Write a brief letter in which you identify yourself as a nursing student and constituent of the congressperson and describe an important healthcare topic.

Write a brief letter in which you identify yourself as a nursing student and constituent of the congressperson and describe an important healthcare topic.

 

I have 2 homework that i want you to write. 1. Write a brief letter: Letter to the Legislator The purpose of this activity…
I have 2 homework that i want you to write.
1.
Write a brief letter:
Letter to the Legislator
The purpose of this activity is to practice the professional role of patient and professional advocate. In this activity, you will write a letter to one of your congresspersons to inform them about the role of nursing in promoting a healthy community. In your letter you can discuss either the role of nursing in assisting patients or their family members to manage symptoms of a specific illness or you can discuss the importance of financial support for nursing education as a potential source of healthcare for a region. If you have another topic you want to discuss, please talk with your instructor to determine whether it will fit the assignment requirements.
Instructions
Identify a congressperson that represents you in your state or at the federal legislature.
Outline information about a topic that you think is important to healthcare as identified in the assignment description above.
Write a brief letter in which you identify yourself as a nursing student and constituent of the congressperson and describe an important healthcare topic. Include enough information so that the legislator will understand the nurse’s role in contributing to the health of the community.
Submit the letter via the link provided in the module.
The grading criteria for this assignment are:
Criterion
Possible Points
Demonstrates understanding of role of legislator in supporting patient access to healthcare
20
Describes nurse’s contribution to healthcare
40
Demonstrates thoughtful preparation of position stated in letter
20
Formats letter so that the message is clearly stated and easily understood
20
Total
10
2. Leadership essay:
Leadership Essay Assignment
Instructions
Select a contemporary leadership theory.
Write a scholarly essay that answers the following questions:
What is leadership (define the concepts used in the definition (i.e. leadership, followership, transformation, primal, emotional intelligence)?
How should an individual behave if she/he aspires to lead?
Why should an individual behave according to the theory if she/he aspires to lead?
Does this theory fit the practice of nursing? Write an example to demonstrate why your answer to this question is correct.
Keep this paper to less than 3 pages exclusive of reference list.
Submit using the link in the module.
The grading criteria for this assignment are:
Criterion
Possible Points
Identifies and defines concepts contained in the theory (what is leadership?)
25
Outlines the major relationships between leadership and outcomes achieved through leadership (How should an individual behave according to this theory?)
25
Explains effectiveness of theory (Why should the individual behave like this theory in a leadership role?).
25
Logical presentation of ideas
15
Adherence to APA 6th edition format
10
Total
100
Government homework help
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personal model of leadership

Discussion

Write a paper of 1,250-1,500 words that presents your complete personal model of leadership. Be sure to incorporate the instructor’s feedback from the draft of Part 1. The 2 parts involved in creating your personal model of leadership are as follows:

  1. Select the basic values that will provide the foundation of your model and identify the leadership behaviors that will result from those values. Be sure to select values from all four of the levels: individual, interpersonal, organizational, and societal (be sure to incorporate the feedback from your instructor from your previous draft).
  2. Identify how your personal model of leadership helps you create a sense of meaning and purpose for yourself, others, organizations, and society.
  3. Identify the impact of your contributions to self, others, organizations, and society.
 
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The Black Death and Bioterrorism

HIV And Epidemics – Black Death

The plague never went away after widespread outbreaks during medieval times. It’s still with us, but its threat is much different. Now, experts fear it could be used as a weapon of mass destruction.

Wikimedia Commons

Black Death Threat

UNC’s Bill Goldman battles the next outbreak of the plague before it happens.

by Mark Derewicz

In 2008, on the Grand Canyon’s southern rim, a biologist named Eric York found a dead mountain lion with a bloody nose but no other signs of trauma. He took it back to his garage to perform an autopsy, which revealed nothing unusual.

Two days later, York developed a bad cough. He felt weak, achy, tired. His doctor told him he had a flu-like illness and sent him home. Two days after that, York was dead.

This time, the autopsy did reveal something. York was stricken with the plague, also known as the Black Death, the same disease that wiped out half of Europe during the fourteenth century. Public-health officials gave antibiotics to everyone who had come in contact with York.

No one else died. Disaster averted. But how did York’s doctor miss something as uniquely horrifying as the plague?

Turns out just about every doctor would’ve missed it, according to UNC’s Bill Goldman. “The first symptoms of the plague really are indistinguishable from the flu,” he says. But unlike the flu, the plague is already well on its way to shutting down the lungs by the time a patient begins to feel sick. It’s a sneaky, extremely contagious, and fatal disease, three reasons why governments and researchers think the plague is a bioterrorism threat—a twenty-first-century weapon of mass destruction.

In medieval times of war, combatants would catapult infected bodies over city walls. Today, a bioterrorist attack would be stealthier and a lot more dangerous.

After the anthrax scare of 2001, the U.S. government pushed for scientists to research various biological warfare threats, such as Yersinia pestis, the bacterium that causes the plague. “I hate to put it this way, but terrorists aren’t going to unload a bunch of rats or fleas into town,” Goldman says. They’ll culture the bacteria in massive amounts. “They’ll try to spread the disease by an aerosol,” he says.

Victims wouldn’t smell it or see it. They wouldn’t even feel a thing at first, but the disease would be on a rampage. Thousands of people would get sick but have no idea they had the plague until it was too late to save them.

The plague is such a silent killer because Yersinia pestis doesn’t trigger the same sort of quick immune response that most bacterial infections do. When a person contracts the plague, the bacteria multiply from a few microbes to a billion within 48 hours. But for some reason the lungs—typically very good at getting rid of undesirables—don’t respond.

In the case of Eric York, doctors had no way of distinguishing his illness from the flu. Only when symptoms worsen—vomiting, difficulty breathing, coughing up blood—does the plague give itself away. “By then, when it’s recognizable as pneumonic plague, it’s too late to treat it,” Goldman says. The lungs are overrun with bacteria. The pulmonary system is all but shut down. The circulatory system can’t deliver antibiotics into the lungs. Patients suffocate to death. They just can’t breathe anymore.

“Here’s the question we wanted to answer,” Goldman says. “Is Y. pestis avoiding detection, or is it actually suppressing the immune responses of the lung?” The answer would give his team clues about how to make the plague less like the Black Death and more like the flu, at least in terms of patient prognosis.

Goldman’s samples of Yersinia pestis came from a repository that got its specimens when a Colorado woman died of the plague in 2000. She had been infected by her cat, which had probably gotten hold of an infected rodent. These specimens are just as deadly now, which is why Goldman’s team was put through stringent security checks before being allowed to work with the organisms. The FBI has active files on each lab member, including Goldman.

When no one is working in the Goldman lab, sealed and locked doors separate humans from the containers that hold the bacteria. Lab technicians change into protective clothing in a designated chamber between the outer lab and the inner lab where they handle the samples. They attach to their heads a device that continuously pushes air downward to lessen the chance that they’ll breathe in a pathogen. They open specimen containers only under a special hood, into which they reach with gloved hands to conduct experiments.

One of the reasons Yersinia pestis is such an aggressive killer is because it contains a particularly nasty plasmid—a segment of DNA that is not part of a bacterium’s chromosomes but can replicate and transfer into other living things. Yersinia pestis picked up its deadly plasmid from some other organism thousands of years ago, Goldman says. He wondered how virulent the bacterium would be without that plasmid, so his team took it out and placed a droplet of the specimen on the nose of a single mouse. When the mouse breathed it in, the bacteria didn’t multiply. In fact, they declined in numbers over four days.

The mouse never got sick. This proved that the plasmid is absolutely critical for lung infection to spiral out of control.

Then Goldman’s team mixed the nonlethal strain of Yersinia with the deadly strain and documented how they behaved in mouse lungs. The deadly strain multiplied like mad, as Goldman expected, but so did the nonlethal strain.

In another experiment, his team documented how other, relatively harmless bacteria responded when the deadly Yersinia strain was present in the lungs. “Even the harmless bacteria are able to grow really well when Y. pestis is present,” Goldman says. “They increase from a thousand to between one million and ten million organisms in the lung.” Those once-harmless bacteria wind up aiding Yersinia in blocking the lung’s air passages.

Although Goldman and his team have indicted that lone plasmid, they’re still trying to pin down the mechanism that allows Yersinia to change the lung into such a permissive playground for pathogens. And if they find that mechanism? “What I’d like to say is, ‘Oh, that will lead us to a drug,’” Goldman says. “But it depends on what the mechanism is.”

His team has already identified a Yersinia protein that helps the bacterium multiply inside the lung. “We have a patent on the idea of creating an inhibitor of that protein,” Goldman says, “but we haven’t found an inhibitor yet.”

Disabling that lone gene might be less a cure than a shield to keep the disease from progressing so fast, which might give doctors more time to treat patients.

“You have to figure out how to defeat the main barriers to treatment,” Goldman says. And in the case of the plague, the main barrier is the speed at which the disease takes hold. A person usually dies within three and a half or four days of contracting pneumonic plague. Goldman says that inactivating the protein his team has identified could keep patients alive longer than usual, and that would give antibiotics more time to work. “If you can change the speed of the infection,” he says, “you’ve solved a major problem.

This approach wouldn’t help everyone infected with the plague. It likely wouldn’t have helped Eric York. But lengthening the time between initial infection and death could be enough to save thousands of lives after a bioterrorism attack.

“Imagine the worst-case scenarios,” Goldman says. “An aerosol released that exposes a lot of people at once, and no one would have any idea they’ve been exposed. All of a sudden, everyone is sick. Early symptoms are indistinguishable from the flu.”

In such cases, a cure would be best. A vaccine would be a close second. The next best thing would be to slow down the disease so treatment has a chance to work. “The plague is susceptible to antibiotics,” Goldman says. “Just not in that last 24 hours.”

Bill Goldman is chair of the department of microbiology and immunology in the School of Medicine. He received funding from a National Institutes of Health grant to the Southeast Regional Center of Excellence for Emerging Infections and Biodefense, which is headquartered at UNC-Chapel Hill.

Discussion Questions:

The Black Death and Bioterrorism

What caused Mr. York to get sick? Is there any obvious cautionary moral to this scenario?

2. Why did Mr. Your’s doctor mistake the plague for the flu?

3. Why would the plague bacteria, Yersinia pestis, be an attractive pathogen for terrorists to use for bioterrorism?

4. Many pathogens trigger our immune system to start making antibodies soon after entry into the body. Within 10 days the immune response is usually able to overcome the disease and the patient recovers. It seems surprising that this pathogen, Yersinia pestis, seems to escape the normal immune response. Dr. Goldman wondered about this. “Here’s the question we wanted to answer,” Goldman says. “Is Y. pestis avoiding detection, or is it actually suppressing the immune responses of the lung?”

He discovered that the bacteria has a small extra chromosome, known as a plasmid.

He was able to prove that it was the extra plasmid that makes the bacteria more vicious.

When he took out the plasmid, the remaining bacteria was relatively harmless. He showed that other bacteria in the lungs were more harmful when the plasmid was present.

He proposed that the plasmid gene encoded a protein that somehow helped disable the immune system. He reasoned that if he could find a way to disable the protein made by the plasmid, that he could use that as a treatment to slow down the pathology of the disease until the patient’s immune system caught up.

How could this treatment slow an epidemic caused by an act of bioterrorism?

 
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Identify what organ or body systems are affected by the disease and identify the pathological process. What would be cause for alarm and long term harm if left untreated.

Identify what organ or body systems are affected by the disease and identify the pathological process. What would be cause for alarm and long term harm if left untreated.

Anatomy and Physiology-Identify what organ or body systems are affected by the disease and identify the pathological process. What would be cause for alarm and long term harm if left untreated.

Medical Terminology–Include frequently used terms/acronyms associated with the diagnosis of strep throat. Where it presents within the body and or organs.

Medical Clinical Assisting–Response of Medical Assist in a clinical manner to what is done at time of check up..identifying any signs and or symptoms. Examples such as taking vital sings(which ones) how did they present, patient with fevers, how is the patient positioned on the exam table,PPE material needed to be worn by medical assistant.

Medical/Personal Lab Procedures–Identify any diagnostic tests,labs used to confirm diagnosis. Include any prognostic tests or labs(swab of throat, urinalysis, venipuncture,rapid strep test positive or negative,sent more then one sample test out if unsure, used to track the course of the disease…and what the tests showed to confirm the disease is present.
Pharmacology–Identify any medications prescribed in connection with strep throat along with treatment modalities as well as any self care suggestions. How would the medical assistant address and approach the patient in explaining the above.

Billing and Coding–Identify and include any diagnosis codes that may appear on on the billing statements/lab requisition..Apply the diagnosis codes to the signs and symptoms from the ICD 10 as well as from the cpt 17 to identify codes for procedures, exam time done within the office.

Law and Ethics–Identify any legal/ and or ethical considerations /barriers to possible care delivery that may apply to the patient. Example: privacy issues, misdiagnosis,tort law,reportable to the CDC for dx.,assault and battery,illegal or unethical practice ..etc..or any others discovered.

Therapeutic Communications–Include what patient interview techniques would be used to gain patient compliance (open ended questions,body language),any cultural sensitivity,what if any communication barriers,how is information presented to the patient,what education does the patient need to know about this medical condition, what can the caregivers do to support the patient etc… .

Insurance/Managed Care–The labs, treatments,diagnostic tests covered by insurance such as private insurance,Medicare,Medishare,Tricare


 

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Discuss, with examples, at least four (4) substantive ways in which a healthy population strengthens the economy of the country that you have selected.

Assignment 2: Lending Institutions, Health Care, and Human Capital
Use the Internet to research one (1) developing nation of your choice. Your research should include an examination of lending institutions, health care, and human capital, as well as the material covered by the Webtext and lectures in Weeks 6 through 9.
Write a three to four (3-4) page research paper in which you:
  1. Explore whether or not funding from international lending institutions like the World Bank and the IMF are helping or hindering the social, economic, or political development of the country that you have selected. Support your response with examples.
  2. Discuss, with examples, at least four (4) substantive ways in which a healthy population strengthens the economy of the country that you have selected.
  3. Ascertain the degree to which the leadership of your chosen country has used foreign aid to improve its health care system. Support your response with concrete examples.
  4. Use at least five (5) quality academic resources in this assignment. Note:Wikipedia, blogs, and other nonacademic websites do not qualify as academic resources. Approval of resources is at the instructor’s discretion. Resources must also be within the last seven (7) years.

Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions. 
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
 
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Explain how you would test any interventions to improve care in a similar situation by changing the process of care.

Explain how you would test any interventions to improve care in a similar situation by changing the process of care.

Nursing Root Cause Analysis

Task:

A. Complete a root cause analysis (RCA) that takes into consideration causative factors that led to the sentinel event (this patient’s outcome).
1. Discuss errors or hazards in care in the scenario.

B. Use change theory to develop an improvement plan to decrease the likelihood of a reoccurrence of the outcome of the scenario.

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C. Use a failure mode and effects analysis (FMEA) to project the likelihood that the process improvement plan you suggest would not fail.
• Identify the members of the interdisciplinary team who will be included in the RCA and FMEA.
1. Explain how you would test any interventions to improve care in a similar situation by changing the process of care.
2. Discuss pre-steps for preparing for the FMEA.
3. Describe the three steps of the FMEA: severity, occurrence, and detection.

Note: You are not expected to carry out the full FMEA, but you should describe each step and how you would go about it.

D. Discuss the key role nurses would play in improving the quality of care in this situation.


 

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Evidence Summary should be consistent with the recommendations you are proposing for your Capstone project.

Question descriptionHelp me finish my capstone paper. These are the two areas that still need to be addressed in the paper. Below is a copy of how to complete the entire paper in sections. Please help.
Evidence Summary
This involves a narrative discussion summarizing the five scholarly sources that were reviewed. The Evidence Summary should not be an Annotated Bibliography (separate critique) of the five sources. Instead, it should identify the areas where consensus among the various authors of the sources exists. The findings, positions, and recommendations included in your Evidence Summary should be consistent with the recommendations you are proposing for your Capstone project. This section will require the use of in-text citations using each of the five sources. A reference list for the evidence summary in APA format that includes five scholarly, peer-reviewed sources that were published within the last five years will be included in the References section of the paper. Remember, this evidence summary is your preliminary support for your project. Be sure your support is adequate.
and adding more to this section Barriers to Implementation
This section involves a discussion about potential barriers you may encounter with the implementation of your project. This discussion may include ways you plan to address or mitigate the potential barriers.
Learning Objectives and Outcomes
NOTEThis section only applies to Education Specialty track students. This section requires a description of the learning objectives and anticipated outcomes associated with your Capstone project. For example, you will need to identify objectives and outcomes if you are planning an education offering, training module, simulation, training exercise, return demonstration activity, new or revised course or curriculum. Learning objectives and outcomes should be articulated in clear and concise terms. In-text citations may be required to support your chosen objectives and outcomes.
 
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Compare major alternative medical systems to allopathic medical care.If you purchase this: Thanks for purchasing my tutorial! Open the attached file to get the paper/solutions.

Compare major alternative medical systems to allopathic medical care.If you purchase this: Thanks for purchasing my tutorial! Open the attached file to get the paper/solutions.

SCI/201 SCI 201 SCI201 WEEKS 1-2 – ENTIRE COURSE – A+ WORK FROM A+ RATED TUTOR!

SCI/201 SCI 201 SCI201 Survey of Alternative Medicine Version 3

University of Phoenix, Axia College

Original, cited, no plagiarism

Use as a guide!

If you purchase this: Thanks for purchasing my tutorial! Open the attached file to get the paper/solutions. If you have any questions, comments, or concerns, please let me know! I can help you with future courses. Thanks again! Free feel to PM me, or send me a message at:

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Week One: Complementary and Alternative Medical Systems

Details

Due

Points

Objectives

1.1 Define complementary, alternative, and integrative medicine.

1.2 Describe the five domains of therapies.

1.3 Differentiate between the major alternative medical systems.

1.4 Compare major alternative medical systems to allopathic medical care.

1.5 Describe the role of scientific study in CAM.

Readings

Read Ch. 1 (through “Health Promotion”) and Ch. 2–5 of Complementary & Alternative Therapies. Omit sections entitled “Integrated Nursing Practice.”


 

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Identify the validity and reliability reported statistics for the article

Details:
In preparation for this assignment, read the “Maladaptive Perfectionism as a Mediator and Moderator Between Adult Attachment and Depressive Mood” article located in the Topic 3 readings.
Write a 750-1,000-word paper about your selected article. Be sure to include the following in your paper:

  1. A discussion about the key variables in the selected article
  2. Identify the validity and reliability reported statistics for the article
  3. The particular threats to internal validity that were found in the study
  4. The strengths and limitations of the multivariate models used in the selected article
  5. A reference and in-text citations for the selected article as well as one additional reference

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center.

 
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Explain the effects that the stereotype has on both males and females in your culture.

ender Stereotyping
Gender stereotyping reflects the perceived psychological traits and characteristics of males and females and the related roles that are thought to be appropriate for each gender in the family, work, school, and society as a whole. Gender stereotyping impacts individuals in terms of how they view themselves and their place in society, as well as how society views the respective gender and the appropriate behavior and roles for each. The implications can be far reaching.
It is evident by studying history that gender stereotypes have changed over time. One obvious example is in the history of women’s suffrage. At one time, it was believed in the United States that women were not sufficiently mentally astute to vote on the important issues impacting society. A woman’s place was thought to be in the home raising children and taking care of the domestic needs of the family. With women’s suffrage in the early 20th century and the century that has followed, this stereotype has been changed. Not only do women vote, but they hold every office at all levels including heads of state and presidencies around the globe.
In this Assignment, you will explore gender stereotypes in some depth, including a consideration of the numerous stereotypes for both men and women and how these stereotypes impact individuals of that gender, the opposite gender, and society as a whole.
To prepare

  • Review this week’s Learning Resources, focusing on gender stereotyping, the impact it may have on society and individuals, and cultural differences and similarities in gender stereotyping.
  • Think about the following questions:
    • What are common stereotypes for men?
    • What are common stereotypes for women?
    • How have these stereotypes changed over time? What stereotypes have not really changed?
    • What impact do these stereotypes have on individuals of that gender, the opposite gender, and society as a whole? Think in terms of the life of the individuals, the families, school life and the educational journey, work life and career options, health and wellness issues, sexual attitudes and behaviors, and so forth.
    • Consider whether and how any of the stereotypes have impacted you personally.
    • What impact has the media had on perpetuating gender stereotypes?

Write a 1- to 3-page paper in which you describe a gender stereotype that exists in your culture and analyze it as follows:

  • Explain the effects that the stereotype has on both males and females in your culture. Think in terms of the impact on family, school, work, health, sexual behaviors and attitudes, and so forth.
  • Explain what perpetuates the stereotype.
  • Explain how, if at all, this stereotype has impacted you personally.
 
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