Answer the follow questions from the “CERA Cerenity Toilet Sanitizer Final Report.docx” base on the information in the rest. Answer the follow questions from the “CERA Cerenity Toilet Sanitizer Final Report.docx” base on the information in the rest.
Answer the follow questions from the “CERA Cerenity Toilet Sanitizer Final Report.docx” base on the information in the rest of paper(findings.etc) and the “Cerenity.pdf” in one page
Interpretation of Results
1.Is there a market for Cerenity in the US? Back up your opinion with your findings.
2.How does the US market for Cerenity differ from the Indian market?
3.What adjustments, if any, would you recommend making to the product before launching in the US?
4.Compare and contrast your findings by research method. Were your findings consistent? Explain.
5.What concerns do you have about the research you collected?
6.What additional research would you recommend before a product launch?
Also, make a PPT slide for presentation.
Discussion Question: Using the Tool Kit in the learning materials, describe from
Using the Tool Kit in the learning materials, describe from the set of criteria you will use to guide and determine the prioritization process upon community health assessment analysis.
I’ve attached two links both l will lead you to the tool kit, I attached two links just incase one doesn’t work you have a backup.
NRS 450 Community Health Distel 2018 Community Assessment Worksheet GUIDELINES FOR A
Answer the follow questions from the “CERA Cerenity Toilet Sanitizer Final Report.docx” base on the information in the rest NRS 450 Community Health Distel 2018
Community Assessment Worksheet
GUIDELINES FOR A WINDSHIELD SURVEY
GUIDELINES FOR A WINDSHIELD SURVEY
Use a map. Google Maps or similar services are an excellent resource
Drive at a moderate speed, and avoid unexpected actions
Drive both on major and minor streets, particularly in residential neighborhoods. You’ll want to get a sense of different parts of neighborhoods and different streets.
Pull over at regular intervals to make notes. DO NOT WRITE OR TAKE PICTURES WHILE DRIVING. AVOID DISTRACTED DRIVING AT ALL TIMES.
Try to be inconspicuous, but if asked what you are doing be honest.
GUIDELINES FOR A WALKING SURVEY
Study a map beforehand
For safety sake, we recommend that you do not perform any part of the windshield survey alone. Try not to take more than 2 people. Two or three people walking together are a normal group, but five or six is a crowd, and stands out. Plan to perform the windshield survey during daylight hours only.
If you want to experience the community, take part in everyday activities. Take public transportation, eat in a local restaurant, buy something in a drugstore or supermarket or discount store. This will give you a chance to listen to people’s conversations and to get a sense of how they interact.
Go inside public buildings and cultural institutions
If you have the time, combine the windshield and walking survey techniques over several trips in order to get a feel for the daily variations – try to alternate the time of day, if possible.
As always, please consider your safety in completing the survey. Chose a different day to go if there are poor driving conditions, and do not go into areas that feel unsafe.
You will note that the survey asks you to talk to residents: please do not leave this step out! The people in the community know more about it than you can learn from walking/driving through. Be sensible about whom you talk with and what is going on around you, and be respectful. You may find varying perspectives from different members of the community – this adds to the depth of your findings.
Common sources of data to supplement the windshield survey include: US Census data, Chamber of Commerce, community libraries, social service agencies, RTD, US Department of Labor, your state Department of Public Health and Department of Education, police and fire departments, local public health agencies, local stores.
You must address each required subsection of the survey, but the questions that are included on the worksheet are to be used as a guideline only. You might want to include additional information to address your specific location.
Adapted from Anderson & McFarlane (2011) Community as Partner: Theory and Practice in Nursing, 6th ed. Lippincott, Williams & Wilkins
Use this tool to complete the windshield survey
Windshield Survey Worksheet
I. Community Core
1. History–Is there any pertinent history for your location (e.g., old, established neighborhoods; new subdivision)? Is it a rural, suburban or urban community? What is your feel of the population density?
2. Demographics–What is the population of the community? Has the community experienced a recent increase or loss of population (in-migration versus out-migration)? What are the age, gender and racial distribution of the community? Can you find birth and death rates for the community?
3. Ethnicity–Do you note indicators of different ethnic groups (e.g., restaurants, festivals)? What signs do you see of different cultural groups, if any? Is there a predominant culture?
4. Religion–Are there churches, mosques, temples? Where are they located within the community? Any religious schools? Is there evidence of religious homogeneity or diversity?
1. Physical Environment–How does the community look? What is the age and condition of the majority of housing? Do housing conditions vary in different parts of the community? How is the land used (open space, residential, agricultural, commercial, industrial)? Is there any evidence of pollution (water, soil, air) or environmental concerns (rodents, trash)? What is the size (e.g., square miles, blocks)?
2. Health & Social Services–What are the major causes of morbidity and mortality? What is the infant mortality rate and teenage pregnancy rate? Are there any ’traditional” healers (e.g., curanderos, herbalists)? Are there clinics, ambulances, hospitals, practitioners’ offices, home health agencies, urgent or emergency care centers, nursing homes, social service facilities, mental health services?
3. Economy and Safety–Do you see signs of economic growth such as real estate signs or new construction, remodeling or street repair? Do you see signs of community decline such as trash, abandoned cars, graffiti or rundown housing?
Are there industries, stores, places for employment? What occupations (retail, industrial, farming, service, government, tourism or unemployed) are represented in the community? Where do people grocery shop, inside or outside of the community?
Is there a difference in types of stores available in different neighborhoods or parts of the community?
What is the unemployment rate? What types of protective services are there (e.g., fire, police)? What types of crimes are committed here? What is the geographic distribution of crimes? Are there any signs of neighborhood watch programs?
4. Transportation –How do people get around? What type of private and public transportation is available? Do you see buses, bicycles, taxis? Are there sidewalks, bike trails? Is getting around in the community possible for people with disabilities?
5. Politics and Government–What is the local governmental jurisdiction of the community and how is it organized (e.g., elected mayor, city council with single member districts)? What services does the local government provide to residents?
6. Public Health–What is the local health department? How big is the agency and what population does it serve? What services are provided?
7. Education–Are there schools in the area? Do they look well-maintained and how are they rated academically? What are the drop-out rates? How far are the schools from the center of the community? Are there any school health services? Are there any higher-education schools available in the community? Are there any libraries?
8. Recreation–Where do children play? What are the major forms of recreation? What facilities for recreation do you see? Are there any movie theatres, bowling alleys or amusement parks in the area? Are there any recreation programs aimed at specific groups such as seniors or preschoolers?
The Residents–How do people feel about the community? What do they identify as its strengths? Do people feel safe? Any problems that they see in the community? Any changes they would like to see made? Ask several people from different groups (e.g., old, young, field worker, factory worker, professional, minister, housewife) and keep track of who gives what answer. DO NOT AGGREGATE YOUR INTERVIEWS. STATE WHO SAID WHAT. Attempt to gain interviews from people whom you believe might be “stakeholders”, if possible.
2. Your Perceptions–General statements about the “health” of this community.
What are its strengths or assets?
Upon completion of the windshield survey, what health- related problems can you identify for this community? (Be specific)
Note: Supplement your impressions with information from the census, police records, school statistics, chamber of commerce data, and health department reports, and so on to confirm or refute your conclusions. Tables, graphs, and maps are helpful and will aid in your analysis.
Cite all sources per APA guidelines
Windshield Survey Scoring Rubric Updated 03/2018 4
Syllabus – NRS450, updated: Jan. 2013 1[supanova_question]
– Assessment Task 2: Case Scenario Word Count: 2000 words +/- 10%
Assessment Task 2: Case Scenario
Word Count: 2000 words +/- 10%
Format: Report style, with introduction and conclusion. A cover sheet is not required.
For this assessment task, you are required to write a 2000 word report answering the questions from the scenario. Heading, subheading, in-text references/citations and reference list will not be the part of the total word count. You will need to explore the pathophysiology, pharmacology and psychosocial aspects of the scenario and demonstrate your understanding in the answers you provide. Your answers should be informed by your reading of current research and literature.
A report format includes an introduction and conclusion, but headings and subheadings are used in the body of the text. Use the question you are answering as your heading. Do not use dot points (except medication table) for your answers. Do not write in the first person. Appropriately referenced and labelled tables, diagrams or images may be used in the body of the paper but will not be counted towards word count. You may produce a table (question 2.2 – medications) for your answers.
Use APA 7th referencing throughout your assignment. References must be current, preferably from the past five years. You are required to cite no less than 22 references, and the majority of these should be current Peer reviewed journal articles. We are looking at information informing current clinical practice, and your choice of references must reflect this.
Consider the quality of the references you use. Wikipedia, Web MD, the Better Health Channel and blogging websites are not acceptable references. Any non-reliable sources in your reference list will not count toward the number of required references, and this will result in a loss of marks. At this point in your BN you are expected to engage with best practice literature. References that are not written in English are not acceptable to be used as references for this task.
Criteria for grading
Marking of this assessment task will be undertaken by academic and teaching staff. Pre and post moderation will be undertaken for this assessment task as per University guidelines.
The marking rubric for the assignment is provided on Moodle. Marks will be allocated for each section according to the rubric. Use the rubric as a guide when writing your assignment to identify the depth of the answer expected.
Sandra Bullock, 39 years of age is seeing a GP, where you work as practice nurse. Over the past 3 weeks, Sandra has noticed significant tiredness, palpitations, and tremor. She has also noted that she is always feeling hot, ‘even when others are feeling cold’. She has lost 5 kg in weight over the past 2 weeks without any effort or exercise. She has also noticed a swelling over the front of her neck. On direct questioning, Sandra has noticed her eyelids are ‘a bit puffy’ and friends have commented that she often looks like she is ‘staring’.
Sandra is a mother of 5 children and lives in suburban Melbourne. Sandra works as a Real-Estate Manager. She has been married to Frank, who is an electrician, for 18 years.
Sandra has been suffering from type 2 Diabetes and rheumatoid arthritis for the past two years. She takes metformin (APO-Metformin XR 500 mg tablet daily) and glipizide (Minidiab 5 mg half a tablet daily) to control her diabetes and Ibuprofen (APO-Ibuprofen 400 mg one table daily) for joint pain. She does not get enough opportunity to exercise and depends on “takeaway” for her lunch and eating snacks and ice cream. She states that she often forgets and does not take her medication regularly. Sandra also smokes 5-6 cigarettes daily.
Her mother and older sister were both diagnosed with T2DM in their early 50’s. Her mother also has Hashimoto thyroiditis.
Sandra is quite “stressed” about her ongoing conditions and the recent development of other symptoms.
The examination findings of Sandra are as following –
BMI: 29 m2/kg
Blood Pressure: 140/90 mmHg
Pulse rate: 105 beats/min, irregular
Respiratory Rate: 22 breaths/minute
Temperature: 37.7ºC tympanic
SpO2: 97% on RA (Room Air)
A smooth, mildly enlarged thyroid gland with a bruit (increased blood flow in the thyroid gland), mild proptosis
eyelid retraction bilaterally
brisk reflexes, and a fine tremor.
Sandra’s blood tests reveal –
Full blood examination (FBE): haemoglobin: 125 g/L (reference range: 120–150 g/L)
White cell count: 11.5 X10^9/L (reference range: 4.0–10.0 X 10^9/L)
neutrophil: 8.0 X 10^9/L (reference range: 2.0–7.0 X 10^9/L)
lymphocytes: 0.8 X 10^9/L (reference range: 1.0–3.0 X 10^9/L)
Platelet: 250 X 10^9/L (reference range: 150–400 X 10^9/L)
Free T3 = 15 pmol/L (reference range 3.5 – 6.0 pmol/L)
Free T4 = 75 pmol/L (reference range 10 – 20 pmol/L
TSH = 0.02 (reference range 0.500 – 4.2 IU/L
TSH-Receptor antibody (TSH-RAB AB) = positive and significantly elevated.
Antithyroid peroxidase (anti-TPO) and antithyroglobulin = negative or low titre
Part 1 Questions
1.What underlying endocrine condition is indicated by Sandra’s blood test, as well as the signs and symptoms (clinical features) she is experiencing? Describe the pathophysiology of the condition. You need to explain the following aspects in this section and link them to Sandra:
1.1 Identify the underlying condition
1.2 Interpret Sandra’s blood test results and clinical features, and link back to Sandra
1.3 Include at least 4 risk factors relevant to Sandra
1.4 Explain the pathophysiology of the specific condition Sandra is suffering from, making links to Sandra throughout
1.5 Explain at least 5 complications of this condition that are relevant to Sandra
Part 2 Questions
Further blood test results reveal that Sandra’s blood glucose level (BGL) is 12.9 mmol/L [3.9-6.1 mmol/L]; HbA1c: 9% [normal <6.5%].
Sandra’s GP referred her to an Endocrinologist. Her conditions, blood test results and medications were reviewed by the specialist. Sandra was advised to stop metformin and prescribed Tab
Sitagliptin (Januvia) 50 mg daily in addition to glipizide 5 mg (Minidiab) half a tablet daily. The Endocrinologist also added Tab Carbimazole 5 mg daily for managing her recently developed signs and symptoms, and the related Endocrinological condition.
2.1. Identify 4 risk factors potentially causing Sandra’s high BGL and HbA1c. Discuss how each risk factor affects BGLs and HbA1c.
2.2 Discuss the three medications Sandra is prescribed by the Endocrinologist. Include in your answer the action, complications, relevant side effects and relevant nursing considerations linked to Sandra’s situation.
2.3 Explain five complications that Sandra could experience if her blood glucose level (BGL) and HbA1c remain high.
2.4 Identify and briefly discuss four preventive measures Sandra could use to reduce her risk of developing complications related to T2DM.
Add a conclusion in your own words (no new reference should be added in the conclusion)[supanova_question]
Jessica is a 30-year-old immigrant from Mexico City. She and her husband
Jessica is a 30-year-old immigrant from Mexico City. She and her husband Marco have been in the United States for the last three years and have finally earned enough money to move out of their Aunt Maria’s home and into an apartment of their own. They are both hard workers. Jessica works 50 hours a week at a local restaurant and Marco has been contracting side jobs in construction. Six months before their move to an apartment, Jessica finds out she is pregnant.
Four months later, Jessica and Marco arrive at the county hospital, a large, public, nonteaching hospital. A preliminary ultrasound indicates a possible abnormality with the fetus. Further scans are conducted, and it is determined that the fetus has a rare condition in which it has not developed any arms and will not likely develop them. There is also a 25% chance that the fetus may have Down syndrome.
Dr. Wilson, the primary attending physician, is seeing Jessica for the first time, since she and Marco did not receive earlier prenatal care over concerns about finances. Marco insists that Dr. Wilson refrain from telling Jessica the scan results, assuring him that he will tell his wife himself when she is emotionally ready for the news. While Marco and Dr. Wilson are talking in another room, Aunt Maria walks into the room with a distressed look on her face. She can tell that something is wrong and inquires of Dr. Wilson. After hearing of the diagnosis, she walks out of the room wailing loudly and praying aloud.
Marco and Dr. Wilson continue their discussion, and Dr. Wilson insists that he has an obligation to Jessica as his patient and that she has a right to know the diagnosis of the fetus. He furthermore is intent on discussing all relevant factors and options regarding the next step, including abortion. Marco insists on taking some time to think of how to break the news to Jessica, but Dr. Wilson, frustrated with the direction of the conversation, informs the husband that such a choice is not his to make. Dr. Wilson proceeds back across the hall, where he walks in on Aunt Maria awkwardly praying with Jessica and phoning the priest. At that point, Dr. Wilson gently but briefly informs Jessica of the diagnosis and lays out the option for abortion as a responsible medical alternative, given the quality of life such a child would have. Jessica looks at him and struggles to hold back her tears.
Jessica is torn between her hopes of a better socioeconomic position and increased independence, along with her conviction that all life is sacred. Marco will support Jessica in whatever decision she makes but is finding it difficult not to view the pregnancy and the prospects of a disabled child as a burden and a barrier to their economic security and plans. Dr. Wilson lays out all of the options but clearly makes his view known that abortion is “scientifically” and medically a wise choice in this situation. Aunt Maria pleads with Jessica to follow through with the pregnancy and allow what “God intends” to take place and urges Jessica to think of her responsibility as a mother.
Regarding the theories of moral status in the case study this week, you should address the five theories of moral status:
2 Case study Sahara Chandler Capella University Intro to Addiction theory Dr.
Intro to Addiction theory
Juan medina is a 23-year-old Hispanic male who lives with his girlfriend and his son. He dropped out of school in 10th grade due to poor academic performance that was complicated by learning disabilities. He participates in distribution of drugs for street gang, unstable income, close to mother who lives nearby and father is deceased. He is not close to sibling who live in different states and has no religious affiliations. Began drinking alcohol at the age of 12 and smoking marijuana at age 13. Continues regular use of marijuana and occasional use of heroin. Experiences mild to moderate withdrawal symptoms from heroin but avoids regular use. Has been ordered to seek treatment for his use of heroin or go to jail.
Application of disease models
Disease model of addiction focuses mostly on a user’s loss of control, which is caused by substance abuse. It suggests that addicts do not have the power to stop their substance use on their own without the necessary help and treatment (Pickard, 2015). Juan is an addict as he goes into withdrawals due to lack of heroin in his system. He also Spends excessive amounts of time and resources in obtaining and using the substance therefore working with the local street gang distributing drugs. Ten years into using and dealing with drugs concludes that Juan is an addict. According to disease models, addiction is a brain disease and therefore he requires help in order to be able to fight with his disease.
Disease model of addiction recognizes that adequate treatment is very possible to addicts. Therefore, as Juan is an addict of ten year, he therefore should seek help from a rehabilitation center. Inpatient treatment will work best as Juan lives in a community that sells drugs and considering his history of participating in distribution of drugs, he should be away from the community. Recovery consists of developing and maintaining complete abstinence from all addictive substances and activities. Abstinence arrests the addiction disease and once arrested it remains dormant. Therefore, peer support is needed to support Juan in his recovery journey. Research shows that peer groups help in overcoming many disorders and diseases. Addicts share their personal experiences and recovery and this gives them hope and inspiration to avoid the addiction.
Sociocultural factors and disease models
Sociocultural factors affect the perception of users of drug substances either directly or indirectly. Cultural beliefs and influences can play a role in the way addiction to drugs or alcohol develops. The impacts of socio-cultural influences is a strong factor in addiction developing as the shared values and beliefs of any group always guide the actions and behavior of its immediate members (Frank, 2017). If a culture allows drinking or drug use, members of that culture become more prone to addiction. Juan lives in a community where drug abuse is not a problem. At the age of 12 a child is not supposed to know where to get or how to use drugs but because it’s a common practice in the neighborhood he ends up using.
Media as a sociocultural factor
Media is a tool that is mostly used in passing information to young people. The hip hop industry in particular makes the idea of drinking, smoking marijuana and drug abuse as a desirable state of affairs. The young people don’t tend to see the negative effects in whatever the socialites do but rather as a positive thing that they would like to experience. The same media don’t also appreciate reform tactics like rehabilitation centers but rather view it as “lame” and consider people who get clean as lame. This may affect the perspective of a client about reforming because they don’t want to be seen as lame. Therefore, follow up after rehabilitation is important.
Factors that contribute to the addictive behavior
The disease model of addiction describes addiction as a disease with environmental, genetic, neurological, and biological sources of origin. These are the factors that contribute to addiction. Home or school environment may lead to addiction as in an environment that people smoke or do drugs, a person is also likely to follow the lead of the elders hence becoming a drug addict (Thombs, 2019). Also, genetically, someone with parents who were addicts may be more prone to addiction due to their generic make up than others. people have varying levels of abilities and brain function to control impulsive urges with rational thought thus neurological. Therefore, some people are more prone to addiction than others.
Factors that help in overcoming the addiction
Disease model of addiction describes several factors that may be helpful in overcoming addiction. One of them is rehabilitation. Inpatient treatment involves patients living in the rehabilitation centers which are controlled environment for drug abuse. In out outpatient treatment people commute from their houses to the rehabilitation centers. These two treatments are the key to successful reforming. Also, peer support is important as it enables patients to share their stories and give out their experiences. This is where others derive hope and inspiration that drives them out of addiction.
Addiction is a chronic, relapsing brain disease that should not be ignored and the affected persons should seek medical treatment as soon as possible. Lack of treatment leads to negative effects that the affected person may regret later. Understanding that addiction is a brain disorder has reduced the stigma attached to the disease and has enabled people to recover and move on in life.
Frank, L. E. (2017). Addiction and moralization: The role of the underlying model of addiction. Neuroethics, , 10(1), 129-139.
Pickard, H. A. (2015). Alternative models of addiction. Frontiers in psychiatry,, 6, 20.
Thombs, D. L. (2019). Introduction to addictive behaviors.[supanova_question]
4 1 Cam Nystrom SPED 518 June 4, 2021 Case Study Jack
June 4, 2021
Jack is an eight-year-old student in second grade. He has been diagnosed with a learning disability where he has difficulty writing and reading. Jack’s cognitive development experienced sluggish growth compared to children his age. While participating in word building, Jack performed well in phonics inventory whereas struggling with syllable surveys. Despite the fact that he had an effort, he did struggle in reading some of the words including neighborhood and spaghetti. He needed to be helped out with such words. After being given suggestions of how he could read such words, he showed great excellence in emulating some of what was being said.
On reading numbers, Jack was fluent in reading the numbers between zero and ten; he however struggled reading other numbers. After being guided to read words and letters, he did well and could read on his own after being told to repeat after some minutes. On reading numbers, Jack needs to be taught how to do it as he continued to struggle even after he was given a second chance. I think that Jack can be helped out in his situation as he is willing to participate in classroom activities. I also believe this makes Jack an excellent candidate for tutoring. Despite him having difficulties in learning, Jack has been willing to be taught, and that shows that he is willing to learn. I think that to ensure that Jack can learn and adapt to progress made by other students. He needs someone who will teach him in person.
Since the boy learns slowly compared to other students, Jack needs close monitoring to ensure that he can cope with the learning at school. Teaching him can also ensure that he can be independent in a position of learning like other students. I also think that his parents need to be involved in the kid’s learning process to ensure that they too can participate in the mentioned procedure involving their child. Parent involvement will be essential as it will ensure that they will know how their son will do the homework. I believe that teaching the students reading closely will be efficient in ensuring that the students learn slowly and effectively. The remediation plan that I would have used if I would have worked with the student for the rest of the year would have been using book materials that would facilitate easy reading of the student.
I conducted a reading assessment with Jack to help him with his learning disability.
To begin with, the environmental setting for the evaluation is crucial. I chose a nature-oriented surrounding that eliminated all unnecessary noise. This choice would help get the best of Jack’s attention, with minimum distractions possible. We took a walk to a nearby park with a reasonably silent stream. The first factor that caught my eye with Jack’s presentation is his unwavering attention to whatever words I read out to him. This behavior implied his zeal for knowledge. Below are the essential weaknesses that I noticed from his presentation.
The student’s major weakness that I discovered while working with him is oral reading problems. Jack displayed a combined four distinct characteristics of a child with a reading disability, which I feel should be fixed as we move along. Jack often inverted the order of words that form a sentence to come up with a meaningless phrase. Apart from changing the order of words, he also failed to adhere to punctuations such as colons, full stops, and question marks. This meaning-affecting miscue is because of the child’s inability to process what the author is driving at, making it difficult to form a sentence that resembles the one by the writer. Apart from word-order disruption, Jack frequently mispronounced words within various sentences, mainly if the terms contained multiple syllables. However, I am looking to focus on the quality of the error and not the number of mistakes he makes for each sentence.
Immediately after conducting the reading exercises with Jack, I embraced a more pragmatic approach to discerning his reading deficits. I asked him simple questions multiple times after every paragraph he just read. Likewise, I could read from a storybook then ask him to describe two key components from the narrative he just heard. The last and most effective approach was to evaluate his affectionate comprehension of the words I just read to him. Firstly, Jack could not answer back to me about the name of the character I just described to him a few minutes ago. His recollection span seemed quite limited at the time, albeit I intend to make it as sharper as I could. Secondly, Jack could not portray a change in his vocal tone at the end of a sensitive sentence, despite mentioning a sad part where the character lost both his parents.
Before these difficulties in reading fluencies become resistant to remedy, I will implement practical approaches such as; using visually attractive reading materials, increasing the frequency of comprehension tests, and multiple oral readings. Firstly, the phonic and syllabic strategies will help Jack achieve an accurately predetermined criterion. After that, I will present him with more difficult phrases containing more syllables until he has the rate and appropriate benchmark for pronunciation. The colorful reading material includes easily comprehensive images that display emotions like happiness and sadness. For example, Jack could have easily understood the narrative part where I mentioned the character who lost a parent if I had used a reading material with a child shedding tears. More images with such intentional convenience will help sharpen his affectionate comprehension. Lastly, I would work on Jack’s recollection capacity by including math problems in the equation. Integrating scientific and algebraic experiences into the learning program helps children with their cognitive development (Burger, 2015). Using math as a developmental approach would help grow his mental, social, and emotional psychology.
In conclusion, Jack displayed reading difficulties in specific areas; oral reading deficits, recollection, and affectionate comprehension. With the suitable material and chronological input, I could facilitate easy reading for the child. The parents will also play a massive role in ensuring that he has guidance with his homework while I am not available, such as during the night. They will also give him the moral support he requires to assure him that he is on the right track. The remedies that have been mentioned in the previous paragraphs include; multiple oral readings, visually attractive reading material to help with affectionate comprehension, and frequent reading tests to help engrave phonic and syllabic elements. I am confident that by the end of the year I am around Jack, we will have made exceptional progress with his reading skills.
Burger, K. (2015). Effective early childhood care and education: Successful approaches and didactic strategies for fostering child development. European Early Childhood Education Research Journal, 23(5), 743-760.[supanova_question]
Meet Natasha Shevchenko! Natasha spends most of her time at home. She
Meet Natasha Shevchenko! Natasha spends most of her time at home. She watches TV and follows social media for hours with bags of junk food and cans of soda next to her. Once or twice a week, she joins her friends for a neighborhood gathering where they bring lots of food, drinks, and desserts. She has a good time and gets a break from troublesome children. For the rest of the week, she buys fast food very frequently as it is convenient and tasty. She doesn’t work much on cleaning or fixing the house. Although Natasha looks sociable and has a sense of humor she says she is not a happy person. She has a negative self-image and complains all the time about her children and the mess they create including the stresses of being a single parent.
When Natasha visited her doctor recently she was diagnosed as obese and pre-diabetic. She was shocked and scared of ending up diabetic, insulin-dependent, and moving in a wheelchair. She decided that “tomorrow is another day!” So she called and scheduled an appointment with a health and fitness professional believing that she must and can lose weight.
Instruction for the Paper
This paper will expand on the case study and theoretical applications you discussed in module 3 discussion (M3D1) In the paper you will incorporate evidence-based research and practices in the promotion of positive behavior change to a negative health behavior.
This 5 – 7 page paper, not including title page or reference page, is to include a minimum of 3 peer-reviewed journal articles, government and health organization research, literature and current texts/readings found in the Excelsior College library. Make sure to identify each section clearly.
Papers will be automatically processed through TurnItIn when you submit. The overall match can be no higher than 15%, with any one match no higher than 2%. It is important that you submit your paper early, allowing yourself the opportunity to correct any high matches in your paper. For further information read Assignment Guidance and Grading Information.
TITLE Page: write a title that includes the benefit to the client or customer in the title.
Example: “Case Study: How an Experienced Marathoner Set a New Personal Best at Boston.”
See following link for APA format guide (Links to an external site.). (Links to an external site.)
Introductory Paragraph: Identify your client , what behavior is being addressed, and purpose of the paper.
Case Study: In 2 – 3 paragraphs (500 words), write an interesting story about your client. Include your client’s fictional name, age, sex, gender, lifestyle, when they first started the negative health behavior, reasons if any for this, and their current situation and goal(s). Describe how lifestyle, culture, diversity, and behavior decisions influence your client’s health behavior choice(s). (CO1 & 4)
Current Situation vs Desired Outcome: Provide a clear description of the client’s problem. Describe the desired outcome – what COULD be, compared to what IS. Explain why this matters to your client. (CO6)
Application of Theoretical Model:. Briefly describe the components of the model and how it can be applied to your client. Describe how you would apply this model to address the specific aspects of your client’s health issue. (CO3) Support your recommendations with references to theoretical framework, evidence based practices and other findings.
Motivating Coaching Plan: Using the SMART approach to goal setting (refer to Chapter 5 of the text) create 2-5 motivational goals to assist your client to achieved their desired outcomes. Support your recommendations with references to theories, evidence-based practices, and other findings in the research.(CO2, 5)
Concluding paragraph: Describe why you believe this approach would work. Discuss what you learned from this assignment and its importance based on the course outcomes
Suggestions for writing a case study using the SNACK/BITE/MEAL approach. By using this technique to build your paper it allows the paper to flow well. Here is a brief example of this approach:
SNACK: a brief headline regarding your client: Laura sets a new personal best at Boston!
BITE: one or two sentences that summarize the content in this section: Laura sets a new personal best at Boston, thanks to the pre-race checklist we developed and a balanced approach to fueling!
MEAL: a paragraph or two providing more detail for the seriously interested reader: Laura sets a new personal best at Boston, thanks to the pre-race checklist we developed and a balanced approach to fueling! This was accomplished by zeroing in on these items during the six months leading up to the event. Two things really made the difference at Boston. Having a pre-race checklist, learning a relaxation technique, adding some protein and fat to the pre-race meal of pasta, and taking water every 30 minutes during the race
Our textbook is:
Psychology of health and wellness, Foundations of Exercise and sport study by Barabara Brehm, 2014[supanova_question]
Case Studies A case study comprises of two concepts: First the word
A case study comprises of two concepts: First the word Case: meaning an incident, problem, procedure, activity or a program involving a particular individual or several individuals. Second are the parameters of the case: the parameters of the case are time and the geographical location of the case. Another thing comprising the case study is the multiple sources of data that are used in a case study which include almost every kind of qualitative data like interviews, annotations, documentation, artifacts etc.
Case studies are widely used as learning devices in the education of public health. Case studies are taken from public health situations and experiences in the real world and are written for students to analyze and resolve. They require the student to think, reason, develop critical thinking skills and analytic skills, identify underlying causes of problems, use creative abilities, make decisions and deal with personality conflicts and change.
You are expected to:
Read the case carefully several times. Become absorbed in the situation in such a way that you see yourself intimately involved with the personalities, problems and conflicts.
If applicable, decide what role (s) you wish to play: the public health administrator, a public health advocate, a public health lobbyist, or a public health practitioner.
Determine what the major problem(s) is (are) and apply reasoning to how and why the problems developed.
Decide what actions you would take.
Answer the following case study questions: 1). What role has public health care played in controlling or failing to control the HIV/AIDS epidemic? 2). What roles have social factors (beyond the sphere of health care or public health) played in controlling or failing to control the HIV/AIDS epidemic?
Submit a written report of the case using the following format (your paper should be divided into sections with the following headings):
Background statement. What is going on in this case? Summarize the scenario in your own words without rewriting the case.
Major problem(s). Identify the major problem (s) of the case. Analyze the causes and effect. What is your analysis of the case?
Strengths and weaknesses. What public health strengths have been brought to the situation? What weaknesses need to be addressed? This section can mirror, but should not be identical to the previous section.
Resolution. What strategies would you recommend to help solve the issue? State what should be done–why, how, and by whom.
Evaluation. How will you evaluate the success of your suggested resolution(s)?
What role has public health care played in controlling or failing to control the HIV/AIDS epidemic?
What roles have social factors (beyond the sphere of health care or public health) played in controlling or failing to control the HIV/AIDS epidemic?___________________________________________________________________________________________________________________________
A report appeared in the CDC’s “Morbidity and Mortality Weekly Report” (MMWR) on June 5, 1981, describing a previously unknown deadly disease in five young White/Caucasian homosexual males, all in Los Angeles. The disease was characterized by dramatically reduced immunity, allowing otherwise innocuous organisms to become “opportunistic infections,” rapidly producing fatal infections or cancer. Thus, acquired immune deficiency syndrome (AIDS) first became known to the public health and medical communities. It was soon traced to rectal intercourse, blood transfusions, and reuse of injection needles as methods of transmission. Reuse of needles was a common practice in poor nations. It was also widespread among intravenous drug abusers. Within several years, the disease was traced to a previously unknown retrovirus, which came to be called the human immunodeficiency virus (HIV).
A test was developed to detect the disease and was first used in testing blood for transfusion. Within a short period of time, the blood supply was protected by testing all donated blood, and transmission of HIV by blood transfusion became a rare event. Diagnostic tests for HIV/AIDS soon became available for testing individuals. For many years, these were used by clinicians only for high-risk individuals. In recent years, HIV testing has become more widely used, as the testing no longer requires blood drawing and the results are rapidly available. The CDC has put increasing emphasis on testing as part of routine health care.
In subsequent years, much has been learned about HIV/AIDS. Today, it is primarily a heterosexually transmitted disease with greater risk of transmission from males to females than females to males. In the United States, Blacks/African Americans and Hispanics/Latinos are at the greatest risk. Condoms have been demonstrated to reduce the risk of transmission. Abstinence and monogamous sexual relationships likewise eliminate or greatly reduce the risk. Even serial monogamy reduces the risk compared to multiple simultaneous partners. Male circumcision has been shown to reduce the potential to acquire HIV infection by approximately 50%.
In major U.S. cities, the frequency of HIV is often greater than 1% of the population, fulfilling the CDC definition of “high risk.” In these geographic areas, the risk of unprotected intercourse is substantially greater than in most suburban or rural areas. Nearly everyone is susceptible to HIV infection, despite the fact that a small number of people have well-documented protection on a genetic basis.
Maternal-to-child transmission is quite frequent and has been shown to be largely preventable by treatments during pregnancy and at the time of delivery. CDC recommendations for universal testing of pregnant women and intervention for all HIV-positive patients have been widely implemented by clinicians and hospitals and have resulted in greatly reduced frequency of maternal-to-child transmissions in the developed countries and in developing countries in recent years.
Medication is now available that greatly reduces the load of HIV present in the blood. These medications delay the progression of HIV and also reduce the ease of spread of the disease. These treatments were rapidly applied to HIV/AIDS patients in developed countries, but it required about a decade before they were widely used in most developing countries. Inadequate funding from developed countries and controversies over patent protection for HIV/AIDS drugs delayed widespread use of these treatments in developing countries.
New and emerging approaches to HIV prevention include the use of antiviral medications during breastfeeding, postcoital treatments, and rapid diagnosis and follow-up to detect and treat those recently exposed.
Case Study Questions to Answer:
What role has public health care played in controlling or failing to control the HIV/AIDS epidemic?
What roles have social factors (beyond the sphere of health care or public health) played in controlling or failing to control the HIV/AIDS epidemic?[supanova_question]
Case Scenario A teenage boy named Jacob (14) comes into the clinic
A teenage boy named Jacob (14) comes into the clinic where you work and tells you that he is being bullied at school, he states that he hates the kids there and his life. He explains that his mum and dad are divorced and he does not see or speak to them and he is currently living with his grandma permanently. You notice that he is coughing a lot whilst in the room and when you ask him about this, he tells you that it has been getting worse. You ask him if there has been anything that may have contributed to this such as a cold or asthma, and he tells you that he hasn’t wanted to ask his grandma to buy his asthma medication as she doesn’t have much money. He further explains that he doesn’t want to go to school and feels guilty for being a burden on his grandma.
You have conducted the following mental state assessment (MSE):
Appearance- clean and tidy, hair tidy and clean, wearing school uniform
Behaviour- strained conversation, poor eye contact, fidgeting, uncomfortable with interview
Speech- normal rate, speed and volume
Mood- feels guilty, unhappy, often sad, feels numb
Affect- congruent with mood
Thought form- no formal thought disorder
Thought content- feels a burden on grandma, no evidence of self harm thoughts
Perception- no perceptual disturbance
Cognition- oriented to place and time, memory intact
This case scenario introduces to you Ben and one of the nurses
This case scenario introduces to you Ben and one of the nurses caring for him. Ben, a consumer in a general healthcare facility, has returned from day leave and is concerned about what has occurred during his time away from the ward.
Please note: There is a tendency to assume Ben is returning to a mental health facility, but we do not want this to form the basis of your discussions. Your assignment should focus on factors, behaviours, and strategies that you need to be aware of, for use in a general setting.
Student Report (1000 words, not graded)
After watching the video, complete the following steps:
From the video, identify four (4) factors that contributed to Ben’s escalating behaviour. This should be presented in dot point format and should be less that 30 words, as you are not explaining or discussing them in this section.
Using the literature to inform your response, discuss how these four (4) factors can contribute to patients and families displaying aggression (400 words).
Using the literature to inform your response, identify and discuss two (2) strategies or behaviours that could have been used to de-escalate Ben in his situation. Within your answer, provide an evidence-based rationale for the use of each strategy/behaviour, with support from the literature. (300 words per strategy/behaviour)
Do not include the questions in your final assignment, as these will be included in your word count.
You DO NOT require an introduction or conclusion.
Provide a reference list at the end of your student report for all in-text citations.
SUPPORT every 100-150 words with a reference. Minimum reference 7-10 reference not older than. 6-7 years from now. Follow APA 7th guideline.
Starting references are provided below to assist you with beginning your student report. You will need to access additional literature through the library databases.
Hallett, N., & Dickens, G. L. (2017). De-escalation of aggressive behaviour in healthcare settings: Concept analysis. International Journal of Nursing Studies, 75, 10-20. 10.1016/j.ijnurstu.2017.07.003
Hills, D. (2018). Defining and classifying aggression and violence in health care work. Collegian, 25(6), 607-612. 10.1016/j.colegn.2018.08.002
Shea, T., Sheehan, C., Donohue, R., Cooper, B., & De Cieri, H. (2017). Occupational violence and aggression experienced by nursing and caring professionals. Journal of Nursing Scholarship, 49(2), 236-243. 10.1111/jnu.12272[supanova_question]
Case Questions You have to make some product strategy and most likely
You have to make some product strategy and most likely some tactical marketing mix decisions. From the strategic perspective, you need to decide if L’Oréal should introduce Synergie and/or Belle Couleur.
Section 1: To start off you need to give an outline of what is going on, bring out relevant information from the case here. Show me you understand what the situation really is. This is not a simple sentence or two section, it is where you tell me the relevant facts of the case to demonstrate you can identify important aspects of a situation. Be detailed. Tell me all the important issues you found when reading the case.
Section 2: In this section you will do an Environmental Scan, SWOT and Porters 5 forces model analysis (at minimum) to help you answer the case question. I would also like you to write up a comparative analysis of the competitors for each line. This doesn’t mean just listing the names of the competitors, think 4 P’s here. What is a comparative analysis? You compare the competitions products to our products based on the 4 P’s.
Section 3: I have given you the 4 possible alternatives below, so I want you to recommend which one you chose and support your decision based upon the information in the previous sections. You should use other analytical tools from the book that may be useful beyond the SWOT and Porters model etc. Write this section as if you are assuming the reader (your boss) has jumped right to the recommendation section and ignored the previous sections. In other words, be detailed. Remember, your boss doesn’t care about your “opinions”, they want fact-based suggestions that are derived from the strategy models utilized.
Alternative 1: Introduce both lines.
Alternative 2: Introduce Synergie only.
Alternative 3: Introduce Belle Couleur only.
Alternative 4: Introduce neither line.
So your first section should be the outline of what is going on. This is not just a simple restatement of the decision to be made, show me you understand the details of what is going on here.
Your next section will be clearly labelled discussion of the models you are using to help guide your answer. Your competitor analysis for both product lines needs to be put in this section.
Your next section will be your suggested alternative choice, backed up with supporting information. Just listing your alternative is not enough! Also describe why you didn’t pick the other alternatives. You cannot suggest choosing more than 1 of the alternatives.
Section 4: Your last section will be a conclusions section. Think implementation here. What needs to be done now that you have made your choice of alternatives.
Keep scrolling down, there are more pages to this document!
General formatting guidelines.
Use headings for each section and for all models
Point form inside of a model is fine and in fact this helps the reader to visualize things quickly, however you need to fully explain in sentences/paragraphs everything in the model.
Type using a 12 font
Spell and grammar check the document
Cite any work. I don’t care about citation style, just show when work is not your own. Given that I told you all you need is in the case, citations will be rare.
You don’t need to do any outside research, just use the case information.
Failure to follow these simple instructions will reduce your grade by at least one letter grade even before I have graded the content of your submission.
You MUST use the following headings in your paper. Section 1 – Overview, Section 2 – Strategy models, Section 3- Recommendation, Section 4- Conclusions.
This assignment is worth 300 points, treat it like it is important. Screwing up on this assignment will jeopardize graduation! Don’t let it get to that point; amaze me with your detail and rigor.
Do not ask me how many pages it needs to be, that is a freshman question. It needs to be as long as it needs to be to thoroughly answer the case. If you seriously think you will pass with a page or two answer (or even 3 or 4…) you are fooling yourself. Again, this is worth 300 out of 550 points and you need a total of 383/550 to pass the class. Screwing up this assignment will come back to haunt you. I am giving you a week to do this assignment, that is the equivalent of 7 weeks of class time in regular semester. Hand in an assignment that is similar to what you would hand in for a 7-week long assignment.
If you have questions about the course models, I can answer them. However, I will not look at your case study before the deadline and give you feedback. Your boss won’t do this either. They hire you to do a job, if you can’t do it on your own, they will find someone else that can.[supanova_question]
This is an example of what you are being asked to do
This is an example of what you are being asked to do in Weeks 2, 3, 4, 6, 7, 8 and 9.
DO NOT apply psychoanalytic to any of the case studies.
Case of Deidre
Presenting Problem: From a psychoanalytic perspective, Deidre appears to be experiencing anxiety because of unconscious conflicts originating from her early childhood experiences, her complicated family relationships, the untimely death of her father, and her abortion. Deidre is experiencing a high level of guilt indicating that her ego is struggling to balance between the instinctual drives of her id and the drives of her superego (Johnson, 2016). It could be that Deidre is experiencing unconscious psychological conflicts surrounding the secret of her abortion, her desire to feel safe with her boyfriend, Tom, and her need to remain loyal to the values she learned from her childhood (i.e., to kill is wrong).
Deidre is using some defense mechanisms—including repression, avoidance, and rationalization—that help her cope with her fears of abandonment. According to Johnson (2016), these defense mechanisms, unconsciously employed to bolster Deidre’s fragile ego, could be linked to her father’s early death and her fear of losing Tom.
Goals: The overarching goal of psychoanalysis is to bring unconscious drives into conscious awareness allowing them to be understood and addressed (Johnson, 2016). A primary goal for Deidre is to increase awareness of unconscious drives and past experiences as related to her anxiety, drug and alcohol use, and feelings of guilt.
Free Association: During the counseling session, clients are encouraged to state any thoughts or feelings that come to mind without censoring them. Then, the counselor assists clients to analyze the underlying unconscious feelings associated with these disclosures (Johnson, 2016). The goal is not to uncover specific memories, but rather to encourage self-exploration with the counselor to achieve balance between the clients’ id, ego, and superego.
Analysis of Resistance: Resistance is considered to be an unconscious reaction by the client to keep unpleasant or perceived negative experiences hidden (Johnson, 2016). These acts interfere with the ability to accept changes that could lead to a more satisfying life. Common types of resistance are changing the topic, refusing to talk, or giving up on counseling. These types of behaviors imply that a client is unconsciously trying to avoid thoughts and feelings that are perceived as threatening. Using analysis of resistance, the psychoanalytic counselor encourages the client to consider what these thoughts and feelings might be as well as how they are an important influence on the client’s mental health (Psychoanalytic theory and approaches, n.d.).
One example of Deidre’s resistance is keeping secrets from her boyfriend, Tom, and using drugs as a way of coping with her anxiety.
Expected Outcomes: At the end of therapy Deidre would be empowered to make decisions based on increased awareness of her unconscious drives and her anxiety will diminish. Her id, ego and superego will be more balanced and healthier.
Johnson, A. L. (2016). Psychodynamic theory. In D. Capuzzi & M. D. Stauffer (Eds.), Counseling and psychotherapy: Theories and interventions (6th ed., pp. 73-96). Alexandria, VA: American Counseling Association.
Psychoanalytic theory and approaches. (n.d.). Retrieved November 18, 2018 from http://www.apsa.org/content/psychoanalytic-theory-approaches.[supanova_question]
Strengths-based critical self-reflection statement (maximum 250 words) Step one: critically review your
Strengths-based critical self-reflection statement (maximum 250 words)
Step one: critically review your work
Revisit and critically self-reflect on your own initial definition of case management in the first assessment task. Alongside this reflection, review the following materials:
The learning modules on your subject interact2 site, particularly the information about definitions in learning module 2,
The information in your textbook, particularly one or part of one of the definitions referred to by Elizabeth Moore in Chapter 2 of your textbook – ‘Sytems diversity in case management: Characteristics, models and dimensions’, and
The comments on the discussion forum, particularly your student colleagues’ comments about defining case management.
Step two: comment on the discussion forum
Identify one point from each of all three materials listed in step one (3 points in total) that have assisted you in growing your definition and understanding of case management this semester. In twenty-five words or less, redefine case management generically in your own words. Share your reworked definition or part of your definition with your fellow student colleagues on the discussion board. Comment on the strengths of your fellow student’s definitions on the discussion board.
Step three: Submit a new definition with comments for marking
Present your new personal definition of case management and the three points that assisted you in growing your definition. Using a strengths-based approach, in your answer briefly explain how you came to this new definition of case management and how it compares to the theory and your student colleagues’ definitions. Present your response to Part A of this task in a table designed by yourself or in a short answer form (Remember to reference the textbook, modules, and fellow student comments that you refer to in your answer).[supanova_question]
Answer the follow questions from the “CERA Cerenity Toilet Sanitizer Final Report.docx” base on the information in the rest
Answer the follow questions from the “CERA Cerenity Toilet Sanitizer Final Report.docx” base on the information in the rest