Explain what systems need to be included in the review of the systems and describe the specific information needed for each of the systems

Name: Laura Jackson Age: 39
Chief Complaint (CC): Headache
The nurse educator is working in a primary care setting. The next patient is a 39 year-old who is
coming in for evaluation of her headaches.
Vital Signs: BP 110/80; Heart Rate 72 bpm; respirations 20 breaths per minute; temperature 98.1°F
Answer and support the following questions about the subjective data:
1. Determine specific questions the nurse educator could ask the patient related to the history of
present illness?
2.Discuss the specific past medical history important to know for this patient?
3.Identify specific information that would be helpful in the patient’s family history?
4. Identify specific information that would be needed about the patient’s social history?
5. Explain what systems need to be included in the review of the systems and describe the specific
information needed for each of the systems
6. 2 peer reviewed references less then 5 years old

critically explore and differentiate between different models of innovation;

AIM(S):
• To provide students with a clear understanding of the importance of
innovation to business development, and the ability to critically review
models and characteristics of the innovation process.
LEARNING OUTCOMES:
Upon the successful completion of this module, the student should be able to:
• critically reflect on the innovation concept;
• recognise, analyse and apply creative thinking at the individual, team,
organisational and industry level;
• critically explore and differentiate between different models of innovation;
• critically assess characteristics of organisational knowledge and
organisational knowing.
LEARNING AND TEACHING:
A student–centred framework will be employed that inspires curiosity and develops
individual’s aspirations and concepts. Students will become familiar with concepts,
principles and practices relating to the topic via a range of different resources. The
conceptual, theoretical issues will underpin the approach – delivered during weekly
lectures the teaching strategy within these sessions will include group discussion,
the analysis of case studies (both paper based and video) documentary clips and
other media. Teaching sessions will be interactive and will involve students in
practical exercises that will develop wider understanding and provide extension
activities to “stretch and challenge” students in their learning and discussions.
Reflection and analysis will be key features to support this experiential learning
methodology.
INDICATIVE CONTENT:
• The concept of innovation from an inter-disciplinary perspective,
specifically from an individual, group, organisational, intra- and interorganisational
level.
• Closed and open innovation models, including Schumpeterian and postSchumpeterian
views.
• The process of innovation management.
• The role of creativity within the innovation process, including emergent and
prospective models of innovation.
• Individuals as innovators, including creativity and personal traits, social
interaction, experimentation and play.
• Innovation in groups including the factors that drive group/team innovation,
innovation implementation and creativity, and models of team innovation.
• The determinants of organisational innovation and organisational design.
• The seven-stage model of new product development and trends in
Research and Development.
• The concepts and processes of closed v. open innovation.
• Globally distributed innovation. The importance of organisational knowing,
including a review of useful practices v. best practices and the meaning of
‘boundary-less’ organisations and how these can enhance opportunities
for innovation.
• Inter-organisational innovation, including value constellations, drivers,
success factors, typologies and implications.
• The impact of increasing costs and complexity of Research and
Development

Will you be integrating your outcome of the “Implicit Bias” test into your everyday work life? Why or why not?

Reflection

Now that you’ve familiarized yourself with the concept of implicit bias, please take a few moments to take a few of the quizzes within the link below. Please know that your results are confidential, but this is an excellent time to reflect on the outcome of the test. If you see that you test with a high bias against a group of people, reflect on your behavior. Can you think of social situations over the span of your life in which you inadvertently displayed that bias?

When you have completed the implicit bias test, ask yourself, “How can I be more sensitive to oppression and discrimination?” Share those answers with your peers. You do not have to be specific about the outcome of your test; rather, use those results to make yourself a more culturally responsive professional! Remember to present and examine those options by trauma-informed care and cultural competency, using also what you’ve learned about social-emotional learning.

Implicit bias

https://implicit.harvard.edu/implicit/takeatest.html (Links to an external site.)

****Note: please take at least the “Race” test and the “Gender Career” test. If you choose to take another, the other can be of your choice.

READING RESOURCES

https://implicit.harvard.edu/implicit/education.html

Lesson 16 Assignment

TOPIC: Developing Sensitivity to Oppression & Discrimination Continued

One of the most important parts of professional development in any field is honest self-reflection. Before the end of class, let’s reflect on that what you learned and how you can use it. Take a few moments to address the following questions about the class and the information you learned.

The class objective has been to deepen your knowledge about minority groups, as well as the social stratification that has resulted due to their minority status, and how to create meaningful solutions to private problems that result from systemic issues.

· How has this class’s content helped you to understand minority groups better?

· How do you think that the knowledge of this class will help you in your professional career?

· How can you apply your knowledge in the workforce?

· Will you be integrating your outcome of the “Implicit Bias” test into your everyday work life? Why or why not?

· Reflect on the class content. Does the outcome of the “Implicit Bias” test challenge your approach to minority groups, whether that’s personally or regarding the public policy for/social welfare of minority groups?

Create either a handout, job-aid, poster, or flier to educate employees on the Foreign Corrupt Practice Act

Morgan van Breda, a resident of the province of Ontario, was injured while vacationing at Club Resort in Cuba. Van Breda booked the trip utilizing the website of Sport au Soleil, an Ontario-based travel agency. Club Resort employed Canadian professionals and tour operators, including Sport au Soleil, for advertising, promotion and bookings. Van Breda sued Sport au Soleil and Club Resort in Ontario for negligence. Club Resort sought to have the litigation dismissed on the basis that Cuba was a more appropriate forum. Does Canada or Cuba have a more substantial connection to this litigation? Was Ontario a more appropriate forum for van Breda’s lawsuit? Why or why not? [Club Resorts v. Van Breda, 2012 SCC 17 (Supreme Court of Canada 2012).]
In an interview published by The New York Times in February 1976, former Lockheed President A. Carl Kotchian defended the payment of bribes by the company as follows:

“Some call it gratuities. Some call them questionable payments. Some call it extortion. Some call it grease. Some call it bribery. I look at these payments as necessary to sell a product. I never felt I was doing anything wrong.”

More than 30 years later, Reinhard Siekaczek, an accountant employed by Siemens who oversaw an annual budget for questionable payments in excess of $50 million, stated:

“I never thought I would go to jail for my company. …We thought we had to do it. Otherwise, we would ruin the company. …People will only say about Siemens that they were unlucky and that they broke the Eleventh Commandment. The Eleventh Commandment is, ‘Don’t get caught.’”

You have been hired to assist ABC Multinational Company to help educate employees on ethical practices and corporate culture. More specifically, related to the Foreign Corrupt Practices Act, your role is to prevent situations described in the above scenario.

Create either a handout, job-aid, poster, or flier to educate employees on the Foreign Corrupt Practice Act

How does this partnership fit into Nordstrom’s current brand management strategy?

Part 1: Branding Nordstrom

After reading the article “Conservative Nordstrom to sell trendy Topshop fashions,” respond to the following:

· How does this partnership fit into Nordstrom’s current brand management strategy? Will it appeal to its target markets? How will it allow Nordstrom to differentiate itself from the competition?

· Is this a risky move for Nordstrom considering the downward sales trends for Topshop in the UK?

Part 2: Market Segmentation

What are the different levels of market segmentation? Synthesize the segmentation strategies that manufacturers of personal computers should implement to attract both the Gen Y and baby boomer generation to increase their purchases of computers. Are there some examples of companies that have already done a good job of marketing across generations?

Note:

Friendly reminder – a two-step process. Cite your source and then recap the reference at the bottom of your posting.

Reference recap:

Finch, J. (2012). Managerial marketing [Electronic version]. Retrieved from https://ashford.content.edu

Citation should be (Finch, 2012) or if you include a page # (Finch, 2012, p. 53).

Required Resources:

Text

Finch, J. (2012). Managerial marketing [Electronic version]. Retrieved from https://ashford.content.edu.

What comes to mind when you think of social institutions?

What comes to mind when you think of social institutions?

You might think of establishments that offer products or services to members of a community. However, social institutions exist at various levels within a society. For example, your family unit, your neighborhood, the organization where you work, and the places where you attend religious services and seek medical treatment are all social institutions. Given the level of each social institution within society, each has its own power within the social structure. Consider how these powers might contribute to or resolve social issues within a society.

For this assignment, you will examine the social institutions involved in the social issue you addressed in this week’s Discussion. You also will explore the role of power and the functions of social institutions within your chosen social issue.

For your Journal entry:

Describe the social institution(s) involved in your chosen social issue and how they are involved in the issue.
Explain how the social institution(s) use their power with regard to the social issue and how you would like to see the social institution(s) use that power.
Thinking back to the guide on sociological perspectives from Week 1, explain whether the perspective(s) you chose still “fits” with your chosen social issue and the rationale for your position. If it no longer “fits,” explain which one does and why.
Write at least 300 words.
My social issue is Unemployment.

What are at least three (3) key issues to remember when helping children cope with death?

450 words 2 scholarly citations in APA format Any sources cited must have been published within the last five years. 1 Bible reference but you must show how the bible reference apply the question or in the manner you are using it to apply to crisis care or the question.

1. What are at least three (3) key issues to remember when helping children cope with death?

2. How can social media be a help or hindrance in helping adolescents cope with death-related issues?

3. What types of death-related issues emerge in adulthood?

4. What are unique concerns for older adults dealing with death-related issues?

The efficacy of Police Body Worn Camera (BWC) programs—Are the costs associated with BWC programs worth the actual benefit

What is your topic?
The efficacy of Police Body Worn Camera (BWC) programs—Are the costs associated with BWC programs worth the actual benefit.
What is your stance on the topic?
BWC programs have become a vital instrument in the law enforcement community’s effort to increase public trust through transparency. BWC programs, however, are very expensive to implement and maintain. How is officer behavior impacted by the usage of body worn cameras?
Why do you [think] this? State your reasons in a “because” clause.
Because officers’ actions will be recorded and captured, misconduct and complaints should decrease dramatically. The cost-benefit factor of the programs should be worth the alternative of municipalities being subject to various litigations.
Now why would someone disagree with this? Use an “although” clause to state this opposing opinion.
Although, much misconduct is a matter of perception and can be addressed through report review and policy interpretation, body worn cameras provide a much-needed layer of transparency in relation to a growing need for law enforcement accountability for officers’ actions.
“Although” clause+Stance on topic+“Because” clause=Complete thesis statement (may need to be revised or simplified)
Although, there may be individual benefits as a result of BWC programs, BWC programs may significantly impact municipal budgets by the expensive costs of equipment, data storage, and records retention/retrieval. Because of the rise of public mistrust, BWC programs may offer a solution to the perception that police misconduct is commonplace throughout the law enforcement community. That solution, however, may come with a heavy premium.

Do you believe that children learn from their experience and that project-based learning enhances that experience? YES

Discussion – Progressivism
________________________________________
The influence of Progressivism on American education is wide and on-going. Those that focus on “learning by doing” and project-based methods of teaching base their work on Progressive theories of education. As you begin to think about your own views about philosophy of education, consider your how your educational experiences were informed by ideas from Progressivism, Pragmatism and Liberalism?
Chapters for this week are 4, 9, and 15
Here is the Textbook site
https://www.vitalsource.com/
please contact support for log ins
Instructions: Before you start writing, read the questions below.
You do not need to write on all 5 questions, JUST A COUPLE
Questions can also be found on page 383 of our text.
Please be sure to cite this textbook ONLY.
1. Do you believe that children learn from their experience and that project-based learning enhances that experience? YES
2. Do you believe that children construct their ideas about reality from their interactions with the environment? YES
3. Do you want your classroom to be a bridge to nature and society?
4. Do you plan to use Progressivism, or some aspects of it, in constructing your philosophy of education? Why or why not?
5. How would a Progressivist theorist view culturally responsive practice or equity pedagogy? Defend your view.
Just in case you decide to answer the last question. (You don’t have too.) Here’s a Link:

What is Culturally Responsive Pedagogy?

Submission Instructions:
Late discussions will not be accepted. See syllabus for detailed guidelines. Work should be typed, with standard font, using 12 pt. No discussion or response post will be accepted late. Use APA format for citations in initial posts

Explain Progressivism as an educational theory.

The goal of the paper is for you to synthesize the material from the week. Therefore, although you reflect on the material we have been reading and studying, it is not the goal of this assignment to express your views and opinions on the philosophy, ideology or theory read. Rather, you should articulate your understanding of these positions and their relationships to each other. The short paper should be grounded in the text and chapters prepared for this module.
Answer These questions in this paper
#1 Explain Progressivism as an educational theory.
#2 Demonstrate the relationship between this theory and the philosophy of (1) Pragmatism and (2) the ideology of Liberalism.
#2 Discuss any critical thinkers who contributed to the origin or current practice of Progressivism.
Submission Instructions: Do not submit a first draft. Work should be typed, double-spaced with standard margins and font, using 12 pt. font. Papers will be written in APA format with a Title Page.
Several different components will be assessed in your written work, including effective use of the English language; comprehension of and reflection upon the material, originality of thought; organization of ideas; ability to support ideas with examples and arguments.
Your submission will be submitted to Turnitin. It is recommended that you check the Turnitin report and correct errors found in the report and resubmit, especially if attribution errors are noted from Turnitin.
Note to Writer 239111, Same as last week. This time, I only need 400 words.
Chapters for this week are 4, 9, and 15
Here is the Textbook site
https://www.vitalsource.com/
Please contact support for log ins
DO NOT use OUTSIDE References/Sources. You can use the Textbook
Guidelines:
• Research: DO NOT DO Additional “research” for this assignment beyond the assigned text readings.
• Simply think about the text on your own and consider what has been discussed in the module.
• Any references to the text should simply be indicated in-text in APA format.
• Mechanics
o Papers should be 400 words in length and must be typed, double-spaced, 12pt. Times New Roman font, with 1-inch margins and in black ink.
o A Title Page should be used.
o Page numbers should appear on every page with the exception of the first page.
o Citation: Your paper should include a bibliography formatted in APA style (refer to a writing guide, such as Purdue OWL for assistance).
o It is always acceptable to paraphrase, quote, or use another’s ideas, as long as you give credit where credit is due. Always credit and cite your source. To do otherwise is to plagiarize.
• Be consistent with citations and references.
o You will be graded on your ability to correctly follow these instructions
Academic Integrity: Plagiarism and/or cheating on papers are a serious breach of academic ethics and will not be tolerated. The Academic Integrity policy attached to the syllabus will be strictly enforced.
Grading Rubric