Discuss the work of the Robert Wood Johnson Foundation Committee Initiative on the Future of Nursing and the Institute of Medicine research that led to the IOM report, “Future of Nursing

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Discuss the work of the Robert Wood Johnson Foundation Committee Initiative on the Future of Nursing and the Institute of Medicine research that led to the IOM report, “Future of Nursing: Leading Change, Advancing Health.” Identify the importance of the IOM “Future of Nursing” report related to nursing practice, nursing education and nursing workforce development.

Should parents be present?

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by ESSAYSPLANET | posted in: Essays, Uncategorized | 0
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Should parents be present?
Order Description

300 words discussion.

Re-read
Krochuk, H.V., Markley, A.L. & Selos, A.Z. (2010). Paediatric resuscitation: Should parents be present?
American Journal of Maternal Child Nursing. 35(6):314-315.

Question:
What is your opinion on parents being present during the resuscitation of their child?
Have you been present during a resuscitation of a child? What was this experience like, were the parents able to be present or were they asked to leave the resuscitation area? Identify the pros and cons and explain your decision making process

· Perform research in the Liberty University Online Library and find 4 articles that deal directly with that term

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TOPIC: Espoused Values

Instructions:

· Perform research in the Liberty University Online Library and find 4 articles that deal directly with that term. Choose 1 article to summarize and use the other 3 articles to compare and contrast with the first article in your discussion. All articles must have been published in the past five years.

· The format of the posting must be as follows:

·

o Term

o Definition of term (cannot be from the textbook—must be from the research)

o Summarize the article you have chosen

o Discuss the article—compare and contrast the article that you have chosen to the others that you have found regarding the same term. This is an analysis of the topic—and all assertions should be supported by the research. The entire initial thread should be 400–500 words in length.

o Integrate a biblical concept into an aspect of the discussion using the Course Scriptures. (attached)

o Integrate 1 of the YouTube videos which is relevant to your topic.

o List references in current APA format.

· Use headings, write in third person, and use current APA for in-text citations.

#776076 HCPCS Codes

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YOU MUST READ THROUGH THE ATTACHED DOCUMENT AND UNDERSTAND WHAT NEED TO BE DONE AND DELIVER IT WITHIN 6 HRS.

#776076 Topic: Physician Office Cases

Number of Pages: 1 (Double Spaced)

Number of sources: 2

Writing Style: Other

Type of document: Case Study

Academic Level:Undergraduate

Category: Medicine and Health

Language Style: English (U.S.)

Order Instructions:

Attachments;

ORDER INSTRUCTIONS IS AT 776076.TXT

PO_Coding_Project_2_.pptx

2017_PO_Coding_Project.pdf

2017POCasesAnswerSheet.doc

LAB_ASSIGNMENT_PO.docx

DISCUSSION_FORUM.docx
PO Coding Project

A Guided Walk Through for CPT/HCPCS Coding of Case013

Getting to know your document:

Since these PO cases were created, and not “authentic” records so they are not an entirely full patient record, thus some information may not be present that you would typically find in a patient encounter. However, there is enough information here to accurately assign procedure codes.

In this scenario, page one is a standard patient summary, or face sheet. We take note of things like that patient’s age, sex, etc. Also of importance, is the location, however you know this is a physician’s office record. In many cases you will need to determine if this is a new or established patient. The documentation on that will vary based on the type of EHR used. For the sake of this project, we are saying all patients are established.

What do you need to accurately assign an E/M procedure code:

You might remember from Chapter 7, there are some key criteria you need to know to accurately assign an E/M procedure code.

First question: What are the criteria for determining the level of service: 2/3 key components, 3/3 key components, time or other?

Our case is an established patient, so we need to meet 2/3 key components of a code to assign it.

This means, our code assignment is already narrowed down to the subsection within the E/M section to, Established Patient, 99211-99215.

What do you need to accurately assign an E/M procedure code:

Next question, What level of history was taken by the provider?

The history is designed to act as a narrative which provides information about the clinical problems or symptoms being addressed during the encounter. The history is composed of four building blocks:

Chief complaint (CC)

History of present illness (HPI)

Review of systems (ROS)

Past medical, family and social history (PFSH)

All levels of history require a chief complaint and some form of HPI (or Interval History), but not all levels of history require an ROS or PFSH.

The E/M guidelines recognize four “levels of history” of incrementally increasing complexity and detail:

Problem Focused

Expanded Problem Focused

Detailed

Comprehensive

There are many flowcharts/code builders that you can use to help identify these levels of history more clearly. See one example here:

Using our case, the following can be chosen based on documentation:

To begin, the HPI:

Our focus here is on the history of present illness. Related to his chief complaint, there is really only the “location” of pain or discomfort documented here. So, that gives us 1 element for HPI. This already directs us to the “Brief” column.

Next, the ROS:

Not all ROS are going to be labeled ROS so sometimes you need to read through the documentation to pick it out. It could look something like this:

REVIEW OF SYSTEMS:

GENERAL: The patient complains of fatigue. No headaches or dizzy spells.

HEENT: The patient does have glaucoma. She has decreased vision and is blind in the right. Sinuses: No complaints.

CARDIOPULMONARY: She gets swelling of the legs but no chest pain. She does have shortness of breath, no wheezing.

GASTROINTESTINAL: She has frequent heartburns. Has known gastroparesis. Denies both diarrhea and constipation, blood or mucus.

GENITOURINARY: She denies dysuria, bleeding and incontinence.

MUSCULOSKELETAL: She has a lot of arthritic complaints including stiffness, weakness.

She has slow healing. The patient seems to be feeling well

Or this:

REVIEW OF SYSTEMS: The patient denies any fever, weight change. Denies any sore throat, ear pain, rhinorrhea. Denies any double vision, blurred vision or eye pain. Denies any shortness of breath, cough or pleuritic chest pain. The patient denies any nausea, vomiting or diarrhea. The patient does not have any dysuria, frequency or urgency. The patient does have myalgias in the back and legs from the sickle cell pain but no bony tenderness. The patient does have a history of anemia and has required transfusions in the past. He denies any bleeding or easy bruising.

NOTE: Our case does not have a documented ROS.

Our last element in the History is PFSH:

Past History

Prior illnesses or injuries

Prior operations

Prior hospitalizations

Current medications Note: Documenting these is part of the criteria for reporting Physician Quality Reporting System PQRS measure 130

Allergies

Age-appropriate immunization status

Family History

The health status or cause of death of parents, siblings and children

Diseases or eye problems of family members that may be hereditary or place the patient at risk, e.g., family history of diabetes, glaucoma, strabismus, amblyopia, cataracts before age 50 and age-related macular degeneration

Social History

Marital status and/or living arrangements

Current employment helpful for glasses selection/needs

Use of drugs, alcohol or tobacco

Our PFSH review covers the medications, previous illnesses, etc. All of these count as our Past History, for this patient. There is no Family History documented. The fact that his veteran status is mentioned is enough to also check “Social”. This brings us to the ‘Complete” level of PFSH with 2 areas being done.

To calculate the level of History, we take all our checked boxes, and if there are no categories with all there checks, to determine our level we then move to the furthest to the left to determine.

One element down, two to go!

Next is the physical examination:

The systems are broken out like this:

Our review of the Physical Exam:

So, the physician documents:

General appearance (patient is alert, oriented, not in any distress, pleasant)

Respiratory (chest is clear)

Cardiovascular (NSR – normal sinus rhythm)

Gastrointestinal (Abdomen: soft, benign, no masses felt and rectal exam)

Last component of our E/M Procedure is Medical Decision Making:

This is arguably the most important of the three key components because the Medical Decision-Making (MDM) reflects the intensity of the cognitive labor performed by the physician. The official rules for interpreting the MDM are identical for both the 1995 and 1997 E/M guidelines. There are four levels of MDM of incrementally increasing complexity:

Straightforward

Low Complexity

Moderate Complexity

High Complexity

Physicians must stratify the MDM into one of the above levels of complexity based on:

The nature and number of clinical problems

The amount and complexity of the data reviewed by the physician

The risk of morbidity and mortality to the patient.

Risk is determined by referring to the four levels of medical jeopardy

Minimal

Low

Moderate

High

To assist you in this often difficult task, the next slide will explain a point system to help identify decision-making.

Problem Points

Problems Points
Self-limited or minor (maximum of 2) 1
Established problem, stable or improving 1
Established problem, worsening 2
New problem, with no additional work-up planned (maximum of 1) 3
New problem, with additional work-up planned 4
An example of a “self-limited or minor” problem may be a common cold or an insect bite. An “established problem” refers to a diagnosis which is already known to the examiner, such as hypertension, osteoarthritis or diabetes. An example of a “new problem with no additional work-up planned” may be a new diagnosis of essential hypertension. Examples of “new problem, with additional work-up planned” may include any new clinical issue which requires further investigation such as chest pain, proteinuria, anemia, shortness of breath, etc

Data Reviewed Points

Data Reviewed Points
Review or order clinical lab tests 1
Review or order radiology test (except heart catheterization or echo) 1
Review or order medicine test (PFTs, EKG, cardiac echo or catheterization) 1
Discuss test with performing physician 1
Independent review of image, tracing, or specimen 2
Decision to obtain old records 1
Review and summation of old records 2
Our level of medical-decision making:

After the examination, the physician documents the assessment and plan.

To complete our problem point system, the anal tear and hemorrhoids are new diagnoses and have additional work-up planned (surgical consult).

To complete the data reviewed point area, we have none. There were no records reviewed, order of additional tests, etc.

Medical-Decision Making (continued)

Assigning risk:

Risk Level Presenting Problems Diagnostic Procedures Management Options Selected
Minimal Risk Requires ONE of these elements in ANY of the three categories listed · One self-limited or minor problem, e.g., cold, insect bite, tinea corporis Laboratory tests Chest X-rays EKG/EEG Urinalysis Ultrasound/Echocardiogram KOH prep Rest Gargles Elastic bandages Superficial dressings
Risk Level Presenting Problems Diagnostic Procedures Management Options Selected
Low Risk Requires ONE of these elements inANY of the three categories listed Two or more self-limited or minor problems One stable chronic illness, e.g., well controlled HTN , DM2, cataract Acute uncomplicated injury or illness, e.g., cystitis, allergic rhinitis, sprain Physiologic tests not under stress, e.g., PFTs Non-cardiovascular imaging studies with contrast, e.g., barium enema Superficial needle biopsy ABG Skin biopsies Over the counter drugs Minor surgery, with no identified risk factors Physical therapy Occupational therapy IV fluids, without additives
Medical-Decision Making (continued)

Assigning Risk:

Risk Level Presenting Problems Diagnostic Procedures Management Options Selected
Moderate Risk Requires ONE of these elements inANY of the three categories listed Two stable chronic illnesses One chronic illness with mild exacerbation or progression Undiagnosed new problem with uncertain prognosis (e.g., lump in breast) Acute complicated injury, e.g., head injury, with brief loss of consciousness Physiologic tests under stress, e.g., cardiac stress test, fetal contraction stress test Diagnostic endoscopies, with no identified risk factors Deep needle, or incisional biopsies Cardiovascular imaging studies, with contrast, with no identified risk factors, e.g., arteriogram, cardiac catheterization Obtain fluid from body cavity, e.g., LP/thoracentesis Minor surgery, with identified risk factors Elective major surgery (open, percutaneous, or endoscopic), with no identified risk factors Prescription drug management Therapeutic nuclear medicine IV fluids, with additives Closed treatment of fracture or dislocation, without manipulation
Medical-Decision Making (continued)

Assigning Risk:

Risk Level Presenting Problems Diagnostic Procedures Management Options Selected
High Risk Requires ONE of these elements in ANY of the three categories listed One or more chronic illness, with severe exacerbation or progression Acute or chronic illness or injury, which poses a threat to life or bodily function, e.g., multiple trauma, acute MI, pulmonary embolism, severe respiratory distress, progressive severe rheumatoid arthritis, psychiatric illness, with potential threat to self or others, peritonitis, ARF An abrupt change in neurological status, e.g., seizure, TIA, weakness, sensory loss Cardiovascular imaging, with contrast, with identified risk factors Cardiac EP studies Diagnostic endoscopies, with identified risk factors Discography Elective major surgery (open, percutaneous, endoscopic), with identified risk factors Emergency major surgery (open, percutaneous, endoscopic) Parenteral controlled substances Drug therapy requiring intensive monitoring for toxicity Decision not to resuscitate, or to de-escalate care because of poor prognosis
Our medical-decision making:

To use the elements described in previous slides, they can be summarized here in our chart.

We had 4 problem points, 0 data reviewed and low risk (per the risk chart). Since we do not have any column with 2 or 3 identified, we use the column with the second mark from the left, in our case Low Complexity for MDM.

Building our E/M Level:

We have identified our key components:

History – problem focused

Examination – expanded problem focused

MDM – Low complexity

Remember for an established patient, we need two out of three key components met for that level.

Lastly, some facilities will capture the following:

99070 – Supplies and materials (except spectacles), provided by the physician or other qualified health care professional over and above those usually included with the office visit or other services rendered (list drugs, trays, supplies, or materials provided)

E0190 – Positioning cushion, any shape
POCase013

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Lab Report and Experiment Design

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Formal lab report instructions for the Biology 110 laboratory

Overall assignment:

For Biology 110 you will be submitting one formal lab report for grading this semester. This lab’s formal report must be written in the 3rd person and in the past tense. Their length will vary depending on how concise each writer is, but the paper should be approximately 5 to 9 pages in length, including graphs. The pages are to have 1 inch margins, be double spaced, typed in Ariel or Times Roman 12 pt. and include supporting data (e.g., data tables, graphs, pictures or any other supporting material you wish to include) Each of the section headings must be labeled in your lab report. Skip lines between each section.

Sections

Title:

The title should describe the experiment you are conducting in some detail. You are not allowed to use the title you find in your laboratory manual. The title will be placed on a separate page with your name and the names of your lab mates, date, and course and lab section.

Abstract

The report abstract is a short summary of the report. It should be no more than one paragraph (100-200 words) and should include about one or two sentences on each of the following main points:

· Purpose of the experiment

· Key results

· Major points of discussion

· Main conclusions

It helps to complete the other sections of the report before writing the abstract, as these four main points can be drawn from them.

Introduction

This section should provide sufficient background information to the lab that will allow the reader to understand some of the principles you are investigating. This material can come from what you developed in your pre-lab write-up. It should include a specific statement of the question or problem under investigation, and statements about other goals of the laboratory exercise.

Why is this question important? How does this question relate to the “real world”?

This statement should be two paragraphs in length so you need to do a literature search on the topic(s) and incorporate this information into your introduction. Be certain to cite your sources. Clearly state the purpose of the experiment at the end of the section.

HYPOTHESIS:

The hypothesis section should contain a series of statements of what is to be expected to be observed during the experiment based on the background information you provided in the introduction. These statements should predict the outcome of each experiment or test based on solid scientific principles that you read from your text, the internet or your lab manual. Again, if the prelab was written properly, this section will come from the pre-lab write-up that you worked on prior to the lab. Use the “if…then….because” format.

In other words the hypothesis should convey what you think will happen during the investigation. It differs from a guess in that it is based upon prior knowledge or evidence. It should be supported by previously developed evidence and/or concepts.

For example:

Purpose: The problem is to study the effect of raising the temperature on the volume of a balloon.

Hypothesis: If the temperature of a balloon is increased, then the volume of the balloon will be increased and if the temperature of the balloon is decreased then the volume of the balloon will be decreased, because molecules move faster with increased temperature and move slower when cold. (Smith, 2000, p.54)

Materials and methods:

This section allows others who follow you to conduct the lab. This section includes the process of the experiment exactly as it was done in the laboratory. Usually the procedure is written out in paragraph form, but it may also be written out step by-step in the form of a numbered list. For this class you will provide a one or two sentence summary of the methods and cite the manual as your reference. If you make any changes in the methods they must be clearly described, in detail. No results would be included in this section; only include the procedures carried out. The source of the methods and materials must be provided, or cited, in this section as well.

Results:

This section contains all the results of the experiment, including:

a. Raw data (the weights, temperatures, etc.) organized into graphs or tables. Each graph, table, or figure should be labeled and titled properly. The key to making tables and figures effective is to refer to and explain each one in the body of the paper.

b. Note: required data for the results section:

(1) When writing up this report do not construct a set of raw data tables.

(2) For this particular set of experiments, i.e., the enzyme lab, you are required to produce two sets of graphs for each of the tests you conduct.

(a) A set of graphs expressing the change of absorbance over time and

(b) A set of graphs expressing the change in the rate of reaction over the changes in the specific treatment. For example you must have a plot of the change in the rate of reaction vs. the change in pH.

c. Important results in verbal form. For the main results that will be expanded upon in the discussion section, use complete sentences (i.e. “The percentage of acetic acid in vinegar was calculated to be 4.982 %”). This will help the key results to stand out from all the calculations, tables, and figures that normally dominate the results section.

d. Calculations. Usually, only a sample of each calculation is needed. For example, if the percentage of acetic acid in 10 samples of vinegar has to be calculated and then averaged, write out the calculation for only one of them, then mention that the calculation was repeated for 10 samples and give the average of all 10. Include the proper units for each of your observations in your tables and in the figures (cm. mL, etc.)

Important, do not include your methods in this section and do not discuss any of your results in this section.

An example of a properly constructed figure or graph

The figures presented below are typical as to what you should produce in your formal labs. In these examples you should notice several things:

· the presence of a period after “Figure #”;

· the legend (sometimes called the caption) goes below the Figure;

· units are specified wherever appropriate;

Some other general considerations about Figures:

· Big or little? For course-related papers, size your figures to fill about one-half of a page. Readers should not have to reach for a magnifying glass to make out the details. Compound figures may require a full page.

· Color or no color? Black and white is preferred. If you need to photocopy or fax your paper, any information conveyed by colors will be lost to the reader. Every aspect of your Figure should convey information; never use color simply because it is pretty.

· Title or no title? Never use a title for Figures included in a paper ; the legend conveys all the necessary information and the title just takes up extra space.

· Tick marks – Use common sense when deciding on major (numbered) versus minor ticks. Major ticks should be used to reasonably break up the range of values plotted into integer values. Within the major intervals, it is usually necessary to add minor interval ticks that further subdivide the scale into logical units (i.e., an interval that is a factor of the major tick interval). For example, when using major tick intervals of 10, minor tick intervals of 1, 2, or 5 might be used, but not 4.

image1.png

Bates College, 2012, retrieved from http://abacus.bates.edu/~ganderso/biology/resources/writing/HTWtablefigs.html#examples

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Bates College, 2012, retrieved from http://abacus.bates.edu/~ganderso/biology/resources/writing/HTWtablefigs.html#examples

Discussion and Conclusions

This is the section where you are discussing the results of the test and is the most important part of the report. This is the portion of the report where you demonstrate your understanding of the experiment and of its concepts. The function of the Discussion section is to interpret your findings in light of what you could find out about the subject of the lab investigation. The central idea that you are dealing with is 1) what do you conclude from the experiment and what is the significance of the results. In this section you can use the following ideas to complete this section:

1) What happened in the lab – was your hypothesis right or wrong or how do the results compare with your hypothesis? In other words do your results provide answers to your testable hypotheses?

i. If the results agree, re-explain why it happened, or

ii. If the results do not agree, provide possible explanation(s) why they did not. Do they suggest an alternative explanation of the process you are testing or was there an unforeseen design flaw in your experiment?

2) What you learned in relationship to the purpose of the lab (i.e., this is from the pre-lab write-up)

3) What further experiments might be done to further the study (i.e., this is from the pre-lab write-up)

4) How this applies to what we are learning – what are the real life applications

This is also the place to mention any unanswered questions or any errors that occurred during the lab.

The style of this section should be active whenever possible. Do not include wordy phrases; write concisely and clearly.

This section should be organized to address each of the experiments or points you presented earlier in the results section. Discuss each of the experiments or components in the same order as you presented them earlier in the results section and interpret the results in the context of the context of the problem you are solving. Do not restate the results; if necessary use bridge sentences to refer back to the data in the results section to data that are being interpreted.

Relate your work to the findings or other studies, or material from other internet sites or your text book. Also reference any outside resources used using the APA style format. Finally do not introduce new data or results into this section.

Literature Cited:

Whenever you use ideas from outside sources of any sort you must cite the source of the citation. APA format must be used for this assignment. (i.e., this is from the pre-lab write-up). The literature cited page is an alphabetical listing of the references you cited in the body of the paper or report you have written.

Formal Lab Grading Rubric

Name: _____________________________ Experiment: _______________________

Title and Formatting Instructions (5pts) ______

Is the title appropriate to the experiment? Are all the sections labeled?

Abstract (5pts) ______

This section should include a brief 1 to 2 paragraph statement indicating what was accomplished in the experiment. It should contain the following information:
a. A summary of the research question or problem.
b. A statement of the approach used in the experiment.
c. An overview of the methods involved.
d. An indication of the results or findings.
Introduction (20 pts.) ______

1. Appropriate Background Material – only when necessary (10 pts.)______

· Note: Do not include information that may be purely filler (i.e., material not needed to understand the experiment).

2. Purpose: (5 pts.) ______

3. Hypothesis (expected results – this may be in the results section) (5 pts.) ______

Note: this must be based on scientific facts from your text or other reliable scientific source.

Methods and materials section (10 pts.) ______

Provide enough detail for the reader to understand the experiment without overwhelming him/her. Describe special pieces of equipment and the general theory of the analyses or assays used.

When procedures from a lab book or another report are followed exactly, simply cite the work and note that details can be found there.

1. How will you measure your results – give a brief description (5 pts.) ______

2. Provide a list materials used, how they were used, (5 pts.) ______

and where and when was the work done (especially important in field studies)

Results (20 pts.) ______

Summarize the data from the experiments without discussing their implications. Concentrate on general trends and differences and not on trivial details.

Organize data into tables, figures, graphs, photographs, etc. Data in a table should not be duplicated in a graph or figure

Title all figures and tables; include a legend explaining symbols, abbreviations, or special methods

Number figures and tables separately and refer to them in the text by their number.

1. Data: The data was summarized (10 pts.) ______

2. Data: Is the data complete; are the calculations correct? (5 pts.) ______

3. Data Tables and Figures: Are they numbered and properly titled? (5 pts.) ______

Discussion (30 pts.) ______

This is a very important part of your notebook. It is the place where you make your important observations, and can discuss possible errors or anomalous results.

1. Are the results explained? (10 pts.) ______

2. How do the results compare with your hypothesis? (10 pts.) ______

i) If the results agree, re-explain why it happened (10 pts.) ______

Or

ii) If the results do not agree, provide possible explanation(s) why they did not.

Bibliography (APA or CSE Style only) (10 pts.) ______

1. Correct Format (5 pts.) ______

2. Proper citations within the report (5 pts.) ______

– are all ideas taken from other sources properly cited

TOTAL: ____________

Note: see comment on other side of page

Note: The total number of points awarded will also reflect the following technical problems

Loss of points:

1. The writing is not logical or is ambiguous, especially with pronouns and sequences

2. Excessive mistakes in spelling or grammar

a. Italicize, or underline, all scientific names (genus and species)

b. Spell out all numbers beginning sentences or less than 10 (e.g. “two explanations of six factors”).

c. Write numbers as numerals when greater than ten (10) (e.g., 156) or associated with measurements (e.g., 6 mm or 2 g)

d. Use the metric system of measurement and abbreviate measurements without periods (e.g., cm kg)

3. The paper was written in the first person or the present tense.

a. Keep your writing impersonal; avoid the use of the first person (i.e. I or we)

b. Use the past tense and be consistent within the report (*note: “data” is plural and “datum” is singular; species is singular and plural)

Predicting Violence Potential

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Psychologists and forensic psychology professionals who work in correctional settings often are called upon to assess inmates for their risk of potential harm to others. In many cases, this can be at the heart of evaluations conducted by parole boards, whose job it is to decide if a particular inmate should be released into society. Research on conducting risk assessments and predicting violence potential has shed light on the science and art of such assessments. Empirical data has shown that certain static and fluid risk factors are related to violent acts. Research studies also have concluded that certain instruments can increase the ability of assessors to accurately predict someone’s future behavior.

To prepare for this assignment:

Review the article, “Historical and Personality Correlates to the Violence Patterns of Juveniles Tried as Adults.” Pay particular attention to the assessmentinstruments/procedures and how they are used to determine violence and associated risk factors.
Think about how the results reported in this article might be applied in a correctional setting.
Review the article, “Felony and Violent Recidivism Among Supermax Prison Inmates in Washington State: A Pilot Study.” Pay close attention to the important data and results, and any other key “takeaways” of the study, and consider how the study might be used in a correctional setting.
Review this week’s DVD program, “Application of Psychological Research – Correctional Settings.” Focus on what makes effective and ineffective criterion measures for analyzing recidivism, violent crime, and institutional adjustment.
Using the Walden Library, select a research article related to the assessment of violence potential.
Review the article you selected. Note how the study was conducted, the important data and results, and any other key “ takeaways” of the study.
Consider how the results of your chosen study might be used to predict the violence potential of someone in a correctional institution or who has been released on parole.
The assignment (1–2 pages):
Briefly summarize the research article you selected.
Explain how the potential for violence was assessed and the important data, results, and “key takeaways” from the study.
Explain how a forensic psychology professional might use the results from this study in a correctional setting.

The “Brain Budget”: Keep YOU and Your Most Valuable Asset Fit, Focused, and Fabulous!

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With this new year, we often create new goals and intentions BUT how do we stay on track and make decisions to support ourselves and our health throughout the day? Here is a strategy that I started using with my clients years ago. Now, my friends and I use it too! The “Brain Budget” is simple tool that provides a strong foundation for keeping you and your brain sharp and healthy. This may be familiar to you (similar to the Spoon Theory).

Your Brain Budget categories
Your Brain Budget Categories: Make sure your Deposits are Balanced with your Withdrawals for Peace and Health! Design credit (c) Melissa Wolak melissawolak.com

What is the “Brain Budget”?
The Brain Budget is a prioritization system used to maximize energy and create space in the day for healthy lifestyle activities, to find joy and be productive. It facilitates prioritizing consciously and being more present with increased focus by spending “Brain Dollars” more mindfully.

“Brain dollars” are essentially a way to quantify your valuable time and energy. By balancing your spending and creating reserves we decrease effects of chronic stress, inflammation, and disease while maintaining well-being. In my line of work, I notice that our “Brain Dollars” are not frequently taken into account when making plans, schedules, and goals.

How Do I Use the Brain Budget Tool?
When creating your Brain Budget there are multiple areas of life to take into account with the following questions. To make this easier to take stock of your Brain Budget categories, you can download the Brain Budget Tool here >>

Brain Budget Deposits:
Think about your answers to these questions; then write them down on the Brain Budget Tool.

What gives you energy?
Who gives you energy and support?
What things will you do today that will make you feel grounded, nourished, energized, happy?
Examples of tasks related to the Brain Budget categories are found on the Brain Budget Tool – click on the link to download it now, if you haven’t already!

Question: Can you add any more deposits to your day?
Brain Budget Withdrawals:
What costs energy and doesn’t seem to give back?
What actions are depleting, make you tired, create frustration or resentment, and make you feel overwhelmed?
Question: Can you complete these actions more efficiently, delegate, and limit or even change the timing?
As you plan your days and weeks, ask yourself:

What is an investment for you, your family and your health?
Investments are things that modify your work or save you time and effort, like using a system for organizing your work.
Investments are also things that you do for your health, increase your joy, relax you, and fill your soul, like exercising or going on vacation.
Are there any activities that are depleting you that you can let go of (temporarily or permanently)?
What are your non-negotiable deposits (what you really need to keep yourself feeling good)? This is personal and will vary. It may be 8 hours of sleep (or a 20-minute nap), breakfast, exercise, being in nature, writing in a journal, your morning cup of coffee…really think about this and list at least 5.
Next Steps:
Once a week, look at your entire week and your brain budget. You want to ensure that you have the brain dollars and reserves to do what matters most! It may be leading a meeting on Friday, holding a sleepover party at your house, having a great date with your partner, or training for an upcoming race.
Balance your withdrawals and deposits – you do not want to be “in the red” or losing brain dollars on a daily basis. This chronic over-spending can result in debt and eventually bankruptcy or in other words – illness, brain fog, weight gain, or insomnia.
The goal is balancing our “Brain Dollars” and I want to support you in this endeavor to keep YOU and your brain fit, focused, and fabulous. To take this awareness further, check out my blog at MelissaWolak.com and try this exercise using the Brain Budget Tool!

How to Cite this Blogpost in APA*: Wolak, M. H. (2018, January 23). The “Brain Budget”: Keep YOU and your most valuable asset fit, focused, and fabulous! [Web Log Post]. Retrieved from https://nursingeducationexpert.com/brain-budget/ *Citation should have hanging indent
Guest Author Bio:
Melissa H. Wolak, MS, CCC-SLP is a transformation coach and speaker providing education and empowering strategies to support functional, healthy lifestyle changes, resiliency, productivity, and wellbeing. She supports the goal to live in more alignment and vitally by decreasing the effects of chronic stress and optimizing your brain’s potential while preventing cognitive decline and disease. Her work is influenced by her 20 years of experience as a speech-language cognitive therapist and facilitator of support groups while working in the medical and educational settings with additional training in the areas of Food as Medicine, Memory, Mindfulness, Anxiety and Stress Management.

To read her latest “brain changer” posts and find out more about Melissa, check out her website: melissawolak.com.

And, in case you missed them, you can also check out her other guest posts on the Nursing Education Website that are sure to help you be your best self!

Enjoy More and Stress Less this Holiday with One Powerful Strategy

You can schedule an appointment or email Melissa at melissa@melissawolak.com

Level of Air pollution and Health risk

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Air pollution simply concerns contaminants in the atmosphere. The source of contaminants can be natural or from human activities. Effects of air pollution to human health is always the main focus in studying the issue (Tabaku, Bejtja, Bala, Toci, and Resuli, 2010). Air pollution is not a modern problem. It started when fire was invented, which produced a lot of smoke in the air that chocked them especially those who inhabited caves. The history of the phenomenon of air quality and pollution started with smoke and it was a major environmental problem. During this time humans depended on burning wood and coal. One of the earliest recorded environmental concern on air pollution was in 1273 when the King of Old England forbade the use of all impure coal because it produced a lot of smoke, suit, and sulphur dioxide when burned. During the industrial revolution in 1873, air pollution became an environmental health concern in England when smoke and fog was linked with the death of 700 Londoners (Anderson, 2009). In 1956 the British parliament passed into law clean air act after a disastrous smog killed 4000 people. Due to strong legislative action, there is a much better air quality in London today. Air pollution and lungs and heart problems go hand in hand. In 1911, Pittsburg city and St. Louis city had industries that utilized great quantities of coal and produced massive smoke. During that time the city residents started developing smoke irritation conditions in their respiratory system (Anderson, 2009). The epidemiological effect air pollution are non-communicable diseases (NCDs) which include cancer, chronic respiratory illnesses and cardiovascular diseases. The World Bank (2011) reported that over 80% of China’s annual deaths are caused by NCDs. The report further indicates that 68.6% of the ailing population in China have NDCs and that the trend was increasing sharply. Chronic obstructive pulmonary diseases (COPD) and lung cancer are among the leading NCD in China (Matus, et al.,2011). COPD and lung cancer are primarily caused by exposure to tobacco smoke and general air pollution like exposure to dust, gases and fumes all of which are air pollutants. Studies of COPD indicate that large cities have higher rates COPD than rural areas (Dadvand, Rankin, Rushton, and Pless-Mulloli, 2011). This has been attributed to air pollution since pollutants inhaled daily slowly interfere with normal growth of the lungs. In addition, industrial waste gases like sulphur dioxide and nitrogen dioxide have been discovered to cause COPD and asthma (Cisneros et al., 2010). One of the leading causes of COPD in developing countries, especially in women, is smoke from cooking fire from organic fuels like firewood and dry dung that pollutes indoor air. Environmental exposure to tobacco smoke (ETS) alone accounts to about 80-90% of all the COPD cases (Wang and Zhao, 2011; Pope III, 2011). It is also the leading cause of extra-pulmonary diseases like lung cancer. Lung cancer is one of the diseases that concerns environmental health because its control greatly depends on air quality. Apart from ETS, other environmental exposures that causes the disease include frequent inhalation of radon gas, which is mutagenic and carcinogenic, and exposure to suspended particulate matter (Wang and Zhao, 2011; The World Bank, 2011). Particulate matter concentration in the air has been discovered to have direct relationship with cancer prevalence. For instance, studies by American Cancer Society discovered that for every increase of 1% of particulate matter exposure the risk of lung cancer development increases by 14%. Air pollution also causes other pulmonary related cancer apart from lung cancer (Wang and Zhao, 2011; Matus, et al.,2011;The World Bank, 2011). For instance, inhalation of asbestos fibers causes mesothelioma, which is a pleura cancer. Lastly, air pollution can cause other pulmonary disease that are non COPD. For example, excessive exposure to silica dust causes silicosis, which is a restrictive lung disease.

Nursing care plan for uti-sepsis. the patient is also on neutropenic precaution.

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View a feature-lengthlive-action first-release American film (no documentaries, rereleases or animated films) by a notable director with an original American theatrical release date between 1940 and 1969* (films not meeting these criteria will earn a zero for this assignment). Such a list for example would include films directed by Frank Capra, George Cukor, John Ford, George Stevens, Preston Sturges, Billy Wilder, or William Wyler. These are just suggestions, but not a comprehensive list of possibilities. For a much more extensive list, you might want to visit http://www.filmsite.org/directors.html. This source is solely to help you select a director and film. It is not to be used for paper content or research. You are not permitted to use any other sources or other films in preparing your paper. This is not a research paper. This is entirely your own work; it is your own analysis of filmmaking elements as employed in a film. It will demonstrate your understanding and ability to recognize these methods. It is also not a traditional essay given that you will use the four-step process to detail your understanding.
You will use the four step process throughout sections one & two. Examples are available in the ?Four-Step Process? document located in this assignment folder. Number each step (1), (2), (3), (4), within a single paragraph as you explain each element. So every four steps should appear in one paragraph. Your numbers are internal in the paragraph at the beginning of each step. Each paragraph will only refer to one filmmaking technique or one performance choice. Refer to the Four-step Process document for explanation and example.
Remember, you are not writing about what the shot shows. Please refer to the ?All Shots Show Things? document under Week One>Additional Materials.
*The following films are excluded for consideration and thus may not be used for this paper:
Psycho
Vertigo
The Birds
Citizen Kane
Rear Window
Strangers on a Train

Just like using a film outside of the release date window, submitting any of the above films will earn a zero for the paper.
Section One: (You will not employ this section heading in your paper; this is solely to separate the requirements on this assignment sheet).
Do not write an introduction or conclusion. I?ll know the film from your title. Get right to a scene and filmmaking observation using the four steps. Comment in each paragraph on only one specific filmmaking aspect in that scene. You may only draw elements from these general areas:
Cinematography (camerawork, composition, & style are potentially viable options, but you may not use the 180? rule or shot reverse shot, which is derived from the 180? rule )
Lighting
Editing
Sound (You can include Music, but only if you are skilled in musical terms; you may not discuss silence (the absence of sound).
Color
Write about what you have learned and understand. You don?t need to comment on every filmmaking technique from the above list, but you may not repeat an element in another paragraph.
You must briefly identify a scene for each element. You are not writing about the film as a whole. One to two sentences at most for step 1. This is solely for the purpose of identifying the scene within the timeline of the movie. Your emphasis needs to be on how the story is being told rather than what the story is. Think about how things work and why. What filmmaking techniques, outside of the story, did the filmmaker employ to elicit those responses in you?
Restrictions for Sections 1 & 2:
Do not use the title sequence.
Do not write about the story/plot or themes.
Do not reference dialogue; that?s in the script.
Do not write about CGI or animation (live action only).
Do not reference box office numbers or awards.
Do not explain why you chose the film.
Do not discuss any other film or book in relation to this film.
Do not write that the camera position is designed to make you feel like you are in the movie. The audience does that with the willing suspension of disbelief.
Do not combine techniques or mention multiple techniques in one four-step process.
10. Do not repeat a technique in a subsequent four-step process. For instance, if you use a low-angle shot in one scene example, you can?t use low-angle shot from another scene for an additional four-step process. You have to write about different filmmaking techniques.
Analyze each filmmaking element that you select using the four-step process detailed in the assignment folder.
You must briefly identify a scene for each element. One to two sentences at most.
Identify one filmmaking element in that scene. Only one sentence is to be used.
Express an opinion about what it communicates in and of itself?not what it shows.
Explain how it technically works to communicate what you suggest.
Each paragraph will have four steps. You?ll need at least 4 to 5 paragraphs to complete section 1.
Section one needs to be at least one full properly formatted page. Please note it is always safer to write more than the minimum in case something is disallowed and you wind up being short.
Section Two: (You will not employ this section heading in your paper; this is solely to separate the requirements in this assignment sheet).
Now that you have commented on the specific film you viewed, see if you can draw some conclusions about specific work of the director in this film and one of the main on-screen actors or actresses. For example, let?s say you watched the 1969 film Easy Rider. Identify and comment on Dennis Hopper?s efforts as a filmmaker. Write about a specific scene for each filmmaking element you select.
Don?t discuss the plot. Support your opinion with screen evidence from this film. Discuss his direction. Use the numbered four-step process as in section 1.
Then discuss the work of one lead actor within one scene, citing one performance choice per paragraph (the actor has three tools?refer to Content Week 5 on acting) that Peter Fonda uses to create his character. What do we see on screen? You have to specifically describe what he does using physicality, voice or timing. If you were to write that Fonda looks sad in a particular scene that would be your interpretation of the choice(s) he makes to convey that emotion. That won?t be enough. How does he communicate sadness? What performance choice does he use and how does it communicate sadness? Use the numbered four-step process as in section 1 to identify and explain each performance choice that you select.
Remember, this is not a research paper. You are not allowed to use other sources. You are applying what you?ve learned to evaluate a film element. I am interested in what you have learned, not in what you can repeat by reading up on that film or the filmmaker. In fact, that would be off task and result in a score of 0. Any similarity number outside of what would normally occur with the citation will result in a 0. No additional sources are permitted.
Section Two also needs to be at least one full properly formatted page.
Section Three: (You will not employ this section heading in your paper; this is solely to separate the requirements in this assignment sheet).
You will use this heading: ?My Criteria for Quality in Film.? Under that heading, propose five general statements indicative of your personal taste in movies. These criteria should encompass all films that you consider having quality. They are not solely focused on this film; however you may certainly use this or any film to support with an example. These statements should appear as a list and be numbered (1) through (5), and they should be written as complete sentences and/or a short paragraph. It might be useful to introduce each statement with such language as ?Excellent movies feature,? or ?A movie is more likely to be good if it employs,? or ?A characteristic of high-quality cinema is.? (For example, if you liked the acting because it was realistic and you liked the script because it had a happy ending, you could propose these two statements as criteria for quality: ?(1) Excellent movies feature realistic acting. (2) A movie is more likely to be good if it ends happily.? You must explain your answers. Do not just put something like ?Good movies feature good acting.? The point here is for you to think about?and then explain?what such quality words as good, excellent, and effective actually mean. You will be adding more items to this list with the second paper, later in this course. Your numbering for this section should line up with the 1? margins.
Total Paper Length: Three full pages minimum ? Four pages maximum. This count does not include the film citation. Shortages or overages will be penalized. Under or over will result in a maximum possible score of 70. Any issues with the paper will be deducted from the 70.
Citation: You must cite the film per the MLA document posted under Content>Course Resources>Writing Resources. This is your style sheet. You will need to do this manually and not employ services to automatically format the citation. Services are frequently incomplete. Do not use a citation block provided in Word. A citation copied and pasted that prevents comment isolation will be disallowed and penalized. Do not put the film?s citation on a separate page. Place it immediately following your Quality Film Criteria.

Submission: Must be submitted as a Word? document. The file extension must be .doc or .docx. If you submit as any other document instead of Word, it will be considered as no submission. Post in your Paper One assignment folder. It is safest to post drafts in the assignment folder as you write. The folder is set up for unlimited submissions but will only keep the latest submission. If you don?t have something in the folder, I no longer have access to it to upload your evaluation. And if something comes up and you are unable to finish your paper, at least you would have something in the folder to earn some points. Failure to submit a timely paper for any reason will result in a 0 for the assignment.

If LEO is problematic, you may email it, provided it is date stamped by the due date and you previously posted a draft in the assignment folder to give me access to the folder. Be aware that date stamps are assigned when processed and not when submitted so do not wait until the last minute. Email submissions date-stamped Monday, April 10 or after will receive a zero for the assignment, so make sure you submit something on time to earn some points. If you email, make sure that you look for a reply email from me acknowledging receipt. The fact that you emailed it does not mean it transmitted successfully. Don?t procrastinate until the night of the due date; that?s when problems arise.

Originality: I will submitpapers to Turnitin to verify originality. You may not use other sources for this paper. Papers with similarity scores indicating source appropriations of verbatim or paraphrased material other than citations will receive a zero for the assignment. This is solely your work! There?s no reason for you to process it through Turnitin because you aren?t permitted to use any other sources for this paper, so you have nothing to check. If you were to make an attempt at Turnitin through another avenue and it triggers a similarity index when I submit it, you will still receive a zero for the paper. Just do the job properly; don?t use other sources.

Grade Value: 10% of final grade

Formatting Criteria:

No title page
1? margins top, bottom, left and right.
Number your pages in the lower right corner
12 pt. Times New Roman font (normal, not expanded or condensed).
Do not place anything in headers or footers (aside from page numbers)
Upper right corner ? Your name, course & date three lines single-spaced (0 pts. before and 0 pts. after, under paragraph formatting in Word) first page only.
Skip one line
Film Title (centered & italicized)
Skip one line
Begin your Paper Double-spaced (0 pts. before and 0 pts. after, under paragraph formatting in Word)
Indent paragraphs ??
No line spaces or section headings (aside from ?My Criteria for Quality in Film?) between paragraphs.
Cite only the movie at the end of your paper per MLA standards (handout under Course Content>Course Resources>Writing Resources)
Spelling checked with www.m-w.com

Writing Notes:

? Proof your work aloud. You will catch grammar issues that a silent read will miss.
? Spell-check will not catch misused words that are spelled correctly (e.g. then vs. than).
? Double-check the formatting requirements before submitting your paper for grading.
? Film titles are italicized.
? Film references are written in the present tense.
? Employ active voice rather than passive voice.
? Maintain subject-verb agreement.
? Keep your sentences to the point. Communicate. At these margins settings, if your sentence extends to three lines, think about revising it. If it extends to four lines, revise it.
? Support your opinions with screen evidence and explain in detail how the choice functions to evoke the feeling or communicate the message that you suggest.

International Management: Managing Across Borders and Cultures, Text and Cases

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Hi, I need a case analysis about an article in this book. International Management: Managing Across Borders and Cultures, Text and Cases (9th Edition) If you dont have this book, you cannot do this assigment. Please make sure you have the book before making a bid. The article is: Hailing a New Era: Hair in Japan, Page PC2-II before Chapter 6. Please do a 2 page case analysis with professional font.