Evaluating Pressures For Change

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The assignment is as follows. I prefer Comcast ( technology field)as the Organization of choice ….

Being able to recognize potential pressures that require an organization to change its practices or processes is a vital for its success. Examine an organization in the field or industry in which you work, or are planning to work. In 1,000-1,250 words, evaluate the pressures the organization currently faces and discuss the potential effects these pressures could have on the organization. You will use your evaluation of this organization for your Implementing Change assignment.

Include the following:

Identify and describe the organization you are evaluating. Provide an overview of the industry within which the organization operates.
Identify the environmental and organizational pressures currently driving organizational change in your field or industry. Explain the origin or reason for these pressures, and explain how they directly affect the viability of your organization.
Predict what type of organizational changes (first-order/second-order) these pressures may cause within the organization.
Provide support for your analysis and prediction.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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. Please refer to the directions in the Student Success Center.Save Link

Assignment Benchmark : Evaluating Pressures for Change

View Rubric

Due Date: Apr 15, 2018 23:59:59 Max Points: 200 Details:

Being able to recognize potential pressures that require an organization to change its practices or processes is a vital for its success. Examine an organization in the field or industry in which you work, or are planning to work. In 1,000-1,250 words, evaluate the pressures the organization currently faces and discuss the potential effects these pressures could have on the organization. You will use your evaluation of this organization for your Implementing Change assignment.

Include the following:

1. Identify and describe the organization you are evaluating. Provide an overview of the industry within which the organization operates.

2. Identify the environmental and organizational pressures currently driving organizational change in your field or industry. Explain the origin or reason for these pressures, and explain how they directly affect the viability of your organization.

3. Predict what type of organizational changes (first-order/second-order) these pressures may cause within the organization.

4. Provide support for your analysis and prediction.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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. Please refer to the directions in the Student Success Center.Benchmark : Evaluating Pressures for Change

1 Unsatisfactory 0.00%

2 Less than Satisfactory 65.00%

3 Satisfactory 75.00%

4 Good 85.00%

5 Excellent 100.00%

70.0 %Content

10.0 %Describe Organization and Industry

A specific organization is not identified. The industry of the organization is not described.

A specific organization is identified; little to no detail is provided to give insight into the organization. A partial description of the industry of the organization is presented.

A specific organization is identified and generally described. A summary of the industry of the organization is presented. More detail is needed to provide a comprehensive look at the organization and industry.

A specific organization is identified and described. A description of the industry of the organization is presented. Some detail is needed to provide a comprehensive look at the organization or industry.

A specific organization is identified; the organizational description provides insight into the organizational attributes (vision, mission, goals, etc.) and goals. A clear description of the industry is presented that illustrates the current state of the industry and where it is heading. The overall narrative provides objective insight into the organization and the industry.

25.0 %Identification of Environmental and Organizational Pressures Driving Change

Environmental and organizational pressures are not identified.

At least one environmental or organizational pressure is referenced. It is unclear how the pressures identified relate to the organization or industry. There is no indication that these pressures are driving organizational change.

Environmental and organizational pressures are generally described. The pressures identified generally relate to the organization or industry; it is unclear how the pressures drive organizational change.

Key environmental and organizational pressures are described. The pressures described relate to the organization and industry. A general correlation between the pressures and how they drive organizational change is established.

Major and minor environmental and organizational pressures are described. The pressures described clearly relate to the organization and industry. A very strong correlation between the pressures and how they drive organizational change is established.

25.0 %Predict Type of Organizational Changes Caused by Pressures

A prediction of organizational change is not presented. The prediction is not based on the environmental or organizational pressures presented in the paper.

A prediction for organizational change is referenced. It is unclear how this prediction relates to the organization and industry. The types of organizational change likely to occur are absent.

A general prediction of organizational change is summarized. Key aspects of the prediction are vague. More information is needed in order to present a viable prediction.

A prediction of organizational change is presented. A correlation between the pressures and the prediction has been established. First-order and second-order change have been identified. Some detail is needed for clarity.

A well-developed prediction of organizational change likely to occur is described. A strong correlation between the pressures and the prediction has been established. First-order and second-order change are clearly identified and described. The prediction demonstrates insight into organizational change.

10.0 %Support for Analysis and Predictions

No support is provided to support the analysis or predictions presented.

Significant evidence is needed to establish support for both the analysis and prediction.

Some evidence is needed to fully establish support for the analysis and prediction.

Adequate evidence is provided to establish support for the analysis and prediction. Some minor detail is needed for clarity.

The analysis and prediction are well developed. Strong evidence is used to create support for the findings.

20.0 %Organization and Effectiveness

7.0 %Thesis Development and Purpose

Paper lacks any discernible overall purpose or organizing claim.

Thesis is insufficiently developed or vague. Purpose is not clear.

Thesis is apparent and appropriate to purpose.

Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.

Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.

20.0 %Organization and Effectiveness

8.0 %Argument Logic and Construction

Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.

Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.

Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.

Argument shows logical progression. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.

Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

20.0 %Organization and Effectiveness

5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.

Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.

Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.

Writer is clearly in command of standard, written, academic English.

10.0 %Format

5.0 %Paper Format (use of appropriate style for the major and assignment)

Template is not used appropriately, or documentation format is rarely followed correctly.

Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent.

Appropriate template is used. Formatting is correct, although some minor errors may be present.

Appropriate template is fully used. There are virtually no errors in formatting style.

All format elements are correct.

5.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

Sources are not documented.

Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

Sources are documented, as appropriate to assignment and style, and format is mostly correct.

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

100 %Total Weightage

Bones make good fossils.

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Chapter 6

1) Bones make good fossils. While the soft tissue of a once living organism will decay and fall away over time, bone tissue will, under the right conditions, undergo a process of mineralization, effectively turning the bone to stone. A well-preserved fossil skeleton can give us a good sense of the size and shape of an organism, just as your skeleton helps to define your size and shape. Unlike a fossil skeleton, however, your skeleton is a structure of living tissue that grows, repairs, and renews itself. The bones within it are dynamic and complex organs that serve a number of important functions, including some necessary to maintain homeostasis.

2)functions of the skeletal system into 2 groups (physical and metabolic)

Physical function

· Support – holds your vital organs in place when playing sport. The vertebral column holds the body upright.

· Movement – muscle are attached to bones, which are jointed. When the muscles contract the bones move.

· Shape – gives shape to the body and makes you tall or short.

Metabolic function

· Protection – the cranium and ribs protect the brain and vital organs in the chest.

· Blood production – red blood cells (to carry oxygen) and white blood cells (to protect against infection) are produced in the bone marrow of some bones.

3)3 types of bone cells and their functions

· Osteoblasts -secrete matrix (mineral salts and collagen) holds everything together form new tissue

· Osteoclasts -bone remodeling, healing, release calcium into blood

· Osteocyte -mature bone cells trapped in their own matrix deeper in compact bone

4)Sketch and label of a typical long bone

https://upload.wikimedia.org/wikipedia/commons/thumb/f/fa/Structure_of_a_Long_Bone.png/533px-Structure_of_a_Long_Bone.png

5)

Bone type

Function and description

Example of bones in this category

Long bones

are longer than they are wide, i.e. length > diameter.

They consist of a shaft – which is the main (long) part and variable number of endings (extremities), depending on the joints formed at one or both ends of the long bone. Long bones are usually somewhat curved – contributing to their mechanical strength.

Femur

Tibia

Ulna

Radius

Short bones

can be approximately cube-shaped, i.e. length is similar to width / depth / diameter.

The most obvious examples are the carpal (of the hands / wrists) and the tarsal (of the feet / ankles) bones.

Scaphoid

Lunate

Hamate

Cuboid

Flat bones

have a thin shape and, in some cases, provide mechanical protection to soft tissues beneath or enclosed by the flat bone e.g. cranial bones that protect the brain. Flat bones also have extensive surfaces for muscle attachments e.g. scapulae (shoulder) bones.

Cranial

Frontal

parietal

7 types of synovial joints;

· Planar joints have bones with articulating surfaces that are flat or slightly curved. These joints allow for gliding movements; therefore, the joints are sometimes referred to as gliding joints. The range of motion is limited and does not involve rotation. Planar joints are found in the carpal bones in the hand and the tarsal bones of the foot, as well as between vertebrae.

· In hinge joints, the slightly-rounded end of one bone fits into the slightly-hollow end of the other bone. In this way, one bone moves while the other remains stationary, similar to the hinge of a door. The elbow is an example of a hinge joint. The knee is sometimes classified as a modified hinge joint.

· Pivot joints consist of the rounded end of one bone fitting into a ring formed by the other bone. This structure allows rotational movement, as the rounded bone moves around its own axis. An example of a pivot joint is the joint of the first and second vertebrae of the neck that allows the head to move back and forth. The joint of the wrist that allows the palm of the hand to be turned up and down is also a pivot joint.

· Condyloid Joints – consist of an oval-shaped end of one bone fitting into a similarly oval-shaped hollow of another bone. This is also sometimes called an ellipsoidal joint. This type of joint allows angular movement along two axes, as seen in the joints of the wrist and fingers, which can move both side to side and up and down.

· Saddle Joints-Each bone in a saddle joint resembles a saddle, with concave and convex portions that fit together. Saddle joints allow angular movements similar to condyloid joints, but with a greater range of motion. An example of a saddle joint is the thumb joint, which can move back and forth and up and down; it can move more freely than the wrist or fingers.

· Ball-and-socket joints possess a rounded, ball-like end of one bone fitting into a cup-like socket of another bone. This organization allows the greatest range of motion, as all movement types are possible in all directions. Examples of ball-and-socket joints are the shoulder and hip joints.

9)Sketch and label the major components of a synovial joint

https://upload.wikimedia.org/wikipedia/commons/thumb/8/8b/907_Synovial_Joints.jpg/722px-907_Synovial_Joints.jpg

10) ​Point out and/or identify the following joints:

Related image

11)

Flexion – occurs when the angle between the bones decreases. Moving the forearm upward at the elbow or moving the wrist to move the hand toward the forearm are examples of flexion.

Extension – angular movement in which the angle between the bones of a joint increases.

Adduction – is the movement of a bone toward the midline of the body.

Abduction -occurs when a bone moves away from the midline of the body

Rotation – is the movement of a bone as it rotates around its longitudinal axis.

Pronation – the action of rotating the forearm so that the palm of the hand is turned down or back

Supination – the action of rotating the forearm so that the palm of the hand is turned up or forward

The anatomy and physiology

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• Describe the anatomy and physiology of the hip joint.
• Briefly discuss the physical assessments that should be performed on arrival to the ward post-operatively. Using critical thinking, state why you have included these assessments.
• Discuss your post-operative plan of care when prioritising nursing management of Molly on her return to the ward. Discuss rationales for each nursing intervention based upon evidence based practice.
• Outline strategies for ongoing care and discharge planning for Molly upon leaving hospital.

What Does “Pre-Appraised Evidence” Mean in Evidence-Based Practice?

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When looking for evidence – where should you start? Well at the top of course! At the top of the hierarchy of evidence quality is pre-appraised evidence (Haynes, 2007).

If you go through your university or medical library, there are multiple databases to search, such as MEDLINE or CINAHL. You can also search from home using PUBMED. But as a busy clinician needing answers NOW, you don’t want to search databases that may have you wading through hundreds, if not thousands, of search results. Nor do you have the time to critically appraise the reports of primary or original research studies you find. To make your search process more efficient, you want to search pre-appraised evidence first!

Search Pre-Appraised Evidence for Answers to Clinical Questions!
Search Pre-Appraised Evidence for Answers to Clinical Questions! Photo credit: (c) Tashatuvango; Shutterstock.com

What is Pre-Appraised Evidence?
When I say the evidence source contains pre-appraised evidence that means that someone else (an expert) has critically appraised the studies contained in the database for you and put them in a summary format. Summary literature, also called secondary literature, includes systematic reviews, meta-analyses, clinical practice guidelines, and critically appraised topics (CATs). Evidence-based practice summaries are also found in the form of online textbooks. These resources may be accessed for free or by individual or institutional subscriptions.

Pre-appraised evidence, also known as pre-filtered evidence or summarized evidence, is collected in databases – for example, rigorously conducted systematic reviews (SR) and meta-analyses (MA) can be found in the Cochrane Collaboration Library.

Pre-appraised evidence that is accessed from a credible source can be trusted by the clinician to have undergone a standardized process of evaluation.

Trusted evidence will save the clinician time because the source is updated with new evidence regularly and the appraisal work has already been done. In other words, you can count on the fact that the authors of this pre-appraised work have been rigorous in its development.

For sources that are not pre-appraised, YOU will have to determine whether the source can be trusted. So you will have to critically appraise any original research study you find because you want to make sure that you can believe the research findings. The same with other sources of evidence you use. For example, if you are using data from internal chart audits, you want to know how those data were collected and what oversight was used to ensure accurate data entry; and then how the data were analyzed.

Summaries, Syntheses, and Synopses
Summaries, syntheses, and synopses are considered pre-appraised evidence. These products are secondary analyses of primary research studies (AKA original research) and systematic reviews. In a secondary analysis, the researcher(s) analyzes published research studies to examine the data more closely or answer a research question different from the one asked in the primary studies. The secondary analysis can be of one research study or of many. A secondary analysis is a research method and the final product may be in the form of a synopsis, synthesis, or a summary.

A synopsis is a brief summary or overview of an original research study or of a systematic review. Synopses give the clinician a rapid read of the original research article (i.e., a critically appraised topic), of multiple research studies on a specific topic (synopses of studies), or of systematic reviews (synopses of syntheses), along with a commentary of the rigor of the information.

Synthesis is a process of taking multiple components and combining them into a new product. A synthesis, in evidence-based practice, is a systematic, comprehensive, critical review of high-quality research studies on a specific clinical question that then compiles the data from those studies into an “answer” to the clinical question posed. A systematic review, meta-analysis, and rapid review (Munn, Lockwood, & Moola, 2015) are types of syntheses.

A summary encompasses all the “lower” levels of evidence (i.e., original research, systematic reviews, and synopses) to produce the best evidence for clinical practice, such as a clinical practice guideline (DiCenso, Bayley, & Haynes, 2009). A summary ideally contains evidence from more than one systematic review (Munn et al., 2015).

All Evidence is NOT Created Equal!
A common misconception is that if a research study is published, it must be excellent. But that is false. Just because a research study is published doesn’t mean that the methods the researchers used are valid.

Having someone else do the work of critical appraisal is great, especially for busy clinicians, but before you trust these sources, be vigilant! I don’t want you to think that just because you find a systematic review that it is automatically good! Anyone can conduct and publish a systematic review!

Also, don’t make assumptions that because a synopsis, synthesis, or summary comes from a professional organization or national group (e.g., American Heart Association, National Kidney Foundation, etc.) that the document was assembled with the highest standards — unless you vet their process first!

Haynes (2007) warned that many sources claim to be evidence-based, but are not. The clinician should assess any source claiming to be evidence-based for the “underlying methods of assembly and assure [yourself] that these methods are sound. At each level [of evidence sources], the standards for evidence generation, retrieval, selection, and analysis should be explicit and at the highest evidence standard possible” (Haynes, 2007, p. 6).

Look for information on the organization websites or in the specific secondary study for how the reviews were developed. Once satisfied that the process is rigorous, then you can feel confident in the results of the review without having to get out your appraisal worksheets.

Pre-Appraised Evidence Databases
Point-of-care resources are vital to contemporary evidence-based practice. These resources allow you to quickly find evidence summaries on-the-go from your smartphone or tablet device.

There are a number of credible databases for finding pre-appraised evidence. Some of the databases are free and others are only available through a subscription. Check the databases available to you in your medical or university library.

Summary Evidence: Online, evidence-based textbooks or summary services include Clinical Evidence, Physician’s Information and Education Resource (PIER), UpToDate, MDConsult, First Consult, Nursing Consult, DynaMed Plus, Best Evidence Topics, and Essential Evidence Plus.

Clinical practice guidelines (CPGs) are evidence sources that fit in this layer, also. One of the best-known sources of CPGs is the National Guidelines Clearinghouse (www.guidelines.gov). Check out my post on EBP Resources specific to CPG sites for a list of helpful databases.

Synthesis Evidence: The Cochrane Library should be your FIRST stop to find summary evidence, in the form of systematic reviews, for clinical questions about clinical treatment. Evidence from the Cochrane Collaboration is considered the gold standard “for high quality, trusted information.” This is where you want to look first for systematic reviews about clinical treatment! Many libraries also provide access to Cochrane.

The DARE database (Database of Abstracts of Reviews of Effects) is a resource for synopses of syntheses and can be found in the Cochrane Library. For syntheses on education and other social topics, you can search the Campbell Collaboration.

Synopsis Evidence: There are a variety of journals that are known for summarizing high-quality original research evidence and clinical topics. Evidence-based abstraction journals that provide synopses include ACP Journal Club, Evidence-Based Mental Health, and Evidence-Based Nursing. Again, many of the evidence-based summary services noted above provide synopses also.

How to Quickly Determine Validity of Pre-Appraised Evidence
I will provide future blog posts on how to critically appraise different studies, but for now, here are some quick tips.

In a synopsis, synthesis, or summary, the research studies included in those publications would have been already appraised by the author. So you won’t have to appraise each study they included.

What you want to know is HOW the authors assembled their synopsis, synthesis, or summary.

What was the methodology used to search for the included studies, determine the methodological quality of each included study, and how did the author even choose the studies for inclusion? The author needs to tell you exactly what they did in the introduction section of their research report – that’s what is meant by transparency. You need to know the methods so that you can decide if you can believe the results.

There are groups and organizations that mandate a rigorous process for doing this kind of work. That kind of standardization is gold because once you understand the process used, you shouldn’t have to reappraise the methodology of every publication you read using that systematic standardized methodology.

For example, when the American Heart Association (AHA) puts out new or updated clinical practice guidelines, they are clear about how the working group assembled the guidelines at the beginning of the document.

I’ve read the standardized methodology for systematic reviews published on the Cochrane Collaboration library website. All authors writing for the Cochrane Collaboration follow their guidelines for writing a systematic review. When I read a systematic review from that site, I know the methods are rigorous, I can see how the author(s) reported their methods, and, therefore, have confidence in the reported results.

Because the processes outlined by these organizations are transparent, I don’t go through the work of appraising every AHA clinical practice guideline or Cochrane Review I read!

Bottom Line: If you find the synopsis, synthesis, or summary from a credible source, then the hard work of critical appraisal is done for you and you can use the results without a further methods critique on your part. But if the synthesis is done by a single author or a group of authors not associated with known credible databases, you will still have to determine how rigorous their methods were before you want to rely on their research results.

References
DiCenso, A., Bayley, L., & Haynes, R. B. (2009). Accessing pre-appraised evidence: Fine-tuning the 5S model into a 6S model. Evidence Based Nursing, 12(4), 99-101. doi:10.1136/ebn.12.4.99-b

Haynes, R. B. (2007). Of studies, syntheses, synopses, summaries, and systems: The “5S” evolution of information services for evidence-based health care decisions. Evidence-Based Nursing, 10(1), 6-7.

Munn, Z., Lockwood, C., & Moola, S. (2015). The development and use of evidence summaries for point of care information systems: A streamlined rapid review approach. Worldviews on Evidence-Based Nursing, 12(3), 131-138. doi 10.1111/wvn.12094

Evidence-Based Practice in Nursing and Healthcare

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Evidence-Based Practice in Nursing and Healthcare

Textbook Readings

Evidence-Based Practice in Nursing and Healthcare

Chapter 4: “Clinically Appraising Knowledge for Clinical Decision Making”
Chapter 5: “Clinically Appraising Quantitative Evidence for Clinical Decision Making”
Chapter 6: “Clinically Appraising Qualitative Evidence for Clinical Decision Making”
Journal Readings

Please retrieve and read the following Journal articles from the Library and/or Course Documents. Articles can be located through a search in the CINAHL database, OVID database, the Library (links to these are located under the Student Resources in Course Resources) or by using the link at the end of the reference if provided.

ORDER A PLAGIARISM-FREE PAPER NOW

O’Mathuna, D. P., (2010). The role of systematic review. International Journal of Nursing Practice, 16(2), 205–207.

O’Mathuna, D. P. (2010b). Critical appraisal of systematic reviews. International Journal of Nursing Practice, 16(4), 414–418. (located under Course Documents)

Stevens, K. R. (2001). Systematic reviews: The heart of evidence-based practice. AACN Clinical Issues, 12(4), 529–538.

Web Resources

Access the NCQA site and review quality measurements that are used in healthcare. This site will provide practical application review for you on how evidence is translated into practice.

It is expected that you will spend at least 2 hours reviewing this resource.

National Committee on Quality Assurance. 2015. Quality Measurement Products. Retrieved from http://www.ncqa.org/HEDISQualityMeasurement/QualityMeasurementProducts.aspx
Practice

Review the Clinical Case scenario 5.2 on page 111.
Think about how you would start researching the question.
Present your strategy in Discussion Topic 2 for peer and instructor feedback.
Purpose: Discussion class 504 .Unit 5

Things to remember:

Discussion post is at least 200 words.
Answers all questions with opinions/ideas creatively and clearly. Supports post using several outside, peer-reviewed sources.
3 References, try to find resources that are 5 years or less
No errors with APA format 6thEdition
To Discuss:

Topic 2 – Clinical Case Scenario

By Day 5, provide a brief summary about how you researched Clinical Case scenario 5.2 on page 111 (see the Practice area of Reading).

This is a great opportunity to get feedback on your methodology from your peers and your instructor!

Be sure and identify the clinical practice, tying it to a HEDIS measure that could fit your clinical question

Evidence-Based Practice in Nursing and Healthcare

Homo erectus is generally considered the first truly human species. Why? What are the characteristics of H. erectus that define them as human?

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Sources:

1. https://www.scientificamerican.com/article/cooking-up-bigger-brains/

2. http://humanorigins.si.edu/evidence/human-family-tree

3. https://www.youtube.com/watch?v=IKNAA4wLpVY&feature=youtu.be

PROMPT 1

Homo erectus is generally considered the first truly human species. Why? What are the characteristics of H. erectus that define them as human?

PROMPT 2

Who was Homo hedelbergensis?

PROMPT 3

Homo neanderthalensis was a highly sophisticated human species well adapted to life Ice Age Europe, both culturally and biologically. What are the biological adaptations to the cold that we see in H. neanderthalensis? What about their cultural adaptations

PROMPT 4

Using the information in the tutorials and at the Smithsonian site, discuss some of the most significant fossil finds for Homo heidelbergensis and Homo neanderthalensis? When and where were they found? What are their characteristics?

PROMPT 5

There are 3 models for the origin and dispersal of Homo sapiens. What do each of these models state? Which model is best supported by the evidence?

PROMPT 6

Who were the Denisovans? Feel free to do a web search to find additional information about them but include links to any sites you use.

PROMPT 7

Who was Homo floresiensis? What are the various hypotheses about them? Feel free to do a web search to find additional information about them but include links to any sites you use.

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lecture_18_heidelbergensis_and_neanderthals.pdf
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lecture_19_origin_and_dispersal_of_homo_sapiens.pdf
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gibbons_2011_a_new_view.pdf

Child abuse and maltreatment is not limited to a particular age and can occur in the infant, toddler, preschool, and school-age years

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System Admin Max Points: 5.0 Child abuse and maltreatment is not limited to a particular age and can occur in the infant, toddler, preschool, and school-age years. Choose one of the four age groups (infant, toddler, preschool, or school age) and discuss the types of abuse that are most often seen in this age. Discuss warning signs and physical and emotional assessment findings the nurse may see that could indicate child abuse. Discuss cultural variations of health practices that can be misidentified as child abuse. Describe the reporting mechanism in your state and nurse responsibilities related to the reporting of suspected child abuse.

If you had to make an argument for the ethical premise of one of these industries (i.e. to have one of them taken off the list), which one would you pick and what would your argument be?

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1. Consider the list of industries in the link below in which SRI funds will not invest. Are there any on the list with which you would take issue? If you had to make an argument for the ethical premise of one of these industries (i.e. to have one of them taken off the list), which one would you pick and what would your argument be?

2. Consider the principle of profit maximization and the notion that businesses shouldn’t be obligated to do anything but make money. Do you think businesses have an obligation to help support society and the natural environment? Considering how poor businesses are at self-regulation (evidence of this is everywhere), should the government step in and require businesses by law to behave in certain ways (e.g. environmental and societal welfare laws)? Why or why not?

Must be at least 300 words in APA format.

 

Reference Link:

https://apus.realizeithome.com/RealizeitApp/ContentDelivery.aspx?Token=YyygdfU3xhKdh9WhIFlVBuaDGpuzUAxIH0C0ZHAOiVmY7o4gO2CVcRZBqePk5rRHcMHBnSsmg6yDN2diZ4%2fusw0KVK7OWNeFixApxkw0QbLDo2p%2bJpPGiKsa6YwQftawYAXfRZ3wY6fkV0QO7asHwd34jddAA8SKQAvGhXtGG1QyQC0qUN58JhU2Edvxt7zrPTqLwSsNEY%2bwRWNsfEJJYsS8f4hiXU0IpsPAmqTgFbjjp%2bYrvd%2bCskGJJlEFLDFaAZUtZhhWiNzYu56X9q6SZlc%2fi14wKk8x7TIWYHNZljR3z4zXddvEuC6CjgDHrkWdgO7H%2bvKIOlzkGsPPT1a%2bOgPZ18Y%2bBzKt4Zolpt%2fKAQ06TOrZrY7vRrOOO1ql3Wv75Y9cbIUektNYVdCuQpKvrb%2fNcgK4YZuA4LzmzLsqcQc%3d

Ecology Of Health Behavior

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hi dear,

can you help me to finish this assignment with good quality and be on time.

Sample Questions (You are not limited to just these questions): Interview Questions ,if you can not open the interview question there is attachment.

its very important its half of the course grad, if you really can do it bid or chat please.

Purpose of this signature assignment: Designing an informational interview guide for students to interview a professional using the National Commission for Health Education Credentialing (NCHEC) Responsibilities.

Program Learning Outcomes (PLO): Design a plan for lifelong learning incorporating high professional and ethical standards, leadership, and cultural competencies and their evolving role in society.

Course Learning Outcome: Describe the field of public health, including its origins and contemporary status.

Purpose of an informational interview: This is an opportunity for students to gain knowledge about the National Commission for Health Education Credentialing (NCHEC) Seven Areas of Responsibilities. Students can gather insight by asking questions to a professional in the field of public health during 30 minutes to an hour interview.

Instructions: Students enrolled in COH 300 are required to interview a professional in the field of public health. The interview may be in person, over the phone, or via e-mail. After completion of informational interview, students will write a 2 page summary of the information gathered. Paper must be double spaced, 12 point Times New Roman font, 1 inch margins, and use APA formatting.
Interview Questions

Students enrolled in COH 300 are required to interview a professional in the field of public health. The interview may be in person, over the phone, or via e-mail. After completion of informational interview, students will write a 2 page summary of the information gathered. Paper must be double spaced, 12 point Times New Roman font, 1 inch margins, and use APA formatting. Write in paragraphs, not quoting verbatim or writing in responses to the questions. Submit it online by due date.

Prior to the interview, review the following questions and familiarize yourself with them.

Begin the interview by introducing yourself and explaining why you are calling. Briefly describe the health problem and target population you are studying. Ask if they have time to answer questions about their work and how it relates to your topic and if you may use their interview in your paper.

Thank them for their time and conclude the interview.

Include the information you learned in your needs assessment of your paper. Be sure to properly cite the person and information in your paper.

· Please tell me about yourself and your organization

· Your name is? Your position or title is?

· How long have you worked here?

· Your organization’s name is?

· What is its mission?

· What services does your organization or department provide?

· What communities are included in your service area?

· Are you familiar with the National Commission for Health Education Credentialing (NCHEC) and their seven responsibilities?

· Are you certified?

· If no, would you ever think about becoming certified? Why or why not?

· How do you assess needs, resources and the capacity for health education and/or promotion within the community or globally?

· What type of tools and health models and theories are utilized for this process?

· In what ways do you plan health education and/or promotion?

· How do you implement your plans, or those of others, regarding health education and/or promotion?

· Are your desired outcomes based on Healthy People 2020 goals, or are they individual to your plan?

· What type of research would be conducted for health education and promotion?

· In what ways do you administer health education and promotion?

· Have you served as a health education and promotion resource person?

· There are numerous areas of the community that can benefit from these resources, how are resources shared or divided across the community?

· Is that more specific to the individual fiscal budget goals?

· In what ways do you communicate, promote, and advocate for health, health education and promotion, as well as the profession of public health?

· Are impersonal methods utilized such as via poster/flyers, message boards and websites?

· Or are more personable methods used such as projects in the community, and seminars?

· For those who lack the ability to access some or all of these methods, how do you reach them?

· Looking back on your experiences in the field, your academic career, and any personal matters along the way, both positive and negative, do you feel your initial reason for pursing public health has been/is being fulfilled?

· What would you tell your younger self about the field?

· To prepare for?

· To avoid?

· To pursue?

Four Basic Metaparadigm Concepts in Nursing

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Need one theory and discuss where and how it may be best applied to nursing practice.
Include to selected theory, the following:
Concept statement
Metaparadigms
Philosophies
Conceptual mode.