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.  

You are invited to an interdisciplinary team meeting because a patient in your care is on the agenda for discussion. Because of COVID-19 restrictions, and team members’ schedules, the meeting is virtual. You are required to be on camera when presenting.Discuss your experience of the role-play exercise including communication strengths and areas for improvement.

TranstoBaccalaureateDiscussionWeek-6.docx

· You are invited to an interdisciplinary team meeting because a patient in your care is on the agenda for discussion. Because of COVID-19 restrictions, and team members’ schedules, the meeting is virtual. You are required to be on camera when presenting.
· Record yourself, using a webcam, articulating your concerns about your patient. 
· Team members may not know you. You must introduce yourself, your practice role, and your professional relationship to the patient.  This patient situation could be an experience you have had during your time as a nurse or clinical or it could be a made-up (realistic) scenario.
· Use an evidence-based communication strategy when voicing your concerns to the interdisciplinary team.
· The video recording should be less than 90 seconds. 
· You must be visible on camera. When recording, consider your appearance, audio, and background. 
· Upload your video to the discussion board along with the following written summary.
· Share the rationale for the evidence-based communication tool you used.
· Discuss your experience of the role-play exercise including communication strengths and areas for improvement.
· Provide rationale for your response with at least one scholarly source using an APA in-text citation and full reference.  

Explain the importance, value, and benefits of cross-curricular planning and the use of literature to support the learning outcomes being taught in other content areas in each grade range (K-3 and 4-8).

 
Reading and writing skills are essential in all content areas. Whether students are interacting with expository texts or texts from various literary genres, they need to be able to view text critically and gain meaning from it.  Using cross-curriculum planning, you can select books and readings that support what is being taught in other content areas while still reinforcing essential reading and writing skills.
Imagine your principal has asked you to create a short professional development session that can be shared with other teachers in your building. The goal of the session is to provide a high-level overview of the benefits of cross-content curriculum planning and using literature to support key concepts and ideas being taught in other subject areas.
Using the topic Resources and your own research, create an 8-10 slide PowerPoint presentation for a professional development session designed for K-12 teachers. 
 The presentation should:

Explain the importance, value, and benefits of cross-curricular planning and the use of literature to support the learning outcomes being taught in other content areas in each grade range (K-3 and 4-8).
Summarize how to best utilize cross-curricular planning in each grade range (K-3 and 4-8), including discussion of the unique processes that can be used in planning and the challenges one might face when planning for each grade range.
Explain how using literature to make cross-curricular content connections aligns to the reading content area standards.
Describe how using literature to make cross-curricular content connections can support differentiated instruction and help to meet the needs of diverse students. Provide specific examples to illustrate your ideas.
Provide an example of a cross-curricular lesson or activity for each grade range (K-3 and 4-8) so teachers understand how connections can be made between concepts and skills. Include discussion of both literature and expository text selections.
Include a title slide, reference slide, and speaker notes. There are no notes required for the title and reference slides, and these two slides are not part of the total presentation slide count.

Formulate strategies for conducting business and managing employees in a global society.

Competencies

Evaluate the challenges and benefits of employing a diverse workforce.
Formulate strategies for conducting business and managing employees in a global society.
Critique the impact of diversity, equity, and inclusion on organizations.
Evaluate the role of identity, diverse segments, and cultural backgrounds within organizations.
Compare cultural and social intelligence.
Analyze the importance of managing a diverse workforce.

Student Success Criteria
View the grading rubric for this deliverable by selecting the “This item is graded with a rubric” link, which is located in the Details & Information pane.
Scenario
Over the last year, you have been working to advance your company in the area of diversity, equity, and inclusion. Because of your efforts, you have been chosen to present at a national conference and share highlights of what you have done and learned along the way.
Instructions
First, using the Movement Advancement Project:

Select three issues to research.
Research these issues in two different states.

Next, create a presentation (slides and speaker’s notes) that:

Introduces LGBTQ+ workplace diversity, including the challenges and benefits of employing this workgroup.
Identifies your three chosen issues from the Movement Advancement Project and your two states.
How might DEI impact your organization for each issue in each state?
Describes the intersection of other aspects of diversity, such as race, gender, and generation, and their impact on LGBTQ workers in each state.
Examines the role of cultural and social intelligence when managing workplace diversity.
Discusses strategies for implementing the four components of the Corporate Equality Index into a company for each state. 
Determines the value of diversity management for the future.
Be sure the presentation displays proper grammar, spelling, punctuation, sentence structure, and credible sources cited in APA format.

Referring to Claxton and Wells (Ch. 3, Table 3.3), where do we see elements of the Federalist, Anti-Federalist, and Democratic-Republican ideologies in today’s schools? What has remained and what has changed? What approach do you see as the most valuable in terms of today’s public schools? 

Historicalfoundations2.docx

Readings

Wells & Clayton, 
Foundations of American Education: A Critical Lens, Chapter 3  (book attached in the assignment)

Kevin Currie-Knight. (Jan. 29, 2019). 
Brief History of K-12 Schooling in America [video; 14:31)

Optional Resources

As American as Public School: 1900–1950. (2000). Stone Lantern Films. [video; 57:56]

LaLee’s Kin: The Legacy of Cotton. (2001). HBO. [video; 1

Please attach a reference page for each assignment

Referring to Claxton and Wells (Ch. 3, Table 3.3), where do we see elements of the Federalist, Anti-Federalist, and Democratic-Republican ideologies in today’s schools? What has remained and what has changed? What approach do you see as the most valuable in terms of today’s public schools? 

You will choose to create a scholarly paper that identifies events which evolved the American education system, specifically in the movement to public schools, the development of secondary schools, and American higher education, from the Colonial Period and the Early National Period.  you will use the texts and one to two other scholarly (peer-reviewed) sources.