Discuss how the Fear of Missing Out (FOMO) can be seen or viewed as a crisis in society today.

Combine chapters 5 and 6 into your discussion. Discuss how the Fear of Missing Out (FOMO) can be seen or viewed as a crisis in society today. nitial needs at lease 2 paragraphs, 2 professional citing in your discussion post and 1 when you reply to someone.LatoryaFear of Missing Out (FOMO) refers to the feeling or perception that others are having more fun, better opportunities, more experiences, or simply living better lives. According to the text, this is not something new, but it has increased over time with the aid of social media and reality television. It is no secret that the younger generations spend a lot of time on the internet basically in other people’s business. Most of the time when people post on social media they are posting the highlights of their life. We don’t know what they had to do or the path they had to take to get there and we also don’t know what they are truly going through.However, it is hard for others to realize that it is just a highlight, and that is when comparison kicks in and those feelings begin to internalize. Comparing your life with other people’s lives on the internet can cause a great deal of loneliness, anxiety, depression, envy, and low self-esteem. All of which can be detrimental to your mental health. When those feelings arise it can cause some serious damage. It can even cause suicidal ideations, attempts, and even death by suicide. FOMO is definitely a crisis in our society today.MorganThe Fear of Missing Out can be seen as a crisis in the world today because of the need to be seen, included, and in the know. According to Kanel (2019), “FOMO is a feeling of anxiety that an exciting or interesting event may currently be happening elsewhere” (p.94). Technology has given people instant gratification and has created a society where people need to know what is going on. In addition, people need to be seen and felt like they are important based off of the number of likes and comments they get from their posts. According to Zhang and Mao (2023), “the phenomenon of fear of missing out (FOMO) has received increasing scientific attention because of the strong motivation to know the movements of others and frequent checking of mobile phones”. This level of instant gratification causes panic in people who may not have received an invitation to a event or got the praise they thought they deserved. The level of anxiety this causes can be alarming to someone who may been in a crisis state or have the tendency to have anxious thoughts. In addition to anxiety, FOMO can lead to depression, decreased subjective well-being, and harmful social comparisons (Zhang & Mao, 2023).One way to combat the fear of missing out would be to introduce coping skills. The person in the crisis will need to first calm down and breathe. Second, the person would need to reflect on their behavior and their goals. One example that comes to mind is students who get in trouble for using their phones in class. At my school, students have to put their phones in a container when they enter the classroom to eliminate distractions. Many students have trouble with this and it is a fighting battle to get them to complete this task daily. The students who struggle with this task are constantly in a state of crisis. In the past, students have brought “burner phones” to put in the container so they can keep theirs without anyone knowing. This is problematic because students should be able to attend class without checking social media.

Explore Lean and Six Sigma concepts applied to health care for process and performance improvement.

Overview

In this formative activity you will explore Lean and Six Sigma concepts applied to health care for process and performance improvement. Consider how Lean and Six Sigma could be applied to improve health care economics and the application of health care financial and funding models. You will write a paper to summarize the concepts of Lean and Six Sigma and the application of Lean and Six Sigma in a selected case study.

Preparation

Library site
 for all support. Check with your professor for any additional instructions.

Resources

·

Using DMAIC To Improve Nursing Shift-Change AssignmentsLinks to an external site.
.

Observe and create field notes for the third Walden Scholar of Change video.

SCHOLAR OF CHANGE VIDEO #3
For this week, you will observe and create field notes for the third Walden Scholar of Change video. These field notes will inform your Major Assignment 2: The Analysis and Interpretation of Qualitative Data, which is due in Week 10.

To prepare for this Assignment:

· Review the Video Field Notes Guide in the Learning Resources for this week and use this guide to help you create your field notes for your video observation.
· Review the Scholar of Change Video #3 found in the Learning Resources for this week. 
Note: You will have to view this video several times.

For this Assignment:

· Download the transcript of the video found in the My Media Player for the video and save it to the “Video Transcripts” folder you created. Label the transcript clearly based on the name of the video.
· Observe the Walden Scholar of Change Video #3 and use the Video Field Notes Guide to take field notes.
· Save your notes in your Video Transcripts folder with a name that clearly connects the transcript to your notes for this video.
RESOURCES

Document: 
Video Field Notes Guide (Word document)
Download Video Field Notes Guide (Word document)
Use this guide to help you as you take notes for your Scholar of Change video.

Required Media

· Yale University. (2015, June 23). 

Fundamentals of qualitative research methods: Developing a qualitative research question (Module 2) [
Links to an external site.
Video file]. Retrieved from https://www.youtube.com/watch?v=_0HxMpJsm0I

Note: The approximate length of this media piece is 12 minutes.
As you review this video, focus on how you will develop a good research question for your Major Assignment 1.
· Walden University, LLC. (Producer). (2010). Doctoral research: Ensuring quality in qualitative research [Video file]. Baltimore, MD: Author.
Note: The approximate length of this media piece is 4 minutes.
In this media program, qualitative research expert Dr. Laura Lynn talks about the issue of researcher bias in the interview process.

SCHOLAR OF CHANGE VIDEO #3 

· Anner, J. (2015). John Anner, PhD student in public policy and administration [Video file].
Note: The approximate length of this media piece is 3 minutes.
In this media program, John Anner describes how he is using his Walden education to help NGOs build capacity and create solutions that address some of the world’s most-pressing problems—not only on a case-by-case basis but also on a global scale. As you observe, take notes using the Video Field Notes Guide.

Think about this scenario: Mr. Migel and Mrs. Colon are kindergarten teachers in the same inner-city school district. The children in their classrooms are mostly African American and Latino.  Both teachers are very dedicated to their profession. They have created classroom settings that demonstrate their philosophy and theory about what they believe early childhood education should be. Mr. Migel has designed his room with content area centers, such as science, social studies, art, dramatic play, block play, and music. Each center reflects a theme the children are studying. For example, the children are studying spring, and there are plants in the science corner; recordings about spring in the music center; and books about plants, bugs, and new baby animals in the library corner. A zoo has been designed in the block center where baby gerbils have just been born, and a live hen is sitting on her eggs.  There is a place for children to buy tickets to the zoo, there are signs on the real and play animal cages, and children receive play receipts for money spent. In the morning when they arrive at school, the children and Mr. Migel sing songs about spring, talk about spring, and discuss what they are going to do in school. The children spend a good portion of the day working with one another and with manipulative materials. Often there is a lot of noise, and sometimes children are not productively engaged. Mr. Migel has no formal lessons for reading and writing. When children want to look at books, they can. If the children decide to write a story, there are materials for them to use, and Mr. Migel is kind, supportive, warm, and caring. He believes that building a positive attitude about school and themselves is the most important part of the children’s kindergarten experience. He emphasizes social, emotional, and physical development. He also believes that the children will learn reading and writing as a result of their exposure to books and print in a spontaneous way, and that formal lessons in this area are inappropriate and unnecessary. Mrs. Colon’s classroom is different from Mr. Migel’s. She, too, cares a great deal about the children. She is warm, kind, and supportive. She has organized the tables so that there is a definitive front of the room for her to carry out lessons. She feels that the children need to learn school behavior and be ready for first grade. According to Mrs. Colon, many of these children know almost nothing about reading and writing because their parents rarely work with them. She believes that they need to know the alphabet and need to be able to match sounds to their correct symbols as an aid to early literacy. She teaches a letter of the alphabet a week, and children use worksheets to reinforce what they have learned. The writing that takes place is mostly for the development of fine motor control to help the children learn to formulate letters, which they practice.  Mrs. Colon’s classroom is orderly, quiet, and organized, with specific objectives to be accomplished. Children do have the opportunity to play in her room, but she views this not as a time to learn, but as a time to relax after they have done their work. The reading specialist in the district is worried about both Mr. Migel and Mrs. Colon. She likes some of the things that both of them do but feels that each is lacking some important classroom strategies. 1.What theorists do Mr. Migel and Mrs. Colon embrace, based on the descriptions of their classrooms? 2.If you feel strongly that one teacher provides kindergarten instruction as it should be, support your premise with the appropriate theory.

 
Think about this scenario:
Mr. Migel and Mrs. Colon are kindergarten teachers in the same inner-city school district. The children in their classrooms are mostly African American and Latino.  Both teachers are very dedicated to their profession. They have created classroom settings that demonstrate their philosophy and theory about what they believe early childhood education should be.
Mr. Migel has designed his room with content area centers, such as science, social studies, art, dramatic play, block play, and music. Each center reflects a theme the children are studying. For example, the children are studying spring, and there are plants in the science corner; recordings about spring in the music center; and books about plants, bugs, and new baby animals in the library corner. A zoo has been designed in the block center where baby gerbils have just been born, and a live hen is sitting on her eggs.  There is a place for children to buy tickets to the zoo, there are signs on the real and play animal cages, and children receive play receipts for money spent.
In the morning when they arrive at school, the children and Mr. Migel sing songs about spring, talk about spring, and discuss what they are going to do in school. The children spend a good portion of the day working with one another and with manipulative materials. Often there is a lot of noise, and sometimes children are not productively engaged. Mr. Migel has no formal lessons for reading and writing. When children want to look at books, they can. If the children decide to write a story, there are materials for them to use, and Mr. Migel is kind, supportive, warm, and caring. He believes that building a positive attitude about school and themselves is the most important part of the children’s kindergarten experience. He emphasizes social, emotional, and physical development. He also believes that the children will learn reading and writing as a result of their exposure to books and print in a spontaneous way, and that formal lessons in this area are inappropriate and unnecessary.
Mrs. Colon’s classroom is different from Mr. Migel’s. She, too, cares a great deal about the children. She is warm, kind, and supportive. She has organized the tables so that there is a definitive front of the room for her to carry out lessons. She feels that the children need to learn school behavior and be ready for first grade. According to Mrs. Colon, many of these children know almost nothing about reading and writing because their parents rarely work with them. She believes that they need to know the alphabet and need to be able to match sounds to their correct symbols as an aid to early literacy. She teaches a letter of the alphabet a week, and children use worksheets to reinforce what they have learned. The writing that takes place is mostly for the development of fine motor control to help the children learn to formulate letters, which they practice.  Mrs. Colon’s classroom is orderly, quiet, and organized, with specific objectives to be accomplished. Children do have the opportunity to play in her room, but she views this not as a time to learn, but as a time to relax after they have done their work. The reading specialist in the district is worried about both Mr. Migel and Mrs. Colon. She likes some of the things that both of them do but feels that each is lacking some important classroom strategies.
1.What theorists do Mr. Migel and Mrs. Colon embrace, based on the descriptions of their classrooms?
2.If you feel strongly that one teacher provides kindergarten instruction as it should be, support your premise with the appropriate theory.
3.Could each classroom be improved? If so, how?
 

Describe the pathology (statistics, background information, etc.). Give as much information as you can about it but be sure it is relevant and not just filler. A comprehensive introductory section of the condition should be in one to two paragraphs.

TOPIC:  SICKLE CELL ANEMIA
 
Your paper should include the underlined items below as section headings.
APA 7th edition Title page:

This is a separate page, with the following information centered in the middle: course title, paper title, student’s name, instructor’s name, and date.

Description of Pathology:

Start the paper on a new page.
In this section, you will describe the pathology (statistics, background information, etc.). Give as much information as you can about it but be sure it is relevant and not just filler. A comprehensive introductory section of the condition should be in one to two paragraphs.

Normal anatomy of the significant body system affected: In this section, you will describe what is considered normal anatomy for your particular pathophysiology. For example, if you are discussing a disease related to the brain, explain what is normal for the brain from an anatomical standpoint. You should show comprehensive knowledge of the fundamental concepts and communicate information using scientific vocabulary. There should be little to no discussion of the condition in this section.
Normal physiology of the significant body system affected: In this section, you will discuss physiology. Remember that when describing physiology, it isn’t enough to merely provide a list of body system functions (Ex: Neurons send signals throughout the body). Instead, you need to be able to describe how it does it. The show is physiology. There should be little to no discussion of the condition in this section.
Mechanism of Pathophysiology: This section will likely be the most in-depth and extended section. In this section, you will be able to explain your particular pathophysiology from a scientific standpoint. In the previous two quotes, you explained what is considered normal; in this section, you should describe what the pathophysiology is doing that is causing these issues and how the normal anatomy & physiology are affected/different in a person with your condition. It would be best if you thoroughly understood the anatomical and physiological changes contributing to the disease. Some good keywords to search for when doing your research might be “Pathology of __________, and” Pathophysiology of __________.”
Prevention: In this section, you will explain how your pathophysiology could be prevented. This should outline possible prevention protocols or indicate if none is available based on the current scientific literature.
Treatment: In this section, you will explain how your pathophysiology is commonly treated. Provide possible treatment protocols for the condition based on current scientific literature. Be sure to bring in relevant nursing information and how you might be involved in treating the disease.
Conclusion: Finally, you should summarize your findings. All good research papers should include a decision where you wrap up and digest all of the essential points made in your form.
References:

As with the Title page, this should be a separate page.
All references should be included in correct and complete APA format.
All references must be cited appropriately in the paper using APA-style in-text citations.
A minimum of three reputable sources are required for this assignment.

Requirements for Topic, Length, & Submission
The length requirement for this paper is between 4-6 total pages of content, double-spaced – this does not include the Title page and the Reference page (both on separate pages) that do not contribute to page count. Using images/tables/diagrams will not count for the total page number either.
Their instructor will assign students topics related to physiology and pathological conditions of physiological systems. You must write your paper based on your given topic. 
Your paper must be submitted as a PDF (.pdf) or Word document (.doc or .docx). These are the only file types that will be accepted.
Assignment Checklist
Checkbox Sections & Criteria
1. Title page
2. Description of Pathology
3. The body of the paper should include the following sections:

Normal Anatomy of the body system
Normal Physiology of the body system
Mechanism of Pathology
Prevention
Treatment

Conclusion; Reference pages between 4-6 total pages of content, double-spaced –  Title page and the
 Reference pages(both on separate pages)  do NOT contribute to page count. Images/tables/diagrams 
will not count for the total page number either.
Be sure to include in-text citations where appropriate. You should have a minimum of one in-text for 
every final reference you have listed.

Compose a written comprehensive psychiatric eval of a child patient(younger than 10 years old) you have seen in the clinic.

Compose a written comprehensive psychiatric eval of a child patient(younger than 10 years old) you have seen in the clinic.  It is not acceptable to sayt “within normal limits.”  

USE TEMPLATE ATTACHED. PLAGIARISM NEEDS TO BE LESS THAN 10%. IT WILL BE CHECKED. 
For the Comprehensive Psychiatric Eval .Work  Formatted and cited in current APA style 7 ed  with support from at least 5 academic sources which need to be journal articles or books from 2019 up to now. NO WEBSITES allowed for reference entry. Include doi, page numbers, etc. Plagiarism must be less than 10%.

RUBRIC : Chief Complaint :  Reason for seeking health. Includes a direct quote from patient about presenting problem . 
Demographics : Begins with patient initials, age, race, ethnicity, and gender (5 demographics).  
History of the Present Illness (HPI) – Includes the presenting problem and the 8 dimensions of the problem (OLD CARTS – Onset, Location, Duration, Character, Aggravating factors, Relieving factors,Timing, and Severity). 
Allergies –  Includes NKA (including = Drug, Environmental, Food, Herbal, and/or Latex or if allergies are present (reports for each severity of allergy AND description of allergy).  
Review of Systems (ROS) – Includes a minimum of 3 assessments for each body system, assesses at least 9 body systems directed to chief complaint, AND uses the words “admits” and “denies.”   
Vital Signs – Includes all 8 vital signs, (BP (with patient position), HR, RR, temperature (with Fahrenheit or Celsius and route of temperature collection), weight, height, BMI (or percentiles for pediatric population) and pain).  
Labs, Diagnostic, PERFORMED. During the visit: Includes a list of the labs, diagnostic or screening tools reviewed at the visit, values of lab results or screening tools, and highlights abnormal values, OR acknowledges no labs/diagnostic  were reviewed.  
Medications- Includes a list of all of the patient reported psychiatric and medical medications and the diagnosis for the medication (including name, dose, route, frequency).  
Past Medical History- Includes (Major/Chronic, Trauma, Hospitalizations), for each medical diagnosis, year of diagnosis and whether the diagnosis is active orcurrent.  
Past Psychiatric History- Includes (Outpatient and Hospitalizations), for each psychiatric diagnosis (including ADDICTION treatment and date of the diagnosis)  
Family Psychiatric History- Includes an assessment of at least 6 family members regarding, at a minimum, genetic disorders, mood disorder, bipolar disorder, and history of suicidal attempts.  
Social History- Includes all 11 of the following: tobacco use, drug use, alcohol use, marital status, employment status, current and previous occupation, sexual orientation, sexually active, contraceptive use/pregnancy status, and living situation.  
Mental Status – Includes all 10 components of the mental status section (appearance, attitude/behavior, mood, affect, speech, thought process, thought content/perception, cognition, insight and judgement) with detailed descriptions for each area.  
Primary Diagnoses- Includes a clear outline of the accurate principal diagnosis AND lists the remaining diagnoses addressed at the visit (in descending priority)using the DSM-5-TR. The correct ICD-10 billing code is used. DSM-5-TR. The correct ICD-10 billing code is used.  
Differential Diagnoses: Includes at least 2 differential diagnoses that can be supported by the subjective and objective data provided using the DSM-5-TR. The correct ICD-10 billing code is used.  
Outcome Labs/Screening Tools –  After the visit: orders appropriate diagnostic/lab or screening tool 100% of the time OR acknowledges “no diagnostic  or screening tool clinically required at this time.”  
Treatment Includes a detailed pharmacologic and non pharmacological treatment plan for each of the diagnoses listed under “assessment”. The plan includes ALL of the following: drug/vitamin/herbal name, dose, route, frequency, duration and cost as well as education related to pharmacologic agent. 
For non- pharmacological treatment, includes: treatment name, frequency, duration. If the diagnosis is a chronic problem, student includes instructions on currently prescribed medications as above. The plan is supported by the cufrent US guidelines.   
Patient/Family Education- Includes at least 3 strategies to promote and develop skills for managing their illness and at least 3 self-management methods on how to incorporate healthy behaviors into their lives.  
Referral : Provides a detailedlist of medical and interdisciplinary referrals  or NO REFERRAL ADVISED AT THIS TIME. Includes a timeline for follow up appointments.  

Analyze the impact of stakeholder needs, health care policy, regulations, and governing bodies relevant to health care practice and specific components of an intervention plan.

Develop a 4-6 page holistic intervention plan design to improve the quality of outcomes for your target population and setting.TOPIC: combating and preventing veterans homelessness
ntroduction
Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.
Your application of the PICOT approach to developing your problem statement and the research that you conducted and synthesized in your literature review are the foundation and framework that you will need to successfully build your intervention plan. This plan will lay out specific components of the intervention you are planning to address the need you have identified for the target population and setting. You will justify your approach to the intervention plan by integrating appropriate theoretical foundations. You will also analyze and address the needs of stakeholders, requirements of regulatory bodies, and ethical and legal considerations. It is important to have a sound intervention plan design in place before trying to work on the details of implementation and evaluation.
Preparations

Read Guiding Questions: Intervention Plan Design [DOC]. This document is designed to give you questions to consider and additional guidance to help you successfully complete this assessment.
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

What theoretical nursing models, strategies from other disciplines, and health care technologies could help support or justify your approach to the intervention plan?
What evidence from the literature or best practice supports the intervention plan components you identified?
What, if any, potential is there for technology to help in the development or implementation of the intervention plan components?
What is the impact of stakeholders, health care policy, or regulations?
Are there any ethical or legal considerations related to the development or implementation of the intervention plan components that need to be kept in mind? If so, what are they?

Instructions
Note: The assessments in this course are sequenced in such a way as to help you build specific skills that you will use throughout your program. Complete the assessments in the order in which they are presented.
You intervention plan design will be the second section of your final project submission. The goal for this is to design a holistic plan that should be able to improve the quality of outcomes for your target population and setting. Provide enough detail so that the faculty member assessing your intervention plan design will be able to provide substantive feedback that you will be able to incorporate into the other project components in this course, as well as into the final draft of your project.
At minimum, be sure to address the bullet points below, as they correspond to the grading criteria. You may also want to read the scoring guide and Guiding Questions: Intervention Plan Design document (linked above) to better understand how each criterion will be assessed. In addition to the bullet points below, provide a brief introduction that refreshes the reader’s memory about your problem statement and the setting and context for this intervention plan.
Reminder: these instructions are an outline. Your heading for this this section should be Intervention Plan Components and not Part 1: Intervention Plan Components.
Part 1: Intervention Plan Components

Define the major components of an intervention plan for a health promotion, quality improvement, prevention, education, or management need.
Explain the impact of cultural needs and characteristics of a target population and setting on the development of intervention plan components.

Part 2: Theoretical Foundations

Evaluate theoretical nursing models, strategies from other disciplines, and health care technologies relevant to an intervention plan.
Justify the major components of an intervention by referencing relevant and contemporary evidence from the literature and best practices.

Part 3: Stakeholders, Policy, and Regulations

Analyze the impact of stakeholder needs, health care policy, regulations, and governing bodies relevant to health care practice and specific components of an intervention plan.

Part 4: Ethical and Legal Implications

Analyze relevant ethical and legal issues related to health care practice, organizational change, and specific components of an intervention plan.

Address Generally Throughout

Communicate intervention plan in a professional way that helps the audience to understand the proposed intervention.

Take on the role of a clinician who is building a health history for a particular new patient assigned by your Instructor.How would your communication and interview techniques for building a health history differ with each patient?

BUILDING A HEALTH HISTORY
Effective communication is vital to constructing an accurate and detailed patient history. A patient’s health or illness is influenced by many factors, including age, gender, ethnicity, and environmental setting. As an advanced practice nurse, you must be aware of these factors and tailor your communication techniques accordingly. Doing so will not only help you establish rapport with your patients, but it will also enable you to more effectively gather the information needed to assess your patients’ health risks.
For this Discussion, you will Take on the role of a clinician who is building a health history for a particular new patient assigned by your Instructor.

To prepare:
With the information presented in Chapter 2 of Ball et al. in mind, consider the following:
By Day 1 of this week, you will be assigned a new patient profile by your Instructor for this Discussion. Note: Please see the “Course Announcements” section of the classroom for your new patient profile assignment.
How would your communication and interview techniques for building a health history differ with each patient?
How might you target your questions for building a health history based on the patient’s social determinants of health?
What risk assessment instruments would be appropriate to use with each patient, or what questions would you ask each patient to assess his or her health risks?
Identify any potential health-related risks based upon the patient’s age, gender, ethnicity, or environmental setting that should be taken into consideration.
Select one of the risk assessment instruments presented in Chapter 2 or Chapter 5 of the Seidel’s Guide to Physical Examination text, or another tool with which you are familiar, related to your selected patient.
Develop at least five targeted questions you would ask your selected patient to assess his or her health risks and begin building a health history.

Post a summary of the interview and a description of the communication techniques you would use with your assigned patient. Explain why you would use these techniques. Identify the risk assessment instrument you selected, and justify why it would be applicable to the selected patient. Provide at least five targeted questions you would ask the patient.

You are a medical professor in charge of creating college assignments and answers for medical college students. You design and conduct lectures, evaluate student performance and provide feedback through examinations and assignments. Answer each question separately. Include and Introduction. Provide an answer to this content

BUILDING A HEALTH HISTORY
Effective communication is vital to constructing an accurate and detailed patient history. A patient’s health or illness is influenced by many factors, including age, gender, ethnicity, and environmental setting. As an advanced practice nurse, you must be aware of these factors and tailor your communication techniques accordingly. Doing so will not only help you establish rapport with your patients, but it will also enable you to more effectively gather the information needed to assess your patients’ health risks.
For this Discussion, you will take on the role of a clinician who is building a health history for a particular new patient assigned by your Instructor.

To prepare:
With the information presented in Chapter 2 of Ball et al. in mind, consider the following:
By Day 1 of this week, you will be assigned a new patient profile by your Instructor for this Discussion. Note: Please see the “Course Announcements” section of the classroom for your new patient profile assignment.
How would your communication and interview techniques for building a health history differ with each patient?
How might you target your questions for building a health history based on the patient’s social determinants of health?
What risk assessment instruments would be appropriate to use with each patient, or what questions would you ask each patient to assess his or her health risks?
Identify any potential health-related risks based upon the patient’s age, gender, ethnicity, or environmental setting that should be taken into consideration.
Select one of the risk assessment instruments presented in Chapter 2 or Chapter 5 of the Seidel’s Guide to Physical Examination text, or another tool with which you are familiar, related to your selected patient.
Develop at least five targeted questions you would ask your selected patient to assess his or her health risks and begin building a health history.

Post a summary of the interview and a description of the communication techniques you would use with your assigned patient. Explain why you would use these techniques. Identify the risk assessment instrument you selected, and justify why it would be applicable to the selected patient. Provide at least five targeted questions you would ask the patient.

. Do not write who you are in the answer.

Discuss eyewitness procedure reforms and include an argument for and against the reforms. Using one of the cases from the text as an example, explain how implementation of the reform(s) would have resolved the defenses concerns.

Eye Witness Testimony

1. Mistaken eyewitness testimony is the single largest contributing factor to wrongful convictions. Pre-trial procedures utilized by law enforcement are not necessarily subject to suppression, even when the procedures are considered “unnecessarily suggestive.”
2.
Discuss eyewitness procedure reforms and include an argument for and against the reforms. Using one of the cases from the text as an example, explain how implementation of the reform(s) would have resolved the defense’s concerns.

            One of the potentially beneficial reforms is adopting a double-anonymized lineup during identification to eliminate suggestive identification (Wells et al., 2020). Mandatory documentation of the identification procedures also helps avoid assumptions. Other reforms include but are not limited to adopting sequential lineup legislation to fill loopholes in the identification process that are often relied upon during suppression motions. In hindsight, a sequential lineup would have resolved the defense’s concerns in Foster v. California as it would have eliminated the possibility of relative judgment by the witness, especially with a limited suspect pool. Notably, these reforms will likely improve accuracy and fairness in the identification process, improve process documentation, and eliminate undue suggestibility. However, the reforms increase the procedural requirements and may impede the need for speedy trials (Wells et al., 2020). The reforms call for systemic changes, which may be costly and inconvenient. 

1.
What must the defense establish to successfully suppress a suggestive identification? Use cases as examples.

            The defense must prove due process or procedural flaws. This is evidenced in Coleman v. Alabama, where the police identification procedure was flawed. The defense must also prove the occurrence of a suggestive lineup during the identification process. This involves proving that a suspect stood out conspicuously, such as in the four-person lineup in the Foster v. California case. Thirdly, they must prove a violation of any constitutional amendment, such as the Fourth Amendment, in Young v. Conway.
1.
Despite the arguments in favor of eyewitness identification reform, is law enforcement motivated to implement such reforms when suppression is not ordinarily a viable option for the defense?

            Yes. The continued adoption of community policing and other reforms that revolutionized the police force have inspired proactivity in law enforcement. Therefore, the police are likely to embrace eyewitness identification reforms despite the hurdles with suppression, given that it would help improve the accuracy and fairness in the criminal justice system, which is a crucial determinant of the success of the police reforms.
2.
How did the Court in United States v. Salerno reason that the Bail Reform Act of 1984, which permitted pre-trial detention without bail, was consistent with the 8th Amendment’s prohibition against “excessive bail?” How does pre-trial detention adversely impact the defendant’s ability to prepare a defense, and in what ways does pre-trial detention impact society? 

            The court reasoned that the Act did not impede speedy trial and was not intended as unusual punishment. It was only applicable in cases where the defendant posed a critical danger to society and had a high flight risk. Thus, it aligned with the 8th Amendment.
            Pre-trial detention limits the defendant’s access to legal resources. Also, it subjects them to unwarranted psychological torture and stress and possible loss of employment during this period. Pre-trial detention also adversely impacts society as it increases the tax burden and leads to undue family separations, which has massive ripple effects (Digard & Swavola, 2019). It also perpetuates inequities in the justice system, given that it overshadows the value of the “innocent until proven guilty” principle.

You are stuck at Central Texas College Central Campus without transportation and need to get somewhere. You decide to take an Uber ride. You want to calculate the ride and then see if it is cost effective to use it a second time. Critically explain how to calculate the cost of the ride.

Linear Functions and Uber Fares

You are stuck at Central Texas College Central Campus without transportation and need to get

somewhere. You decide to take an Uber ride. You want to calculate the ride and then see if it is cost

effective to use it a second time. Critically explain how to calculate the ride.

Decide on a location in Killeen, Copperas Cove, or Harker Heights, TX that you need to get to from

campus. If you are an online student and are unfamiliar with the area, try the post office, civic center, or

google places to visit in Killeen, TX. Please pick a location that is at least one mile from campus. Go to

Google Maps (https://maps.google.com) and get directions from Central Texas College (on West Central

Texas Expressway) to the location you have chosen. You need to hit Alt-Print Screen or some other

method to get a screenshot. When you complete the assignment in Blackboard you will upload your

screenshot. If you are unfamiliar with Google Maps, you will need to click on the blue street sign with

the arrow on it to get directions.

The distance for the trip is the part we will use moving forward.

Distance of trip: miles

Go to Uber’s website (https://www.uber.com/global/en/price-estimate/) and get a fare estimate by

typing in the same address you did on Google Maps. The website often updates so you need to find

where you can get an estimate of the price. DO NOT order an actual uber ride. When you have done

this, it will give you a range of possible prices for the two different types of Uber rides you can take. We

are going to use and Uber X since we don’t have a group and we are trying to keep cost down. To the

right of this price, there is a question mark in a circle. Click on that symbol, and it will open up a price

breakdown for the ride.

Write down the Base Fare, the Booking Fee, and the price “Per Mile”.

Base Fare: $ ___________ Booking Fee: $ ___________ Per Mile: $ ___________

For simplicity, we are going to ignore the other options there. Since we are going at least a mile, we will

meet the minimum fare. We are not going to cancel, and we are not going to make the car wait for us

since we are not going to book the ride until we are stepping out the door to catch the ride.

We now want to create a cost function for the ride. will be the distance for the trip in miles, and will

be the cost of the fare. What is the price of the ride before the car starts moving? What part of the

equation of a line in slope-intercept form does this represent? What is the rate per mile? What does

this represent in the equation of a line? If x is the amount of miles for the trip and y is the cost, write an

equation for the line that describes the cost of Uber rides in the Killeen area.

Equation of line for fare price: = _____________________________________________

Plug in your distance for x and see if your y value is in the range of prices given in your estimate. They

give a range in case they have to take a longer router because of an accident, construction, etc.

For = distance from Google Map above, = ____________________ .

Let’s Check Your Equation

Choose a second location that you need to go to in the same area, again at least a mile away from CTC.

We want to be able to know ahead of time without using the Uber website what the second ride would

cost. Go to Google Maps again (https://maps.google.com) and get directions to the second location.

Get a screenshot like you did the first time and upload that one as well. Make note of the distance.

Make sure that all screenshots show the starting

and ending address before you upload the

screenshots for grading.

Distance of second trip: miles

Use your equation from above and plug in your distance for the second trip for x to estimate the fare.

For = distance of second trip, = ____________________ .

If you go to Uber’s website and get a price estimate, is your calculation in the range of values they give?

With your equation, you can now price any Uber ride in the area if you know the distance.