Nur 3870 nursing informatics final exam chapters 182122232425 for 12

 NUR 3870 NURSING INFORMATICS FINAL EXAM CHAPTERS 1.What is an ELECTRONIC MEDICAL RECORD (EMR). Describe an EMR. 1. A nursing informatics specialist is conducting a presenta tion about the electronic medical record (EMR) to a group of facility staff. Which statement would the nurse specialist most likely include when describing the EMR? A) The EMR is transportable. B) The data in the EMR are owned by the client. C) It describes the care rendered during an agency visit. D) The EMR lacks standardized vocabulary. ? 2. Most important benefit of electronic documentation system 2. An electronic documentation system will be implemented in an agency. As part of the process, the staff is receiving education about the system and the overall benefits. Which benefit would be mentioned as the most important? A) Availability of an audit trail for information B) Decreased decentralization of the healthcare delivery system C) Enhanced ability to extract information D) Improvement in client care outcomes 3. A group of nurses are reviewing information related to the Health Information Technology for Economic and Clinical Health (HITECH) Act. The group demonstrates understanding of this act when they identify which examples as core objectives for supporting healthcare during stage 1? Select all that apply. A) Performing medication reconciliation B) Including clinical lab test results in the EHR C) Using computerized provider order entry D) Using a clinical decision support rule E) Sending secure client reminders for follow-up care ? 3. Strengths and weaknesses of paper and electronic documentation 4. A nurse is preparing a presentation to a group of staff members comparing paper and electronic documentation. Which weaknesses of paper records would the nurse include? Select all that apply. A) Legibility B) Lack of a backup system C) Difficult to transport D) Slowness in charting E) Easily damaged 5. A nurse is reviewing a client’s electronic health record. Based on the nurse’s understanding of data standards, which would the nurse identify as defining what data are shared? A) Clinical Document Architecture B) Continuity of Care Document C) Health information system D) Electronic medical record 6. A nurse is reading a journal article about electronic health records and how they can fill in the gaps between evidence and practice. Which benefits would the nurse most likely read about? Select all that apply. A) Monitoring quality improvement outcomes B) Encouraging client partnering with the healthcare provider C) Providing information about controlled clinical trials D) Identifying information that can affect clinical outcomes E) Allowing implementation after extensive long-term knowledge discovery 7. A group of nurses are involved in a lively debate about the strengths and weakness of paper documentation. Which statements would the group use to defend the position for using paper documentation? Select all that apply. A) “Paper records are easily transported.” B) “Paper records are much more complete.” C) “Paper records are quick to retrieve.” D) “Paper records are permanent.” E) “Paper records from past stays are easy to obtain.” 8. A nursing informatics specialist has been asked to prepare a presentation for a group of staff nurses about an electronic documentation system that is being implemented in the facility. Which features would the nurse specialist include as promoting continuity of care? Select all that apply. A) Ability to have real-time documentation B) Inclusion of an audit trail about detailed record access C) Use of decision support systems and alerts D) Ability to obtain trends about practice E) Ability for instant communication among providers 9. When describing meaningful use, which statement would be most appropriate to include? A) Use of information from EHRs to improve healthcare delivery B) A way to provide a picture of a client’s health information C) A means for providing a common structure for clinical documents D) Use of an audit trail to identify information about record access 10. Which component is associated with HIPAA law? Select all that apply. A) Outcomes B) Privacy C) Client engagement D) Security E) Care coordination 11. A new graduate nurse is working at a facility that uses electronic documentation. The nurse has questions about the policies and procedures related to data security. The nurse would identify which person as being responsible for the policies and procedures related to data security? A) Nurse manager B) Nursing informatics specialist C) Client’s primary care provider D) HIPAA security officer 12. A nurse is working on a committee that is involved with electronic documentation. The committee is currently working on stage 1. On which action would the committee be focusing? A) Advanced clinical processes B) Data analysis for improved care C) Data capturing and sharing D) Improve outcomes 13. While working as a member of a group tasked with addressing meaningful use with electronic data, the group has met the criteria for stage 1 and is now moving onto stage 2. Which action would now become a focus for the group? A) Recording smoking status for those 13 years of age and older B) Submitting electronic data to immunization registries C) Transmitting prescriptions electronically D) Maintaining an up-to-date diagnosis list 14. As part of the facility orientation, a nursing informatics specialist is describing the different types of client records to a group of newly hired nurses. Which facts would the nurse specialist include when describing electronic medical records (EMRs)? Select all that apply. A) The client owns the data. B) It is an electronic version of the traditional record. C) The EMR is transportable. D) It provides a connection between the EHR and ePHR. E) A client can have many EMRs. 15. After reviewing information about the benefits of electronic health records, a nurse demonstrates understanding of the information by identifying which as one of the most important benefits? A) Continuity of care B) Privacy C) Analyzable information D) Improved quality 16. A nursing informatics specialist is describing meaningful use of electronic health records to a group of newly hired nurses at the facility. Which requirement would the nurse specialist include? A) An interoperable healthcare information system B) Computer literacy C) Incentives to foster adoption D) Public trust about information security 17. A nursing informatics specialist is describing the benefits of electronic records to a group of facility administrators. The nurse specialist would address which aspect as resulting from searchable and analyzable information? A) Creation of knowledge for informed practice B) Immediate communication with other providers C) Improvement in scheduling of diagnostic tests D) Reduction in transcription errors 18. Which statement best reflects the status of the adoption of electronic records in the United States? A) A majority of hospitals have at least a basic EHR system. B) Security for sharing electronic health information is still low. C) Adoption of electronic health records has plateaued over the past 5 years. D) Data standards are the focus of all EHR efforts of interoperability. 19. A nursing informatics specialist is working as part of a group that is tasked with addressing the core objectives for meaningful use. The group is addressing stage 2 objectives. Which objectives would be addressed? Select all that apply. A) Using secure electronic messaging to communicate with clients B) Providing clinical summaries for each office visit C) Protecting electronic health information D) Including clinical lab test results in the EHR E) Performing medication reconciliation 20. A committee is working on stage 1 core objectives for meaningful use. Which would the committee be most likely to address as menu objectives at this stage? Select all that apply. A) Implementing drug formulary checks B) Creating client lists by condition for quality improvement C) Recording client notes electronically D) Reporting cancer cases to public health cancer registry E) Being able to submit electronic syndrome surveillance data 21. A nurse is working on a committee involved in adopting electronic healthcare systems for the agency. Currently, the agency has clinical documentation, a clinical decision support system (CDSS) with error checking, and a picture archive and communication system (PACS) in place. The committee determines that the agency is at which stage of adoption? A) Stage 0 B) Stage 1 C) Stage 2 D) Stage 3 22. When adopting the electronic healthcare record (EHR), which aspect would be considered the ultimate goal? A) Sharing of information B) Client as the most important focus C) Cost-effectiveness D) Improved time management 23. An administrative group at an agency involved in adopting healthcare information technology is developing a strategic plan. Which component would they include? A) Plan that covers 2 to 3 years B) Structured guide that does not change C) Expenditures offset by client outcome benefits D) Demonstration of a slight return on investment 24. A nurse using a clinical information system is required to document the same data in more than one area because the data do not “flow over” to the other areas and the data fields are not universally designed. Which component is lacking? A) Interoperability B) Intangibles C) Return on investment D) Biometrics 25. A nursing informatics specialist is conducting a seminar on the need for uniformity in user design for data entry screens based on the understanding that: A) Most healthcare providers involved in the design process have background knowledge. B) Database design skills are common in those serving on EHR committees. C) Most providers approach user design using a paper chart thinking process. D) Screen design issues are limited, rarely affecting the time for documentation. 26. When developing a plan for workflow redesign and the use of computerized documentation, which item would be the first thing to consider? A) The number of computers needed B) Location of the computers C) Wheeled or bedside type of computer D) Theft prevention 27. A nursing informatics specialist is describing the use of health information technology to meet national safety goals to a group of nurse managers. The nurse specialist determines that the group needs additional teaching based on which statement? A) “Barcodes aid in meeting the required two client identifiers for improved client safety.” B) “Agencies are using barcode identification for one-person identification and blood transfusion.” C) “Clinical decision support systems could alert providers of critical lab values.” D) “Alarms should be used on all devices to ensure prompt response to safety issues.” 28. A nurse is creating a password for use in accessing the healthcare information system in the agency. Which action would be most appropriate for the nurse to do in creating this password? A) Select mostly lowercase letters. B) Select a combination of letters and numbers. C) Use numbers sparingly. D) Use a word familiar to the nurse. 29. When describing the various biometric methods for authentication, which method would the nursing informatics specialist identify as most secure? A) Fingerprint B) Voiceprint C) Retinal scan D) Iris scan 30. A nursing informatics specialist is describing the similarities and differences between the two types of radio frequency identification (RFID) to a group of agency administrators. Which type would a nursing informatics specialist include as being associated with the passive type? A) Increased cost B) Read–write capability C) Readable from a distance of 1 to 10 feet D) Implantable under the skin 31. A nursing informatics specialist is conducting a seminar for agency staff about the benefits of a fully integrated electronic health record. The nurse specialist determines the need for additional teaching when the group identifies which aspect as a benefit to the client? A) Individualized treatment B) Ability to check the record’s accuracy C) Capability of decision support D) Knowledge of persons with access to the data 32. A nursing informatics specialist is working as part of a team developing a strategic plan for the adoption of healthcare information technology at the institution. Which information would the nurse specialist identify as being an important component of this plan? Select all that apply. A) Overall design flexibility B) Short-term time frame focus C) Inclusion of resource acquisition D) Support for the use of information technology E) A brief overview of the agency’s goals 33. A committee is reviewing the strategic plan for the agency’s return on investment. The committee identifies the tangibles for the plan. Which items would the committee be addressing? Select all that apply. A) Improved decision-making B) Decreased lengths of stay C) Reduced charges per admission D) Enhanced user satisfaction E) Improved communication 34 . A nurse is reading a journal article about syndromic surveillance. The nurse would expect the article to provide which description of this concept? A) Meeting the Joint Commission’s client safety goals B) Identifying unintended consequences of healthcare technology C) A way to measure quality of care and client outcomes D) Providing early detection of potential disease 35. A nurse is working as part of a committee involved in creating passwords for the healthcare agency’s network. Which password would be the strongest? A) Nursing B) NuRs1N9gY C) D) GniSrun 36. A nursing informatics specialist is working as part of a group working with an agency transitioning from the paper record to the electronic record. The nurse identifies that the agency is currently at stage 3 of the adoption model based on which information? A) Flow sheets for clinical documentation are in place. B) Closed loop medication administration is integrated. C) Computerized provider order entry is in use. D) Data warehousing is available. 37. The use of which method would be most effective as the first line of defense in providing data protection from entry by outsiders? A) Audit trail B) Firewall C) Spear phishing D) Data backup 38. A nursing informatics specialist is preparing a presentation for the staff about computerized provider order entry. Based on the nurse specialist’s understanding of the unintended consequences of this system, which issue would the nurse specialist include in the presentation? Select all that apply. A) Problematic communication between the nurses and physicians B) Changes in workflow C) Need for more personnel for maintenance D) Possible continuation of unnecessary daily orders E) Improved ease in how to enter orders 39. A nurse is preparing to access a client’s electronic record. The system verifies that the nurse is the person logging into the system and grants access to the information. This process is known as: A) Phishing. B) Biometrics. C) Authentication. D) Voice recognition. 40. A nursing informatics specialist is conducting an in-service presentation for nurses at a local agency about the importance of maintaining confidentiality of electronic health information. The nurse specialist determines that the teaching was successful when the group identifies which method as a way to protect client confidentiality? Select all that apply. A) Passwords B) Single sign-ons C) Voice recognition D) Palm vein technology E) Automatic logout 41. While talking with a client, a nurse determines that the client is participating in real-time telehealth based on the understanding that this involves: A) Stored images sent for interpretation at a later time. B) Asynchronous transmission of clinical data. C) Affordable method for practice in rural communities. D) Same-time interaction of the client and provider via video. 42. A nurse is describing telehomecare to a group of clients, incorporating the knowledge that this method of care is cost-effective because: A) It provides care in the comfort of the client’s home. B) It promotes self-management for clients with chronic illnesses. C) It allows early detection, reducing the need for unnecessary emergency visits. D) It minimizes the time spent with office appointments. 43. In which locations would a nurse expect to find telemental health? Select all that apply. A) Prison facilities B) Rural areas C) Large cities D) War-torn areas E) Acute care facilities 44. A nurse is preparing a presentation about various telehealth practices for a group of nurses in the community. Which description would the nurse include about e-intensive care (e-ICU)? A) They require minimal planning for execution. B) Workflow typically requires redesign. C) Enhanced communication results. D) Involvement of other departments is limited. 45. A nurse is reading a journal article about teletrauma care. Which description would the nurse most likely find? A) Use of trauma care experts for second opinions B) Trauma specialist guiding trauma care via video C) Emergency care provided via robotics D) Education of rural providers by trauma specialists 46. Which information would a nurse use when describing telenursing? Select all that apply. A) Promotes autonomous practice B) Is practiced primarily in rural areas C) Requires certification D) Increases healthcare costs E) Usually involves on-the-job learning F) Is a new specialty 47. A nursing informatics specialist is talking with a group of agency administrators about implementing telehealth services. When discussing the issue of reimbursement for such services, which aspect would be most important for the nurse specialist to include? A) Most telehealth services are paid for by clients as out-of-pocket expenses. B) Reimbursement is fairly consistent across the different insurers. C) Little progress has been made in reimbursement policies. D) Reimbursement is a large barrier to widespread adoption of telehealth. 48. Technical standards for telehealth and telemedicine would include: A) The HIPAA. B) Research protocols. C) Systems for network connectivity. D) Human resource management. 49. A nurse is reading an article about a surgeon who uses a combination of robotics and virtual reality along with special gloves and audio and video technology to perform surgery by manipulating surgical instruments at a remote site. The nurse is reading about: A) Store and Forward (S&F) technology. B) Telepresence. C) Real-time technology. D) Telemedicine. 50. Which statement would best describe the use of portable monitoring devices used in telehealth? A) Most require access to a wireless connection. B) Many devices involve a touch screen for assessment. C) E-mail is used to address client education needs. D) There is a central device located in the client’s home. 51. A nurse is reading an article about the use of robotics and telehealth. Which outcome would the nurse expect research on this technology to reveal? A) Increased response time B) Increased length of stay C) Improved client outcomes D) Increased costs 52. A nursing informatics specialist is conducting a program for agency staff about telehealth. Which aspect would the nurse specialist include as a benefit of this technology? A) Increased travel time B) Increased productivity C) Increased face-to-face in-person client contact D) Increased healthcare costs 53. When reviewing the core standards for telemedicine operations, which example would a nurse identify as a clinical standard? A) Nursing practice standards of care B) Health Insurance Portability and Accountability guidelines C) Network connectivity standards D) Fiscal management guidelines 54. Which device would most likely be used with Store and Forward (S&F) technology? A) Telephone B) Digital camera C) Videoconferencing D) Satellite system 55. A nursing informatics specialist is conducting a presentation on using telehealth to educate clients. Applying best practices, the nurse specialist would include which action? Select all that apply. A) Setting up impromptu meetings for users B) Providing immediate feedback for questions C) Combining face-to-face with other methods of interaction D) Keeping clients’ health information secure E) Limiting client access to specific areas 56. A nurse is reading a journal article about various telemonitoring devices being used by clients with chronic disease. Which outcome would the article most likely reveal? Select all that apply. A) Decreased costs for care over time B) Stabilized hospital readmission rates C) Consistent rates of emergency department visits D) Improved client care E) Improved accessibility to healthcare 57. A nurse is reviewing a meta-analysis by Blinkhorn (2012) on how telehealth improved disease management for chronic kidney disease (CKD). Which classification was identified in the research? Select all that apply. A) Telecoordinating B) Teleconsultation C) Telemanagement D) Telemonitoring E) Teleconferences 58. A client asks the nursing informatics specialist about the various wellness apps that are available. Which response by the nurse specialist would be most appropriate? A) “The apps are usually quite expensive.” B) “Your healthcare provider should prescribe one for you.” C) “Not all the apps have been approved by the FDA.” D) “Most are very reliable but limited in what they do.” 59. A client tells the nurse that he is having problems sleeping and wanted to know if there is a wearable device that he could use that would help him monitor the quality of his sleep. Which response by the nurse would be most appropriate? A) “The AliveCor Kardia Mobile smartphone app will allow you to monitor your heart rate and sleeping pattern?” B) “There is no wearable device that will allow you to monitor sleep quality, you will need a sleep study.” C) “The is the HemMobile Striiv which will allow you to monitor sleep pattern and quality.” D) “A Fitbit will allow you to monitor sleep quality and body activity.” 60. A client is admitted to the facility and needs a mental health evaluation, but there is no physician on duty. Which telehealth service would be most beneficial for the client? A) Telepsychiatry B) Teletrauma C) Telemental D) Tele-intensive care 61. A nursing informatics specialist is part of the committee working to start telehealth practice at a rural clinic. What are the main issues that can affect implementation of telehealth? Select all that apply. A) Reduced travel time B) Technical issues C) Reimbursement D) Educational opportunities E) Medicolegal issues 62. A nursing informatics specialist is involved with a group in setting up telehealth nursing practice in a rural setting. Which area would be important for the group to address to ensure that the practice meets the standards of telehealth nursing practice? Select all that apply. A) Ethical practice B) Client rights C) Competency D) Research protocols E) Fiscal management 63. Which Store and Forward (S&F) technology allows for asynchronous transmission of clinical data? Select all that apply. A) Interactive video B) Magnetic resonance imaging (MRI) C) Blood glucose levels D) Chest x-ray E) Electrocardiogram 64. Which specialty would lend itself well to the Store and Forward (S&F) technology? Select all that apply. A) Dermatology B) Radiology C) Pathology D) Wound care E) Diabetic medicine 65. A nursing informatics specialist is conducting a seminar for agency staff about telehealth. As part of the seminar, the nurse specialist is comparing Store and Forward (S&F) technology with real-time technology. Which statement would the nurse specialist most likely include? Select all that apply. A) Real-time technology requires two-way communication. B) Store and Forward (S&F) technology involves the use of robotics. C) Store and Forward (S&F) technology involves the use of telepresence. D) With Store and Forward (S&F) technology, interpretation occurs when the image is sent. E) Real-time technology includes asynchronous transmission of clinical data. 66. A clinical nurse specialist is developing a teaching plan for new mothers on a maternal– newborn nursing unit. The nurse is incorporating educational software with computerized video clips, slide presentations, illustrations, and quiz questions developed by nurse experts in the field. The information can be changed in many ways to address the clinical nurse specialist’s needs. Which type of instruction is the clinical nurse specialist using? A) Computer-aided instruction B) Computer-based learning C) Learning management system D) Learning content management system 67. A nurse is preparing an in-service program for staff nurses and is designing learning activities for the group. The nurse wants to focus on the highest level of learning. The nurse includes which activity to achieve this goal? A) Tutorials B) Case studies C) Animations D) Flash cards 68. An educational software program has been developed to sharpen the skills of the nursing staff. The program incorporates a set of fill-in-the-blanks and true/false questions. These activities would promote development of: A) Synthesis. B) Application. C) Knowledge. D) Analysis. 69. A nurse who is attending a graduate educational program is referred to a Multimedia Educational Resource for Learning and Online Teaching (MERLOT) site as an excellent source for learning resources. The nurse would expect to find: A) Hundreds of learning activities. B) Access to other digital libraries. C) No membership requirement. D) User fee for activities. 70. A group of nurse managers are discussing the possible use of a virtual reality for the unit staff to promote skill learning and training. The nurse managers would need to address which aspect of this type of learning before implementing the program with the staff? A) Navigating the virtual world B) Creating an avatar C) Developing broad goals D) Accessing the program 71. A group of faculty from a local college of nursing are thinking about implementing an e- learning program involving fundamental skills for their students. A nursing informatics specialist is describing the advantages and disadvantages of e-learning programs to the group. The nurse specialist determines that the faculty members understand the information when they state: A) “The learners will need to sign up for a time to use the program.” B) “The programs are usually free of technological glitches.” C) “The learners can set our own pace for learning with the program.” D) “The programs provide experiences that the learners would normally encounter.” 72. When developing learning outcomes, which action would be best to use to signify the highest level of learning? A) Demonstrate B) List C) Create D) Analyze 73. A nurse is attending a seminar on distance learning. Which use would the nurse expect to hear as the most common for this method? A) Degree programs B) Certification C) Continuing education D) Personal enrichment 74. A nurse is interested in e-learning opportunities and asks the nursing informatics specialist for advice. Which response by the nurse specialist would be most appropriate? A) “Online learning activities are nice, but they are costly.” B) “You need to be motivated and disciplined with this type of learning.” C) “Unless you are really skilled in computer technology, it’s not for you.” D) “You need to be available at the time set by the course.” 75. A group of nurse managers are working to develop an e-learning program for their staff. When developing this program, which principle would the group address? Select all that apply. A) Collaboration between students and faculty B) Opportunities for practice and rapid feedback C) Passive learning techniques D) Limited faculty–student contact E) Focus on one or two learning styles 76. A nurse is considering enrolling in an e-learning continuing education course and is trying to decide whether the course would be appropriate for him or her. The nurse completes a self-evaluation and identifies characteristics that would indicate that the course would be appropriate. Which characteristic has the nurse identified? Select all that apply. A) Self-motivation B) Limited writing abilities C) Dependence on others for learning D) Open to share experiences E) Ability to ask for help 77. A nurse is participating in an e-learning program to achieve certification. Which action would be most important for the nurse to do to achieve success with the program? A) Provide feedback about the electronic instruction. B) Rely firmly on the instructor. C) Keep appropriate records from the course. D) Engage in simulation exercises. 78. A nurse is reading a journal article about the advantages and disadvantages of online learning as part of determining if an online course is right for him or her. When reading the article, which aspect would the nurse identify as a disadvantage? Select all that apply. A) Software needed B) Backup plan for problems C) Missing of a class D) Technology skills E) Self-discipline 79. A nurse is participating in an e-learning course about current care for diabetes. The content is geared to the application level of learning. Which type of activity would the nurse most likely find in the course? Select all that apply. A) Memorization games B) Case studies C) Animations D) Interactive tutorials E) Flash cards 80. A nurse is using online surveys to gather information for a research project about individuals’ emotional responses to the diagnosis of cancer. When using the surveys, the nurse would ensure that the survey has which certification? Select all that apply. A) Health Insurance Portability and Accountability Act (HIPAA) B) National Institutes of Health (NIH) C) Centers for Disease Control and Prevention (CDC) D) American Cancer Society (ACS) E) Family Education and Rights Policy Act (FERPA) 81. A group of nurse managers are working to develop a refresher course for staff nurses in cardiopulmonary resuscitation and want to use a high-fidelity client simulator. The nurse managers decide this is the best method for teaching the staff for which reason? A) Cost of the program is less than that for an online training program. B) Minimal time is needed for instructor training. C) Realistic learning helps to promote performance. D) Manikins for use are widely available. 82. A nurse is participating in an online course and uses the course materials at various times that are convenient for him or her. The nurse is using which type of learning? A) Streaming video B) Asynchronous C) Blended D) Synchronous 83. A nurse is participating in a blended learning course in which the instructor is using the concept of a flipped classroom. Which activity would the nurse expect to occur? Select all that apply. A) Use class time for lecture content B) Complete some activities before class C) Participate in engaged learning activities in class D) Watch videos on a topic before class E) Practice a skill in class 84. A nurse is participating in an online certification course and is preparing to take the exam. According to the program, the exam uses computerized adaptive testing. The nurse understands that this type of exam: A) Primarily focuses on true–false type questions. B) Provides subsequent questions on previous responses. C) Involves hands-on skill testing. D) Uses a wireless device to answer questions. 85. A nurse is reading a journal article about e-learning and possibilities for the future. Which development in technology would the nurse expect to find as impacting the future of teaching and learning? Select all that apply. A) Learning analytics B) Two-dimensional printing C) Computerized adaptive testing D) Virtual assistants E) Gamification 86. When describing the role of the nurse administrator in relation to information management systems, which would be expected as a basic skill? A) Using spreadsheets B) Recording quality improvement data C) Interpreting benchmarking data D) Using agency database systems 87. A nurse administrator is using a spreadsheet for forecasting. Which action would the administrator do first? A) Review the data for observable patterns. B) Identify any data trends that are occurring. C) Obtain data spanning several years. D) Consider outside influences on the data. 88. A nurse administrator is involved in process improvement and uses a chart to examine the relationships among complex processes. The chart resembles a fishbone. The administrator has used which type of chart? A) Cause-and-effect char

Question 1 of 20 c

Question 1 of 20 5.0 PointsWhich of the following is NOT an objective mentioned in the text for data gathered from monitoring?
A. Promoting team members
B. Keeping management informed
C. Auditing
D. Learning from mistakes Reset Selection
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Question 2 of 20 5.0 PointsThe plan-monitor-control cycle is best described as:
A. an open loop process.
B. a closed-loop process.
C. an ad-hoc process.
D. an informal process. Reset Selection
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Question 3 of 20 5.0 PointsWhich of the following is used when it is especially difficult to find a direct measure of a variable?
A. Frequency count
B. Raw numbers
C. Surrogates
D. Subjective numeric ratings Reset Selection
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Question 4 of 20 5.0 PointsWhich of the following is most closely associated with ordinal rankings?
A. Frequency counts
B. Raw numbers
C. Indicators
D. Subjective numeric rankings Reset Selection
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Question 5 of 20 5.0 PointsWhich of the following is NOT a distinct type of report?
A. Exception
B. Special analysis
C. Critical incident
D. Routine Reset Selection
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Question 6 of 20 5.0 PointsWhich of the following was NOT listed in the text as a convention for estimating task progress?
A. 50% when task is started and another 50% when it is completed
B. 100% when task is completed and 50% before that
C. Using the ratio of cost expended to total cost budgeted
D. Using the ratio of time expended to the total time scheduled Reset Selection
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Question 7 of 20 5.0 PointsThe cost/spending variance is calculated as:
A. AC – EV.
B. EV – PV.
C. PV – EV.
D. EV – AC. Reset Selection
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Question 8 of 20 5.0 PointsEstimated (remaining cost) to completion (ETC) is calculated as:
A. (BAC – EV)/CPI.
B. (BAC – EV)/SPI.
C. (BAC + EV)/CPI.
D. (BAC + EV)/SPI. Reset Selection
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Question 9 of 20 5.0 PointsIn earned value analysis:
A. it is desirable to have negative variances for both schedule and spending.
B. it is desirable to have positive variances for both schedule and spending.
C. the schedule variance should be positive and the spending variance negative.
D. the schedule variance should be negative and the spending variance positive. Reset Selection
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Question 10 of 20 5.0 PointsWhich of the following is NOT a primary mechanism by which the project manager exerts control?
A. Reviews
B. Personnel assignments
C. Audit reports
D. Resource allocation Reset Selection
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Question 11 of 20 5.0 PointsWhich of the following is NOT a component of a control system?
A. Effector
B. Sensor
C. Decision maker
D. Leveler Reset Selection
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Question 12 of 20 5.0 PointsWhich of the following is NOT a tool used to aid the project manager in project control?
A. Variance Analysis
B. Trend Projections
C. Earned Value Analysis
D. Discounted Cash Flow Analysis Reset Selection
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Question 13 of 20 5.0 PointsThe most common source of changes to a project based on the natural tendency of the client and project team members to improve the project’s output is called:
A. scope creep.
B. projectitis.
C. multitasking.
D. dynamic scoping. Reset Selection
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Question 14 of 20 5.0 PointsWhich of the following is NOT true regarding meetings?
A. A written agenda should be distributed in advance of the meeting.
B. The agenda should announce preset starting and stopping times.
C. It is appropriate to be flexible and extend a meeting’s stopping time if issues come up that were not on the agenda.
D. Don’t penalize those who show up on time by making them wait for those who are late. Reset Selection
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Question 15 of 20 5.0 PointsThe first step in setting up a monitoring system is to:
A. identify personnel.
B. identify all project milestones.
C. identify key factors to be controlled.
D. identify reports required. Reset Selection
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Question 16 of 20 5.0 Points__________ is one of a project manager’s most difficult tasks, invariably involving both mechanistic and human elements.
A. Auditing
B. Special analysis
C. Reporting
D. Control Reset Selection
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Question 17 of 20 5.0 PointsA useful tool to the project manager, the __________ indicates to a manager when a task or process is becoming unacceptable, typically when the ratio drops below 1.
A. critical ratio
B. control system
C. variance analysis
D. trend projection Reset Selection
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Question 18 of 20 5.0 PointsSoftware programs such as MSP let you utilize the organization’s local area network (LAN) or Intranet, as well as the Internet, to help with project __________ and __________.
A. communication; monitoring
B. monitoring; data collection
C. status; communication
D. resource usage; monitoring Reset Selection
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Question 19 of 20 5.0 PointsWhen collecting data, a simple tally of the occurrence of an event is called:
A. numeric ratings.
B. raw numbers.
C. frequency counts.
D. verbal characterizations. Reset Selection
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Question 20 of 20 5.0 PointsWhich one of the following is NOT one of the three distinct types of reports?
A. Exception
B. Special analysis
C. Routine
D. Analyzing Reset Selection

Nurs6341 discussion response #4: analyzing patient risk

NURS6341 Discussion Response #4: Analyzing Patient Risk
 
Respond to the discussion #4 below using the following approach:

Offer and support an additional strategy a colleague might use to integrate the principle of stacking into his or her specialty of interest.
Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.
Ask a probing question, substantiated with additional background information, evidence, or research.

 
 
Discussion #4
 
As the acuity level of our patient’s health status increased, the complexity of our roles increases also.  Attempting to manage multiple patients with complex health statuses requires the nurse to develop a care giving rubric that allows for this complex decision making process to occur seamlessly, with no harm coming to our patients. As novice nurses this task can seem daunting and overwhelming at times, but as we process through our career, the clinical decision making matrix becomes much easier to perform. One of those decision-making matrixes is stacking.
Stacking is an RN cognitive process involving decision-making about workflow priorities (Shirey, Ebright, & McDaniel, 2013).  Stacking as an important strategy used by experienced RNs for management of the complexity surrounding nursing care which involves complex reasoning and clinical decision making.
My clinical setting for my example is the Operating Room (OR) of a large hospital. As OR nurses, it can be overwhelming even for a seasoned OR nurse to understand, and prioritize this complex, multifaceted environment.  Being a high pressure environment, the OR can be a very fast-paced, stressful place. Surgeons’ tempers can run high, and that can trickle down to the staff, placing more emphasis on creating smooth running process, by the OR RN. Eskola et al. (2016) noted that the OR can be a stressful practice environment, where nurses might have either job stress or job satisfaction based on their competence.
In my clinical example, the building was built in the early 1900’s with many, many additions over the years.  In the Operating Rooms suites, their locations were scattered on 3 different wings of the hospital, and on 2 different floors.  In addition, the Central Supply, which sterilized and stored the surgical instruments and disposable supplies, was located in the basement of the original building, requiring multiple elevators trips to gather supplies. Also, the elevators were not dedicated to the OR’s, but were general use elevators, which made timely delivery of supplies problematic.
In this environment, the OR nurse needed to be very skilled in stacking, as regards to equipment and supply prioritization and optimization of use.  In today’s hospital culture of, “just in time” supply delivery, many hospital items are not stocked in large quantities and so amassing of large quantities of possibly needed equipment and supplies was frowned upon.  The prioritization skills of the novice nurse would have been taxed as even the more experienced nurses found the ability to have the correct supplies, in the correct quantities, in addition to planning for the unforeseen issues, daunting in the best of circumstances, and overwhelming in the worst of situations. Yildiz Findik, Ozbas, Cavdar, Yildizeli Topcu, & Onler (2015), remarked that the nursing students generally employed a helpless/self-accusatory approach among passive patterns as their clinical stress levels increased, and those who had never been to an operating room previously used a submissive approach among passive patterns.
In this environment, emphasis must be placed on the prioritization decisions in preparing and stocking supplies, and in the relationship management with the physicians.  For example, in cultivating a high relationship management technique with the operating the physicians, the OR nurse was better able to anticipate needs and have the correct items available, when they were needed. Patterson, Ebright, & Saleem (2011) said that in particular, being proactive on certain tasks was believed to reduce the overall amount of time spent on them. Being proactive in the OR environment requires a certain level of self confidence in the ability to communicate information quickly, concisely and accurately.  
 
 
References
Eskola, S., Roos, M., McCormack, B., Slater, P., Hahtela, N., & Suominen, T. (2016). Workplace culture among operating room nurses. Journal of Nursing Management, 24(6), 725-734. doi:10.1111/jonm.12376
 
 
Patterson, E. S., Ebright, P. R., & Saleem, J. J. (2011). Investigating stacking: How do registered nurses prioritize their activities in real-time? International Journal of Industrial Ergonomics, 41(4), 389-393. doi:10.1016/j.ergon.2011.01.012
 
Shirey, m. r., Ebright, p. r., & McDaniel, a. m. (2013). Nurse manager cognitive decision-making amidst stress and work complexity. Journal of Nursing Management, 21(1), 17-30. doi:10.1111/j.1365-2834.2012.01380.x
 
Yildiz Findik, U., Ozbas, A., Cavdar, I., Yildizeli Topcu, S., & Onler, E. (2015). Assessment of nursing students’ stress levels and coping strategies in operating room practice. Nurse Education in Practice, 15(3), 192-195. doi:10.1016/j.nepr.2014.11.008
 
 
 
Reminder:
1.    1 page only
2.    Put Citations in APA format and  at least 3 references… Articles must be 2011 to 2016.
 
 
Required Readings
 
Ebright, P. R. (2010). The complex work of RNs: Implications for healthy work environments. The Online Journal of Issues in Nursing, 15(1)
Retrieved from the Walden Library databases.
 
The author, an expert nurse, examines the meaning of “complexity” in nursing practice, how complexity impacts safety, quality, and retention, and considers recommendations and solutions for addressing complexity to reduce nursing stress and improve patient care.
Duffield, C., Diers, D., O’Brien-Pallas, L., Aisbett, C., Roche, M., King, M., & Aisbett, K. (2011). Nursing staffing, nursing workload, the work environment and patient outcomes. Applied Nursing Research, 24(4), 244–255.
Retrieved from the Walden Library databases.
 
This article details a study that links nurse staffing issues, increased workload, and unstable nursing unit environments with negative patient outcomes, including falls and medication errors, on medical/surgical units. As you read, compare the concept of nursing workload and nursing complexity and consider solutions in the Ebright article that might apply.
Required Media
Laureate Education (Producer). (2013). Addressing complexity of nursing practice [Video file]. Retrieved from https://class.waldenu.edu.
 
Note: The approximate length of this media piece is 8 minutes.
 
In this video segment, Dr. Pat Ebright and Dr. Mary Sitterding discuss complexities of nursing practice. Specifically, they highlight how the principle of stacking can help both novice and experienced nurses to make key workload decisions in the clinical environment.
 
Accessible player 
Laureate Education (Producer). (2013). The role of the nurse educator [Video file]. Retrieved from https://class.waldenu.edu.
 
Note: The approximate length of this media piece is 9 minutes.
 
In this video segment, Dr. Pat Ebright and Dr. Mary Sitterding discuss the role of the nurse educator.
 

Social assessment for on an older adult

Social Assessment Rubric
  Treatment Plan(15 pts)    Three or more measureable goals and treatment plans are presented clearly. If any gaps in service are present, these are discussed. A thorough, assessment of the person’s functioning is included using objective language. Vulnerabilities are discussed thoroughly and a clear discussion of strengths is presented.     Three or more goals and treatment plans are presented, but all are not measureable. If any gaps in service are present, these are discussed. A thorough, assessment of the person’s functioning is included using objective language. Vulnerabilities are discussed thoroughly and a clear discussion of strengths is presented.    Two or more measureable goals and treatment plans are presented; or obvious gaps in service are not discussed; or vulnerabilities are not discussed thoroughly or a clear discussion of strengths is not presented.    A treatment plan and goals are vaguely presented, without development, clarity, or are not measureable.     A treatment plan and goals are not evident or is briefly mentioned. Integration of Course Learning (15 pts)    A discussion is included of at least five ways the older adult fits into “normal” aging profile and appropriate examples and course material are utilized in conjunction to support these conclusions. Two or more “abnormal” aspects are discussed in detail and presented objectively and in conjunction with examples and course materials.     A discussion is included of at least three –four ways the older adult fits into “normal” aging profile and appropriate examples and course material are utilized in conjunction to support these conclusions. Two or more “abnormal” aspects are discussed in detail and presented objectively and in conjunction with examples and course materials.    A discussion is included of at least one-two ways the older adult fits into “normal” aging profile and appropriate examples and course material are utilized in conjunction to support these conclusions. One “abnormal” aspect is discussed in detail and presented objectively and in conjunction with examples and course materials.    A discussion of normal and abnormal aspects is presented, but it is vague and underdeveloped. Or course materials and examples are not used in conjunction to explain the students rationale.     A discussion of normal and abnormal aspects is not evident or is only briefly mentioned.
Social Assessment Assignment Description
Complete a comprehensive psychosocial assessment of an older adult WHO TURN (90 this year Oct. 18, 2014). She is not a very sickly old lady and she is not on any medication. She is an old nun and she is a very strong person and she takes herself around a lot. The purpose of this assignment is to provide an opportunity for students to practice their interpersonal skills and to allow an older person to serve as a resource for better understanding the needs of the elderly.  The assessment should be10 pages in length and should reflect the assessment concepts and strategies covered in the course readings and lectures. The paper should be formatted using basic APA guidelines (including a title page and reference page, which are not included in the10 page length requirement) and include at least five scholarly articles.  Please use the different Headings as you write the paper.
A.    Demographics of the person:  (age, gender, ethnic background, marital status, number of children, employment status/present, living arrangements).
B.    Physical status:  disabilities, chronic or acute illnesses, nutrition status, sensory impairments, medications, mobility, general satisfaction/dissatisfaction with current health status, overall view of health, and level of being able to provide own daily living needs.
C.    Psychological status: cognitive ability and emotional health: mental status, general outlook on life, coping abilities, affect, cognition, memory, orientation, clarity of thought.
D.    Social Functioning: availability and functioning of support systems, social activity level, social skills, and relationship with others (family, friends, neighbors and staff).  Include a summary of what you learned from the family member and from the service provider(s) you talked to. Give a brief description of your relationship with the person including the circumstances of your interactions. Describe a typical day for this person.
E.    Spiritual and cultural function: how does the older adult identify his or herself spiritually and culturally? Is religion/spirituality/faith important to the older adult? Does a particular religious affiliation describe the person? Does the older adult identify particular cultural traditions/norms that are important to their identity and coping? How important are spiritual and cultural factors in the life of the older adult?
F.    Formal service usage; services the older adult receives in and out of their residence.  Assess the physical environment in which the person lives and the services provided.
G.    Historical events: Have any large-scale events (e.g., Great Depression, presidential elections, 9/11, etc.) influenced the person’s attitude toward life? Gather other personal history that is relative to this person’s assessment.
H.    Financial resources: What financial resources are available for this person? Do they have health and/or life insurance etc.? Interest is in their perception of finances and not how much they have.  Address social policies and programs this person takes part in and explain how the policies have helped or hindered.
I.    Personal philosophy of aging: What are the person’s personal views, attitudes, beliefs, and feeling about growing older? What social theory of aging best fits this person and why did you pick this particular theory?
J.    Research Component: Research and discuss, in detail, a topic related to the problems or concerns that relates to this elder. Include a copy of the professional research articles’ abstracts along with the assessment.
K.    Treatment Plan conclusion: Please include goals and treatment plans you would have for this person if you were to provide services for this person from a professional stand point.  You may want to include in this gaps in services or needs that are not being met at this time as expressed by this person or assessed by you.  Please include other things you feel are relevant to understanding this person.  Overall assess this person’s current functioning, including vulnerabilities and a thorough discussion from a strengths-based perspective. 
L.    Integration of Course Materials: Describe how this person fits into the “normal” aging profile from information gained from class material and readings.  How is this person “abnormal” from a gerontological standpoint?
RECOMMENDED JOURNALS•    The Gerontologist•    Journal of applied Gerontology•    Journal of Aging and Social Policy•    Journal of Gerontological Social Work•    Journal of Social Service research•    Research on Aging•    Social Service Review•    Social Work 
RECOMMENDED WEB SITESAdministration on Aging                www.aoa.govAlzheimer’s disease Education and Referral        www.alzheimers.orgAmerican Association of Retired Persons        www.aarp.orgAmerican Society of Americans            www.asaging.orgGalen Institute.Inc.                www.galen.orgGerontological Society of American         www.geron.orgKaiser Family Foundation                www.kff.org/medicareNational Association for Home Care        www.nahc.orgNational Association of Social Workers        www.naswdc.orgNational Institute on Aging             www.nih.gov/niaNational Family Caregivers Association        www.nfcacares.org

Evidenced based | Nursing homework help

Integrating Evidence-Based Practice
Write a 1000-1500 word essay addressing each of the following points/questions. Be sure to completely answer all the questions for each bullet point. There should be two main sections, one for each bullet below. Separate each section in your paper with a clear heading that allows your professor to know which bullet you are addressing in that section of your paper. Support your ideas with (2) sources (1 outside source and the textbook) using citations in your essay. Make sure to cite using the APA writing style for the essay. The cover page and reference page in correct APA do not count towards the minimum word amount. Review the rubric criteria for this assignment.
Part 1:
Describe the eight steps to integrating evidence-based practice into the clinical environment. What barriers might you face in implementing a new practice to address your research topic (as identified in Module 1)? Describe strategies that could be used to increase success including overcoming barriers. 
Part 2: 
Describe six sources of internal evidence that could be used in providing data to demonstrate improvement in outcomes.
Assignment Expectations:
Length: 1000 – 1500 words Structure: Include a title page and reference page in APA format. These do not count towards the minimum word count for this assignment. Your essay must include an introduction and a conclusion.References: Use appropriate APA style in-text citations and references for all resources utilized to answer the questions. A minimum of one (1) scholarly source and the textbook are required for this assignment.
Below is what was discussed in Module 1 
Clinical Question
 In terminally ill patients and their families (P), how does the provision of educational programs to demystify benefits of hospice care (I) as compared to informal community education (C) influence their ability to increased awareness of the best options and benefits of hospice care (O) within a period of hospital stay (T)? 
Justification for the Clinical Problem
 This paper describes a hospice educational program for terminally ill patients. The main focus of this study is the lack of accurate and inconsistent information on the benefits and options of hospice care. There is a large gap of eligibility, philosophies and knowledge concerning hospice care for patients facing end of life transition. Most studies that have been carried out on the topic have either been biased or provided less detailed information on the importance of creating awareness of the benefits of hospice care for terminally ill patients. Lack of knowledge about the importance of hospice care has led to increased number of people living their last days without receiving the benefits of this service (Garcia, 2018). 
 Most families learn about the benefits of hospice care care when it is too late for the patient. In addition, the families learn about the advantages of the service once the patient has already been admitted in the program. The main reason for enrolling their terminally ill patients to the program is not because they know its benefits but for the lack of another option. The significance of this study is to help patients and families to enroll in hospice care early enough in the course of a life limiting illness for them to receive comfort care and experience easier transition. 
 According to Tofthagen, Guastella, & Latchman, 2019), the need for palliative and hospice care program has increased as people are living with complex diseases with no cure and population ages. The study suggests more hospice care professionals will be needed in the near future to meet the increasing demand for the services (Tofthagen, Guastella, & Latchman, 2019). Lack of knowledge on the importance of these services has resulted in families keeping terminally ill patients at their homes. The authors of this study suggest that providing educational programs to communities could help reduce the number of terminally ill patients who are not receiving these services (Tofthagen, Guastella, & Latchman, 2019). 
 Another study conducted in 2020, found out that healthcare professionals in the hospice care setting can only provide effective services to patients if there is a conceptual framework to guide practice and education (Dyess et al., 2020). The study suggests that most people are unable to access hospice care because of lack of knowledge. “The framework builds on theoretical caring to convey elements of relational, holistic and compassion; articulates inter-professional tenets for guiding values; and aligns with constructs for palliative and hospice best practices” (Dyess et al., 2020). The study suggests that such a framework invites leaders as well as clinicians to develop educational programs to promote awareness about hospice services. 
 According to Allo et al., (2016), healthcare professionals do not have exposure to provide quality home based care. This is as a result of lack of enough education among healthcare practitioners to attend to home-based patients. The study suggests that participation in patient home visits is an effective way to provide education in communities about the benefits of hospice care (Allo et al., 2016). This approach does not cause any form of distress to both patients and their families. As a matter of fact, families who participated in this study were quick to enroll their patients to hospice care (Allo et al., 2016).
 In another study conducted in 2019, the authors argue that most terminally ill patients do not have access to hospice services due to lack of knowledge in the communities (Livingstone, Welstand & Ryan, 2019). However, such patients would enroll to hospice care services if they were aware of its benefits. Livingstone, Welstand & Ryan, (2019), found out that the fears associated with end of life include not being able to stay at home, burden to the family and also fear of undignified death. Most terminally ill patients would therefore enroll to such programs to reduce these fears if they had enough knowledge. 
Article that Best Supports the Topic
 In a study conducted in 2018, the authors argue that hospice care is a service that has been widely misunderstood and underutilized (Garcia, 2018). Communities are not aware of hospice services. This results in increased suffering for patients having life limiting illnesses. Misconceptions by communities also lead to the lack of enrolling terminally ill patients to the service. Most people believe that the service is only provided for six months. People also don’t understand their illnesses as well as the treatment goals for hospice care. While there are many hospice care organization in communities, lack of clarity on who should handle this conversation exacerbates the situation (Garcia, 2018). 
 Limited knowledge, misconceptions and poor communication among patients and within the health care profession, have led to terminally ill patients not being referred on a timely manner (Garcia, 2018). Communities do not have enough knowledge to identify the identify patients who need hospice care. Late referrals have led to patients being denied access to hospice care at the end of their life. The underutilization of these services has resulted in poor communication and ineffective identification of those patients who deserve end of life care. The underutilization of hospice care leads to poor quality of life for terminally ill patients and also increased healthcare services (Garcia, 2018). 
  This article provides ways in which terminally ill patients and their families can access education programs to help them understand the benefits of hospice care services. The article also provides insights on the importance of providing educational programs to communities (Garcia, 2018). The other article focus more on the importance of providing hospice care rather than the importance of educational programs on hospice care services. Unlike the other selected articles, this article provides recommendation educational programs on the importance of hospice care can be administered in the community. By implementing this recommendation most people suffering from life limiting illnesses can access hospice car and end their life with dignity. 
References
Allo, J. A., Cuello, D., Zhang, Y., Reddy, S. K., Azhar, A., & Bruera, E. (2016). Patient Home Visits: Measuring Outcomes of a Community Model for Palliative Care Education. Journal of palliative medicine, 19(3), 271-278. Retrieved from https://www.liebertpub.com/doi/abs/10.1089/jpm.2015.0275
Dyess, S. M., Prestia, A. S., Levene, R., & Gonzalez, F. (2020). An Interdisciplinary Framework for Palliative and Hospice Education and Practice. Journal of Holistic Nursing, 0898010119899496. Retrieved from
https://journals.sagepub.com/doi/abs/10.1177/0898010119899496
Garcia, M. J. (2018). Systematic Review of the Literature on Why There is Hospice Underutilization. Retrieved from https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=6288&context=dissertations
Livingstone, T., Welstand, J., & Ryan, K. (2019). P-188 Improving access to hospice enabled care for heart failure patients–a service evaluation. Retrieved from https://spcare.bmj.com/content/9/Suppl_4/A79.3.abstract
Tofthagen, C., Guastella, A., & Latchman, J. (2019). Perspectives on Hospice and Palliative Care in the United States. In Hospice Palliative Home Care and Bereavement Support (pp. 105-119). Springer, Cham. Retrieved fromhttps://link.springer.com/chapter/10.1007/978-3-030-19535-9_7

cultural activity report | Human Resource Management homework help

As a way of experiencing the Humanities beyond your classroom, computer, and textbook, you are asked to do a certain type of “cultural activity” that fits well with our course and then report on your experience.   Your instructor will require you to propose an activity and get instructor approval before you do it and report on it (students should look for any instructions in that respect). Every effort should be made to ensure that this is a hands-on experience (not a virtual one), that this activity fits the HUM 112 class well, and that the activity is of sufficient quality for this university course. The two (2) key types of activities are a museum visit or a performance. Note: This must not be a report on the same activity (and certainly not the same report) as done for another class, like HUM 111. For instance, one might go to the same museum as done for HUM 111, but this HUM 112 report will focus on entirely different works and displays. 

Visit a museum or gallery exhibition or attend a theater, dance, or musical performance before the end of Week 10. The activity (museum or performance) should have content that fits our course well. Have fun doing this. 
Write a two to three (2-3) page report (500-750 words) that describes your experience.

Clearly identify the event location, date attended, the attendees, and your initial reaction upon arriving at the event.
Provide specific information and a description of at least two (2) pieces.
Provide a summary of the event and describe your overall reaction after attending the event.
Use at least the class text as a reference (additional sources are fine, not necessary unless required by your content). Your report should include connections you make between things observed in your activity and things learned in the course and text. 

Note: Submit your cultural activity choice to the instructor for approval before the end of Week 5 (earlier is even better). Look for guidance from the instructor for how or where to make your proposal. You may also seek advice from your instructor (provide your town / state or zip code) for a good activity in your general area. 
Visiting a Museum 

It makes sense to approach a museum the way a seasoned traveler approaches visiting a city for the first time. Find out what is available to see. In the museum, find out what sort of exhibitions are currently housed in the museum and start with the exhibits that interest you.
If there is a travelling exhibition, it’s always a good idea to see it while you have the chance. Then, if you have time, you can look at other things in the museum.
Every effort should be made ahead of time to identify a museum that has items and works one can easily connect to our HUM 112 class and book. Since HUM 112 covers from 1600 AD to the present, it makes more sense to focus on items from this time frame. In general, museums with fine arts work better than history museums. 
Any questions about whether a museum-visit activity fits the course and assignment well enough will be decided by the instructor when the student seeks approval for the activity. Any alternative activity outside the normal ones listed here, such as for those limited by disability or distance, will be determined by the instructor. Normally, we do not expect students to travel over an hour to get to an approved activity. 
Make notes as you go through the museum and accept any handouts or pamphlets that the museum staff gives you. While you should not quote anything from the printed material when you do your report, the handouts may help to refresh your memory later.
The quality of your experience is not measured by the amount of time you spend in the galleries or the number of works of art that you actually see. The most rewarding experiences can come from finding two or three (2 or 3) pieces of art or exhibits which intrigue you and then considering those works in leisurely contemplation. Most museums have benches where you can sit and study a particular piece.
If you are having a difficult time deciding which pieces to write about, ask yourself these questions: (1) If the museum you are visiting suddenly caught fire, which two (2) pieces of art or exhibits would you most want to see saved from the fire? (2) Why would you choose those two (2) particular pieces?  

Attending a Performance

Check your local colleges to see if there are any free or low-cost performances or student recitals. Student performances are generally of almost the same quality as professional performances, but typically cost much less. However, performances of high school level or lower will not meet this requirement. 
Try to do a quality performance that fits the class subject matter well. Sorry—but this is not for pop music or rock music, rap, country music, gospel music, comedy routines, your kid’s dance recital, your international friend’s wedding, high school plays, renaissance fairs, etc. Instead, think of college level or professional recitals, string quartets, symphony orchestras, opera, jazz, some stage dramas, etc. 
Any questions about whether a performance activity fits the course and assignment well enough will be decided by the instructor when the student seeks approval for an activity. Any alternative activity outside the normal ones listed here, such as for those limited by disability or distance, will be determined by the instructor. Normally, we do not expect students to travel over an hour to get to an approved activity. 
Unlike visiting a museum, where you can wear almost anything, people attending performances are often expected to “dress up” a bit.
Take a pen or pencil with you and accept the program you are offered by the usher; you will probably want to take notes on it during or after the performance.
Turn off your cell phone before entering the auditorium. Do not use your phone to record the music or to take pictures or videos. To play it safe, turn the phone off. 
Most long musical performances have at least one (1) intermission. If the lights start blinking, it is the sign that the performance is about to begin. 
Look for very specific things (such as a particular piece of music or the way certain instruments sounded at a specific time) which tend to stand out as either enjoyable or not enjoyable. Be sure to take notes of the things which you find enjoyable as well as the things which are not enjoyable.  

Note: If a student is unable to attend a cultural event in person due to circumstances beyond the student’s control, then the instructor will recommend an alternate event / activity for the student to “attend” online. The “virtual” event / activity is usually only for students who, due to their physical location, cannot possibly attend an event / activity in person; typically, these students are stationed overseas or have no means of transportation. Experience shows most museums and activities are modest in cost and manageable for students, and you will often see students from other universities there on similar course projects. If you are facing financial hardship, keep in mind that many museums have a free day each week and performance discounts are often available for students and veterans, among others. Feel free to ask your instructor to help with finding low-cost options. If you believe that you have a legitimate reason for attending a “virtual” activity, you must contact the instructor no later than Week 5 for your request to be considered.  
Your assignment must follow these formatting requirements:

Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA Style format. Check with your professor for any additional instructions. (Note: Students can find APA style materials located in the Additional Resources section of their Student Center within their course shell for reference)
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

Explain the importance of situating a society’s cultural and artistic expressions within a historical context. 
Examine the influences of intellectual, religious, political, and socio-economic forces on social, cultural, and artistic expressions.
Use technology and information resources to research issues in the study of world cultures.
Write clearly and concisely about world cultures using proper writing mechanics

Personal narrative essay | English homework help

For Essay #2, the Personal Narrative, you will be writing a short essay (at least 3-4 pages in length) about a significant event in your own life.  This event need not –and probably should not–be inherently, overly dramatic.  Sometimes the most influential moments in our lives are smaller moments, events that we may not recognize as influential until years after the experience.  In the personal narrative essay, you will want to tell the story as accurately as you can—search your deep memory—and tell the story from your own perspective.  You will also want to exercise your selectivity as a writer, choosing to summarize background information/exposition, and really dramatize important scenes for the reader. 
 
Sample
Spc Shannon Thomas
Fort Riley, Kansas
“My Dancing Roots”
Like rain showers breaking the silence of midnight, the thunderous applause poured over that final sustained-for-emphasis A-flat and me.  My friends were whistling and hooting like they just heard their favorite song by their idolized music artist at a sold-out concert.  I was all smiles.  Although it was only my first vocal music recital at my new high school, my new friends truly made me feel celebrated.  We were all artists, born and made from the same peculiar passion that drives us to dedicate ourselves daily to the perfecting of whatever it is we do.  Family oriented by choice, there was a nurturing and supportiveness that was contagious among the students and faculty.  This school required a rigorous two auditions and an interview with the principal and a senior faculty member from the students intended major.  The end result, I shared the hallway with only 200+ students from grades eight through twelve.  I have experience singing in Italian, Latin, French, German, Hebrew, and Spanish.  Being a vocal music major with a minor in performance piano is what I have always done and was always perfectly content doing.  Imagine the awkwardness when I found out that this small performing arts high-school was so exclusively “artsy” that for Physical Education credits, students are required to take Ballet Technique Level I to fulfill the requirement!  I distinctly remember thinking, “This is going to be the biggest, longest, stupidest waste of time.”
Most non-dancers shared this depressing requiem.  Over lunch the 16-year-old prodigy trumpet player laments how a dance teacher tried to make him stretch his legs open, “This wide!” with his arms outstretched like the crucified Man Of Sorrows.  The Sophomore painter shows a doodle of the dizzying stars she saw when they tried to teach her to just spin and spin from one end of the dance studio to the other.  A Communications student described his tragedy at Ballet I, as an event so calamitous it “should have been televised.”  Clumsily dodging the other beginners as he fumbled through each combination looked less like dancing and more like these beginners had synchronized the ants in there pants.  “Anti-graceful” was the agreed upon description for all non-dancers.  I was definitely not looking forward to my “first class” experience. 
The dressing room was a mixed territory of veteran ballerinas and the tenderfoot wannabe’s that would dare hold a class within a mile of their talent.  The distinctions in dress between the two groups were strikingly obvious to me.  We all hold to the same basic standard of black tights, leotard, and hair in a neat bun or chignon out of the face and off the neck.  Still, there were details in the clothing itself that separated the novice from the seasoned. The  experts wore hundred-times-washed, simple leotards, tights that used to be footed but now had lost fights with a scissor along the way up their bulging calf muscles, some had leg-warmers borrowed from the 1980’s, with functional-looking shoes that looked danced to death.  They were quite unashamed of their neat-pauper kind of look.  The aspirants were like seventh-graders on the first day of school, all fixated on making a good first impression with every shred of dance apparel brand new.  I noted that the vets looked prepared to break a sweat and the wannabe’s were, of course, clueless.
We filed in slowly like wallflowers, utterly afraid of the open space with a tell-all-your-secrets mirror that spanned one entire wall.  The instructor pranced in motivated to embarrass a fresh group of victims assembled for his viewing entertainment.  He instead graciously encouraged this group of painters, musicians, and playwrights, with words of affirmation and empathy.  He began as a graphic artist himself and got wooed into the dance world.  A community of racing pulses instantly slowed to a shared sigh of relief as his speech ended with his humble admission of familiarity to our scary and new world. “Now class, approach the barres.”  It was time to begin.
Though he moved like molasses through the first combinations it was surprisingly tough to mimic.  Contorting into strange twists and bends was taking a toll on my body after the first week.  I finally decided to try to embrace and maybe even think about enjoying being a dance student though I truly would have been happy to simply learn the classical piano music we were wasting on the Dance Department. Over the passing weeks the class, as a whole, improved steadily and we began to respect and admire the craft as well as take on new challenges.  One morning my teacher required of us an impossible task .  In our first lessons we would do each combo with our beloved instructor in front of us as we all faced the mirror for reinforcement.  Now we are being required to dance with him out of our sight for cues.  Without him front and center  to guide our intended outcome, it was much harder to remember what to make your leg and arm do simultaneously, plus when to do it!  Not only did my muscles ache, my brain was now a cardholding member of the, “Organs and Muscle Groups Who Hate Shannon Association”.  After painful attempts with some few victories, we eventually got used to not being bottle-fed our choreography.  A few of us even acquired a hole here and there in our tights and shoes.  Yes!!
When women cry, I have heard it said from men that they can never really tell which emotion has surfaced, so either way a well-meaning hug is usually appropriate.  The following year and several thousand dance steps later, I signed up for the next level in dance instruction.  My request was denied. A knot got stuck in my throat then found it’s way all the way down to my heart and I said to my self, maybe next semester.  I cried.  Disappointed, I began wrapping my mind around the fact that I was probably destined to just be a singer who played piano.  I showed the transcript to a good friend who pointed out that a certain code did not denote a denial, but a skip to the next level higher than I originally requested.  My dance teachers had decided I was progressing rapidly enough to skip all intermediate dance courses and proceed to Advanced level 1.  I cried, again  Then somewhere in between, this happiness made me jump up and down in the hallway clapping.
I remember the day I entered that same locker room with a new attitude.  The newbie’s were still dressed as newbies, and the experts were still identifiable as experts.  Where do I fit in?  I looked in a small mirror to see that I resembled an expert on the outside, but felt like a newbie that secretly acquired a backstage pass to an expert class. The weeks went by and there were a lot of times I felt like I was a kitten breathlessly struggling to run among cheetahs.  The combinations were more precise, and the transitions from one combo to the next were quicker, almost seamless.  I was beginning to accept my place in the rankings as the least experienced expert.  You know the one who, as a peer, you never really go to with a question, but usually approach with your own good advice and tips.  Whenever a new dance move is taught, we all attempt the choreography one by one in a sort of conga line across the floor.  The student who performs it the most accurate is called out to express it alone so the rest of the class can learn a bit more about how to correctly execute.  One day, we were all taught a brand new type of leap and after demonstrating our attempts one by one, I was called out!  I thought I had done something so wrong, I would be told that I represent what NOT to do.  Turns out I was the only dancer who demonstrated an understanding of what the leap should look like.  I did the combination solo and received smiles, pats on the back, and a reassurance that I was in the right place.  I leaped the highest I had ever leaped, right into the stride of a cheetah.
My report back at the lunch table that first day of a new school year was one animated with surprise and excitement as I learned that I was maybe multi-talented!  My story began like theirs once did, but I discovered the lesson in my experience was in blooming where I was planted.  When I perceived I was plopped into a rocky place unfit for the kind of growth I was interested in, I had to uncomfortably tunnel deeper to find that there was good soil beneath. My dancing roots can now be traced to that famous school of the arts where I had begun dancing and have yet to stop to this day.
 

Questions over administration benefits | Human Resource Management homework help

This is a multiple choice quiz for my Administration Benefits class. Each question contains each of the multiple choice answers to chose from. Anyone familiar with the aspects and topics of benefits and administration shouldn’t have that much problem with this – or theres always the internet! I do need this back fairly quickly!
 
 
Top of Form
Question 1
Which of the following is not an accrual criteria?
Answer

[removed]

 

Average benefit test

[removed]

 

3% rule

[removed]

 

Fractional rule

[removed]

 

113 1/3 rule

1.5 points
Question 2
These indicate yearly probabilities of death based on such factors as age and sex.
Answer

[removed]

 

Experience ratings

[removed]

 

Formulary ratings

[removed]

 

Mortality tables

[removed]

 

Morbidity tables

1.5 points
Question 3
Which of the following is not a hybrid plan?
Answer

[removed]

 

Money purchase

[removed]

 

Cash balance

[removed]

 

Stock option

[removed]

 

Target benefit

1.5 points
Question 4
In short-term disability insurance plans, this term refers to the minimum amount of time an employee must wait after becoming disabled before disability insurance payments begin.
Answer

[removed]

 

Elimination period

[removed]

 

Exclusion period

[removed]

 

Preeligibility period

[removed]

 

Full integration period

1.5 points
Question 5
This consumer-driven health care option allows employees to contribute pre-tax wages annually to pay for qualified medical expenses, but they will lose the balance not used at year’s end.
Answer

[removed]

 

Flexible spending accounts

[removed]

 

Health reimbursement arrangements

[removed]

 

Health savings accounts

[removed]

 

Flexible savings accounts

1.5 points
Question 6
Most short-term disability insurance plans pay employees around how much of their regular pre-tax salary?
Answer

[removed]

 

85 – 100%

[removed]

 

35 – 50%

[removed]

 

50 – 67%

[removed]

 

40 – 59%

1.5 points
Question 7
ERISA regulates all but which of the following?
Answer

[removed]

 

Disability insurance

[removed]

 

Health insurance

[removed]

 

Life insurance

[removed]

 

Paid time off

1.5 points
Question 8
Medical care has risen about how much since 1982?
Answer

[removed]

 

2000%

[removed]

 

300%

[removed]

 

100%

[removed]

 

1000%

1.5 points
Question 9
These reduce company-sponsored benefits by subtracting a particular percentage of these disability benefits from workers’ compensation and Social Security disability plans.
Answer

[removed]

 

Elimination provisions

[removed]

 

Exclusion provisions

[removed]

 

Limited integration provisions

[removed]

 

Offset provisions

1.5 points
Question 10
This law sets minimum standards for the length of hospital stays for mothers and newborns.
Answer

[removed]

 

Family and Medical Leave Act

[removed]

 

Newborns’ and Mothers’ Health Protection Act

[removed]

 

Pregnancy Discrimination Act

[removed]

 

Newborns’ and Mothers’ Discrimination Act

1.5 points
Question 11
What are the three specific forms of prepaid group practices?
Answer

[removed]

 

Universal model HMOs, group model HMOs, staff model HMOs

[removed]

 

Group model HMOs, network model HMOs, universal model HMOs

[removed]

 

Staff model HMOs, group model HMOs, network model HMOs

[removed]

 

Network model HMOs universal model HMOs, staff model HMOs

1.5 points
Question 12
In 2009, the IRC set the maximum annual benefits of defined benefits plans at what amount?
Answer

[removed]

 

$135,000

[removed]

 

$195,000

[removed]

 

$265,000

[removed]

 

$235,000

1.5 points
Question 13
Companies establish retirement plans following one of these three design configurations.
Answer

[removed]

 

Defined benefit, defined contribution, hybrid

[removed]

 

Qualified benefit, qualified contribution, hybrid

[removed]

 

Qualified benefit, nonqualified benefit, hybrid

[removed]

 

Funded, unfunded, hybrid

1.5 points
Question 14
According to ADA guidelines, which of the following is true?
Answer

[removed]

 

Employers can require a longer preeligibility period for employees with disabilities

[removed]

 

Employers cannot exclude qualified employees with disabilities from participating in its’ disability retirement plans

[removed]

 

Employers must offer the same benefits to all under its disability retirement plans

[removed]

 

Employers must include cost-of-living adjustments on its disability benefits

1.5 points
Question 15
This ERISA Title specifies a variety of protections for participants and beneficiaries.
Answer

[removed]

 

Title II

[removed]

 

Title III

[removed]

 

Title I

[removed]

 

Title IV

1.5 points
Question 16
What is the 3% rule used to determine?
Answer

[removed]

 

Nondiscrimination in defined benefits plans

[removed]

 

Nondiscrimination in defined contribution plans

[removed]

 

Tax benefit qualification for defined benefits plans

[removed]

 

Tax benefit qualification for defined contribution plans

1.5 points
Question 17
This amendment contains the equal benefit or equal cost principle and bans termination of an employee’s long-term disability benefits for active employees based on age.
Answer

[removed]

 

Older Workers Benefit Protection Act

[removed]

 

Retired Workers Protection Act

[removed]

 

Age Discrimination in Employment Act

[removed]

 

Older Workers Retirement Act

1.5 points
Question 18
This federal law requires group health plans to provide medical and surgical benefits for mastectomies.
Answer

[removed]

 

Women’s Health and Cancer Rights Act

[removed]

 

Health Insurance Portability and Accountability Act

[removed]

 

Pregnancy Discrimination Act

[removed]

 

Women with Disabilities Act

1.5 points
Question 19
To qualify as a group term life insurance policy, it must insure at least how many full-time employees?
Answer

[removed]

 

20

[removed]

 

15

[removed]

 

10

[removed]

 

25

1.5 points
Question 20
Which of the following laws was NOT mentioned as having a major influence on company-sponsored disability insurance plans?
Answer

[removed]

 

Fair Labor Standards Act

[removed]

 

Age Discrimination in Employment Act

[removed]

 

Employee Retirement Income Security Act

[removed]

 

Americans with Disabilities Act

1.5 points
Question 21
These are the most popular approaches used by employers to offer consumer-driven health care.
Answer

[removed]

 

Flexible savings accounts, health reimbursement arrangements

[removed]

 

Health spending accounts, health reimbursement arrangements

[removed]

 

Flexible spending accounts, health reimbursement arrangements

[removed]

 

Health savings accounts, flexible spending accounts

1.5 points
Question 22
These types of insurance plans are set up to cover things like dental care, vision care and prescription drugs.
Answer

[removed]

 

Flexible savings plans

[removed]

 

Flexible services accounts

[removed]

 

Carve-out plans

[removed]

 

Health services accounts

1.5 points
Question 23
Savings incentive match plans for employees (SIMPLEs) have the following characteristics
Answer

[removed]

 

The company has at least 100 employees, the employees’ preceding year’s compensation totaled at least $5000, the company has no other employer-sponsored retirement plan

[removed]

 

The company has fewer than 100 employees, the employees’ preceding year’s compensation totaled less than $5000, the company has no other employer-sponsored retirement plan

[removed]

 

The company has fewer than 100 employees, the employees’ preceding year’s compensation totaled less than $5000, the company offers other employer-sponsored retirement plans

[removed]

 

The company has fewer than 100 employees, the employees’ preceding year’s compensation totaled at least $5,000, the company has no other employer-sponsored retirement plan

1.5 points
Question 24
Which of the following are characteristics of the flat benefit formula used in defined benefits plans?
Answer

[removed]

 

An employee’s years of service are considered, is determined using a flat amount formula or a flat percentage formula, the benefit is based on a percentage of the employee’s final average wage or salary

[removed]

 

Is determined using a flat amount formula or a flat percentage formula an employee’s years of service are considered, the benefit is based on a percentage of the employee’s final average wage or salary, is based on the employee’s last 3-4 years of service

[removed]

 

Is based on the employee’s last 3-4 years of service an employee’s years of service are considered, the benefit is based on a percentage of the employee’s final average wage or salary, an employee’s years of service are considered

[removed]

 

The benefits are based on a percentage of the employee’s final average wage or salary, are based on the employee’s last 3-4 years of service and are determined using a flat amount formula or a flat percentage formula

1.5 points
Question 25
The 133 1/3% rule refers to what?
Answer

[removed]

 

The annual accrual rate for defined benefits plans

[removed]

 

The annual accrual rate for defined contribution plans

[removed]

 

The annual accrual rate for qualified benefit plans

[removed]

 

The annual accrual rate for qualified contribution plans

1.5 points
Question 26
What is coinsurance?
Answer

[removed]

 

When both parents have employer-sponsored insurance coverage for their children

[removed]

 

Two insurance companies combine to offer a group policy to an employer

[removed]

 

The amount an employee has to pay out-of-pocket before the insurance kicks in

[removed]

 

The percentage of covered expenses paid by the insured

1.5 points
Question 27
FASB 106 does not do which of the following?
Answer

[removed]

 

Held firm the method for how companies recognize the costs of non pension retirement benefits, including health insurance, on financial balance sheets

[removed]

 

Reduces the amount of net profit companies list on balance sheets

[removed]

 

Benefits such as health care coverage establish an exchange between the employer and employee

[removed]

 

Post-retirement benefits are part of employee’s compensation package

1.5 points
Question 28
In 2008, what percentage of full-time and part-time employees received employer-sponsored life insurance?
Answer

[removed]

 

40% full-time, 20% part-time

[removed]

 

70% full-time, 30% part-time

[removed]

 

70% full-time, 40% part-time

[removed]

 

75% full-time, 17% part-time

1.5 points
Question 29
Short-term disability insurance usually provides benefits for up to how long?
Answer

[removed]

 

6 months

[removed]

 

9 months

[removed]

 

3 months

[removed]

 

12 months

1.5 points
Question 30
Which of the following does not fall within the scope of the role of a primary care physician?
Answer

[removed]

 

Making initial diagnosis and evaluation of patient’s condition

[removed]

 

Identifying applicable treatment protocols and practice guidelines

[removed]

 

Providing specialist diagnosis

[removed]

 

Deciding what treatment is warranted

1.5 points
Question 31
Which legislative act made benefit and contribution limits permanent?
Answer

[removed]

 

ERISA Title I

[removed]

 

Economic Growth and Tax Relief Reconciliation Act of 2001

[removed]

 

Pension Protection Act of 2006

[removed]

 

ERISA Title III

1.5 points
Question 32
These are the three main types of dental plans.
Answer

[removed]

 

Dental fee-for-service, dental savings accounts, dental maintenance organizations

[removed]

 

Dental savings accounts, dental maintenance organizations, dental service plans

[removed]

 

Dental preferred provider organizations, dental maintenance organizations, dental service corporations

[removed]

 

Dental fee-for-service, dental service corporations, dental maintenance organizations

1.5 points
Question 33
To qualify as a nondiscriminating defined contribution plan, it must meet which two safe harbors?
Answer

[removed]

 

Base contribution formula or collateral contribution formula

[removed]

 

Fixed first-dollar-of-profits formula or graduated first-dollar-of-profits formula

[removed]

 

Uniform allocation formula or uniform points allocation formula

[removed]

 

Profitability threshold formula or the backloading formula

1.5 points
Question 34
The benefits distributed from profit sharing plans are usually allocated using one of these three ways.
Answer

[removed]

 

Lump sum payments, graduated payments, proportional payments based on their contributions to profits

[removed]

 

Equal payments, proportional payments based on salary, lump sum payments, graduated payments

[removed]

 

Equal payments, proportional payments based on salary, proportional payments based on their contributions to profits

[removed]

 

Equal payments based on contributions to profits, equal payments based on salary, lump sum payments

1.5 points
Question 35
Which one of these is not a defined contribution plan?
Answer

[removed]

 

Cash balance plan

[removed]

 

ESOPs

[removed]

 

SIMPLE

[removed]

 

Profit sharing

1.5 points
Question 36
This consumer-driven health care option contains contributions made by employers and the balance can be carried-over to the next year.
Answer

[removed]

 

Flexible spending accounts

[removed]

 

Health reimbursement arrangements

[removed]

 

Health savings accounts

[removed]

 

Flexible savings accounts

1.5 points
Question 37
These two are the basic accrual rules for the nondiscrimination testing for defined contribution plans.
Answer

[removed]

 

Contributions cannot be reduced based on age, no maximum age limit for discontinuing contributions

[removed]

 

Contributions can be reduced based on age if everyone in the plan is affected, no maximum age limit for discontinuing contributions

[removed]

 

Contributions can be reduced based on age if everyone in the plan is affected, no minimum age limit for discontinuing contributions

[removed]

 

Contributions can be increased based on age, no maximum age limit for discontinuing contributions

1.5 points
Question 38
This type of medical plan acts as a backup to basic insurance by covering expenses that exceed maximum benefit limits.
Answer

[removed]

 

Supplemental major medical plan

[removed]

 

Comprehensive major medical plan

[removed]

 

Network major medical plan

[removed]

 

Uniform major medical plan

1.5 points
Question 39
This type of hybrid plan is based on income and years of service, uses individual accounts, passes the IRS’s cross-testing rules and the total benefits are based on the investment performance of the plan’s assets.
Answer

[removed]

 

Target benefit plan

[removed]

 

Money purchase plan

[removed]

 

Age-weighted profit sharing plan

[removed]

 

Cash balance plan

1.5 points
Question 40
Which of the following is a tax benefit associated with 401(k) plans?
Answer

[removed]

 

Employees pay taxes on their contribution

[removed]

 

Employees do not pay taxes on their contributions

[removed]

 

Investment gains are taxed

[removed]

 

Employees cannot deduct their contributions from taxable income

1.5 points
Question 41
Using the ratio percentage test for tax benefit qualification, what does the percentage of nonhighly compensated employees to highly compensated employees in the plan have to be?
Answer

[removed]

 

30%

[removed]

 

70%

[removed]

 

60%

[removed]

 

40%

1.5 points
Question 42
Employer-sponsored disability insurance plans generally supplement legally required benefits established by which law?
Answer

[removed]

 

Family Medical Leave Act

[removed]

 

Employee Retirement Income Security Act

[removed]

 

Fair Labor Standards Act

[removed]

 

Social Security Act

1.5 points
Question 43
US companies offered life insurance to what percentage full time employees in 2008?
Answer

[removed]

 

50%

[removed]

 

75%

[removed]

 

70%

[removed]

 

78%

1.5 points
Question 44
Self-inflicted wounds and drug dependency are generally considered as what in most short-term disability insurance plans?
Answer

[removed]

 

Partial disability provisions

[removed]

 

Exclusion provisions

[removed]

 

Elimination provisions

[removed]

 

Preexisting condition provisions

1.5 points
Question 45
Which of the following is not true for medical reimbursement plans?
Answer

[removed]

 

Reimburses employees totally or partially

[removed]

 

Usually associated with self-funded or independent indemnity plans

[removed]

 

Deductibles must be met

[removed]

 

Coinsurance usually 70%

1.5 points
Question 46
Which of the following is NOT a common method for funding tax deferred annuities?
Answer

[removed]

 

Annuity contracts

[removed]

 

Profit sharing

[removed]

 

Custodial agreements

[removed]

 

Life insurance

1.5 points
Question 47
This prescription drug plan is usually associated with indemnity plans, pays benefits after the employee has met the deductible and tends to charge the most for filling the prescriptions.
Answer

[removed]

 

Drug prescription plan

[removed]

 

Mail order prescription drug program

[removed]

 

Medical reimbursement plan

[removed]

 

Prescription card program

1.5 points
Question 48
Most long-term disability insurance plans pay how much after a waiting period of how long?
Answer

[removed]

 

70 – 90%, after 6 – 12 months

[removed]

 

70 – 90%, after 3 – 6 months

[removed]

 

50 – 70% after 6 – 12 months

[removed]

 

50 – 70% after 3 – 6 months

1.5 points
Question 49
What are the two types of fee-for-service plans?
Answer

[removed]

 

Health savings accounts, indemnity plans

[removed]

 

Health savings accounts, health reimbursement plans

[removed]

 

Health reimbursement plans, indemnity plans

[removed]

 

Indemnity plans, self-funded plans

1.5 points
Question 50
Which section of the US income tax code specifies that the cost of employer-provided group term life insurance qualifies as a tax-free benefit to an employee?
Answer

[removed]

 

Section 69

[removed]

 

Section 77

[removed]

 

Section 79

[removed]

 

Section 97

1.5 points
Question 51
This is a mental or physical disability for which medical advice, diagnosis, care or treatment was received, during a designated period preceding the beginning of disability insurance coverage.
Answer

[removed]

 

Preeligibility condition

[removed]

 

Exclusive condition

[removed]

 

Eliminating condition

[removed]

 

Preexisting condition

1.5 points
Question 52
Which of the following is not a criteria for determining tax qualification in IRC section 79?
Answer

[removed]

 

General rule for tax benefits of group term life insurance

[removed]

 

Exceptions to the general rule that impose taxation

[removed]

 

Determination of cost of insurance

[removed]

 

Employees does not include former employees

1.5 points
Question 53
Companies can choose from which three classes of health insurance programs?
Answer

[removed]

 

Fee-for-service, managed care, point-of-service

[removed]

 

Indemnity, health savings accounts, managed care

[removed]

 

Point-of-service, fee-for-service, indemnity

[removed]

 

Self-funded, managed care, fee-for-service

1.5 points
Question 54
What are the three common forms of managed care plans?
Answer

[removed]

 

Individual practice organizations, point-of-service plans, health maintenance organizations

[removed]

 

Health maintenance organizations, preferred provider organizations, point-of-service plans

[removed]

 

Preferred provider organizations, point-of-service plans, individual practice organizations

[removed]

 

Preferred provider organizations, health maintenance organizations, individual practice organizations

1.5 points
Question 55
This type of defined contribution plan, also known as a CODA, permits only private sector or tax-exempt employers’ employees to tax defer part of their compensation to the trust of a qualified plan.
Answer

[removed]

 

Section 457 plan

[removed]

 

Section 403(b) annuities

[removed]

 

Saving incentive match plan

[removed]

 

Section 401(k) plan

1.5 points
Question 56
State health instructor laws address all BUT which of the following?
Answer

[removed]

 

Extending coverage to particular services, treatments or health conditions

[removed]

 

Reimbursing recognized health care providers for health care services

[removed]

 

Employer’s self-funded plans

[removed]

 

Length of time coverage

1.5 points
Question 57
These types of insurance plans provide protection against health care expenses in the form of cash benefits paid to the insured or directly to the provider after the services are rendered.
Answer

[removed]

 

Point-of-service plans

[removed]

 

Managed care plans

[removed]

 

Fee-for-service plans

[removed]

 

Health savings accounts

1.5 points
Question 58
This type of hybrid plan defines benefits for each employee by reference to the amount of the employee’s hypothetical account balance.
Answer

[removed]

 

Money purchase plan

[removed]

 

Target benefit plan

[removed]

 

Cash balance plan

[removed]

 

Pension equity plan

1.5 points
Question 59
Which of the following factors does not determine the accrual rate in defined contribution plans?
Answer

[removed]

 

Benefits equal balance in the account

[removed]

 

Company cannot set maximum age limits for discontinuing contributions

[removed]

 

Company’s contribution cannot be reduced because of employee age

[removed]

 

Benefits exceed the balance in the account

1.5 points
Question 60
This type of group insurance plan offers health insurance and other benefits to the employees of two or more unaffiliated employers, except for any arrangements established by a collective bargaining agreement.
Answer

[removed]

 

Voluntary employee beneficiary associations

[removed]

 

Multiple employer trusts

[removed]

 

Pooled coverage

[removed]

 

Multiple employer welfare arrangement

 

Homework 7.0 | Management homework help

 
The chapter includes a schedule that is specific to entrepreneurial startups, called a Source and Use of Funds Statement.  Do not confuse this with the customary Cash Flow Statement.  The template for this schedule has been attached as an excel file at the bottom of this instruction. 
This is the format for the Financial Plan chapter:
7.0     FINANCIAL PLAN
     7.1       Expansion Plan Source and Use of Funds Statement
     7.2      Financial Statement Assumptions Sheet
     7.3      Pro Forma Income Statement
     7.4      Pro Forma Balance Sheet
     7.5      Pro Forma Cash Flow Statement
     7.6      Key Financial Ratios and Analysis of Trends over Time
Proforma means looking ahead, into the future and estimating the expected results.  The reason we do it is to provide a picture of how we expect the plan to turn out.  We look forward not just for one year, but for a realistic period into the future – typically five years.  Beyond five years, things are so fuzzy that the predictions are not reliable.  
Why not just use a shorter period – say three years?   If we try to shorten the planning horizon, the growth of a new startup business can’t be properly described and the financial ratios won’t show clear trends.  It’s like watching a rocket launch and only seeing the first 10 seconds.  Will it make it to the moon?  Or will it simply fall back into the sea?  You need to watch for a longer period to be able to make that prediction.   And so too with a new business, you need to watch it perform for a longer period (five years) to predict whether it will be successful.  
And always start your proforma schedules with a column indicating your most recent actual results. Presume you’ve been in business (at a low volume) for 12 months and show the actual results for that period (pre-expansion plan).  It demonstrates where you are coming from and enables the reader to better judge the impact of your expansion plan.  Show the actual results as the left-hand column on a multi-year schedule.
The Financial Plan should include the following proforma financial statements:

expansion plan source and use of funds statement
assumptions sheet
income statement
balance sheet
cash flow statement
ratio analysis

The Expansion Plan Source and Use of Funds Statement is a document that 1) itemizes the cash needs of the business to pay for the expansion project and fund the company’s working capital needs until the project will be self-sustaining, and 2) identifies the sources of cash presently available to the business.  The difference between needs and sources shows how much extra cash will be required.  The difference between the needs and the sources thus equals the amount of funding being requested from investors.
This is NOT the classic financial cash flow statement which is also required further into the chapter.  Instead, it is a simple chart that lays out the expected start-up costs, and funding sources, until such time as the business will be self-sufficient from a cash flow perspective.  Thus, the period of time it covers will differ from case to case.  It begins when you need fresh investment money to start paying for the expansion plan and operating the business at the higher volume levels.  It ends when the business is earning sufficient profit to be self-supporting. There is no timing in the chart, just a total. 
Most of the investment funds will obviously be used to fund the physical part of the expansion plan – new equipment, facilities, manpower, marketing, etc. And some of the money will be needed to fund the marketing expense of getting your product recognized in the marketplace.  And finally, some of the funds will likely be needed to fund working capital and profitability shortfall for the business until it starts generating sufficient cash inflows from sales and collections to be self-sufficient.  This represents the “uses of funds.”  The “sources of funds” represent any money you may have available to help pay for these uses.  It can include any residual paid-in capital from the promoters, any newly contributed capital from relatives, and “angel investors” and any grants/loans you might receive from various agencies.    The difference between the two subtotals equals the funding you are looking to obtain from the equity investors.
Make sure that the source and use of funds statement numbers match those that you have posted in other chapters.  Go back and adjust the prior chapters’ data if the numbers just don’t make sense, now that you see them all together.
Here is an example of a Source and Use of Funds Statement.  Figures have been left in the example, to permit you to follow the logic of the schedule. 
Expansion Plan – Source and Use of Funds Statement  Company:    Source of Funds SourceAmountManagement Team Investment $      700,000Line of Credit from Bank $         75,000Total Funds Committed $      775,000Total Funds Required $   1,225,000Total Funds Needed from an Equity Investor $      450,000  Use of Funds Cost ItemAmountOffice Facilities $      210,000Office and Computer Equipment $        75,000Staffing $        30,000Sales and Marketing $        50,000Attorney Fees $        15,000Initial Inventory $     645,000Other (R&D and General Expenses) $        50,000Cash for Working Capital $        50,000Shortfall on Profitability During Initial Operations $      100,000Total Required Funds $   1,225,000  
In this particular schedule, there is more to it than simple in and outflows of cash at the end of the year.  Instead, the period the chart covers is the entire duration of the project, up to the point that it can self-fund from internal cash flow.    The flows are describing the funding availability and needs for the growth project that you are proposing.  The Sources are funds that are available to fund the growth project and the Uses are the budgeted expenditures on the growth project plus expected working capital needs until the project has sufficient traction to be self-funding through cash flows from operations.  
Important note: The Source And Use of Funds Statement is different from the Cash Flow Statement that will be described later.
The Financial Statement Assumptions Sheet is an explanation of the most critical assumptions that your financial statements are based on.  These always include assumptions on inflation and price escalation for multi-year forecasts.  Forecasters developing proforma schedules always precede the schedules with detail of all the assumptions they made to construct the schedules.  The method for constructing a forecast is just as important as the forecast results.  It enables the readers to “validate” the methodology of the forecast and thus to develop confidence in the results of the forecast.
The Income Statement reflects the projected results of the operations for a firm for a given period of time. It records all the projected sales and expenses for the given period and shows whether the firms will be making a profit or experiencing a loss.
This financial schedule has a standardized format.  The first section displays the expected sales revenue.  The next section is the cost of production and sales.  The difference between revenue and cost is the expected profit (or loss) and appears in the next section of the Income Statement.
Financial statements are to be multi-year for 5 forecast years.  In addition, show the actual results from your first 12 months of operations.  This will permit a comparison of the before and after expansion results and will also “seed” the future years with beginning balances in the case of the Balance Sheet and Cash Flow Statement.
Financial people sometimes get caught up in a problem.  They believe they are constructing the actual plan, and they go to work inventing all the assumptions behind the financial forecast results.  The financial schedules aren’t the actual plan.  They are a way to describe the results of the plan we have presented in all the other chapters.    So, you MUST make certain that your financial results tie back to the estimates that you included in the prior chapters.
It started way back when you estimated your expected future sales volume back in Chapter 3.  That sales volume then gets translated into financial figures in Chapter 7.  You also recall that we calculated the weighted average selling price of our product or service in Chapter 4.   So now, in the income statement, we compute the revenue, by multiplying the volume figures in Chapter 3 by the weighted average selling price in Chapter 4.  That gives us the first line in the Income Statement.  Whew, almost finished, right?  Not quite…   
Now we need to compute the costs of the business.  In the operations chapter, you provided a high-level overview of the facilities, equipment, and staffing you will require for your business.  Now it’s the moment when you translate that vision into cost elements that are used in the financial schedules.  For example, if you need a facility, then you will estimate the expected depreciation that will be recorded for the facility.  There are depreciation formulas that enable you to do this with precision.  The staffing requirements can be translated into wages, salaries, and benefits. And so you estimate each individual line of the financial statement until you have reached the bottom.  Subtracting the cost from the revenue yields net income.  And thus you have completed the income statement schedule.
The Balance Sheet is where the value of the assets and liabilities are reported.  Each of the tangible assets has value – for example, land, buildings, and equipment.  Material is valued based on the expected inventory that will be on hand at any point in time. Cash and accounts receivable are also assets. Liabilities such as accounts payable and loans are reported, based on their average value.  The difference between assets and liabilities is the Owner’s equity, consisting of original paid-in capital and retained earnings.
It should start with your balance sheet position at the beginning of your proforma period.  This will include your original capital contribution as original paid-in capital, along with any minor assets and liabilities that you’ve incurred during your brief period of operation to date.  That is the jumping-off point for computing your balance sheet at the end of the first proforma year.  You will build from there, with the addition of assets such as land, buildings, equipment, furniture, etc.  It would also show liabilities such as accounts payable and loans.  And each year, the original paid-in capital would be supplemented or diminished by the “retained earnings” (or losses) that the business incurred that year.  Additionally, (many student submissions miss this point) the original paid-in capital will increase to reflect the new equity contribution that is anticipated from the investor.  Your schedules should reflect that you are successful in securing the funding necessary to pay for the expansion plan, just the same as they reflect the addition of assets and revenues as the result of implementing the plan.
The Cash Flow Statement shows how the cash flows into and out of the business during each year. It is divided between Operations flows and Investing flows.  It again starts with the inflow of the original investment capital.  Then it has outflows and inflows from the Business Operations.  The way that flows from Operations are displayed is by starting with the retained earnings that were the bottom line on the Income Statement, and then adding or subtracting changes in the balance sheet line items (since it cost or added cash for them to have changed) and by reversing non-cash charges on the Income Statement (such as depreciation).  Then the Cash Flow considers changes in investing items and financing items, such as bank loans and new capital injections.  This then shows what the cash balance is at the end of the period being estimated.  Hopefully, it’s not a negative number.  That’s because a negative number means that sometime during the year the business ran out of funds and likely went bankrupt.  Yes, it’s possible for even profitable businesses to run out of funds.  And when that happens, the business goes bankrupt and closes.  This is the biggest threat to entrepreneurs – and what you need to carefully plan for in your Sources and Uses of Funds calculation.  Be sure you have enough “working capital” in your Uses projection to carry you through to the point that the business is bringing in more cash than its spending (the break-even point).
Ratio Analysis is computed by taking numbers out of financial statements and forming ratios with them. Once the financial statements are developed, then ratios can be computed that show how well (or badly) the business is being operated.  There are a number of standard ratios that are used by investors to measure business performance.  For example, inventory turnover ratio measures how quickly a business takes in and consumes inventory.   Ratios cannot be analyzed by themselves.  They must be compared with industry averages to determine whether this business is doing better or worse than expected.   Also, ratios can show trends when the ratios for several years are plotted in a line graph.  The trend can show improvements or worsening situations.  These need explanation in the business plan. 
Each ratio has a particular meaning in regard to the potential of a business.  Most importantly, ratio analysis looks at the trend over time, to see whether conditions are improving or worsening.  Ratios should always be explained in the report commentary and never left for the reader to interpret.
There are a lot of standard ratios and this section is very important to flesh out with lots of details.  The ratios should cover multiple years just like the statements.  Graphs showing some of the trends in the ratios over time are very helpful.
Identify any trends from the data (you will probably be best to compute this since you aren’t likely to find trends already computed for your schedule examples.)  How to compute ratios is explained in numerous places on the net.  But computing the ratios is only the first step.  What is important is the trend analysis of the ratios over time and analytic comments about the trend.  For example, you might analyze the inventory turnover ratio and discover that over time the trend is deteriorating. You would show the trend and offer remarks about why this is occurring and what management intends to do to correct the situation.   Bottom line is that investors like to see three things – the raw data, the analysis of the data to point out important trends, and commitments from management how any problems revealed by the data are going to be corrected.
Appreciate that the computation of ratios and analysis of those ratios is very meaningful to investors who use the results to gauge the financial strength of the business. Students should research into the development of ratios, and understand how to look for trends in ratios over time (e.g.  Is the inventory turnover improving or deteriorating from year to year? and; Why is it changing?)  They should see how displaying the trends in graphs can yield some useful information about the expected success (or lack of success) that the business is forecast to experience.
General Instructions:
Now, in reality, most business owners would have a professional accountant prepare the financial schedules in the business plan.  Perhaps the accountant would already be on staff, or else a CPA would be retained to do this.    In this class, you don’t have that “luxury” and many students do not have the accounting background to be able to compute these difficult schedules.   
Students should do their best to understand the purpose behind the various financial schedules.  
But students in this class are not expected to become overnight accountants.  If they haven’t had the necessary accounting training beforehand, they won’t be able to develop these schedules.  In such instances, it is ok to include representative examples of the schedules as a copied picture in the business plan.  Of course, being a picture, the numbers can’t be changed and they won’t correspond to your actual business.  But that, unfortunately, is the best low-budget alternative we have available for this classroom exercise.  If you use a copied picture rather than constructing your own schedule, be sure to describe the insertion as a representative example and properly cite its source.
 In past classes, some students had the skills to build the schedules while others included copied examples.  The grading was equal, with the emphasis on whether the student appeared to understand the concepts.  This isn’t an accounting class so I’m not looking for you to be able to be professional accountants.  But it is a class that rewards critical thinking, so what I am more looking for is your commentary accompanying the respective schedules
Here’s the Key Requirement
Be sure to offer some analytic commentary about the financial schedules that shows that you have looked at the data and have drawn some conclusions about it. (This is what managers are expected to understand about financial schedules – they could most likely never construct one, but they do know what the schedules are trying to say.)
Don’t simply throw raw data at the reader, in the form of complex schedules.  That’s completely dissatisfying to a reader.  You are expected to tell the reader what is important about the reams of data that you are presenting.
If you prepare your financial statements in Excel, don’t submit the Excel sheets.  Instead, copy and paste the Excel charts into your word document as an integral part of your report.  If the excel schedule is massive, you can construct a condensed version of the schedule for inclusion in the body of the report and include the full schedule in an appendix – but in all cases, as a word document. 
Don’t just display the statements alone, without explanation.  Include a brief introductory paragraph before each schedule.  And, offer commentary after each schedule highlighting any key points that you would like investors to notice.  This is particularly important in the ratio analysis subsection. 
Wrap up the Financial Plan with a brief concluding paragraph that sums up the trend indicated by the financial statements.  (Hopefully, this will be a favorable trend that will impress investors.)
An example of a Source and Use of Funds Statement has been attached as an excel file at the bottom of this instruction. 

In your collaborative learning community, write a paper of 500-1,000

In your Collaborative Learning Community, write a paper of 500-1,000 words and include the following:

Assess the past and present impact nurses, including advanced professional/advanced practice nurses, have made in addressing this health issue.
Describe how nurses can become more broadly involved with influencing health policy related to this issue. Include resources available.
Hypothesize how nurses can positively impact future outcomes related to the provision of care for persons affected by the health issue.
Synthesize all aspects of the health care issue through a summary conclusion, concisely tying up Parts 1-6 of the CLC – Health Issue Analysis.

This is APA format, 3 references, I have attached topics 1-5 that is needed for this CLC project
Topic 1
Influenza CLC group essay 11-28-2017
Introduction
Influenza commonly known as flu is a contagious respiratory infection that attacks the general respiratory system that is, the nose, throat, and even the lungs. It is caused by the two types of influenza viruses which are influenza A, influenza B and influenza C (Wang & Tao, 2010). Attacks from both viruses are epidemic and seasonal as they are common within specific periods within a year. Attack mechanisms for influenza A viruses depends on the genes on the surface protein of a patient. They are normally spread through sneezing and coughing from an infected individual to the surrounding air (Wang & Tao, 2010).
The flu can also attack an individual in case they get into direct body tissue contact with an infected individual for example handshaking. Health professionals argue that the flu virus is stubborn and spreads mainly over tiny droplets which are produced when the infected individuals’ cough, talk, and sneeze (Wang & Tao, 2010). Such droplets are easily carried by the surrounding air and can be landed in the nose and mouths of the immediate persons. Additionally, it can enter into one’s system if he or she gets into direct contact with a surface or object that has the influenza bacteria and consequently rubs or touches their nose, mouth or even eyes (Wang & Tao, 2010).
Health departments have overtime identified initiative to address the problem of influenza, such initiatives include: 
Reducing human exposure to the flu viruses, this initiative works by notifying the public on the safe ways to prevent and control the spread of the virus and it actively works to reduce infection opportunities and curbs the spread of the pandemic virus (Abramson, 2011).
They have built able capacities to cope with the pandemic, measures have been taken and put in place to cope with the virus since helping the society to stay free from the virus (Abramson, 2011).
They have innovated much on early warning and acknowledgments, information about influenza and its impacts to the society are made clear since it is effective for the society to stay free from the influenza virus (Abramson, 2011).
Necessary global scientific researches are being carried out and developments to ensure that vaccines and antiviral drugs are available across the globe mostly during the seasons which the virus is spread. The scientific knowledge enables quick and effective identification of the virus at its initial stages (Abramson, 2011).
Several measures have been put in place to measure the progress of the issue. They include;
The World Health Organization has continuously carried out tests to identify cases of attack by the virus at its early stages that are in one to four days of an individual’s exposure to the influenza virus (Tam & Sellwood, 2013).
Materials enlightening the public about the virus and the most convenient ways to stay free from the attack are being developed and provisional with all measures that can help curb and salvage the situation (Tam & Sellwood, 2013).
The current status of the issue based on measures outcomes clarifies that the globe is well up and at a good place to overcome the spread of influenza viruses. This has been made possible by the continuous scientific researchers which develop antiviral drugs and vaccines which are work to stop the spread and impacts of the influenza virus upon the general society (Tam & Sellwood, 2013).
References
Abramson, J. (2011). Inside the 2009 Influenza Pandemic. World Scientific Publishing Company, 2011.
Tam, J., & Sellwood, C. (2013). Pandemic Influenza. CABI, 2013.
Wang, Q., & Tao, Y. (2010). Molecular Virology. Horizon Scientific Press.
Topic 2
    Influenza 
Diane Boll, Lisa Hart, Risper Ireri
Grand Canyom University:NUR 508
12-06-2017
Influenza
Influenza is a highly infectious respiratory illness that mostly occurs during winter months north of the equator. Influenza, commonly known as the “flu” occurs between October and March and with reported outbreaks between September and May. Signs of influenza include but are not limited to high fever, myalgia, headache, sore throat, chills and persistent malaise (Edelman & Mandle, 2006). Each year in the US alone, influenza and pneumonia result in 114,000 admissions with 36,000 lives lost and costs an estimated $12 billion (Walton, 2016). Edelman and Mandle (2006) discussed the influenza vaccine markedly reduce the incidence of complications, hospitalization, and deaths and the vaccine can be given to anyone above six months unless allergic to it. It’s given with caution to those with allergies to eggs (Edelman & Mandle, 2006). Contrary to misconception, the most common vaccine is not made up of the live influenza virus but composed of the inactivated whole virus or virus subunits grown in chick embryo cells and given annually (Edelman & Mandle, 2006). Influenza is a global issue as many in underprivileged countries without access to adequate health care continue to die from it and there is a need to rapidly identify the virus and provide proper treatment, thereby preventing its spread locally and internationally. 
Influence of Health and Socioeconomic Status on Influenza
Though all age groups can contract influenza those with fragile or weakened immune systems are more severely affected and include the pregnant women, elderly adults with comorbidities like diabetes, hypertension, cardiovascular disease, malignancy, and chronic obstructive pulmonary disease. According to Walton (2016), children less than two years have the highest infection rate, but death rates are usually highest among elderly (age 65 and older). Influenza is associated with low social, economic status, lack of preventive treatment and poor housing. Most
of the people affected by influenza lack insurance coverage, have lower levels of education, are unemployed, lack social network and travel long distances to medical facilities (Watson, 2016).
Initiatives
Health departments have overtime identified initiatives to address the problem of influenza, such initiatives include: reducing human exposure to the flu viruses, this initiative works by notifying the public on the safe ways to prevent and control the spread of the virus and it actively works to reduce infection opportunities and curbs the spread of the pandemic virus (Abramson, 2011). They have built able capacities to cope with the pandemic, measures have been taken and put in place to cope with the virus since helping the society to stay free from the virus (Abramson, 2011). They have innovated much on early warning and acknowledgements, information about influenza and its impacts to the society are made clear since it is effective for the society to stay free from influenza virus (Abramson, 2011). Necessary global scientific researches are being carried out and developments to ensure that vaccines and antiviral drugs are available across the globe mostly during the seasons which the virus is spread. The scientific knowledge enables quick and effective identification of the virus at its initial stages (Abramson, 2011). Several measures have been put in place to measure the progress of the issue. They include; The world Health Organization has continuously carried out tests to identify cases of attack by the virus at its early stages that are in one to four days of a n individual’s exposure to the influenza virus (Tam & Sellwood, 2013). Materials enlightening the public about the virus and the most convenient ways to stay free from the attack are being developed and provisional with all measures that can help curb and salvage the situation (Tam & Sellwood, 2013). The status of the issue based on measures outcomes clarifies that the globe is well up and at a good place to overcome the spread of influenza viruses. This has been made possible by continuous scientific researchers which develop antiviral drugs and vaccines which are to stop the spread and impacts of the influenza virus upon the general society (Tam & Sellwood, 2013).
Current Status of Influenza
Global Action Plan for Influenza Vaccines (GAP) is “a comprehensive strategy to reduce the 
present global shortage of influenza vaccines for seasonal epidemics and pandemic influenza in 
all countries of the world (GAP, 2017). Initially, GAP was to be accomplished through three 
major approaches: The first GAP approach was to encourage countries to increase their use of 
seasonal influenza vaccine. This would in turn reduce the disease burden of seasonal influenza
infections, help to contribute towards the preparedness of industrialized countries to respond to 
an eventual pandemic and possibly, most importantly, motivate industry to develop greater 
capacity for manufacturing vaccines (GAP, 2017). The second GAP approach concentrates on 
increasing production capacity for pandemic vaccines. The short-term goal was established, by 
2015 enough vaccine would be produced to immunize two billion people. Additionally, a long
term goal established to produce enough vaccine to immunize 70% of the world’s population 
with two doses (GAP, 2017). Lastly, the third GAP approach addressed the need for the research 
community to design more potent and effective vaccines through use of new technologies. 
Progress
According to the Global Action Plan, the seasonal influenza vaccine production 
capacity had increased globally from “less than 500 million per year to nearly 1 
billion doses per year” by the end of 2010, and the numbers have steadily continued
to rise yearly (2017). Additionally, 14 developing countries have been awarded 
grants from WHO to establish in-country manufacturing capacity for influenza 
vaccines to prevent and treat influenza (GAP, 2017). Moreover, significant progress 
has been achieved with new vaccine formulations. Regular consultations have been 
conducted to bring together vaccine researchers and public health professionals to 
discuss pandemic influenza vaccines and vaccines that can potentially induce broader 
spectrum and longer lasting immunity against both seasonal and pandemic influenza 
strains (GAP, 2017). Also, according to Global Action Plan (2017) sharing of 
research information has been made possible through a non-restricted internet based 
database to facilitate data sharing on clinical trials. This is updated and 
complemented with data from technical meetings, publications, and direct contacts 
with manufacturers.
Conclusion
From the time of the first documented global pandemic, which contributed to an estimated 
300,000 deaths worldwide, science has been researching and monitoring influenza (Influenza, 
2017). Through initiatives between joint stakeholders much progress has been made toward 
decreasing the number of deaths per year as well as other serious complications related to 
influenza (GAP, 2017). The best line of treatment will always be preventing and control through 
vaccination, early detection, and meticulous hand hygiene. 
References
Abramson, J. (2011). Inside the 2009 Influenza Pandemic. World Scientific Publishing 
Company, 2011. Retrieved from   
http://www.worldscientific.com/doi/abs/10.1142/9789814343572_0001
Edelman, C. L., & Mandle, C. L. (2006). Health promotion throughout the life span (6th ed.). St.
Louis, MO: Mosby Elsevier.
Global Action Plan. (2017). World Health Organization (WHO). Global action plan for influenza 
vaccines (GAP) Retrieved from http://www.who.int/influenza_vaccines_plan/en/
Influenza. (2017). World Health Organization (WHO). Influenza surveillance outputs Retrieved 
from http://www.who.int/influenza/resources/charts/en/
Tam, J., & Sellwood, C. (2013). Pandemic Influenza. CABI, 2013. Retrieved from 
http://www.worldcat.org/title/pandemic-influenza/oclc/798303591 
Walton, B. E. (2016). Influenza Pandemic and Other Bugs. Ohio Nurses Review, 91(6), 20-30.
Wang, Q., & Tao, Y. (2010). Molecular Virology. Horizon Scientific Press.
Topic 3
INFLUENZA(FLU)
Diane Boll, Lisa Hart, Risper Ireri
Grand Canyon University: NUR 508
12-20-2017
Influenza is a cross-community pandemic hence requires attention from all sectors involved in maintaining a community’s welfare. Therefore both the public and the private sectors are involved in funding for initiatives to address influenza and such is achieved through: 
For the public sector; 
State agencies; which are permanent or temporally bodies appointed by the government and assigned to oversee and administer in different areas within the state. State agencies which are designated with the responsibility to monitor the health sector and related programs actively provide public funding in such states (“Funding Applications.org : Choose Application”, 2017).
Federal agencies; are special government organizations set up for the purpose to manage its resources and offering financial oversight to ensure accountability. Such units are sources of public funding to initiatives that address flu in the society (“Funding Applications.org : Choose Application”, 2017).
Private corporations; are small business units held by non-governmental bodies or a small group of shareholders which offer products and services to the public. Such organizations offer funds to initiatives directed towards ending the influenza pandemic as a way of giving back to the society as an ethical practice (“Funding Applications.org : Choose Application”, 2017).
Private foundations; are non-profit companies which are created through an initial donation from an individual or a firm and the donated funds are managed by the foundation’s trustees and directors. Initiatives aimed at the control and prevention of influenza getting funding from all active private organizations to facilitate their running (“Funding Applications.org : Choose Application”, 2017).
Quality initiatives that address influenza pandemic;
Well calculated and predetermined emergency actions; since the pandemic attacks as a surprise emergency programs have been put across as initiatives to stay ready to tackle it anytime, it knocks hence the health sector has reached a milestone in fighting it (Wang & Tao, 2010).
Prevention and preparedness to control the effects of the pandemic; prevention measures against the pandemic include: – reducing human exposure to influenza virus which is attained through enlightening the public on the flu and away to possibly stay free from it. Secondly strengthening early warning systems which make it possible to note any trace of the flu at its initial stages and initiate the efforts required to stop its effects. And thirdly, having adequately developed flu containment operations (Wang & Tao, 2010).
Preparedness is achieved by having a well build up capacity to cope with the pandemic and critically investing in developing new pandemic vaccines and antiviral drugs. Readiness to deal with the situation just in case it attacks is key to addressing the pandemic (Wang & Tao, 2010).
Being insured versus being uninsured impacts health outcomes related to influenza differ. Because insured person is covered against all the dangers that may accrue to him or her as a result of exposure to the flu hence that is an initiative to enable persons to remain focused on their daily tasks (Wang & Tao, 2010).
On the other hand, uninsured individuals do not have any cover or preventative/ control measure that stands between them and the flu. Therefore in case they are exposed to it thus its impact will relatively be all over them hence they are not stable enough while getting through their day to day activities hence the community suffers some loss (Wang & Tao, 2010).
References
Funding Applications.org : Choose Application. (2017). Fundingapplications.com. Retrieved 15 December 2017, from https://www.fundingapplications.com/index.php
Wang, Q., & Tao, Y. (2010). Influenza: Molecuar Virology. Horizon Scientific, Press, 2010.
Topic 4
Ethical principles in the treatment of Influenza are the guiding statements that the World Health Organization has put across to guide on efforts directed towards treating, prevention and control of the pandemic. The Influenza pandemic has been identified as a health threat for all populations thus calling upon the intervention of global health organizations (Van-Tam, 2012).
Below are some of the leading ethical principles that are applicable in the treatment of influenza;
The principle which addresses global initiatives that are reducing the spread of the pandemic through isolation and putting travel restrictions which subsequently denies them their freedom of movement. The World Health Organization states that all persons are obliged to the freedom of movement hence put such measures which see some populations restricted and denied their freedom of movement is inappropriate. Alternatively all societies despite their health status must be allowed to enjoy their right and privilege of movement with effective control and prevention measures to curb the spread of the pandemic (Van-Tam, 2012).
The protection that health workers addressing the pandemic are obliged to safeguard against the risks which they are exposed to as they execute their duties. Ethical principles of protecting healthcare workers who are actively exposed to the dangers of being infected with the pandemic as they interact with the infected population. Therefore when the risks to which healthcare specialists are exposed to are addressed, then they stand motivated hence maximum delivery while serving the public (Van-Tam, 2012).
It has been provided that there is a prioritized access to healthcare resources facilitated by the increased demand and shortages being experienced from the health provider’s end. The Influenza pandemic commonly identified with the specific populations hence such populations have been given priority to access health services directed towards control, prevention and preparedness to deal with the epidemic and reduce its fierceness on them (Van-Tam, 2012).
Population disparities are the differences which are enjoyed by individuals of different populations in the access and availability of health facilities and services to curb the spread and impacts of the pandemic in society. Ethical principles applicable in the treatment of influenza have brought into being disparities which are influencing the way the community is protected from the epidemic. Such variations can be eliminated by manipulating the set principles and coming up with other ethical principles through a careful consideration of the general population because influenza pandemic is not selective. Such an ethic principle will bring uniformity in the service availability and accessibility (Van-Tam, 2012).
ANA’s code of Ethics for Nurses serves to guide on the execution of nursing responsibilities in a manner that observes the quality and standard services while attending to patients. The ethics ensure that patient’s rights are followed all through the treatment, and a good quality of the service is assured. In the other hand, the rights of the nursing specialist subsequently observed. Therefore the applicable ethical principles consistent with the ANA’s code ethics for nurses which sees them appropriate as they respect both sides involved in the pandemic’s, prevention, control and preparedness (White, 2012)
References 
Van-Tam, J. (2012). Pandemic Influenza. CABI, 2012.
White, K. (2012). The Essential Guide to Nursing Practice: Applying ANA’s Scope and Standards in Practice and Education. American Nurses Association.
Topic 5
  
Cultural believes are the integrated patterns of human behavior that include thoughts and actions. Every cultural practice has beliefs which guide them on health and disease treatment decisions which guide on the necessary steps to be followed in case of an epidemic, in our case “the flu”. In a good number of cultural practices, family members play vital roles in making decisions that contribute to healthcare decision making. Furthermore, a group’s religious faith and spiritual adjustments direct their behavior on seeking healthcare (Timby, 2009).
Collectively a cultural belief is a collective imagination based on an invisible thing which is considered real by a given community and observed as a key role player in the way the community’s affairs are run (Timby, 2009).
Personal experiences, both positive and negative from medical administrators and victims influences their individual beliefs which on the other hand directly influence the nature of decisions made relating to being vaccinated against flu. For example, aging populations’ cultural beliefs influence their likelihood of taking up the influenza vaccine. Therefore such cultural belief divides them into two groups based on flu vaccine uptake. That is, there are those that believe that is likely to catch the flu and are the ones who willingly accept vaccination against the illness. On the other hand are those that believe that they are unlikely to catch the flu and are reluctant to get vaccinated against the epidemic (Timby, 2009).
Beliefs and influence indirectly affect influenza vaccine administration behavior, since despite the fact that Nurse Practitioners are trained to apply evidence-based medical practices while making medical decisions. And contrary to that the decisions they make are largely affected by their individual beliefs hence such influence transfers to their healthcare provision (Timby, 2009).
A belief is an individual’s opinion or conviction which has real prove but is a key player in the way people does things which come in their day to day living. Provisionally a belief defines what is to be done, what is to be avoided and what may accrue to those who do not observe them. Whereas Values relative to influenza are old grown beliefs which have existed over a given period of time considerably a long one. They are, therefore, defined as the standards based on which people plan their lives and make flu vaccination choices (Ford et al., 2018).
Spiritual and religious beliefs and values have influenced the progress in addressing flu and getting rid of it from the community both positively and negatively. From the positive end, they have boosted the progress in addressing the epidemic in that; some sect of the beliefs and values motivates the community to get vaccinated by having medical care specialists outlining all the benefits linked with the vaccine and also the dangers that might accrue to them in case they don’t get vaccinated. Since the flu can only be prevented and not treated as it is for most of the epidemics the most appropriate and effective way to stay free from it is through getting vaccinated (Ford et al., 2018). 
On the other hand, spiritual/religious beliefs negatively affect the progress in addressing the epidemic whereby they direct the community not to get vaccinated as they believe that they are least likely to be attacked by the flu hence no need for them to get vaccinated (Ford et al., 2018).
Influenza epidemic occurs all across the world with much of its effects falling to the young population, which is the children who record a seasonal percentage of 20-30% while the adult population records an estimated 5-10% (“WHO | Seasonal influenza”, 2018). The flu is a seasonal disease that typically occurs during winter months affecting the southern hemisphere from April to September and the Northern hemispheres over the months of November to April. And with an unclear seasonal pattern in the tropical regions (“WHO | Seasonal influenza”, 2018). All the governments should carefully consider the data compiled by the World Health Organization in order for it to make sure that their populations are kept free from the flu epidemic.
References
Ford, S., Ford, S., Ford, S., & Ford, S. (2018). Vaccine uptake affected by culture. Nursing Times. Retrieved 12 January 2018, from https://www.nursingtimes.net/news/primary-care/vaccine-uptake-affected-by-culture/5019333.article
Timby, B. (2009). Fundamental Nursing Skills and Concepts. Lippincott Williams & Wilkins, 2009.
WHO | Seasonal influenza. (2018). Who.int. Retrieved 12 January 2018, from http://www.who.int/ith/diseases/influenza_seasonal/en/