Assessment 4 Instructions: Patient, Family, or Population Health Problem Solution
Content
Develop an intervention (your capstone project), as a solution to
the patient, family, or population problem you’ve defined. Submit the
proposed intervention to the faculty for review and approval.
This solution needs to be implemented (shared) with your patient,
family, or group. You are not to share your intervention with your
patient, family, or group or move on to Assessment 5 before your
faculty reviews/approves the solution you submit in Assessment 4. In a
separate written deliverable, write a 5-7 page analysis of your
intervention.
Please submit both your solution/intervention and the 5-7 page analysis to complete Assessment 4.
Introduction
In your first three assessments, you applied new knowledge and
insight gleaned from the literature, from organizational data, and from
direct consultation with the patient, family, or group (and perhaps with
subject matter and industry experts) to your assessment of the problem.
You’ve examined the problem from the perspectives of leadership,
collaboration, communication, change management, policy, quality of
care, patient safety, costs to the system and individual, technology,
care coordination, and community resources. Now it’s time to turn your
attention to proposing an intervention (your capstone project), as a
solution to the problem.
Preparation
In this assessment, you’ll develop an intervention as a solution to
the health problem you’ve defined. To prepare for the assessment, think
about an appropriate intervention, based on your work in the preceding
assessments, that will produce tangible, measurable results for the
patient, family, or group. In addition, you might consider using a root
cause analysis to explore the underlying reasons for a problem and as
the basis for developing and implementing an action plan to address the
problem. Some appropriate interventions include the following:
Creating an educational brochure.
Producing an educational voice-over PowerPoint presentation or video focusing on your topic.
Creating a teaching plan for your patient, family, or group.
Recommending work process or workflow changes addressing your topic.
Plan to spend at least 3 direct practicum hours working with the same patient, family, or group.
In addition, you may wish to complete the following:
Review the assessment instructions and scoring guide to ensure
that you understand the work you will be asked to complete and how it
will be assessed.
Conduct sufficient research of the scholarly and professional
literature to inform your work and meet scholarly expectations for
supporting evidence.
Note: Remember that you can submit all, or a portion of, your draft assessment to Smarthinking
for feedback, before you submit the final version. If you plan on using
this free service, be mindful of the turnaround time of 24–48 hours for
receiving feedback.
Instructions
Complete this assessment in two parts: (a) develop an intervention
as a solution to the problem and (b) submit your proposed intervention,
with a written analysis, to your faculty for review and approval.
Part 1
Develop an intervention, as a solution to the problem, based on your
assessment and supported by data and scholarly, evidence-based sources.
Incorporate relevant aspects of the following considerations that shaped your understanding of the problem:
Leadership.
Collaboration.
Communication.
Change management.
Policy.
Quality of care.
Patient safety.
Costs to the system and individual.
Technology.
Care coordination.
Community resources.
Part 2
Submit your proposed intervention to your faculty for review and approval.
In a separate written deliverable, write a 5–7 page analysis of your intervention.
Summarize the patient, family, or population problem.
Explain why you selected this problem as the focus of your project.
Explain why the problem is relevant to your professional practice and to the patient, family, or group.
In addition, address the requirements outlined below. These
requirements correspond to the scoring guide criteria for this
assessment, so be sure to address each main point. Read the
performance-level descriptions for each criterion to see how your work
will be assessed. In addition, note the additional requirements for
document format and length and for supporting evidence.
Define the role of leadership and change management in addressing the problem.
Explain how leadership and change management strategies influenced the development of your proposed intervention.
Explain how nursing ethics informed the development of your proposed intervention.
Propose strategies for communicating and collaborating with the
patient, family, or group to improve outcomes associated with the
problem.
Identify the patient, family, or group.
Discuss the benefits of gathering their input to improve care associated with the problem.
Identify best-practice strategies from the literature for effective communication and collaboration to improve outcomes.
Explain how state board nursing practice standards and/or
organizational or governmental policies guided the development of your
proposed intervention.
Cite the standards and/or policies that guided your work.
Describe research that has tested the effectiveness of these standards and/or policies in improving outcomes for this problem.
Explain how your proposed intervention will improve the quality of
care, enhance patient safety, and reduce costs to the system and
individual.
Cite evidence from the literature that supports your conclusions.
Identify relevant and available sources of benchmark data on
care quality, patient safety, and costs to the system and individual.
Explain how technology, care coordination, and the utilization of community resources can be applied in addressing the problem.
Cite evidence from the literature that supports your conclusions.
Write concisely and directly, using active voice.
Apply APA formatting to in-text citations and references.
Additional Requirements
Format: Format the written analysis of your intervention using APA style. Use the APA Style Paper Template. An APA Style Paper Tutorial is also provided to help you in writing and formatting your paper. Be sure to include:
A title page and reference page. An abstract is not required.
Appropriate section headings.
Length: Your paper should be approximately 5–7 pages in length, not including the reference page.
Supporting evidence: Cite at least five sources
of scholarly or professional evidence that support your central ideas.
Resources should be no more than five years old. Provide in-text
citations and references in APA format.
Proofreading: Proofread your paper, before you
submit it, to minimize errors that could distract readers and make it
more difficult for them to focus on its substance.
Portfolio Prompt: Save your intervention to your ePortfolio.
After you complete your program, you may want to consider leveraging
your portfolio as part of a job search or other demonstration of your
academic and professional competencies.
Competencies Measured
By successfully completing this assessment, you will demonstrate
your proficiency in the course competencies through the following
assessment scoring guide criteria:
Competency 1: Lead people and processes to improve patient, systems, and population outcomes.
Define the role of leadership and change management in addressing a patient, family, or population health problem.
Competency 3: Transform processes to improve quality, enhance patient safety, and reduce the cost of care.
Explain how a proposed intervention to address a patient,
family, or population health problem will improve the quality of care,
enhance patient safety, and reduce costs to the system and individual.
Competency 4: Apply health information and patient care technology to improve patient and systems outcomes.
Explain how technology, care coordination, and the utilization
of community resources can be applied in addressing a patient, family,
or population health problem.
Competency 5: Analyze the impact of health policy on quality and cost of care.
Explain how state board nursing practice standards and/or
organizational or governmental policies guided the development of a
proposed intervention.
Competency 6: Collaborate interprofessionally to improve patient and population outcomes.
Propose strategies for communicating and collaborating with a
patient, family, or group to improve outcomes associated with a patient,
family, or population health problem.
Competency 8: Integrate professional standards and values into practice.
Write concisely and directly, using active voice.
Apply APA formatting to in-text citations and references.
solved Assessment 4 Instructions: Patient, Family, or Population Health Problem Solution
/in /by adminAssessment 4 Instructions: Patient, Family, or Population Health Problem Solution
Content
Develop an intervention (your capstone project), as a solution to
the patient, family, or population problem you’ve defined. Submit the
proposed intervention to the faculty for review and approval.
This solution needs to be implemented (shared) with your patient,
family, or group. You are not to share your intervention with your
patient, family, or group or move on to Assessment 5 before your
faculty reviews/approves the solution you submit in Assessment 4. In a
separate written deliverable, write a 5-7 page analysis of your
intervention.
Please submit both your solution/intervention and the 5-7 page analysis to complete Assessment 4.
Introduction
In your first three assessments, you applied new knowledge and
insight gleaned from the literature, from organizational data, and from
direct consultation with the patient, family, or group (and perhaps with
subject matter and industry experts) to your assessment of the problem.
You’ve examined the problem from the perspectives of leadership,
collaboration, communication, change management, policy, quality of
care, patient safety, costs to the system and individual, technology,
care coordination, and community resources. Now it’s time to turn your
attention to proposing an intervention (your capstone project), as a
solution to the problem.
Preparation
In this assessment, you’ll develop an intervention as a solution to
the health problem you’ve defined. To prepare for the assessment, think
about an appropriate intervention, based on your work in the preceding
assessments, that will produce tangible, measurable results for the
patient, family, or group. In addition, you might consider using a root
cause analysis to explore the underlying reasons for a problem and as
the basis for developing and implementing an action plan to address the
problem. Some appropriate interventions include the following:
Creating an educational brochure.
Producing an educational voice-over PowerPoint presentation or video focusing on your topic.
Creating a teaching plan for your patient, family, or group.
Recommending work process or workflow changes addressing your topic.
Plan to spend at least 3 direct practicum hours working with the same patient, family, or group.
In addition, you may wish to complete the following:
Review the assessment instructions and scoring guide to ensure
that you understand the work you will be asked to complete and how it
will be assessed.
Conduct sufficient research of the scholarly and professional
literature to inform your work and meet scholarly expectations for
supporting evidence.
Note: Remember that you can submit all, or a portion of, your draft assessment to Smarthinking
for feedback, before you submit the final version. If you plan on using
this free service, be mindful of the turnaround time of 24–48 hours for
receiving feedback.
Instructions
Complete this assessment in two parts: (a) develop an intervention
as a solution to the problem and (b) submit your proposed intervention,
with a written analysis, to your faculty for review and approval.
Part 1
Develop an intervention, as a solution to the problem, based on your
assessment and supported by data and scholarly, evidence-based sources.
Incorporate relevant aspects of the following considerations that shaped your understanding of the problem:
Leadership.
Collaboration.
Communication.
Change management.
Policy.
Quality of care.
Patient safety.
Costs to the system and individual.
Technology.
Care coordination.
Community resources.
Part 2
Submit your proposed intervention to your faculty for review and approval.
In a separate written deliverable, write a 5–7 page analysis of your intervention.
Summarize the patient, family, or population problem.
Explain why you selected this problem as the focus of your project.
Explain why the problem is relevant to your professional practice and to the patient, family, or group.
In addition, address the requirements outlined below. These
requirements correspond to the scoring guide criteria for this
assessment, so be sure to address each main point. Read the
performance-level descriptions for each criterion to see how your work
will be assessed. In addition, note the additional requirements for
document format and length and for supporting evidence.
Define the role of leadership and change management in addressing the problem.
Explain how leadership and change management strategies influenced the development of your proposed intervention.
Explain how nursing ethics informed the development of your proposed intervention.
Propose strategies for communicating and collaborating with the
patient, family, or group to improve outcomes associated with the
problem.
Identify the patient, family, or group.
Discuss the benefits of gathering their input to improve care associated with the problem.
Identify best-practice strategies from the literature for effective communication and collaboration to improve outcomes.
Explain how state board nursing practice standards and/or
organizational or governmental policies guided the development of your
proposed intervention.
Cite the standards and/or policies that guided your work.
Describe research that has tested the effectiveness of these standards and/or policies in improving outcomes for this problem.
Explain how your proposed intervention will improve the quality of
care, enhance patient safety, and reduce costs to the system and
individual.
Cite evidence from the literature that supports your conclusions.
Identify relevant and available sources of benchmark data on
care quality, patient safety, and costs to the system and individual.
Explain how technology, care coordination, and the utilization of community resources can be applied in addressing the problem.
Cite evidence from the literature that supports your conclusions.
Write concisely and directly, using active voice.
Apply APA formatting to in-text citations and references.
Additional Requirements
Format: Format the written analysis of your intervention using APA style. Use the APA Style Paper Template. An APA Style Paper Tutorial is also provided to help you in writing and formatting your paper. Be sure to include:
A title page and reference page. An abstract is not required.
Appropriate section headings.
Length: Your paper should be approximately 5–7 pages in length, not including the reference page.
Supporting evidence: Cite at least five sources
of scholarly or professional evidence that support your central ideas.
Resources should be no more than five years old. Provide in-text
citations and references in APA format.
Proofreading: Proofread your paper, before you
submit it, to minimize errors that could distract readers and make it
more difficult for them to focus on its substance.
Portfolio Prompt: Save your intervention to your ePortfolio.
After you complete your program, you may want to consider leveraging
your portfolio as part of a job search or other demonstration of your
academic and professional competencies.
Competencies Measured
By successfully completing this assessment, you will demonstrate
your proficiency in the course competencies through the following
assessment scoring guide criteria:
Competency 1: Lead people and processes to improve patient, systems, and population outcomes.
Define the role of leadership and change management in addressing a patient, family, or population health problem.
Competency 3: Transform processes to improve quality, enhance patient safety, and reduce the cost of care.
Explain how a proposed intervention to address a patient,
family, or population health problem will improve the quality of care,
enhance patient safety, and reduce costs to the system and individual.
Competency 4: Apply health information and patient care technology to improve patient and systems outcomes.
Explain how technology, care coordination, and the utilization
of community resources can be applied in addressing a patient, family,
or population health problem.
Competency 5: Analyze the impact of health policy on quality and cost of care.
Explain how state board nursing practice standards and/or
organizational or governmental policies guided the development of a
proposed intervention.
Competency 6: Collaborate interprofessionally to improve patient and population outcomes.
Propose strategies for communicating and collaborating with a
patient, family, or group to improve outcomes associated with a patient,
family, or population health problem.
Competency 8: Integrate professional standards and values into practice.
Write concisely and directly, using active voice.
Apply APA formatting to in-text citations and references.
solved INSTRUCTIONS Website Evaluation (100 points towards Final Grade) – Due
/in /by adminINSTRUCTIONS
Website Evaluation (100 points towards Final Grade) – Due Week 2:
Assignment Expectations: As part of your Research Project, the second assignment requirement expects students to complete a Website Evaluation of TWO websites that are acceptable for college-level academic research and contain information related to their research topic. For this assignment, students will use a search engine of their choice (e.g., Google or Bing) to find appropriate websites related to their topics. After selecting, reviewing and analyzing your two websites, students should write a 250-word analysis for each website. Keep reading to find out more about where to find websites for this assignment and what your analysis should include. As always, if you have questions, please feel free to reach out to your instructor via email.
But First, What Exactly is a Website Evaluation?:
There is a great deal of information available on the web and you can do much of your research from your computer. However, not everything on the web is suitable for academic research. This assignment will help you evaluate web sites that you find on the free web.
Before you start your Web Site Evaluation assignment, read the UMGC Library guidelines for evaluating Web resources, “Is My Source Credible,†to determine whether the contents are of high quality and acceptable for college-level academic research: https://www.umgc.edu/current-students/learning-resources/writing-center/writing-resources/evaluating-sources.cfm and then view their video “Evaluating Web sitesâ€:
Transcript
Welcome to this Information and Library Services Tutorial on evaluating Web sites. In this tutorial, you will learn how to determine whether a Web site contains trustworthy information that is appropriate for college level research.Â
Many Web sites contain trustworthy information that is appropriate to use in college-level research. But because no one regulates information placed on the Web, there are also Web sites that you would not want to use in a research paper: Web sites, for example, with out-of-date, inaccurate or biased information.Â
Here are some questions you can ask that will help you critically evaluate information you find on the Web:
Who is the author of the Web site?
Does the Web site present information that is biased, one-sided?
Does the Web site present accurate information?
Is the Web site current enough for your research topic?
This tutorial will explore those questions in more detail.Â
When evaluating a Web site, ask yourself, who has written the Web site content? Are the author’s credentials given? Think about the author’s expertise and credibility. Knowing who wrote the content can help you determine the Web site’s trustworthiness.Â
You may find an author whose credentials are not given on the Web site. When that happens, use Google or another search engine to see if you can find information on the author elsewhere on the Web.Â
Frequently, an organization can be considered the author of a Web site. For example, the author of a Web site might be a business, a professional association or a government agency. You can usually find a link on an organization’s Web site that provides information about the organization—its activities, mission, leadership and so on. Learning about the organization can help you judge the credibility of the information on the organization’s Web site.Â
When evaluating a Web site, also ask yourself, does the Web site present information that is objective and neutral as possible, or is the Web site presenting biased, one-sided information? Depending on your research project, it may be appropriate for you to use biased information.
For example, if you are presenting both sides of an argument in a pro/con essay about the chemical industry and environmental groups, you could cite information from a chemical industry association and from environmental activists. But you need to be aware of possible bias in a Web site and use—or not use—that Web site accordingly.Â
When evaluating a Web site, you should also ask, is the information on the Web site accurate? Compare the information on the Web site with knowledge you have gained from other sources in the course of your research, to see if the Web site contains errors. For example, you might compare the information in a Web site with scholarly articles you have read in library databases, with reference books and so on. Also, does the Web site give sources for the information it presents, sources you can look up and verify?Â
Timeliness is another important factor, especially if you are researching a subject in which knowledge can change rapidly, like health and medicine, business or technology. Does the Web site date its information? If so, is the information is current enough for the topic you are researching?Â
You can find trustworthy, useful information on all types of Web sites: commercial Web sites, organization, government, education Web sites and so on. But no matter what kind of Web site you are using, you must critically evaluate the information it contains.Â
This is my topic that I had choosen
Topic Selection and Thesis Statement
Indentured servitude (a form of contractual labor in which a person works without salary for a set period) was an important and under-explored aspect of US history. It was very popular in the 1600s and 1700s as a labor source for wealthy British settlers in Northern America who used it as the major source of labor for the growth of rice, tobacco, and indigo (Donoghue, 2013). There were many incentives for both the indentured servant and the master for the practice, albeit before the Bacon’s Rebellion in 1676 that resulted in a shift from indentured servitude to slave labor. As such, the purpose of selecting this topic is to explore the rise in popularity of indentured servitude before 1676, the rights and incentives of the same to the indentured servant benefits to the master, why indentured servitude experienced a decline from 1676, and the overall contribution of the practice to colonial America (Donoghue, 2013).
Working Thesis: Indentured servitude was used by wealthy British autocrats before 1676 to attract much-needed labor to the Americas and as a means of gaining larger swaths of land through legal provisions like the Headright system. However, very few indentured servants received their freedom dues as per contracts, dissent from dissatisfied servants, and the costs of maintaining indentured servants inspired a shift in labor practices in favor of slavery that formed the focal point America’s history.Â
At our library Web site, you can find more information on evaluating Web resources. And, if you have any questions about your research, please contact us via Ask a Librarian.Â
https://www.umgc.edu/current-students/learning-resources/writing-center/writing-resources/evaluating-sources.cfm
Assignment Directions: After selecting, reading and analyzing your websites, please make sure each analysis follows the format below and includes the following information.
First, before you get started, please note what you should not do for this assignment. Please do not use the following types of sites:
UMGC library databases (in other words, do not use any resources found in the library database like Jstor. You will use the library for these resources for later projects)
Do not use Wikipedia or any other wiki site (in fact, refrain from using these sites for any part of the research project)
Do not use any encyclopedia websites (i.e. Britannica.org. These sites are wonderful for general knowledge, but not for the requirements of this research project)
Do not use any sites that require a subscription (also, do not use any of these sites for the requirements of this research paper.)
Okay, now on to what your Website Analysis should include:
Format: Each Website Analysis should be typed in a word document, with 1-inch margins, double spaced, and include no less than 250 words.
Bibliography: At the top of each Website Analysis, students should provide a complete bibliographic entry. This complete bibliographic entry should include a formal citation, including the URL and your date of access. You should note that the required style for this class is Chicago Humanities Style (not the author/date variant). The Effective Writing Center created a short overview on using Chicago Humanities Style called “Brief Guide to Citing Sources in Chicago.†It includes a list of sources formatted in this style. The examples labeled N=footnote/endnote format and those labeled B=bibliographic entry. A copy of this guide is located in the Writing Resources section of Course Resources under Content of this LEO class site.
solved Assessment 4 Instructions: Data Review Project Report and PresentationWrite a
/in /by adminAssessment 4 Instructions: Data Review Project Report and PresentationWrite a data review project report and record a client presentation. There are no page or slide limits for this assessment.IntroductionNote: Each assessment of your capstone project is built on the work you have completed in previous assessments. Therefore, you must complete the assessments in this course in the order in which they are presented.Health care leaders are responsible for identifying relevant problems, analyzing data, drawing sound conclusions, and making recommendations for resolution of the problem in the workplace. The data review project that you will be completing in this assessment has provided you with the opportunity to practice the skills of a health care leader in a professional, real-world setting.In this assessment, you will write your final report and develop a presentation suitable for executive leaders.Overview and PreparationIn this assessment you will submit your project report and presentation, which are based on the work you have completed in the previous assessments.This assessment is in two parts:Part 1: Project Report. This report should be succinct, substantive, and written for a hypothetical executive leadership team. It is not a lengthy academic paper.Part 2: Project Report Presentation.This recorded presentation is an overview of the project, also intended for an executive leadership team.Presentation ToolsYou may use Kaltura or another technology of your choice for your audio recording. Refer to the Using Kaltura tutorial for directions on recording and uploading your video in the courseroom.Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact DisabilityServices@Capella.edu to request accommodations.TemplatesDownload the following templates to use to complete this assessment:Assessment 4 Final Project Report Template [DOCX].Assessment 4 Presentation Template [PPTX].RequirementsPart 1: Project ReportDevelop your data review project report. Use the Assessment 4 Final Project Report Template [DOCX]. Authoritative sources should be integrated into the Evidence-Based Recommendations and Conclusion sections of the report.Provide a minimum of two graphics (for example, pie chart, graph, spreadsheet, or process map), two evidence-based recommendations from the literature, and one new insight. Place these additions in your document under the headings Analysis of the Data, Evidence-Based Recommendations, and Conclusion, respectively.The requirements outlined below correspond to the first four grading criteria in the scoring guide. Be sure that your project report addresses each point, at a minimum. You may also want to read the assessment scoring guide to better understand how each criterion will be assessed.Analyze performance data and trends.Present your graphics, along with a concise analysis.Describe the significant findings, trends, and any new insights evident from the graphics.Determine whether there are any limitations to your findings, obstacles to collection or interpretation of data, or potential for bias.Ensure your data is valid and reliable.Provide evidence-based recommendations.Identify a short list of interventions to solve the problem, supported by current (published within the past 3–5 years) authoritative literature.Consider adding additional best practice sources to your initial review of the current literature.Consider how legal, regulatory, ethical, patient safety, and organizational factors are related to the problem.Make realistic recommendations that are within the organization’s capability. They should not be based upon uncertain funding sources such as government grants, which might be discontinued.Make your recommendations sufficiently compelling to convince the target audience to implement them.Provide a conclusion for problem resolution and organizational transformation.Summarize the problem and method used for analysis.Explain the key findings and their relevance to the problem.Explain how your recommendations have the potential to transform the organization (for example, enhancing patient safety, containing costs, launching a new service line, et cetera.)Combine clear, coherent, and original writing, in APA style, with relevant and credible evidence from the scholarly and professional literature.Apply correct APA formatting to your source citations.Consider how or why a particular piece of evidence supports your main points, claims, or conclusions.Make sure your supporting evidence is clear and explicit.PART 2: PROJECT REPORT PRESENTATIONProvide a concise overview of your project in a recorded slide presentation. Use the Assessment 4 Presentation Template [PPTX].The requirements outlined below correspond to the fifth grading criterion in the scoring guide. Be sure your presentation addresses each point, at a minimum. You may also want to read the assessment scoring guide to better understand how the following criterion will be assessed.Present a concise, substantive project overview to decision makers.Be clear and focused on your presentation.Address the anticipated needs and concerns of your audience.Apply best practices to the design and development of your presentation materials.Support your main points, arguments, and conclusions with relevant and credible evidence.Be sure to format citations and references using APA style.Competencies MeasuredBy successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:Competency 1: Transformation: Facilitate a change process that effectively involves patients, communities, and professionals in the improvement and delivery of health care and wellness.Analyze performance data and trends.Provide evidence-based recommendations.Competency 2: Execution: Translate strategy to develop and maintain optimal organizational performance in health care settings.Provide a conclusion for problem resolution and organizational transformation.Combine clear, coherent, and original writing, in APA style, with relevant and credible evidence from the scholarly and professional literature.Present a concise, substantive project overview to decision makers.Portfolio Prompt: You are required to save your data review project report and recorded slide presentation to your ePortfolio.Resources: Interpreting Performance Data and TrendsInterpreting Performance Data and TrendsThis article provides a step-by-step guide to analyzing performance data, comparing it to best practices and benchmarks, and translating it into recommendations for solutions and improvement strategies.Morrissey, W. W., Pryor, R. W., & Krishnaswamy, A. (2016, November 17). Using data and analytics to improve clinical and financial performance. https://www.syntellis.com/sites/default/files/2020…This article promotes the use of clinical dashboards to manage information related to health outcomes.Byrnes, J. (2015). Measure quality to create value. Healthcare Financial Management, 69(3), 100–101.Resources: Evidence-Based RecommendationsThis site contains information on evidence-based care.Institute for Healthcare Improvement. (n.d.). Evidence-based care bundles. http://www.ihi.org/Topics/Bundles/Pages/default.as…This article contends that successful expansion of the Baldridge model would improve health care quality and satisfaction among providers.Griffith, J. R. (2017). An organizational model for excellence in healthcare delivery: Evidence from winners of the Baldrige Quality award. Journal of Healthcare Management, 62(5), 328–341.This article examines the efficacy of change agency in improving evidence-based health care.McCormack, B., Rycroft-Malone, J., DeCorby, K., Hutchinson, A. M., Bucknall, T., Kent, B., Schultz, A., Snelgrove-Clarke, E., Stetler, C., Titler, M., Wallin, L., & Wilson, V. (2013). A realist review of interventions and strategies to promote evidence-informed healthcare: A focus on change agency. Implementation Science, 8(1), 1–12.This article addresses the issues of value and determining the need to develop quality indicators.Stelfox, H. T., & Straus, S. E. (2013). Measuring quality of care: Considering conceptual approaches to quality indicator development. Journal of Clinical Epidemiology, 66(12), 1320–1327.Resources: Presentation ResourcesUsing Kaltura. PowerPoint Presentations. Lortie, C. J. (2017). Ten simple rules for short and swift presentations. PLoS Computational Biology, 13(3), 1–6.Moulton, S. T., Türkay, S., & Kosslyn, S. M. (2017). Does a presentation’s medium affect its message? PowerPoint, Prezi, and oral presentations. PLoS One, 12(7), 1–39.
solved ASSESSMENTS 9 AND 10 CONTEXT Risk Management The topic of
/in /by adminASSESSMENTS 9 AND 10 CONTEXT
Risk Management
The topic of risk management is very broad, and it changes with the changes in the economic environment in which a firm operates. In business, the term risk management has broadened to include not only insurance protection coverage but also management of such risk factors as controlling costs of key inputs such as petroleum or metals by using derivatives or protecting against changes in interest rates and exchange rates using hedges in interest rate or foreign exchange markets.
One of the most important aspects of risk management involves the use of derivatives such as options, interest rate and exchange rate futures and swaps, and commodity futures. An option is a contract that gives its holder the right to buy or sell an asset at a predetermined price within a specified period. Conventional options are generally written for six months or less, but a new type of a longer time option called LEAPS has maturities of up to 2.5 years. Derivatives can become very complex and exotic; however, our goal is to focus on those features of derivatives that could help you as a manager to manage the risk of your firm. Therefore, other types of derivatives will be examined primarily from the standpoint of how they can be used in the process of managing and reducing the diverse risks facing a modern firm.
When you think of risk management, you typically think insurance. While insurance is a broad solution to risk management, the kinds of things we mean in the financial world go far beyond risks for which there is traditional insurance that allows you to actually transfer your risk to someone else. In many cases, you cannot pay someone to assume your risks, so you may consider taking other courses of action to abate it.
Sometimes those actions are simply management controls (for example, for a risk where an employee might embezzle funds). Alternatively, if the risk has to do with the availability of some resource needed, you might create secondary supplier relationships that can be called into action if your primary supply chain breaks down. In fact, there are several actions available to manage risks once those risks are identified, quantified, and categorized. Some of those actions include:
Transfer the risk (for example, insurance).
Reduce the probability (for example, controls).
Reduce the impact of the risk (for example, installing surveillance systems).
Limit or cease the activity that leads to the risk (for example, stop making a product or providing a function with high liability).
Use derivatives to manage financial exposures.
Mergers
The primary motivation for most mergers is to increase the value of the combined enterprise. Economic conditions under which the value of the resulting company is higher than the value of separate companies can arise from operating economies, financial economies, differential economies, and increased market power.
There are several methodologies used to value target firms. However, we will limit our examination to two of the most common methods:
The discounted cash flow approach.
The market multiple method.
Our merger analysis would have been incomplete if we ignored the accounting implications of mergers. Mergers are not the only existing types of corporate restructuring. Leveraged buyouts (LBO) occur when a small group of investors, usually including current management, acquires a firm in a transaction financed largely by debt.
Internal Controls
A properly-designed set of internal controls should look at both the risk and impact of specific exposures. For example, while the risk of employees taking home pads of paper may be high, the impact is low, so why bother having a lock on the file cabinet. But, writing checks to fictitious vendors is an example where the impact is as high as the sum total of the checks.
The classic internal control is to involve multiple parties in a transaction stream such that collusion would be required—this reduces the risk (though probably not the potential impact). Writing a check to a vendor requires a purchase authorization of some sort, followed by an invoice from the vendor, and eventually a voucher that authorizes payment. Obviously, if only one person had control over all of these steps and no supervisory approvals were needed, you would have a high risk.
Another good practice is to sample transactions. For example, take some payments and track the purchase to ensure it involves goods received at a fair price from a legitimate vendor.
Reports are also produced that show unusual patterns. These parameters can be set by the user so that, for example, you could query the accounts payables to see any vendor whose payments doubled in the last year or any new vendor with more than a certain amount of money in purchases.
Most companies have a board committee called the audit committee or something similar. Its function is to ensure that the right controls are in place so that a system of checks and balances exists to detect fraud or other questionable behavior. It is important to note that accounting firms that audit the financial statements will make it very clear that fraud detection is beyond the scope of a financial statement audit so that overt actions must be taken separately. Many companies use an internal audit staff, and some others may hire their external audit to do a specific controls review or audit if there is suspicion that something is wrong.
At least one form of internal control starts at the top; it is critical to have a board of directors that is truly looking out for the shareowner. However, that is as much an ethics issue as it is a controls issue.
Most recently, the fraud that has become known involves much more elaborate schemes; you have probably heard about Worldcom, Enron, Tyco, and many others. In some cases, the scheme is so complex, such as with Enron’s offshore subsidiaries, that even well-meaning external auditors will not really understand their implications, as was the case with Arthur Andersen.
As we see more directors required to be from outside the company (something many companies are doing voluntarily, though this too could be legislated), we hope this will become less frequent.
The Sarbanes-Oxley Act is a new piece of legislation that requires corporations to have a coherent and complete set of internal controls and to place clear accountability at the top. It is a very contemporary issue in today’s corporate world.
Multinational Financial Management
Multinational companies have more opportunities but also face different risks than do companies that operate in their local markets. Some of these important risks are related to differences in currency denominations, economic and legal structures, languages, cultural differences, and political risk. Since foreign exchange markets are of crucial importance to the multinational firms, it is important to examine the main financial instruments used in these markets and such concepts as interest rate parity and purchasing power parity.
The working capital management, debt management, credit policy, and capital budgeting concepts that you applied in previous assessments are also applicable in a multinational environment. However, additional risks that financial management faces often require that these multinational enterprises use more complex and elaborate procedures in determining their weighted average cost of capital, in forecasting their future cash flows, and so forth.
This assessment consists of two parts that you should combine into one document to submit.
Part 1. Challenges of Financial Management in a Global Work Environment (2–3 pages)
Use the Capella library and the Internet to find current articles on the relationship of the US dollar and other currencies. One resource that discusses this option often is The Economist. You will use your research as a foundation for your assessment.
Use your research to address the following:
Describe six major factors that distinguish financial management in firms operating entirely within a single country from those that operate in several different countries.
Describe some of the common barriers to entry for a firm entering a new country for business.
Discuss how financial management varies from country to country.
Use at least three research resources to support your ideas.
Part 2. Improving Ethics (4–6 pages)
Use the Internet and the Capella University Library to gather at least three resources about ethics and corporate governance, and then answer the following questions in the second part of your assessment:
What can be done to improve ethics in finance?
What can be done to improve ethics in corporate governance?
solved Using Analytic Techniques to Add Meaning to DataIntroductionBusiness analytics techniques
/in /by adminUsing Analytic Techniques to Add Meaning to DataIntroductionBusiness analytics techniques are used to facilitate decision making by transforming large amounts of raw data into meaningful information. Many businesses rely on analysis of relevant historical data to make key strategic and operational decisions with the goal of gaining or maintaining competitive advantage.Therefore, understanding how to use techniques such as graphical representation and descriptive statistics to translate raw data into useful information can be a valuable skill in an organization.In this assignment and the next, you will have the opportunity to sharpen your analytics skills by locating and interpreting real-life stock data, creating a business report, and presenting the information from the business report with your supervisor and colleagues as part of a decision-making effort.ScenarioYou are a member of a business analyst group interested in a publicly traded company. Your supervisor has asked you to create a presentation including graphical representations from raw stock data.From that raw stock data, you are to create a business report for a company-wide meeting at the end of the quarter. Your work and the work of others will result in a Business Report that will be utilized to help company leadership make decisions.Your RoleYour first task is to pick a publicly held company with only one business platform. So do not pick Apple, Amazon, Disney, et cetera. You want a company that plays in only one industry. Then you are to provide an overview of the company, including business context, as noted in Unit 4 Planning Ahead area. Remember business context includes many aspects of the company, industry, competition, et cetera.The second task is prepping stock history data from the business/company and creating scatterplots and histograms.The third task is to calculate mean, median, mode, and standard deviation of the adjusted daily closing stock price and the stock volume.The fourth task is to provide a summary of the information you provide (including data analysis) without bias and with factual information including citations.It is your responsibility to present visually and to interpret the data into meaningful information using analysis and descriptive statistics.InstructionsSelect a publicly traded business/stock that plays in only one industry in which you have interest. Download the raw data on the company’s stock history.Follow these steps to locate and download stock history from Yahoo! Finance:Go to Yahoo! Finance website, linked in the resources.Search for and find the stock information of the company you have chosen. Remember: Do not use a company that plays in multiple industries.Once you pull up the general data on the company, review the screen links throughout until you find the link for Historical Data. Click on the Historical Data link. Then select the following settings above the table:Select Time Period of one year.Select “Historical Prices.”Select Frequency as “Daily.”Click Apply.Click Download Data. Go to the bottom of your screen or your Downloads folder to open the Excel file you just downloaded. Open the Excel file. Check to be sure that you have enough lines to show the whole year. If not, reset the settings at the top of the Historical Data chart and try again.Once you are sure that you have a year’s worth of data, save the Excel file.Using the Excel file with the year’s stock data, conduct descriptive analysis as follows:Create a scatterplot of the highest stock price (in the column labeled “High”) against time. Write several sentences explaining the process/steps by which you created this graph.Create a scatterplot of the lowest stock price (in the column labeled “Low”) against time. Write several sentences explaining the process/steps by which you created this graph.Create a histogram of the adjusted daily closing stock price (in the column labeled “Adj Close”). Make sure the histogram is meaningful by adjusting the bin size so you can see the shape of the histogram. Write several sentences explaining the process/steps by which you created this graph.Create a histogram of the stock trading volume (in the column labeled “Volume”). Make sure the histogram is meaningful by adjusting the bin size so you can see the shape of the histogram. Write several sentences explaining the process/steps by which you created each graph.For each of the four graphs:Make sure the x and y axis have appropriate labels. For example, “Stock Price in USD†or “Date D/M/Y.”Change the title of the graph to communicate what the graph is communicating.Add options—color, trendlines, legend, other?Calculate the mean, median, mode, and standard deviation of the adjusted daily closing stock price.Put answers of calculations in table format for easy review.Write several sentences explaining the process by which you calculated these statistics.Calculate the mean, median, mode, and standard deviation of the stock volume. Put in table format for easy review. Write a sentence explaining the process by which you calculated these statistics.Prepare a 4–5 page report that you would present to your supervisor, including the following:An APA-formatted title page.A 1–2 page introduction describing the background of your chosen company and its practical extensive business context. You should use at least four sources of information on the company, industries the company participates in, history, mission, platforms, products, competitive advantage, and competitors by industry.A section labeled Graphical Representations of Data, in which you include the four graphs you created above and short descriptions of the process you used to create each graph.A section labeled Descriptive Statistics, in which you include the statistics you calculated above and explanation of the procedures you followed to calculate the statistics.A summary of what the data suggest. No opinion please. See textbook information on how to interpret data. Please remain unbiased in your summary. You may use additional resources (and cite) to help you interpret the data. For example: What does Standard Deviation say about stock volatility?Your paper should be APA-formatted with in-text citations and a corresponding references page. Remember to cite the sources of your financial data. Include at least four sources of information for your page and reflect on reference page.Walkthrough: You may view the Using Analytic Techniques to Add Meaning to Data Walkthrough, linked in the resources, to help you understand concepts addressed in this assignment.Additional RequirementsLength: 4–5 double-spaced pages. Include a title page and the graphical representations of the data selected.Written communication: Written communication should be free of errors that detract from the overall message.EvaluationBy successfully completing this assignment, you will demonstrate your proficiency in the following course competencies through corresponding scoring guide criteria:Competency 2: Use analytic and statistical techniques to make meaning of large quantities of data.Create four different graphical representations of the data, including scatterplots and histograms.Calculate descriptive statistics for two variables, including mean, median, mode, and standard deviations.Summarize the processes by which graphs and statistics were created and calculatedCompetency 4: Present the results of data analysis in clear and meaningful ways to multiple stakeholders.Describe the company background and the practical business context.Format citations and references correctly using current APA style.Present content clearly, professionally, and logically for the identified audience.Using Graphical RepresentationsDiscussion ResourcesThe following resource will help you complete this discussion and may be useful in completing your second assignment.Lind, D. A., Marchal, W. G., & Wathen, S. A. (2022). Basic statistics in business and economics (10th ed.). McGraw-Hill.Chapter 4, “Describing Data: Displaying and Exploring Data.”Instructions for creating dot plots (scatterplots), percentiles, and box plots will provide additional insight into how data is concentrated as well as the general shape of the data.Chapter 5, “A Survey of Probability Concepts.”The previous chapters on descriptive statistics concerned data on past phenomena; this section addresses determining “the chance that something will occur in the future.”InstructionsFor this discussion, consider when you might use a scatterplot versus a histogram. What kinds of variables lend themselves to each representation type? What business applications are best suited to each means of representation?
solved In this project, you will analyze U.S. population growth over
/in /by adminIn this project, you will analyze U.S. population growth over the last 40 years.Â
Skills needed to complete this project:Â
Applying Quick Styles and Other Formatting to Sparklines (Skill 7.16)Â
Changing the Sparkline Type (Skill 7.14)
Adding Markers to Sparklines (Skill 7.15)
Adding a Data Series to a Chart (Skill 7.5)
Creating a Combination Chart (Skill 7.1)
Formatting Other Chart Elements (Skill 7.8)
Formatting a Data Point or a Data Series (Skill 7.6)
Applying a Chart Template (Skill 7.10)
Inserting a Shape (Skill 7.21)
Applying Quick Styles and Other Formatting to Shapes (Skill 7.22)Â
Creating a Chart Template (Skill 7.9)
Adding and Removing Trendlines (Skill 7.11)
Forecasting Values on a Trendline (Skill 7.13)
Changing Trendline Options (Skill 7.12)
This image appears when a project instruction has changed to accommodate an update to Microsoft 365 Apps. If the instruction does not match your version of Office, try using the alternate instruction instead.
Open the start file EX2019-SkillReview-7-1. The file will be renamed automatically to include your name. Change the project file name if directed to do so by your instructor, and save it.
If the workbook opens in Protected View, click the Enable Editing button in the Message Bar at the top of the workbook so you can modify the workbook.Â
NOTE: If group titles are not visible on your Ribbon in Excel for Mac, click the Excel menu and select Preferences to open the Excel Preferences dialog box. Click the View button and check the Group Titles check box under In Ribbon, Show. Close the Excel Preferences dialog box.
Add Sparklines to the data and apply a Quick Style.Â
On the Population Data worksheet, select cells B4:F13.
On the Insert tab, in the Sparklines group, click the Column button.Â
In the Create Sparklines dialog, verify that B4:F13 is the Data Range and specify G4:G13 as the location to place sparklines. Click OK.Â
On the Sparkline tab, in the Style group, apply the Blue, Sparkline Style Colorful #2 style. Click the More button to expand the gallery, then click the fourth style in the fifth row.Â
Change the Sparklines to lines with markers for all data points and highlight the high point marker in a different color.
On the Sparkline tab, in the Type group, click the Line button.Â
On the Sparkline tab, in the Show group, click the Markers check box.Â
On the Sparkline tab, in the Style group, click the Marker Color button, point to High Point, and select Purple (the last color in the row of standard colors).Â
Create a column chart to represent the population data for Houston and then add a second series to represent the overall population of the United States.Â
Select cells A3:F3. Press Command and click and drag to select cells A7:F7.Â
On the Insert tab, in the Charts group, click the Column button, and choose Clustered Column (the first chart type under 2-D Column).Â
Click and drag the chart to reposition it immediately below the data.Â
On the Chart Design tab, in the Data group, click the Select Data button.Â
In the Legend Entries (Series) box, click the + button.
Click in the Name box and click cell A15 to add the cell reference to the Series name box.Â
Click in the Y values box and delete the default entry. Click and drag to select cells B15:F15.Â
Click OK.
Observe the clustered column chart.
Change the chart type to a combination chart with a secondary axis for the national population data.Â
Select the Total US population series. On the Chart Design tab, in the Type group, click the Change Chart Type button.
In the drop-down list, point to Combo and select Clustered Column – Line.
The scale difference between the two series makes the Houston data unreadable now. Double click the line for the Total US population series to open the Format Data Series pane and select the Secondary Axis radio button under Series Options.
Close the Format Data Series task pane.
Add a legend below the chart and format it by applying a style.Â
Click the Add Chart Element button on the Chart Design tab, in the Chart Layouts group. Point to Legend and click Bottom.
Click the legend to select it. On the Chart Format tab, in the Shape Styles group, click the More button to expand the gallery. Select the Subtle Effect – Green, Accent 1 style (the second style in the fourth row in the Theme Styles section).Â
Change the fill color of a data point to make it stand out.Â
Select the data point for 1990 for the series Houston, TX by clicking the 1990 column once to select the series and then clicking it a second time to select just that data point.Â
On the Chart Format tab, in the Shape Styles group, click the Shape Fill button and select Red, Accent 2 (the fifth color from the right in the first row of theme colors).Â
Save this chart as a new chart template.Â
Right-click an empty area of the chart and select Save as Template….Â
In the Save Chart Template dialog, type Population Combo Chart in the Save As box.Â
Click Save.
Add a callout to the chart, apply a style to it, and add text.Â
On the Chart Format tab, in the Insert Shapes group, click the More button to expand the gallery.Â
Select Line Callout 1 (the fifth shape from the left in the Callouts section).Â
Click anywhere in the chart to insert the shape.
Click and drag the shape to reposition it so it is pointing to the highlighted data point as shown in Figure EX 7.64.Â
On the Shape Format tab, in the Shape Styles group, click the More button to expand the gallery. Select the Subtle Effect – Green, Accent 1 style (the second style in the fourth row).Â
Type: What happened here? and then click anywhere outside the callout.
If necessary, make the shape slightly larger so all the text is visible.Â
Create a new chart from the template you saved.Â
Select cells A3:F4. Press Command and click and drag to select cells A7:F7.Â
Click Insert on the Excel menu bar and point to Chart.Â
Point to Templates.
Select the Population Combo Chart template.Â
The chart is inserted on the worksheet.
If necessary, move the chart so it is positioned to the right of the first chart as shown in Figure EX 7.64. FIGURE EX 7.64
Change the outline color of a data series.Â
Select the New York, NY data series by clicking any column in the second chart.Â
On the Chart Format tab, in the Shape Styles group, click the Shape Outline button, and select Black, Text 1 (the second color from the left in the first row of theme colors).Â
Create a clustered column chart for population growth by region. Move the chart to its own chart sheet named Regional Trends.Â
Go to the Census Data by State worksheet and select cells A5:L8.Â
On the Insert tab, in the Charts group, click the Insert Column or Bar Chart button and select Clustered Column (the first chart under the 2-D Column section).Â
If necessary, change the x axis labels to match the column headings. On the Chart Design tab, in the Data group, click the Select Data button. Click in the Horizontal (Category) Axis Labels box, and then click and drag to select cells B3:L3. Click OK.Â
On the Chart Design tab, in the Location group, click the Move Chart button.Â
Click the New Sheet radio button. Type Regional Trends in the box and click OK.Â
Edit and format the chart title.
Click the chart title and type: Population Trends by Region
If necessary, select the text you just typed. On the Chart Format tab, in the WordArt Styles group, click the More button to expand the gallery, and select one of the WordArt options.Â
Click anywhere outside the title.
Add trendlines to the chart to forecast exponential growth for the next 40 years.Â
Select the chart. Click the Add Chart Element button on the Chart Design tab, in the Chart Layouts group. Point to Trendline, and click More Trendline Options…
In the Add Trendline dialog, click OK. (Northeast should be selected by default.)Â
In the Format Trendline task pane, click the Exponential radio button.Â
In the Forecast section, type 4 in the Forward box.
Click the Fill & Line button near the top of the task pane.
Click in the Width box and change the value to 3.
Click the End Arrow type box and select Open Arrow (the third option in the top row).
Right-click any data point in the Midwest series and select Add Trendline…. Apply the same formatting options as you applied to the Northeast trendline: exponential, forecasting forward for 4 periods, 3 pt width, and arrow type End Open Arrow.Â
Follow the same steps to add a trendline to each of the other data series using the same formatting options (exponential, forecasting forward for 4 periods, 3 pt width, and arrow type End Open Arrow). The final chart should look similar to Figure EX 7.65.Â
solved Access the Ethical Case Studies media piece to review the
/in /by adminAccess the Ethical Case Studies media piece to review the case studies you will be using for this assessment. Select the case most closely related to your area of interest and use it to complete the assessment. Note: The case study may not supply all of the information you need. In such cases, you should consider a variety of possibilities and infer potential conclusions. However, please be sure to identify any assumptions or speculations you make.Include the selected case study in your reference list, using proper APA style and format. Refer to the Evidence and APA section of the Writing Center for guidance.Summarize the facts in a case study and use the three components of an ethical decision-making model to analyze an ethical problem or issue and the factors that contributed to it. Identify which case study you selected and briefly summarize the facts surrounding it. Identify the problem or issue that presents an ethical dilemma or challenge and describe that dilemma or challenge.Identify who is involved or affected by the ethical problem or issue.Access the Ethical Decision-Making Model media piece and use the three components of the ethical decision-making model (moral awareness, moral judgment, and ethical behavior) to analyze the ethical issues. Apply the three components outlined in the Ethical Decision-Making Model media.Analyze the factors that contributed to the ethical problem or issue identified in the case study. Describe the factors that contributed to the problem or issue and explain how they contributed.Apply academic peer-reviewed journal articles relevant to an ethical problem or issue as evidence to support an analysis of the case. In addition to the readings provided, use the Capella library to locate at least one academic peer-reviewed journal article relevant to the problem or issue that you can use to support your analysis of the situation. The How Do I Find Peer-Reviewed Articles? library guide will help you locate appropriate references. Cite and apply key principles from the journal article as evidence to support your critical thinking and analysis of the ethical problem or issue.Review the Think Critically About Source Quality resource. Assess the credibility of the information source.Assess the relevance of the information source.Discuss the effectiveness of the communication approaches present in a case study. Describe how the health care professional in the case study communicated with others.Assess instances where the professional communicated effectively or ineffectively.Explain which communication approaches should be used and which ones should be avoided.Describe the consequences of using effective and non-effective communication approaches.Discuss the effectiveness of the approach used by a professional to deal with problems or issues involving ethical practice in a case study. Describe the actions taken in response to the ethical dilemma or issue presented in the case study.Summarize how well the professional managed professional responsibilities and priorities to resolve the problem or issue in the case.Discuss the key lessons this case provides for health care professionals.Apply ethical principles to a possible solution to an ethical problem or issue described in a case study. Describe the proposed solution.Discuss how the approach makes this professional more effective or less effective in building relationships across disciplines within his or her organization.Discuss how likely it is the proposed solution will foster professional collaboration.Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics. Apply the principles of effective composition.Determine the proper application of the rules of grammar and mechanics.Write using APA style for in-text citations, quotes, and references. Determine the proper application of APA formatting requirements and scholarly writing standards.Integrate information from outside sources into academic writing by appropriately quoting, paraphrasing, and summarizing, following APA styleEthical case: Jenna and Chris Smith are the proud parents of Ana, a 5–day–old baby girl born without complications at Community Hospital. Since delivery, the parents have bonded well with Ana and express their desire to raise her as naturally as possible. For the Smiths, this means breastfeeding exclusively for the first six months, making their own baby food using pureed organic foods, and not allowing Ana to be vaccinated.The Smiths are college educated and explain they have researched vaccines and decided the potential harms caused by them far outweigh any benefits. They point to the rise in autism rates as proof of the unforeseen risk of vaccines. Their new pediatrician, Dr. Angela Kerr, listens intently to the Smiths’ description of their research, including online mommy–blogs that detail how vaccines may have caused autism in many children. The Smiths conclude by resolutely stating they’ve decided not to vaccinate Ana, despite the recommendations of the medical community.Dr. Kerr begins by stating that while vaccines have certainly sparked controversy in recent years, she strongly recommends that Ana become fully vaccinated. Dr. Kerr explains that vaccines have saved the lives of millions of children worldwide and have been largely responsible for decreases in child mortality over the past century. For example, the decreased incidence of infection with the potentially fatal Haemophilus influenzae type b, has resulted from routine immunization against that bacterium. Similarly, epidemics such as the recent outbreak of measles are usually associated with individuals who have not been vaccinated against that pathogen.Dr. Kerr goes on to endorse the general safety of vaccines by informing Ana’s parents that safety profiles of vaccines are updated regularly through data sources such as the federal government’s Vaccine Adverse Event Reporting System (VAERS). The VAERS, a nationwide vaccine safety surveillance program sponsored by the Food and Drug Administration and the Centers for Disease Control and Prevention, is accessible to the public at https://vaers.hhs.gov/index. This system allows transparency for vaccine safety by encouraging the public and healthcare providers to report adverse reactions to vaccines and enables the federal government to monitor their safety. No vaccine has been proven casual for autism spectrum disorder (ASD), or any developmental disorder. On the contrary, many studies have shown that vaccines containing thimerasol, an ingredient once thought to cause autism, do not increase the risk of ASD.Finally, Dr. Kerr reminds the Smiths that some children in the general population have weakened immune systems because of genetic diseases or cancer treatment, for example. It may not be medically feasible to vaccinate such children. Other children are too young to receive certain immunizations. Instead, these children are protected because almost all other children (and adults) have been vaccinated and this decreases their exposure to vaccine–preventable illnesses (VPIs). This epidemiological concept is known as “herd immunity.†As more parents refuse immunization for their healthy children, however, the rate of VPIs will increase. This puts vulnerable children at significant risk of morbidity and mortality. Routine childhood immunization contributes significantly to the health of the general public, both by providing a direct benefit to those who are vaccinated and by protecting others via herd immunity. Dr. Kerr concludes by stating that after considering the risks versus the benefits of immunization, most states require vaccinations before children can attend school. Parents may decide not to vaccinate under specific circumstances, however, which vary by state.Jenna and Chris Smith confirm their understanding of what Dr. Kerr has explained, but restate that they do not want Ana vaccinated at this time. Dr. Kerr is perplexed as to what to do.Additional RequirementsYour assessment should also meet the following requirements:Length: 3–5 typed, double-spaced pages, not including the title page and reference page.Font and font size: Times New Roman, 12 point.APA tutorial: Use the APA Style Paper Tutorial [DOCX] for guidance.Written communication: Use correct spelling, grammar, and punctuation.References: Integrate information from outside sources to include at least two references (the case study and an academic peer-reviewed journal article) and three in-text citations within the paper.APA format: Follow current APA guidelines for in-text citation of outside sources in the body of your paper and also on the reference page.
solved Discussion 5, Ch. 22 + 23, Due 11/9/21 Open Stax
/in /by adminDiscussion 5, Ch. 22 + 23, Due 11/9/21
Open Stax U.S. History (Links to an external site.) this is the bookÂ
Read the Supremacy Clause of the U.S. Constitution (Article VI, Section 2). Â The executive branch of the federal government enforces federal immigration law, which is written by Congress, and signed by the president. Â In California, some cities have created ‘sanctuary cities’, where they have openly stated that they will not cooperate with federal immigration authorities, as it causes distress and distrust in local communities. Â In your opinion, are sanctuary cities operating in violation of federal law, or are they within their rights to not cooperate with immigration authorities? Â
Create a Google Slideshow that is ten slides long with ten images and information about the pandemic known as the Spanish Flu. Â Post the link in your discussion post, make sure the settings allow people to view the work. Â
The United States today has the world’s largest economy and the world’s most powerful military. Â A good part of this wealth and power originated during the late 19th and early 20th century when the U.S. acquired Alaska, Hawaii, Guam, Puerto Rico as territories, and built up the standing military to unprecedented heights. Â After reading the history in detail, do you believe that this expansion was generally positive for the U.S, or was it generally negative for the U.S.?
Finally, respond to at least two other students’ comments with a 3-5 sentence post.
this is the next discussion question it is based on danceÂ
https://archive.org/details/dancingthroughhi0000ca…
this is the book for this discussion
Technique vs. ExpressionÂ
Describe your preference in relation to the talents of Marie Camargo and Marie Salle’. Please be sure to include WHAT the talents were for each of these dancers. If you were to go to a performance today which would you prefer? Lastly, how has dance developed since the time of Camargo and Salle’ and where do you see Ballet heading?
response 1 I think that sanctuary cities have all the rights to not cooperate with federal immigration authorities because they are only trying to protect the immigrants, if it wasn’t for the sanctuary cities then there would be an even larger number of separated families and kids without their parents. I could name a large number of reasons why immigrants may want to come to America but it’s so easy to say why! they are looking for a better life because America has endless amounts of opportunities for all people. Like the quote says No one is illegal on stolen land”. But this country does have laws that people must follow but I do agree with the sanctuary cities disobeying the immigration laws. https://docs.google.com/presentation/d/14QLcjox1jJAmYkCLZoalk0fcLlENTC8VBwnoMAmvE_4/edit?usp=sharing (Links to an external site.) This expansion was very good for the U.S. because it made us the best and most powerful country in the world and it helped the economy, those islands became part of something better than they could ever accomplish on their own. When you have the most powerful military in the world you can take anything!Â
Response 21. Sanctuary cities are operating in violation of federal law. In the United States, Federal Law trumps state and local laws. The supremacy clause of the constitution says that “Laws of the United States. . . Shall be the supreme law of the land; the judges of every state shall be bound thereby.†Since sanctuary cities are openly disobeying federal immigration laws, they are clearly breaking federal law. As stated by the constitution, states are not allowed to act outside of United States law. Whether sanctuary cities are ethically right or wrong is a different question, but they are legally wrong.2. https://docs.google.com/presentation/d/1rkKenwyf0FGu40Wy_UTXIXnzGNWmZwiBJKcUm29Xucc/edit?usp=sharing (Links to an external site.)3. This expansion in the late 19th and early 20th centuries was beneficial and positive to the US. Although they were beneficial to the US, the expansions were not beneficial to the natives already living in these territories. The purchase of Alaska in 1867, although not immediate, led to an increase in natural resources like gold and oil. The annexation of Hawaii allowed US businesses to profit from the lucrative sugar industry. The expansion in the Pacific, such as the Midway, American Samoa, Guam, and wake islands helped lead to an increase in naval power. A strong navy decreases the chance of attacks on the US, and it ensures safety in trade overseas. In conclusion, the expansion of territory had an overall positive effect on the US, but not on the native people already living there.
Hello these are the dance responses last ones thanks for the 2nd discussion response 1 Marie Camargo and Marie Salle were two young dancers under the teachings of Francoise Prevost at the Royal Academy of Dance. The two had different styles and their talents divided the Paris dance public into two different camps. Camargo had great technique and a fine musical sense. She was the first dancer to execute the entrechat quatre. In addition, Camargo was known for her daring costumes. Camargo shortened the skirt worn in the eighteenth century, which allowed her range and virtuosity to be extended and showcase the women’s body more than what was seen before. Marie Salle was a natural born performer as she was raised in a family of entertainers. Her popularity grown and first seen when she was nine years old, performing in London with her brother. At age fourteen, she was chosen to replace her teacher, Prevost, at the opera house for only one night. Her constant presence at the opera house didn’t happen until she was 20. Her best known work is Pygmalion. Salle had raw talent that captured the audience. With her popularity in dance increased, she was well known to be in scandals and the topic of gossip around the opera house. Her problem when at the opera house included the consistency of performance, costumes, and music as stars would pick their favorite choice in music whether it matched with the style of the opera. She clashed with directors about costumes. Unlike Camargo who wanted a shorter skirt to showcase her movements and skills, Salle wanted her choice in costume to express feelings and have a purpose that can help make the story that’s trying to be portrayed cohesive. If I were to go to performance today, I would want to see Marie Camargo. I am interested in seeing her technique and musicality. Another reason I want to Camargo is because she changed her costume to have a shorter skirt to see the difference in how it changed her movements and technique. Over time, ballet has been female dominated. Before these women had trouble making their way into ballet, now there has been more women in ballet.Â
response 2 Marie Camargo and Marie Salle were two great female dancers of the royal dance academy. They were taught by Francoise Prevost.  Who was also a great teacher and dancer.  Camargo and  Salle eventually divided the Paris dance public into opposing camps. Marie Camargo was outstanding in speed and drive with a brilliant technician.  She was the first dancer to execute the entire quartet. She was famous for shortening the voluminous eighteenth-century skirt. She also had a fine musical sense. Marie Sallé was an innovative French dancer and choreographer who performed expressive, dramatic dances during a period when displays of technical virtuosity were more popular. The first woman to choreograph the ballets in which she appeared. Salle changed the artful dance clothing from the substantial long dress to the light muslin streaming dress. She got the help of extraordinary writers like George Frederic and Christoph Von Gluck. With the underwriting of extraordinary writers, Salle acquired exposure with her Greek-propelled ensemble. She was the principal ballet performer to change the clothing and dance steps of expressive dance. She is associated with moving at regal courts and dignitaries in Paris and London she likewise coordinated her ensembles, music, and dance styles with different subjects.If I were to go see a performance I would prefer Marie salle. I’m interested in seeing Marie Salle because is free-spirited and she freely expresses her feelings in the dances she performs. She changed the traditional costume to a flowing dress. In the flowing dress and simplistic hair without ornaments,  which is very much interesting to me.  Ballet dance today takes many structures. Traditional and heartfelt ballet productions are as yet performed to crowds all throughout the planet. Not only that but ballet now is influenced by females.
solved The first response is for the following article: https://www.bbc.com/news/world-us-canada-217
/in /by adminThe first response is for the following article: https://www.bbc.com/news/world-us-canada-21747567. Please read the article and answer the questions below (option A) in 200 words. (Please provide detailed answers)
Option #A: Cyrus Cylinder – How a Persian monarch inspired Jefferson
After reading, you should be able to answer at least one of these questions. In all cases you’ll need to express an opinion about the topic:
What two key historical figures are discussed in the article, and what’s their connection?
How and why is the Cyrus Cylinder important to the kinds of freedom enjoyed in liberal Western-style democracies such as Britain and the United States?
What are its specific connections to American history, and given contemporary politics (see recent US-Iran news stories, for example), why is it fitting – and ironic – that it should have toured the United States?
The second response is for the following article:http://news.bbc.co.uk/2/hi/science/nature/5287124….. Please read the article and answer the questions below (option D) in 100 words. (Please provide detailed answers)
Option #D: Thera eruption was bigger still
After reading the article page, you should be able to answer at least three of these questions. In all cases you’ll need to express an opinion about the topic:
The destruction of Thera over 3500 year ago probably inspired Plato’s account from 1000 years later (not mentioned in the article) of what popular cultural myth? (Hint: it’s in the video!) What evidence has emerged to further corroborate the eruption? What further effects would have been felt then, and where? In what specific ways might this story differ from the recent theory about the Kofels event?
That is a summarization of the assignment. Below are the instructions from the prompt please go over it to have a better idea  about the assignment.
Protocol:Â
The board is a chance for you to express your own opinions and personalities, so you can go off in different directions, as long as you’re clearly responding to the chosen topics.
You must choose one topic from each module listed (there are always two). For this week, therefore, if your main response is from Module 3, your second (short) response must be from Module 4 (or vice versa). You will lose credit if you don’t follow this policy, no matter how lengthy or well-written your posts.Â
Do NOT attach a separate document with your typed comments. Instead, write/reply directly in the thread.
Always title your post with the name of the article or a brief summary of its content, so people know at a glance your focus (e.g., “Thera mega-eruption,” “My reaction to Heinrich Schliemann,” etc.). See Module 3 or 4 for the original articles/videos.
Feel free to post articles, images, etc. I might award extra points to clever and relevant links (I gave a couple of examples in the slides that followed Stonehenge in the Module 1 slideshow). But please – no tired memes or tweets, and absolutely nothing cruel or off-color.  Â
Grading:Â
Before you start writing, you’re expected to read all topics, which are testable on the exam.
You get an initial 5 points for writing a post on-topic (as opposed to chatting about your love life, your favorite bands, etc.). You get a further 10 points for writing a coherent and reflective consideration of that chosen topic. Take it seriously; think of it as a mini-essay. This initial post must be at least 200 words and must include a word count at the end. Once posted, it will allow the board to open and connect you with your peers.
Then you get 5 points each for a response to a topic from the other module, and one response to a student post on any topic (you’re welcome to talk to multiple students too, of course). That way you’re always discussing at least two different topics from two different modules. These second and third posts must be at least 50 words each.
If there’s no second topic yet under discussion, be the first and start a new thread!
You should be sympathetic to and interested in what your peers have to say, and it should be clear from your response that you’ve read the article(s) in question. Frivolous, dishonest, or obviously undeveloped responses will earn No Credit.
I want everyone to feel their opinions are respected and equally valid (whether you consider yourself a “good†writer or not), so as long as you do this to my satisfaction, you’ll usually get full credit. However, you’ll lose points for any missing, off-topic, or poorly developed elements (initial post/second post/peer response). Therefore, follow the directions and you’ll get the points: it’s Either/Or!
Let’s review:Â
Using the questions below as a jump-off point, respond to one of these assigned readings (200 words minimum). Once you’ve done that, the board will open up and you can see what everyone else has written, including initial comments from me.
Take your time to absorb what other people have to say, which may help you choose a second topic or focus your thoughts.
When you’re ready, comment on a second topic, chosen from the other module. This can be a new thread that you start or in response to another student’s comment on that second topic. Then you must comment on at least one other student post (topic/module open).
At least 300 words total are expected (be sure to add word count).
Refer back to the particular module (3 or 4, in this case) for the relevant material.
REMINDER: all readings are assigned and testable on the exam, whether or not you write on them as your D-Board response.
Module 3 options (choose one):
Option #A: Cyrus Cylinder – How a Persian monarch inspired Jefferson
After reading, you should be able to answer at least one of these questions. In all cases you’ll need to express an opinion about the topic:
What two key historical figures are discussed in the article, and what’s their connection?
How and why is the Cyrus Cylinder important to the kinds of freedom enjoyed in liberal Western-style democracies such as Britain and the United States?
What are its specific connections to American history, and given contemporary politics (see recent US-Iran news stories, for example), why is it fitting – and ironic – that it should have toured the United States?
Option #B: Archaeologists strike gold in quest to find Queen of Sheba’s wealth
After reading the article page, you should be able to answer at least three of these questions. In all cases you’ll need to express an opinion about the topic:
How was the lost mine rediscovered, and by whom?
What is the image of the queen in popular culture, and what is the source?
Why was the queen’s wealth important to that connection?
What is an example of her influence in art?Â
What was the relationship between Sheba and ancient Israel? (Hint: read the Module page and watch Heritage.)
Module 4 options (choose one):
Option #C: Alice Kober, Unsung heroine who helped decode Linear B
After reading the article page, you should be able to answer at least three of these questions. In all cases you’ll need to express an opinion about the topic:
What specific details (2 or 3, at least) did Alice Kober determine about Linear B before her death? How was she know for organizing her ideas? When did Michael Ventris first become interested in Linear B? How does he describe the puzzle of translating it? What’s one example of the result of his efforts? How did he and Kober get along? How did each of them die? Finally, as also noted in the Bettany Hughes documentary, what have we learned from the Linear B translations? And what kind of cultural record did NOT emerge from them? This last point allows you to use some imagination!
Option #D: Thera eruption was bigger still
After reading the article page, you should be able to answer at least three of these questions. In all cases you’ll need to express an opinion about the topic:
The destruction of Thera over 3500 year ago probably inspired Plato’s account from 1000 years later (not mentioned in the article) of what popular cultural myth? (Hint: it’s in the video!) What evidence has emerged to further corroborate the eruption? What further effects would have been felt then, and where? In what specific ways might this story differ from the recent theory about the Kofels event?
Option #E: Heinrich Schliemann – visionary archaeologist or scoundrel?
After reviewing the story at the Un-Museum, you should be able to answer all these questions. In all cases you’ll need to express an opinion about the topic:
Explain what ancient ruins Heinrich Schliemann discovered, and how. What did he do at the first site in particular, what happened, and what do you think of his actions and methods?
solved   Assessment 5 Instructions: Intervention Presentation and Capstone Video
/in /by admin  Assessment 5 Instructions: Intervention Presentation and Capstone Video Reflection Â
Content
      Present your approved intervention to the patient, family, or group  and record a 10-15 minute video reflection on your practicum experience,  the development of your capstone project, and your personal and  professional growth over the course of your RN-to-BSN program. Document  the time spent (your practicum hours) with these individuals or group in  the Core Elms Volunteer Experience Form.   Introduction
  Baccalaureate-prepared nurses have many opportunities to reflect on  their contributions to patient care outcomes during clinical  experiences. Research suggests that creating and sharing video  reflections may enhance learning (Speed, Lucarelli, & Macaulay,  2018).   For this assessment, you’ll present your approved intervention to  the patient, family, or group and reflect on various aspects of your  capstone practicum experience. Such reflection will give you a chance to  discuss elements of the project of which you are most proud and aspects  of the experience that will help you grow in your personal practice and  nursing career.   Reference
  Speed, C. J., Lucarelli, G. A., & Macaulay, J.  O. (2018). Student produced videos—An innovative and creative approach  to assessment. Sciedu International Journal of Higher Education, 7(4).   Instructions
  Complete this assessment in two parts: (a) present your approved  intervention to the patient, family, or group and (b) record a video  reflection on your practicum experience, the development of your  capstone project, and your personal and professional growth over the  course of your RN-to-BSN program.   Part 1
  Present your approved intervention to the patient, family, or group.  Plan to spend at least 3 practicum hours exploring these aspects of the  problem with the patient, family, or group. During this time, you may  also consult with subject matter and industry experts of your choice. Be  sure you’ve logged all of your practicum hours in CORE ELMS.   Use the Intervention Feedback Form: Assessment 5 [PDF]  as a guide to capturing patient, family, or group feedback about your  intervention. You’ll include the feedback as part of your capstone  reflection video.Intervention Feedback, Assessment 41
Intervention Feedback Form
Assessment 4
Note: Please include this feedback in your capstone video.
You do not have to submit the completed feedback form; it’s simply a guide to help you capture
patient, family, or group feedback about your intervention.
1. Meeting date(s).2. Length of the meeting(s) (in hours).3. Location(s) of the meeting(s).4. Describe the problem you were addressing.5. Why was this a problem for the patient, family, or group?6. What was your intervention?7. How will the patient, family, or group apply the intervention?8. How often will the intervention be used and under what circumstances?9. How easy was it for the patient, family, or group to use the intervention?10. Describe any challenges associated with the patient, family, or group’s use of the
intervention.11. Were instructions necessary?12. What did the patient, family, or group say about using the intervention?13. Was the intervention helpful?14. How will the patient, family, or group continue to use the intervention?15. Explain how the intervention positively or negatively affected the patient, family, or
group’s life.16. How can the effect be measured?
Part 2
  Record a 10–15 minute video reflection on your practicum experience,  the development of your capstone project, and your personal and  professional growth over the course of your RN-to-BSN program. A  transcript of your video is not required.   You’re welcome to use any tools and software with which you are  comfortable, but make sure you’re able to submit the deliverable to your  faculty. Capella offers Kaltura, a program that records audio and  video. Refer to Using Kaltura for more information about this courseroom tool.   Note: If you require the use of assistive  technology or alternative communication methods to participate in these  activities, please contact Disability Services to  request accommodations. If you’re unable to record a video, please  contact your faculty as soon as possible to explore options for  completing the assessment.   Requirements
  The assessment requirements, outlined below, correspond to the  scoring guide criteria, so address each main point. Read the  performance-level descriptions for each criterion to see how your work  will be assessed. In addition, note the additional requirements for  supporting evidence.  Â
Assess the contribution of your intervention to patient or family satisfaction and quality of life. Â Â Â Â
Describe feedback received from the patient, family, or group on your intervention as a solution to the problem.
Explain how your intervention enhances the patient, family, or group experience.
Describe your use of evidence and peer-reviewed literature to plan and implement your capstone project. Â Â Â Â
Explain how the principles of evidence-based practice informed this aspect of your project.
Assess the degree to which you successfully leveraged health care  technology in your capstone project to improve outcomes or communication  with the patient, family, or group.    Â
Identify opportunities to improve health care technology use in future practice.
Explain how health policy influenced the planning and  implementation of your capstone project, as well as any contributions  your project made to policy development.    Â
Note specific observations related to the baccalaureate-prepared nurse’s role in policy implementation and development.
Explain whether capstone project outcomes matched your initial predictions. Â Â Â Â
Discuss the aspects of the project that met, exceeded, or fell short of your expectations.
Discuss whether your intervention can, or will be, adopted as a best practice.
Describe the generalizability of your intervention outside this particular setting.
Document the time spent (your practicum hours) with these individuals or group in the Core Elms Volunteer Experience Form.
Assess your personal and professional growth throughout your capstone project and the RN-to-BSN program. Â Â Â Â
Address your provision of ethical care and demonstration of professional standards.
Identify specific growth areas of which you are most proud or in which you have taken particular satisfaction.
Communicate professionally in a clear, audible, and well-organized video.
Additional Requirements
  Cite at least three scholarly or authoritative sources to support  your assertions. In addition to your reflection video, submit a separate  APA-formatted reference list of your sources.   Competencies Measured
  By successfully completing this assessment, you will demonstrate  your proficiency in the course competencies through the following  assessment scoring guide criteria:  Â
Competency 2: Make clinical and operational decisions based upon the best available evidence. Â Â Â Â
Describe one’s use of evidence and peer-reviewed literature to plan and implement a capstone project.
Competency 3: Transform processes to improve quality, enhance patient safety, and reduce the cost of care. Â Â Â Â
Explain whether capstone project outcomes matched one’s initial  predictions and document the practicum hours spent with these  individuals or group in the Core Elms Volunteer Experience Form.
Competency 4: Apply health information and patient care technology to improve patient and systems outcomes. Â Â Â Â
Assess the degree to which one successfully leveraged health  care technology in a capstone project to improve outcomes or  communication with a patient, family, or group.
Competency 5: Analyze the impact of health policy on quality and cost of care. Â Â Â Â
Explain how health policy influenced the planning and  implementation of one’s capstone project, as well as any contributions  the project made to policy development.
Competency 7: Implement patient-centered care to improve quality of care and the patient experience. Â Â Â Â
Assess the contribution of an intervention (capstone project) to patient, family, or group satisfaction and quality of life.
Competency 8: Integrate professional standards and values into practice. Â Â Â Â
Assess one’s personal and professional growth throughout a capstone project and the RN-to-BSN program.
Communicate professionally in a clear and well-organized video.
d well-organized video.