Develop a 20-minute presentation for nursing colleagues highlighting the fundamental principles of care coordination. I only need the presentation without speaker notes, if you see it online are around 20 slides.Â
Create a detailed narrative script for your presentation, approximately 4-5 pages in length, and record a video of your presentation. For the record the video, I will do that, for this I only need the scriptÂ
Nurses have a powerful role in the coordination and continuum of care. All nurses must be cognizant of the care coordination process and how safety, ethics, policy, physiological, and cultural needs affect care and patient outcomes. As a nurse, care coordination is something that should always be considered. Nurses must be aware of factors that impact care coordination and of a continuum of care that utilizes community resources effectively and is part of an ethical framework that represents the professionalism of nurses. Understanding policy elements helps nurses coordinate care effectively.
This assessment provides an opportunity for you to educate your peers on the care coordination process. The assessment also requires you to address change management issues. You are encouraged to complete the Managing Change activity.
Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment.
DEMONSTRATION OF PROFICIENCY
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 2: Collaborate with patients and family to achieve desired outcomes.
Outline effective strategies for collaborating with patients and their families to achieve desired health outcomes.
Competency 3: Create a satisfying patient experience.
Identify the aspects of change management that directly affect elements of the patient experience essential to the provision of high-quality, patient-centered care.
Competency 4: Defend decisions based on the code of ethics for nursing.
Explain the rationale for coordinated care plans based on ethical decision making.
Competency 5: Explain how health care policies affect patient-centered care.
Identify the potential impact of specific health care policy provisions on outcomes and patient experiences.
Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.
Raise awareness of the nurse’s vital role in the coordination and continuum of care in a video-recorded presentation. Script and reference list are not submitted.
PREPARATION
Your nurse manager has been observing your effectiveness as a care coordinator and recognizes the importance of educating other staff nurses in care coordination. Consequently, she has asked you to develop a presentation for your colleagues on care coordination basics. By providing them with basic information about the care coordination process, you will assist them in taking on an expanded role in helping to manage the care coordination process and improve patient outcomes in your community care center.
To prepare for this assessment, identify key factors nurses must consider to effectively participate in the care coordination process.
You may also wish to:
Review the assessment instructions and scoring guide to ensure you understand the work you will be asked to complete.
Allow plenty of time to rehearse your presentation.
Note: Remember that you can submit all, or a portion of, your draft presentation to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.
Recording Equipment Setup and Testing
Check that your recording equipment and software are working properly and that you know how to record and upload your presentation. You may use Kaltura (recommended) or similar software for your audio recording. A reference page is required. However, no PowerPoint presentation is required for this assessment.
If using Kaltura, 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.
INSTRUCTIONS
Complete the following:
Develop a video presentation for nursing colleagues highlighting the fundamental principles of care coordination. Include community resources, ethical issues, and policy issues that affect the coordination of care. To prepare, develop a detailed narrative script. The script will be submitted along with the video.
Note: You are not required to deliver your presentation.
Presentation Format and Length
Create a detailed narrative script for your video presentation, approximately 4–5 pages in length. Include a reference list at the end of the script.
Supporting Evidence
Cite 3–5 credible sources from peer-reviewed journals or professional industry publications to support your video. Include your source citations on a references page appended to your narrative script. Explore the resources about effective presentations as you prepare your assessment.
Grading Requirements
The requirements outlined below correspond to the grading criteria in the Care Coordination Presentation to Colleagues Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.
Outline effective strategies for collaborating with patients and their families to achieve desired health outcomes.
Provide, for example, drug-specific educational interventions, cultural competence strategies.
Include evidence that you have to support your selected strategies.
Identify the aspects of change management that directly affect elements of the patient experience essential to the provision of high-quality, patient-centered care.
Explain the rationale for coordinated care plans based on ethical decision making.
Consider the reasonable implications and consequences of an ethical approach to care and any underlying assumptions that may influence decision making.
Identify the potential impact of specific health care policy provisions on outcomes and patient experiences.
What are the logical implications and consequences of relevant policy provisions?
What evidence do you have to support your conclusions?
Raise awareness of the nurse’s vital role in the coordination and continuum of care in a video-recorded presentation.
Fine tune the presentation to your audience.
Stay focused on key issues of import with respect to the effects of resources, ethics, and policy on the provision of high-quality, patient-centered care.
Adhere to presentation best practices.
solved Assessment 2 Instructions: Data StandardizationExamine three standards development organizati
/in /by adminAssessment 2 Instructions: Data StandardizationExamine three standards development organizations’ (SDOs) websites and prepare a three-page tabular handout summarizing each organization’s purpose, standards, data type involved, and other details. Write a separate one-page handout highlighting key lessons learned about SDOs.IntroductionData must be collected, measured, analyzed, and reported to make it useful. It must be defined and classified (structured). Often, data points will be established. The need to establish data points is particularly common when collecting data and retrieving it from electronic health systems. Standards development organizations (SDOs) develop guidelines to help standardize the use of these health care data points. In this assessment, you will demonstrate your knowledge of data standards used in health care and your proficiency in using data classification standards to classify data. Demonstration of ProficiencyBy successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria: Competency 2: Explain data resources used in health information management.Describe standards development organizations’ purpose, standards, and the data to which their standards apply.Summarize key findings about standards development organizations. Competency 4: Apply statistical strategies to analyze health care data.Explain why data standards are important in interpreting health care data.Describe how data standardization strategies are used for quality improvement initiatives.Apply data standards to data points.Competency 5: Communicate in a professional manner to support health care data analytics.Create clear, well-organized, professional documents that are generally free of errors in grammar, punctuation, and spelling.Follow APA style and formatting guidelines for references and citations.PreparationVisit the following websites to prepare for this assessment on data standards organizations. Once you have browsed the listed sites, choose at least three organizations to describe in detail in your assessment. American Society for Testing Materials (ASTM). (n.d.). Retrieved from https://www.astm.org/Digital Imaging and Communications in Medicine (DICOM). (n.d.). Retrieved from https://www.dicomstandard.org/Health Level Seven International. (n.d.). Retrieved from http://www.hl7.org/International Electrical and Electronics Engineers (IEEE). (n.d.). Retrieved from https://www.ieee.org/International Organization for Standardization (ISO). (n.d.). Retrieved from https://www.iso.org/home.htmlNational Council for Prescription and Drug Programs (NCPDP). (n.d.). Retrieved from https://www.ncpdp.org/National Electrical Manufacturers Association (NEMA).(n.d.). Retrieved from https://www.nema.org/pages/default.aspxVisit the Standards page.Visit the Communications page; select Publications.X12. (n.d.). Retrieved from http://www.x12.org/InstructionsFor this assessment, you are a senior data analyst with Vila Health. A friend who teaches health information management courses at a local university has asked to you present information on standards development organizations (SDOs) to a health information management student group. As part of your presentation, you will give students two handouts. Handout Number OneThe first handout will include a table with information on at least three standards development organizations (SDOs). Please use the SDO Template [DOCX] to complete all of the following in your table:Describe each SDO’s purpose. List the type of standards developed by the SDO.Describe the data to which the standard applies.Explain why these data standards are important in interpreting health care data.Describe how the standards can be used to standardize data for quality-improvement initiatives.Provide for each SDO an example of using data standardization in a quality improvement initiative.List the type of data points and classification that may apply to the SDO, based on the description of the data to which the standard applies. For example: The National Council for Prescription and Drug Programs would likely set standards for the data point of medications. You may choose from these data points:Identification number.Name.Address.Telephone number.Date of birth.Gender.Height.Weight.Admission date.Diagnoses.Medications.Medication dosage.Medication frequency.Handout Number TwoYou second handout will consist of a one-page narrative that summarizes your findings about standards development organizations.Additional RequirementsFormat: MS Word document with table and separate summary report.Font: Times New Roman, 12 point.References: Follow APA style and formatting guidelines for references and citations.Writing: Create a clear, well-organized, professional document that is generally free of errors in grammar, punctuation, and spelling. Resources: Data ClassificationAl-Hablani, B. (2017). The use of automated SNOMED CT clinical coding in clinical decision support systems for preventive care. Perspectives in Health Information Management, 1–8.Alakrawi, Z. M. (2016). Clinical terminology and clinical classification systems: A critique using AHIMA’s data quality management model. Perspectives in Health Information Management, 1–19.Capella University Health Care Administration Undergraduate Library Research Guide.Please consult this guide as needed to conduct independent research on course topics. This resource will direct you to scholarly, peer-reviewed, and authoritative resources.Hurst, D., & Mickan, S. (2017). Describing knowledge encounters in healthcare: A mixed studies systematic review and development of a classification. Implementation Science, 12, 1–15.Lucyk, K., Lu, M., Sajobi, T., & Quan, H. (2016). Disease groupings: What are they, how are they used, and how do they compare internationally? Perspectives in Health Information Management, 1–12.Resources: Data StandardsAlkraiji, A. I., Jackson, T., & Murray, I. (2016). Factors impacting the adoption decision of health data standards in tertiary healthcare organisations in Saudi Arabia. Journal of Enterprise Information Management, 29(5), 650–676.Fatehi, M., Safdari, R., Ghazisaeidi, M., Jebraeily, M., & Habibi-koolaee, M. (2015). Data standards in tele-radiology. Acta Informatica Medica, 23(3), 165–168.Johnson, K. M., Kirby, A., Kadlec, L., Noreen, N. I., Taylor, L. B., Updegrove, J. L, & Warner, D. (2013). Data standards, data quality, and interoperability (updated). Journal of AHIMA, 84(11), 64–69.McCormick, K., Sensmeier, J., Dykes, P., Grace, E., Matney, S., Schwartz, K., & Weston, M. (2015). Exemplars for advancing standardized terminology in nursing to achieve sharable, comparable quality data based upon evidence. On-Line Journal of Nursing Informatics, 19(2).Shaw, C. D. (2015). How can healthcare standards be standardised? BMJ Quality & Safety, 24(10), 615.
solved Respond to these 3 discussion board posts in 3 different
/in /by adminRespond to these 3 discussion board posts in 3 different responses, do not combine the three.1.SM is a 32-year-old female with a history of depression. She presents to the psychiatrist because she has noted signs of depression, including lack of interest in engaging in her hobbies, feeling sad without apparent reasons and crying easily, difficulties in getting up and going, and finding it hard to enjoy playing with her son sometimes. Based on DSM 5, SM has major depressive disorder. SM is in her reproductive age and she plans to conceive in a few months when her husband is done with his studies. Therefore, when managing her, I will consider safe interventions for pregnant and breastfeeding women. From the history presented by the patient, SM’s depressive symptoms can be linked to several stressors such as anticipating becoming pregnant post fertility challenges, financial constraints since she is the only income earner in her family, and the dissatisfying living environment, which she considers as small. Since SM’s depressive symptoms appear to arise from the emotional issues mentioned, the initial intervention in managing her is initiating cognitive-behavioral therapy. This is a time-bound evidence-based psychological approach based on the cognitive model of mental illnesses. It hypothesizes that our emotions and behaviors are influenced by our perception of events rather than the occurrence of such events. That is, it is not the situation that determines how we feel; instead, how we interpret situations affects how we feel (Fenn & Byrne, 2013). Cognitive-behavioral therapy encourages patients to identify and challenge dysfunctional thoughts and replace them with positive thoughts (Gautam et al., 2020). By using CBT, the therapist will help SM to identify thoughts that cause depressive symptoms and replace them with positive thoughts to enhance her mental and physical wellbeing. I would not prescribe an antidepressant (sertraline), which is the first-line medication in managing depression since it is known to cause weight gain and the patient is overweight and has PCOS.ReferencesFenn, K., & Byrne, M. (2013). The key principles of cognitive behavioral therapy. InnovAiT, 6(9), 579-585. https://doi.org/10.1177%2F1755738012471029Gautam, M., Tripathi, A., Deshmukh, D., & Gaur, M. (2020). Cognitive Behavioral Therapy for Depression. Indian Journal Of Psychiatry, 62(8), 223. https://doi.org/10.4103/psychiatry.indianjpsychiat…2.From the case analysis, it is evident that the SM is having a depression relapse because she states that she started seeing signs that she used to see in the past. This means that she experienced an episode of depression before. Individuals with depression usually experience sadness, a loss of interest in things they used to like most, social withdrawal, increased irritability, and change in appetite and sleep patterns. These symptoms mostly affect their daily activities because they cannot concentrate and do something. Research shows that depression may occur due to the loss of loved ones, pressure in the workplace, family history, trauma, brain damage, drug abuse, and medical conditions. From this case study, it is clear that the major cause of depression for SM is overwork where she used to work as a nurse for long shift hours, stressful life events, and worries about when and how she will be pregnant since her first pregnancy had problems. Other causes include financial strains and worries about when they will move to a big house.SM’s symptoms of depression can be managed and treated successfully with medication, which will require her to adhere to the treatment to avoid another relapse. Some of the treatments for depression include antidepressants, talking therapies, and exercises (Amick et al., 2015). I will administer depression medications to the client and observe if there are any changes and if there will be a need to provide alternative medications. From the given information, the client states that she was once given medications for such symptoms, but she cannot recall the name of the medications. SSRIs antidepressants like fluoxetine will be of much significance for the client to reduce serotonin reuptake in the brain, thus reducing depression symptoms. Besides, talking therapies like interpersonal therapy can as well help the client to be able to learn skills that will help manage the negative feelings that lead to depression (Amick et al., 2015). Exercise also helps reduce depression symptoms, and since from the case analysis the client does excise, it is good for her to maintain and go on with the activity. Finally, the patient needs to eat healthily, have plenty of sleep, avoid negative things and people, and engage in enjoyable moments.ReferencesAmick, H. R., Gartlehner, G., Gaynes, B. N., Forneris, C., Asher, G. N., Morgan, L. C., … & Lohr, K. N. (2015). Comparative benefits and harms of second-generation antidepressants and cognitive-behavioral therapies in the initial treatment of major depressive disorder: systematic review and meta-analysis. BMJ, 351.3.Based on SM’s case scenario, I will co-manage her PCOS and depression with her OBGYN, antidepressant, and counseling with cognitive therapy. I think the cause of SM’s depression is streaming from her problem with difficulties getting pregnant due to her history of the polycystic ovarian syndrome (PCOS) and overweight, and now her husband is too occupied with work and school that they cannot start working on getting her pregnant. Studies show that PCOS is a heterogeneous chronic disorder of the endocrine system with notable features of depression, menstrual disturbances, and androgens. It is the main cause of infertility and pregnancy complications and causes depression among women (Sadeeqa et al, 2018).The first issue to address to refer SM’s to go see her OBGYN regarding her PCOS so that they can investigate and manage the underline cause. According to studies the etiology of PCOS can be contributed by both environmental and genetic factors (Sadeeqa et al, 2018). Issue number two is managing her depression. Based on SM’s presentation, her depression is getting worse. She is experiencing sadness for no reason, cries easily, having little interest in the things that she used to enjoy doing, finding it difficult with getting up and going, and sometimes does not enjoy playing with her son. She will benefit from SSRI antidepressants like Lexapro 10mg daily to improve her depressive symptoms. Since the leading cause of her depression appears to be streaming from her PCOS, she will also benefit from counseling with cognitive therapy on how to deal with this chronic condition and be persistent with the treatment plan. ReferenceSadeeqa, S., Mustafa T., Latif Sumaira (2018). Polycystic Ovarian Syndrome–Related Depression in Adolescent Girls: A Review. J Pharm Bioallied Sci. 10(2): 55 – 59. doi: 10.4103/JPBS.JPBS_1_18
solved ExcellentGoodFairPoorFederal and State LegislationPart 1: Legislation GridBased on the health
/in /by adminExcellentGoodFairPoorFederal and State LegislationPart 1: Legislation GridBased on the health-related bill you selected, complete the Legislation Grid Template. Be sure to address the following:• Determine the legislative intent of the bill you have reviewed.• Identify the proponents/opponents of the bill.• Identify the target populations addressed by the bill.• Where in the process is the bill currently? Is it in hearings or committees?Points Range:32 (32.00%) – 35 (35.00%)The response clearly and accurately summarizes in detail the legislative intent of the health-related bill.The response accurately identifies in detail the proponents and opponents of the health-related bill.The response accurately identifies in detail the populations targeted by the health-related bill.The response clearly and thoroughly describes in detail the current status of the health-related bill.Points Range:28 (28.00%) – 31 (31.00%)The response accurately summarizes the legislative intent of the health-related bill.The response accurately identifies the proponents and opponents of the health-related bill.The response accurately identifies the populations targeted by the health-related bill.The response accurately describes the current status of the health-related bill.Points Range:25 (25.00%) – 27 (27.00%)The response vaguely or inaccurately summarizes the legislative intent of the health-related bill.The response vaguely or inaccurately identifies the proponents and opponents of the health-related bill.The response vaguely or inaccurately identifies the populations targeted by the health-related bill.The response vaguely or inaccurately describes the current status of the health-related bill.Points Range:0 (0.00%) – 24 (24.00%)Summary of the legislative intent of the health-related bill is vague and inaccurate or is missing.Identification of the proponents and opponents of the health-related bill are vague and inaccurate or is missing.Identification of the populations targeted by the health-related bill is vague and inaccurate or is missing.The description of the current status of the health-related bill is vague and inaccurate or is missing.Advocating for LegislationPart 2: Legislation Testimony/Advocacy StatementBased on the health-related bill you selected, develop a 1-page Legislation Testimony/Advocacy Statement that addresses the following:• Advocate a position for the bill you selected and write testimony in support of your position.• Describe how you would address the opponent to your position. Be specific and provide examples.Points Range:45 (45.00%) – 50 (50.00%)Testimony clearly and thoroughly provides statements that fully justifies a position for a health-related bill.Response provides a detailed, thorough, and logical explanation of how to address opponents to the position for the health-related bill and includes one or more clear and accurate supporting examples.A complete, detailed, and specific synthesis of two outside resources is provided. The response fully integrates at least 2 outside resources and 2-3 course specific resources that fully supports the responses provided.Points Range:40 (40.00%) – 44 (44.00%)Testimony clearly and accurately provides statements that somewhat justifies a position for a health-related bill.Response provides an accurate explanation of how to address opponents to the position for the health-related bill and may include at least one supporting example.An accurate synthesis of at least one outside resource is provided. The response integrates at least 1 outside resource and 2-3 course specific resources that may support the responses provided.Points Range:35 (35.00%) – 39 (39.00%)Testimony used to justify a position for a health-related bill is vague or inaccurate.Explanation of how to address the opponents to the position for the health-related bill is vague or inaccurate, lacks logic, and/or the supporting examples are vague or inaccurate.A vague or inaccurate synthesis of outside resources is provided. The response minimally integrates resources that may support the responses provided.Points Range:0 (0.00%) – 34 (34.00%)Testimony used to justify a position for a health-related bill is vague and inaccurate, incomplete, or is missing.Explanation of how to address the opponents to the position for the health-related bill is vague and inaccurate, or is missing.A vague and inaccurate synthesis of no outside resources is provided, or is missing. The response fails to integrate any resources to support the responses provided.Written Expression and Formatting – Paragraph Development and Organization:Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.Points Range:5 (5.00%) – 5 (5.00%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity.A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.Points Range:4 (4.00%) – 4 (4.00%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.Points Range:3.5 (3.50%) – 3.5 (3.50%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time.Purpose, introduction, and conclusion of the assignment is vague or off topic.Points Range:0 (0.00%) – 3 (3.00%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.No purpose statement, introduction, or conclusion was provided.Written Expression and Formatting - English writing standards:Correct grammar, mechanics, and proper punctuationPoints Range:5 (5.00%) - 5 (5.00%)Uses correct grammar, spelling, and punctuation with no errors.Points Range:4 (4.00%) - 4 (4.00%)Contains a few (1-2) grammar, spelling, and punctuation errors.Points Range:3.5 (3.50%) - 3.5 (3.50%)Contains several (3-4) grammar, spelling, and punctuation errors.Points Range:0 (0.00%) - 3 (3.00%)Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.Written Expression and Formatting - The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list.Points Range:5 (5.00%) - 5 (5.00%)Uses correct APA format with no errors.Points Range:4 (4.00%) - 4 (4.00%)Contains a few (1-2) APA format errors.Points Range:3.5 (3.50%) - 3.5 (3.50%)Contains several (3-4) APA format errors.Points Range:0 (0.00%) - 3 (3.00%)Contains many (≥ 5) APA format errors.Name:NURS_6050_Module02_Week04_Assignment_Rubric
solved ExcellentGoodFairPoorFederal and State LegislationPart 1: Legislation GridBased on the health
/in /by adminExcellentGoodFairPoorFederal and State LegislationPart 1: Legislation GridBased on the health-related bill you selected, complete the Legislation Grid Template. Be sure to address the following:• Determine the legislative intent of the bill you have reviewed.• Identify the proponents/opponents of the bill.• Identify the target populations addressed by the bill.• Where in the process is the bill currently? Is it in hearings or committees?Points Range:32 (32.00%) – 35 (35.00%)The response clearly and accurately summarizes in detail the legislative intent of the health-related bill.The response accurately identifies in detail the proponents and opponents of the health-related bill.The response accurately identifies in detail the populations targeted by the health-related bill.The response clearly and thoroughly describes in detail the current status of the health-related bill.Points Range:28 (28.00%) – 31 (31.00%)The response accurately summarizes the legislative intent of the health-related bill.The response accurately identifies the proponents and opponents of the health-related bill.The response accurately identifies the populations targeted by the health-related bill.The response accurately describes the current status of the health-related bill.Points Range:25 (25.00%) – 27 (27.00%)The response vaguely or inaccurately summarizes the legislative intent of the health-related bill.The response vaguely or inaccurately identifies the proponents and opponents of the health-related bill.The response vaguely or inaccurately identifies the populations targeted by the health-related bill.The response vaguely or inaccurately describes the current status of the health-related bill.Points Range:0 (0.00%) – 24 (24.00%)Summary of the legislative intent of the health-related bill is vague and inaccurate or is missing.Identification of the proponents and opponents of the health-related bill are vague and inaccurate or is missing.Identification of the populations targeted by the health-related bill is vague and inaccurate or is missing.The description of the current status of the health-related bill is vague and inaccurate or is missing.Advocating for LegislationPart 2: Legislation Testimony/Advocacy StatementBased on the health-related bill you selected, develop a 1-page Legislation Testimony/Advocacy Statement that addresses the following:• Advocate a position for the bill you selected and write testimony in support of your position.• Describe how you would address the opponent to your position. Be specific and provide examples.Points Range:45 (45.00%) – 50 (50.00%)Testimony clearly and thoroughly provides statements that fully justifies a position for a health-related bill.Response provides a detailed, thorough, and logical explanation of how to address opponents to the position for the health-related bill and includes one or more clear and accurate supporting examples.A complete, detailed, and specific synthesis of two outside resources is provided. The response fully integrates at least 2 outside resources and 2-3 course specific resources that fully supports the responses provided.Points Range:40 (40.00%) – 44 (44.00%)Testimony clearly and accurately provides statements that somewhat justifies a position for a health-related bill.Response provides an accurate explanation of how to address opponents to the position for the health-related bill and may include at least one supporting example.An accurate synthesis of at least one outside resource is provided. The response integrates at least 1 outside resource and 2-3 course specific resources that may support the responses provided.Points Range:35 (35.00%) – 39 (39.00%)Testimony used to justify a position for a health-related bill is vague or inaccurate.Explanation of how to address the opponents to the position for the health-related bill is vague or inaccurate, lacks logic, and/or the supporting examples are vague or inaccurate.A vague or inaccurate synthesis of outside resources is provided. The response minimally integrates resources that may support the responses provided.Points Range:0 (0.00%) – 34 (34.00%)Testimony used to justify a position for a health-related bill is vague and inaccurate, incomplete, or is missing.Explanation of how to address the opponents to the position for the health-related bill is vague and inaccurate, or is missing.A vague and inaccurate synthesis of no outside resources is provided, or is missing. The response fails to integrate any resources to support the responses provided.Written Expression and Formatting – Paragraph Development and Organization:Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.Points Range:5 (5.00%) – 5 (5.00%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity.A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.Points Range:4 (4.00%) – 4 (4.00%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.Points Range:3.5 (3.50%) – 3.5 (3.50%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time.Purpose, introduction, and conclusion of the assignment is vague or off topic.Points Range:0 (0.00%) – 3 (3.00%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.No purpose statement, introduction, or conclusion was provided.Written Expression and Formatting - English writing standards:Correct grammar, mechanics, and proper punctuationPoints Range:5 (5.00%) - 5 (5.00%)Uses correct grammar, spelling, and punctuation with no errors.Points Range:4 (4.00%) - 4 (4.00%)Contains a few (1-2) grammar, spelling, and punctuation errors.Points Range:3.5 (3.50%) - 3.5 (3.50%)Contains several (3-4) grammar, spelling, and punctuation errors.Points Range:0 (0.00%) - 3 (3.00%)Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.Written Expression and Formatting - The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list.Points Range:5 (5.00%) - 5 (5.00%)Uses correct APA format with no errors.Points Range:4 (4.00%) - 4 (4.00%)Contains a few (1-2) APA format errors.Points Range:3.5 (3.50%) - 3.5 (3.50%)Contains several (3-4) APA format errors.Points Range:0 (0.00%) - 3 (3.00%)Contains many (≥ 5) APA format errors.Name:NURS_6050_Module02_Week04_Assignment_Rubric
solved Eastgate Centre, Harare, Zimbabwe (http://www.mickpearce.com/Eastgate.html) RBC WaterPark Pla
/in /by adminEastgate Centre, Harare, Zimbabwe (http://www.mickpearce.com/Eastgate.html)
RBC WaterPark Place III, Toronto (Oxford Properties Group. (2014, November 24). Welcome to RBC WaterPark Place [Video]. https://www.youtube.com/watch?v=JxGd2Es2g6A
Sandbag housing in South Africa (https://www.pri.org/stories/2008-12-04/sandbag-housing-south-africa)
Smart, sustainable, or both?
We discussed the Edge in the lecture notes, and it was also featured in the TED x talk with Coen van Oostrom. Choose another building or project from the list of case studies provided. Discuss the building/project in terms of what makes it smart and sustainable. In what ways could it be improved? Is the building more smart than sustainable or vice versa?
Raman:I am going to focus on RBC WaterPark in Toronto.Â
The modern Toronto workspace is going to RBC WaterPark Place. It is the evolution of efficient, sustainable building design as the city’s first LEED® Core and Shell Platinum office skyscraper. RBC WaterPark Place is a smart building in a smart position, with 360-degree vistas, intelligent facilities, and the first indoor tunnel PATH access to the waterfront. All of this takes place against the backdrop of a very brilliant horizon.
According to statements mentioned in the video, I believe that it is more of smart building and less of sustainable. It is smart because it has connected the devices of teh building in such a way that they can access to most of the things from the devices as well. One of the Presidents of the building mentioned that they have connected the devices and systems that gives them the access from communications, audios, visuals, energy use, lightening etc. let them to control the impact on the environment as well. For example- he said that before presentations in a meeting, they can set up the visuals, audios, temperature, lighting etc. beforehand that gives them utmost flexibility. It also promotes team works, co-orporation, connectivity etc. There is a space for the employees to get together as well as the work environment is open and flexible.Â
The building was focused from the very beginning of its construction that helped them reduce tons of waste, carbon footprint, saving of energy would go in help thoroughout the life of building. Even, the materials used in the beginning of the construction were healthy that leads to healthy development further. So, to conclude the building is more smart than sustainable.Â
Aman:
              My selected topic is RBC WaterPark Place III, Toronto. This project was done by Cisco. My case study was also related to cisco smart city which is why I found it interesting. The mission of this plan was to create a smart and environmentally sustainable city. The design of the city was made to meet some of the objectives, like connected workplace, increased co-operation, focus on innovation, and environmental sustainability. This project meets all of these objectives. Devices and systems were connected like the lighting, energy, communication, and audiovisual, all of the things could control and monitored. With the help of this design, energy is saved, wastage is saved and carbon footprint is decreased dramatically from the construction stage. The flexibility of the workplace as the systems and devices are interconnected which helps in controlling and adjusting the temperature of the workplace rooms, lighting, audiovisual, and other facilities makes the building smarter.
          This plan did not include more ideas for environmental safety as per the information video. They could use solar panels to save energy and generate their own. Smart parking could be used to find parking places in the parking easily which will decrease pollution from cars and save time, energy.
Jaskaran:Â
Over 2 million people are living in one-room shanties built of scrap wood and metal sheets in South Africa’s townships. In South Africa, proper housing, or the lack thereof, is a crucial problem. However, an architect and a builder have devised a novel alternative. They were building houses out of sand that are both inexpensive and durable. EcoBeams, a firm that builds sandbag buildings, replaced brick and cement with sandbags for a modest $6000 investment (Smartcity , 2019). The purpose of a sandbag house is to save money and resources. Local materials were used, and what’s more surprising is that the sand was obtained from dunes approximately 100 meters away from the location, reducing shipping costs. It was also built with the cooperation of the community’s future residents, lowering expenses even more. Â It is said to be a reliable, safe, and cost-effective method of offering inexpensive homes.
As we learned in class, smart buildings are those that employ networked technology to increase efficiency and save costs, while sustainable buildings lessen environmental impacts by reducing energy and resource use (Smart and sustainable buildings , 2021). So, in my opinion, this initiative is both smart and sustainable, but if I had to choose between the two, I would say that it is more sustainable than smart because it focuses on building houses with fewer resources, saving resources for the future, and providing people with reliable and safe housing. It also put an emphasis on cost-cutting by cutting down the transportation and human resource cost.Â
Amrit:According to me the best option which fits under both the category of smart and sustainable is sandbag housing which has been introduced in Africa. Sandbags were been utilized by people for multiple purposes like making shields to protect themselves from bullets, prevent floods to come on land, etc. but no one realized it can come up as a savior to poor people in Africa. Sandbag housing came up with an idea to provide semi-homeless people with a house that is built of sandbags and is more reliable than the brick cemented place provided by the govt. the main motive of the company was to help such a section of society to uplift by providing them a nice place to live which is build considering all the ISS code of conduct for which they don’t even need to pay more. furthermore, when compared to alternative building supplies, sandbag building decreases carbon dioxide emissions by up to 95 percent. This is due to the fact that the materials are not processed before being used in building. Sandbag homes are not expensive to build, they don’t demand users to pay a large amount of money in form of their maintenance, they are not exposed to any sort of risk like fire & wind which makes them an excellent construction technique. So, through all such innovation, companies are able to construct a structure that is even more long-lasting than other construction structures. Although here technology is not that much involved, if the company introduced technology, there are high chances they can create even better sandbag housing development.Â
solved In this assignment, you will use what Dr. Sean McDowell
/in /by adminIn this assignment, you will use what Dr. Sean McDowell has called a poetic “scaffold†to create your own sonnet. As we will discuss, scaffolds are useful because they look at the rhetorical and/or conversational “moves†made by a poem rather than hyper-focusing on form. What this means is that instead of trying to create fourteen lines of carefully calibrated, rhymed iambic pentameter, you will be free to decide whether you try to use meter or rhyme in your poem. What you *will* need to stick to is the fourteen-line format and a sequence of “moves†suggested by the sonnet providing the scaffold. To summarize, your sonnet must include the following:fourteen linesa “volta†or turnuse of one of the “scaffolds†provided in this handout (OR another scaffold you have developed in consultation with me.You are very welcome to play with rhyme and/or meter if you are so inclined, but you won’t be graded on how successfully you do that.Scaffold Options: Option 1: based on Shakespeare’s Sonnet 30 (“When to the sessions of sweet silent thoughtâ€) In lines 1-2 of your sonnet, identify a recurrent situation beginning with the words “When Iâ€In lines 3-12 list the things you do, think, or say in that situation.In lines 13-14, use a transition of contrast (“But…â€, “Yet…â€) to introduce a surprising or important exception, contrast, or antidote to the situation, thoughts, feelings, and actions you have described in lines 1-12. (If you feel adventurous, you might consider making these last two lines rhyme to invoke the Shakespearean final couplet.)Possible variation based on Sonnet 29: Instead of putting the volta at line 13, put the “Butâ€/â€Yet†statement at line 9 and use lines 9-12 to describe the exception, contrast, or antidote and its effects on you and your mental state. Then use lines 13-14 to craft a pithy “Because†(or “For†or “Sinceâ€) statement that explains why this exception has such an effect. Option 2: based on Wyatt’s “The Long Love, That in My Thought Doth Harborâ€In line 1 use the formula “The _(concept)___ that __(does x)___†or “__(concept)____, which__(does x)___†to identify an emotion or abstract concept that preoccupies you and attribute to it some action or behavior. [Alternative: you can identify something you do relative to the concept in a phrase like “The (concept) that I (verb).â€] You are personifying the concept, making it act like a person or creature.In lines 2-4 develop a fanciful image for the actions of that concept (or your interactions with it), continuing and finishing the same statement about what that (personified) concept does.In line 5, refer to a person (or potentially an institution etc) who has some important relevance to the concept you’ve been personifying. (Perhaps they in some way precipitate or cause your preoccupation with the concept.) You can use the formulation “She/he/they who __(do/does x)___.â€In lines 6-8 describe what that person(s) or entity does in response to the behavior of the concept you described in lines 1-4.In lines 8-11, imagine how the concept reacts.In lines 12-14, ask and then answer a question about how you should cope with or react to this imagined scenario.In this case, you can be flexible about which lines are assigned to each of these steps, provided that you include the “moves†and end up with 14 lines!Option 3: based on William Shakespeare’s Sonnet 130 (“My mistress’ eyes are nothing like the sunâ€)In line 1, identify a significant person in your like with the phrase “My _____†and assert that something about them is entirely unlike some poetic topos or metaphor to which it could be compared.In lines 2-12, develop a series of comparisons that enumerate all the ways this person is unlike some stereotype or ideal.In lines 13-14, use a transition of contrast “And yet,†“But,†“Still,†“Nonetheless†(etc) to strongly assert the person’s significance to you.Here again, you could change the placement of the volta from line 13 to a bit earlier in your poem if that makes more sense to you.NOTE: While looking at the scaffold next to the original poem will probably help the scaffold make sense, it is very important that once you have chosen your poetic scaffold you ignore the original poem so it won’t hamper your ability to see all the creative possibilities open to you!Your poem should go through more than one draft, and you may want to freewrite about possible images, topics, or concepts before you begin to draft based on the scaffold. You may find yourself moving away from some elements of the scaffold a little bit, and that is ok if it becomes necessary for the integrity of your poem.When your poem is in a relatively polished state that you’re reasonably happy with, you will look back at the original poem and compare your poem to Donne’s. Then, you will write a 1.5-2 page (MLA-formatted, double-spaced 12pt Times New Roman) reflection in which you do the following:Address briefly what the process of working on the poem was like for you. How did you approach the project, what were your challenges and breakthroughs, enjoyments and frustrations? (minimum 200 words)Identify how you think your poem relates to or is in conversation with the original poem despite the fact that you were not looking at the original when you were working with the scaffold to create your own poem. Does anything surprise or intrigue you about what the two poems have to say to each other? (minimum 150 words)Reflect on what you feel you have learned about the renaissance sonnet or sonnets in general by completing this exercise. How have your ideas about the sonnet changed? Are there ways in which you felt that following a scaffold based on one of the poets we’ve studied helped you to understand or think about their poetry differently? (minimum 150 words)This assignment is due on Tuesday 9/14 before our class as a submission to Canvas. You are very welcome to seek out my advice as you work on your reflection.Very helpful tips from Prof. McDowell:ô°€ Jonson, Yeats, and many others write prose drafts of poems first. Do a little freewriting before following the scaffold.ô°€ While writing your poem, do not look at the original poem upon which a scaffold was based. Steer clear of the syntax and wording of the original. Find your subject in your own voice.ô°€ Thought should always govern line, not vice versa. For this reason, rhyme is often dangerous. Unless you can fully control your rhyming words, don’t use rhyme in your first draft. Otherwise you might steer toward it when you shouldn’tô°€ Any scaffold is simply a frame for your material. It is not an end unto itself.ô°€ You may well discover that after the first draft or the second or third or the fourth, etc., the poem grows up enough to move away from the original frame. When that happens, you’ll know.
solved ss11 quz Question 1 (1 point) Forpage references in the
/in /by adminss11 quz Question 1 (1 point) Forpage references in the eTextbook for answers to these questions, see “Step 1” on the “Aboriginal People in Canada” page.What is the purpose of the Assembly of First Nations?Question 1 options:To support Aboriginal peoples’ claims against residential schools.To act as a liaison group between provincial and federal governments.To negotiate all treaties with the federal government.To represent Aboriginal people in their dealings with the federal government.SaveQuestion 2 (1 point) Which level of government is responsible for Aboriginal affairs?Question 2 options:The federal government.Provincial governments.Local municipal governments.Both federal and provincial governments.SaveQuestion 3 (1 point) Aboriginal self-government means all of the following EXCEPT:Question 3 options:Controlling the spending of money in their communities.Controlling aspects of their society by making their own laws.Building self-reliance and respect within Canadian society.Collecting all taxes from businesses that operate within Aboriginal territory.SaveQuestion 4 (1 point) What are the two most important elements Aboriginal people feel they must have to maintain their culture and language?Question 4 options:They want the right to control their own schools and a settlement of land claims.They want the right to self-government as well as the right to control their own schools.They want the right to hunt and fish and use the land the way their ancestors did.They want a resolution of land claims and the right to self-government.SaveQuestion 5 (1 point) What is meant by specific land claims?Question 5 options:Claims that arise where no treaties have been signed with any Aboriginal group.Claims that arise because the federal government wants to take a specific area of land.Claims that arise because the ownership of a specific area of land is in dispute.Claims that arise where treaties have been signed but the terms have not been kept.SaveQuestion 6 (1 point) What is meant by comprehensive land claims?Question 6 options:It is a claim that arises because Aboriginals were dissatisfied and wanted to re-negotiate the whole treaty.It is a claim that arises because no treaty was ever signed to surrender the native land.It is a claim that arises because the terms of a treaty were not kept.It is a claim that arises because the federal government wishes to take some native land.SaveQuestion 7 (1 point) What was the cause of the Oka confrontation?Question 7 options:The town of Oka wished to expand a golf course onto land claimed by the Mohawks.The town of Oka wished to build a new subdivision on Aboriginal land.The Aboriginal people of Quebec wanted to pressure the government to sign a new treaty.The Aboriginal people of Quebec were dissatisfied with a land claim settlement.SaveQuestion 8 (1 point) How did Aboriginal people across Canada support the Mohawks of Kanesatake?Question 8 options:They sent financial aid to the Mohawks so they could continue their blockade.They recruited people from all reserves to send to Kanesatake to man the blockade.They wrote petitions to the federal government urging them to act.They established blockades on their own reserves across Canada to show their support.SaveQuestion 9 (1 point) What lesson did the federal government learn from the Oka confrontation?Question 9 options:That the government should move as quickly as possible to grant self-government to all Aboriginal groups.Aboriginal people did not want to use violence to resolve conflicts with the government.That the government must immediately sign treaties with all Aboriginal groups.Aboriginal people were prepared to fight for what they believed was right.SaveQuestion 10 (1 point) Before 1871, which areas of British Columbia were covered by treaties with Aboriginal peoples?Question 10 options:Areas on Vancouver Island and part of northeastern BC.Areas of the lower mainland and parts of Vancouver Island.All of northern BC. and the Queen Charlotte Islands.All of Vancouver Island and most of northeastern BC.SaveQuestion 11 (1 point) What did the Royal Proclamation of 1763 say about Aboriginal land?Question 11 options:It said that all land should be turned over to settlers in the area.It said that the Indians should not be compensated for land taken from them.It said that all land should be turned over to the British Government.It said that the Indians should retain all land unless purchased by us.SaveQuestion 12 (1 point) What is the role of the British Columbia Treaty Commission?Question 12 options:To represent municipal governments in any land claim negotiations.To settle outstanding land claims in BC through negotiations.To make recommendations to Aboriginal groups about how to settle their land claims.To represent Aboriginal groups negotiating with the B.C. government.SaveQuestion 13 (1 point) Which was the first Aboriginal group in BC to launch a land claim?Question 13 options:The Haida Aboriginal group.The Caribou Tribal Council.The Sechelt Aboriginal group.The Nisga’a Aboriginal group.SaveQuestion 14 (1 point) What was the most important part of the Delgamuukw ruling?Question 14 options:That Aboriginal title existed if the group could prove continual occupation of the land.That all provinces must recognize Aboriginal title and negotiate with First Nations.That the federal government had to negotiate land claims with Aboriginal groups.That all Canadian laws applied to Aboriginal people when negotiating a land claim.SaveQuestion 15 (1 point) What did the Nisga’a get as part of their land claim settlement?Question 15 options:They got control of fishing rights on the Nass River but gave up their hunting rights.They got recognition of their right to self-government but no compensation.They got control of a large area of land and some fishing rights on the Nass River.They got a large compensation package and control over all mining operations in their territory.SaveQuestion 16 (1 point) What ground rules has the BC government laid down for negotiations with Aboriginal groups?Question 16 options:If people lost their property in a land claim settlement, the government would compensate them.For land claim settlements, the federal gov. and private companies paid compensation to Aboriginal groups.The government should not have to pay or give up any territory to Aboriginal groups.No person in BC would give up their private property; no tax increases used to pay for land claims.SaveQuestion 17 (1 point) Why was there no provincial referendum to approve the Nisga’a Treaty?Question 17 options:The Nisga’a people did not want a referendum to be held.The province believed that minority rights cannot be decided by a vote of the majority group.The federal government wanted a national referendum since it is responsible for Indian affairs.The province believed there was no need because it would pass easily.
solved Develop a 20-minute presentation for nursing colleagues highlighting the fundamental
/in /by adminDevelop a 20-minute presentation for nursing colleagues highlighting the fundamental principles of care coordination. I only need the presentation without speaker notes, if you see it online are around 20 slides.Â
Create a detailed narrative script for your presentation, approximately 4-5 pages in length, and record a video of your presentation. For the record the video, I will do that, for this I only need the scriptÂ
Nurses have a powerful role in the coordination and continuum of care. All nurses must be cognizant of the care coordination process and how safety, ethics, policy, physiological, and cultural needs affect care and patient outcomes. As a nurse, care coordination is something that should always be considered. Nurses must be aware of factors that impact care coordination and of a continuum of care that utilizes community resources effectively and is part of an ethical framework that represents the professionalism of nurses. Understanding policy elements helps nurses coordinate care effectively.
This assessment provides an opportunity for you to educate your peers on the care coordination process. The assessment also requires you to address change management issues. You are encouraged to complete the Managing Change activity.
Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment.
DEMONSTRATION OF PROFICIENCY
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 2: Collaborate with patients and family to achieve desired outcomes.
Outline effective strategies for collaborating with patients and their families to achieve desired health outcomes.
Competency 3: Create a satisfying patient experience.
Identify the aspects of change management that directly affect elements of the patient experience essential to the provision of high-quality, patient-centered care.
Competency 4: Defend decisions based on the code of ethics for nursing.
Explain the rationale for coordinated care plans based on ethical decision making.
Competency 5: Explain how health care policies affect patient-centered care.
Identify the potential impact of specific health care policy provisions on outcomes and patient experiences.
Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.
Raise awareness of the nurse’s vital role in the coordination and continuum of care in a video-recorded presentation. Script and reference list are not submitted.
PREPARATION
Your nurse manager has been observing your effectiveness as a care coordinator and recognizes the importance of educating other staff nurses in care coordination. Consequently, she has asked you to develop a presentation for your colleagues on care coordination basics. By providing them with basic information about the care coordination process, you will assist them in taking on an expanded role in helping to manage the care coordination process and improve patient outcomes in your community care center.
To prepare for this assessment, identify key factors nurses must consider to effectively participate in the care coordination process.
You may also wish to:
Review the assessment instructions and scoring guide to ensure you understand the work you will be asked to complete.
Allow plenty of time to rehearse your presentation.
Note: Remember that you can submit all, or a portion of, your draft presentation to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.
Recording Equipment Setup and Testing
Check that your recording equipment and software are working properly and that you know how to record and upload your presentation. You may use Kaltura (recommended) or similar software for your audio recording. A reference page is required. However, no PowerPoint presentation is required for this assessment.
If using Kaltura, 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.
INSTRUCTIONS
Complete the following:
Develop a video presentation for nursing colleagues highlighting the fundamental principles of care coordination. Include community resources, ethical issues, and policy issues that affect the coordination of care. To prepare, develop a detailed narrative script. The script will be submitted along with the video.
Note: You are not required to deliver your presentation.
Presentation Format and Length
Create a detailed narrative script for your video presentation, approximately 4–5 pages in length. Include a reference list at the end of the script.
Supporting Evidence
Cite 3–5 credible sources from peer-reviewed journals or professional industry publications to support your video. Include your source citations on a references page appended to your narrative script. Explore the resources about effective presentations as you prepare your assessment.
Grading Requirements
The requirements outlined below correspond to the grading criteria in the Care Coordination Presentation to Colleagues Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.
Outline effective strategies for collaborating with patients and their families to achieve desired health outcomes.
Provide, for example, drug-specific educational interventions, cultural competence strategies.
Include evidence that you have to support your selected strategies.
Identify the aspects of change management that directly affect elements of the patient experience essential to the provision of high-quality, patient-centered care.
Explain the rationale for coordinated care plans based on ethical decision making.
Consider the reasonable implications and consequences of an ethical approach to care and any underlying assumptions that may influence decision making.
Identify the potential impact of specific health care policy provisions on outcomes and patient experiences.
What are the logical implications and consequences of relevant policy provisions?
What evidence do you have to support your conclusions?
Raise awareness of the nurse’s vital role in the coordination and continuum of care in a video-recorded presentation.
Fine tune the presentation to your audience.
Stay focused on key issues of import with respect to the effects of resources, ethics, and policy on the provision of high-quality, patient-centered care.
Adhere to presentation best practices.
solved write and present an assessment of a food-water system of
/in /by adminwrite and present an assessment of a food-water system of your choice. You can choose any topic related to sustainable food and water systems, spanning from agriculture production, landscape planning, conservation, soils, water, climate shocks, policy, historical accounts, urban food production, water management systems, etc.You also have the freedom to focus your term paper on a specific region (your city, state, country, planet).One suggestion (not a requirement) is to introduce the topic of your choice and describe how such system works, how it is changing in response to global and/or societal changes, and how conservation opportunities could affect the future pathways of your system – with focus on ways to make “your†system mode sustainable. I strongly suggest getting some inspiration about how to format your term paper from the policy briefs listed below.The description of the system of your choice may rely on the material presented in class but may also include social-economic or other aspects of food-water systems (e.g., climate change) that haven’t been discussed yet. The term paper should have at least 2,500 words and as many as ten figures – although fewer figures are advised. References do not count towards the 2,500 words. Note that if you use one of the tools listed below (or others that you may find), you will get 5 extra points out of 100. In other words, if you create a new map or a new analysis to quantify changes in food-water systems (either over time or space), you get extra 5 points. the presentation HAS to be about the term paper you wrote. You have the choice to develop of your project in pairs or alone.I put together a list of websites that may help you to develop your paper.Examples of policy briefs:https://earthinnovation.org/wp-content/uploads/2020/10/EII_Fish-Development-of-Amazon-Brief-9.pdf (Links to an external site.)https://www.researchgate.net/publication/328253095_Sustainable_agricultural_intensification_policy_brief (Links to an external site.)https://ieep.eu/uploads/articles/attachments/0f3a7514-3c95-4e10-aba5-012624caedc1/Getting%20to%20the%20roots%20of%20sustainable%20land%20management%20(IEEP,%20December%202019).pdf?v=63742773501 (Links to an external site.)https://ccafs.cgiar.org/sites/default/files/assets/docs/accpolicy_english.pdf (Links to an external site.)http://www.fao.org/3/cb2227en/CB2227EN.pdf (Links to an external site.)https://publications.iom.int/system/files/pdf/policy_brief_series_vol5_issue2.pdf (Links to an external site.)https://earthinnovation.org/wp-content/uploads/2020/08/Towards-sustainable-and-productive-management-of-Indonesian-peatlands_fin.pdf (Links to an external site.)https://www.edf.org/sites/default/files/documents/nitrogen-management-north-carolina-results-five-years-on-farm-research.pdf (Links to an external site.)Tools:https://trase.earth/explore (Links to an external site.)https://www.globalforestwatch.org/ (Links to an external site.)https://www.wri.org/aqueduct/ (Links to an external site.)https://waterpeacesecurity.org/map (Links to an external site.)https://app.climateengine.org/climateEngine (Links to an external site.)Infographic (please feel free to use these figures in your paper):http://www.fao.org/worldfoodsituation/foodpricesindex/en/ (Links to an external site.)https://nifa.usda.gov/sites/default/files/resource/NIFA_Infographic_009_April%202016_FINAL.pdf (Links to an external site.)https://nifa.usda.gov/sites/default/files/resource/NIFA_Infographic_February_2016.pdf (Links to an external site.)https://nifa.usda.gov/sites/default/files/resource/NIFA%20Infographic%20September%202015.pdf (Links to an external site.)http://www.fao.org/resources/infographics/en/ (Links to an external site.)https://www.wri.org/resources/data-visualizations/greenhouse-gas-emissions-over-165-years (Links to an external site.)https://www.wri.org/resources/data-visualizations/tale-two-watersheds (Links to an external site.)https://www.wri.org/resources/data-visualizations/protein-scorecard (Links to an external site.)https://wriorg.s3.amazonaws.com/s3fs-public/16_Visualization_Shifting_Diets_of_High_Consumers_of_Animal_v2.png (Links to an external site.)Some interesting material:https://www.nationalgeographic.com/foodfeatures/feeding-9-billion/ (Links to an external site.)https://eos.org/science-updates/sowing-seeds-of-food-security-in-africa?mkt_tok=eyJpIjoiWW1FeE5EWXdaV0V5TlRZMSIsInQiOiJBVEszSGkwMTJnalprUWU1SmVkUEFsVE1VYzZZdGpKaDJLRW9Odkk2TmxSazUrWTFjSWJRMGhxSmozcWdQdkxlemYraUVBVExvSmp3XC9pMjM2XC9TNmVIdE5EaEpLbHVablQ5TWhZVlhEUTY1KzJQUE5WaGtxVmtLNlJBY0pzNWtHIn0%3D (Links to an external site.)https://www.nal.usda.gov/afsic/sustainable-agriculture-definitions-and-terms (Links to an external site.)https://www.cdfa.ca.gov/Statistics/ (Links to an external site.)https://nifa.usda.gov/program/sustainable-agriculture-program (Links to an external site.)https://www.nal.usda.gov/afsic/sustainable-agriculture-0 (Links to an external site.)https://sustainablefoodtrust.org/articles/california-agriculture-and-water-farm-sustainably-or-go-bust/ (Links to an external site.)fao.org/organicag/oa-faq/oa-faq2/en/ (Links to an external site.)http://www.fao.org/publications/sofi/en/ (Links to an external site.)https://pubs.acs.org/doi/pdf/10.1021/acs.estlett.5b00122 (Links to an external site.)https://naturalcapitalproject.stanford.edu/ (Links to an external site.)https://eos.org/features/climate-change-uproots-global-agriculture?mkt_tok=eyJpIjoiWW1FeE5EWXdaV0V5TlRZMSIsInQiOiJBVEszSGkwMTJnalprUWU1SmVkUEFsVE1VYzZZdGpKaDJLRW9Odkk2TmxSazUrWTFjSWJRMGhxSmozcWdQdkxlemYraUVBVExvSmp3XC9pMjM2XC9TNmVIdE5EaEpLbHVablQ5TWhZVlhEUTY1KzJQUE5WaGtxVmtLNlJBY0pzNWtHIn0%3D (Links to an external site.)https://undocs.org/en/E/2020/57 (Links to an external site.)http://www.fao.org/sdg-progress-report/en/#sdg-15 (Links to an external site.)Certification:https://responsiblesoy.org/?lang=en (Links to an external site.)http://foodalliance.org/ (Links to an external site.)https://www.usda.gov/topics/organic (Links to an external site.)http://www.leonardoacademy.org/services/standards/agstandard.html (Links to an external site.)https://rspo.org/ (Links to an external site.)SDGs and agri:http://www.fao.org/sdg-progress-report/en/#chapeau (Links to an external site.)Misc:https://www.sciencedirect.com/science/article/pii/S0309170817304475?casa_token=GbUYzqCX7vsAAAAA:btrp-JquLo2GEkXnpJMt-uMPcUWPQgr_ArEjxpFI21m-wR8CuFKFTEeYewlzr5mHfZ5O-VNPB_Ai (Links to an external site.)https://www.sciencedirect.com/science/article/pii/S0956053X18300151?casa_token=e33BvQTloW8AAAAA:zSOrpbihp0hMMl5O3DG1Mt5zQdz2TrtjlXgjUXIjqKRyPtxBQaPhtCdyzB5qxDqd19zoFJU_X_9w (Links to an external site.)https://agupubs.onlinelibrary.wiley.com/doi/pdfdirect/10.1002/2017WR020889 (Links to an external site.)https://www.ucsusa.org/resources/what-sustainable-agriculture (Links to an external site.)https://calclimateag.org/
solved [ Rx Management, End of Life Care, Social Determinants of
/in /by admin[ Rx Management, End of Life Care, Social Determinants of Health, Mental Health Care ] Describe how best to identify specific gaps and fill them in any of the following areas: Rx Management, End of Life Care, Social Determinants of Health, or Mental Health Care? Answer this question. Mapping Vulnerability to Improve Health Outcomes for Marginalized Communities Targeting the root cause of poor health outcomes can be traced to addressing the environmental and social factors that directly impact individual behaviors. Social determinants of health contribute to astronomical consumption of health care services that contributes directly to annual expenses that exceed $3 trillion a year with the United States also leading in the lowest life expectancy at birth, the highest prevalence of infant mortality and incidence of chronic illnesses. Surprisingly only 34% of the national population is covered by Medicare and Medicaid. In Philadelphia, the saying “your zip code determines your health” rings true because of the vast majority of impoverished neighborhoods. Health inequity exists and persist in the absence of disproportionate efforts to address the root causes of poor health outcomes. This past year, I had the privileged opportunity to intern with Dr. Stephen Linder from the University of Texas and Academic Lead for Cities Changing Diabetes in the US. Dr. Linder published a population based vulnerability tool to assess the specific archetypes of people who are vulnerable to developing Type two diabetes and how potential association with place-based risk factors foster this relation. Dr. Linder’s introduction of the concept of composite vulnerability as a vehicle for population-based assessment consists of incorporating one’s environment/neighborhood, economic standing and personal health characteristics. Unique undiagnosed subpopulations were examined to individualize and tailor prevention-based strategies to reduce vulnerability. During the internship, a similar place-based community assessment tool was published to be utilized in Cities Changing Diabetes, Philadelphia. Assessing population-level vulnerability to certain chronic illnesses would prove to effectively demonstrate differences in socio-cultural groups and how these differences contribute directly to poor health outcomes based on behavioral choices, environmental disadvantages, increased chronic illness risk factors, and structural marginalization leading to decreased healthcare access and health literacy profiles. Standardized assessment tools that are initiated before admission into the care continuum fosters successful primary prevention because it identifies at-risk populations to facilitate resourceful interventions. Likewise when dealing with chronic illness among disparaged communities, screening for increased vulnerability provides a comprehensible method to examine and implicate strategies to mitigate the incidence. Assessing vulnerability focuses on primary prevention that focuses not only on behavioral/lifestyle modification but also considers the complicated relationship between that and the existing barriers. Kim and Bostwick defines “vulnerability as shaped by social, economic, political context, and practices; it determines not only risk exposure but also community capacity to deal with, respond to, and recover from natural disasters and hazards”. Vulnerability assessment allows for a closer look into structural inequities that shape social disparities. Bush, M. Addressing the Root Cause: Rising Health Care Costs and Social Determinants of Health. North Carolina Medical Journal. 2018 January; 79(1): 26-29. Kim, S.J. and Bostwick, W. Social Vulnerability and Racial Inequality in COVID-19 Deaths in Chicago. Health Education Behav. 2020 Aug; 47(4): 509-513. Linder, S., Marko, D., Tian, Y., and Wisniewski, T. A Population-Based Approach to Mapping Vulnerability to Diabetes. Int. J. Environ. Res. Public Health. 2018; 15: 2167. Linder, S., Volkmann, A.M., […] and Napier, A.D. Understanding Social and Cultural Factors Associated with Composite Vulnerability to Better Inform Community Intervention Strategies: Cities Changing Diabetes in Houston. Int Arch Public Health Community Med. 2018; 2:016. Respond to this comment identifying and Addressing Gaps in End-of-Life Care Between our aging population, people living longer lives, and the death toll exacted by the COVID-19 pandemic, palliative care is a hot topic in the world of public and population health. End-of-life care is a critical aspect of medicine, and yet it is an area that is often overlooked in today’s current healthcare environment. Patients in palliative and hospice care have unique physical, mental, social, and spiritual needs, especially people who are elderly or who have chronic conditions. However, there’s also a significant gap in end-of-life care when it comes to providing support to caregivers and families, who could be tasked with making some of the largest spiritual and ethical decisions of their lives, all in the face of dealing with their own feelings of loss, anger, and grief. Taking care of a loved one at the end of their life can lead to significant mental and emotional stress, strained finances and personal relationships, and a lower overall quality of life while coping with emotional toll of impending death. According to a study published by the Journal of Palliative Medicine, 80% of hospice care is delivered by informal or unpaid caregivers, who are often family members. Caregiving is also more likely to fall on women instead of men. Moreover, end-of-life caregiving is estimated to take up to 97 hours of labor per week, and women who are family caregivers are 2.5 times more likely to be living in poverty. Providing options to help with every day care — like administering medications, cooking meals, coordinating with providers, and keeping the patient comfortable — could help to reduce the strain put on caregivers, supporting their mental, emotional, and physical health during such a challenging time. Moreover, most patients in end-of-life care wish to spend their final days at home instead of in the hospital, but this can quickly become overwhelming for caregivers due to the emotional toll and lack of resources in the community. Providing more support for end-of-life through Medicare or other public health initiatives could reduce this strain and improve the overall quality of ed-of-life care. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2776565/ (Links to an external site.)https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3089741/ (Links to an external site.)https://www.caregiver.org/news/27-things-you-may-not-know-about-women-and-caregiving/#:~:text=The%20Gallup%20analysis%20found%3A%20%E2%80%9CWomen,versus%2016%25%2C%20respectively.%E2%80%9D&text=1.,is%20age%2050%20or%20older (Links to an external site.) Respond to this comment too.