided in older adults as well as newly added criteria that lists select drugs that should be avoided or have their dose adjusted based on the individual’s kidney function and select drug-drug interactions documented to be associated with harms in older adults.Drug Enforcement Administration. (n.d.-a). Code of federal regulations. Retrieved February 1, 2019, from https://www.deadiversion.usdoj.gov/21cfr/cfr/1300/1300_01.htmThis website outlines the code of federal regulations for prescription drugs.Drug Enforcement Administration. (n.d.-b). Mid-level practitioners authorization by state. Retrieved May 13, 2019 from http://www.deadiversion.usdoj.gov/drugreg/practioners/index.htmlThis website outlines the schedules for controlled substances, including prescriptive authority for each schedule.Drug Enforcement Administration. (2006). Practitioner’s manual. Retrieved from http://www.deadiversion.usdoj.gov/pubs/manuals/pract/index.htmlThis manual is a resource for practitioners who prescribe, dispense, and administer controlled substances. It provides information on general requirements, security issues, recordkeeping, prescription requirements, and addiction treatment programs.Drug Enforcement Administration. (n.d.-c). Registration. Retrieved February 1, 2019, from https://www.deadiversion.usdoj.gov/drugreg/index.htmlThis website details key aspects of drug registration.Fowler, M. D. (2015).Guide to the code of ethics for nurses with interpretive statements: Development, interpretation, and application. Silver Spring, Maryland: American Nurses Association, 2015.This resource introduces the code of ethics for nurses and highlights critical aspects for ethical guideline development, interpretation, and application in practice.Institute for Safe Medication Practices. (2017). List of error-prone abbreviations, symbols, and dose designations. Retrieved from https://www.ismp.org/recommendations/error-prone-abbreviations-listThis website provides a list of prescription-writing abbreviations that might lead to misinterpretation, as well as suggestions for preventing resulting errors.Ladd, E., & Hoyt, A. (2016). Shedding light on nurse practitioner prescribing. The Journal for Nurse Practitioners, 12(3), 166–173. doi:10.1016/j.nurpra.2015.09.17This article provides NPs with information regarding state-based laws for NP prescribing.Sabatino, J. A., Pruchnicki, M. C., Sevin, A. M., Barker, E., Green, C. G., & Porter, K. (2017). Improving prescribing practices: A pharmacist‐led educational intervention for nurse practitioner students. Journal of the American Association of Nurse Practitioners, 29(5), 248–254. doi:10.1002/2327-6924.12446The authors of this article assess the impact of a pharmacist‐led educational intervention on family nurse practitioner (FNP) students’ prescribing skills, perception of preparedness to prescribe, and perception of pharmacist as collaborator.6 years ago26.11.201960Report issueAnswer(2)Quality Assignments4.9(2k+)4.9(258)ChatPurchase the answer to view itDiscussionTwoDrugs.docxDiscussionOneRiskAssessment.docx6 years agoplagiarism checkPurchase $60Michelle Owens4.8(108)4.8(3)ChatPurchase the answer to view itNOT RATEDStop4.docx6 years agoplagiarism checkPurchase $5Bids(61)Great-WritersQuality AssignmentsDr AngelenaGuru OliviaUbaid TariqMiss Deannateacher CharlesAmanda SmithMadam MichelleQuickly answerDr_inaayaLouisa95The grAdewizard kimKATHERINE BECKSElprofessoriEmily Bluntrunge-kutta acerDoctor OkumuCatherine Owensother Questions(10)ACCT301 WEEK6ECO 550 Managerial Economics Assignment #2 Week 6summary of to kill a mockingbirdCash and Working CapitalBSA 385 Week 1 DQsBSA 385 Team Assignment OutlineMKT 441 Week 3 Learning Team Market Research Implementation Plan Research Tools PaperACC 400 FINAL EXAMIT 286 Week 1 Quiz resultsACC 421 Week 3 Learning Team Assignment Assignments from the Text

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Home>Homework Answsers>Nursing homework helpNo plagarismnursingquality workPearson· Create a power point with the intended audience to be a community health department.· Focus on a real or fictional disaster that has or could affect your area. For example, if you live on the Florida coast you might choose potential hurricane.Topic for the assignment is hurricane· Discuss the role of the Community Health Nurse in each stage of disaster. You should include a few slides on each stage of disaster: preparedness, response, recovery with specific activities and resources that the public health nurse would use in each stage.(Please refer to Chapter 25 for the stages Page 722)· Identify other agencies that might be involved.(Such as the, Police and emergency response team, organizations such the     American Red Cross, Department of Health and Human Services (HHS) ,The HHS National Disaster Medical System (NDMS), HHS Office of Emergency Preparedness (OEP)Other organization involved may be: salvation army, Community Emergency Response Team (CERT), The Humane Society of the United States, The World Vision)The assignment should be submitted in Power Point format, with at least 15 content slides (in addition to a title slide and reference slide) and include at least two scholarly sources(less than 5 years old) other than provided materials.Clark, M. J. (2015).Population and community health      nursing(6th ed.). Boston, MA: Pearson Chapter 25http://www.redcross.org/get-help/prepare-for-emergencies/be-red-cross-readyassign3Disaster_Readiness_for_Nurses_.pdfTEXTBOOK.pdf5 years ago10.01.202030Report issueAnswer(1)Bethuel Best4.8(310)5.0(45)ChatPurchase the answer to view itNOT RATEDDisasterPreparedness.pptx5 years agoplagiarism checkPurchase $30Bids(61)GradesMaestrogrA+de plusBethuel BestYourStudyGuruteacher CharlesAmanda SmithMath GuruuEARNESTWRITERwizard kimPROF washington watsonWriting WondersRosie SeptemberRanchoddas Chanchad PhDbrilliant answersjim clairebennetsandovaSasha SpencerceterisTaylor RodmanElprofessoriother Questions(10)BUS 517 Week 8 Assignment 3: Execution, Control, and ClosureCOMMENTARYcriminology2 page paper described belowRewrite one page with correct grammerHistory Article CritiquePSY 250 Week 2 Learning Team DeliverableI need this assignment by 2:00pm 02/26/2016HENV-05For Sir_Excellence

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