2 page paper due by tomorrow october 20th | diseaster management | Nova Southeastern University

Callahan, J. R. (2009). Emerging biological threats: A reference guide. ProQuest Ebook. (Chapter 5). 

To access this article please click on the link below from the Nova Southeastern Library.

https://ebookcentral.proquest.com/lib/novasoutheastern/detail.action?docID=494962 (Links to an external site.)

Discussion Question: Plant Diseases (10 points)

The unit reading plants are susceptible to various naturally occurring diseases in the form of viruses, bacteria and fungi. If a terrorist were to introduce a “weaponized” disease into the United States,

  • could this cause a catastrophic agricultural event? 
  • Is there a particular crop which could prove devastating to the United States’ food production and economy? 
  • What would those results look like?
  • Has this been attempted yet?

Education health promotion | Nursing homework help

  

Explain the role of health education in health promotion. How is the nursing process used in developing health education? Describe a contemporary issue, local or global, that a family may experience today. What steps would the nurse take to address these as part of a health education plan? As a general rule, you should have at least 3 well-developed paragraphs for your original post. A paragraph should have at least 3-5 well-developed sentences. You need 2 references & citations

Expertise 5 | Psychology homework help

 

Write a 1,050- to 1,200-word instruction paper on the processes involved with attaining expertise, reference the chapter in your text titled, “Expertise”.Anderson, J.R. (2009). Cognitive psychology and its implications (7th Ed.). New York, NY: Worth Publishers

 

 

 

Include the following salient points in your work:

 

1.    Outline the stages in the development of expertise.

 

2.    Outline the dimensions involved in the development of expertise.

 

3.    Discuss how obtaining skills makes changes to the brain

 

4.    SEE ATTACHED doucments for more instructions and notes

 

The patient protection and affordable care act (ppaca)

 The Patient Protection and Affordable Care Act (PPACA) was passed into legislation in March of 2010. Identify the impact of this legislation on your nursing practice by choosing two key nursing provisions outlined in the topic material “Nursing and Health Reform.” 

Discuss how these two provisions have impacted, or will impact, your current practice of nursing. 

 Nursing and Health Reform

 The Patient Protection and Affordable Care Act (PPACA) was signed into law by President Obama on March 23, 2010. This law will enact sweeping changes to almost every facet of the health care system over the next ten years. The law makes changes that will impact providers, insurers, consumers, Medicare & Medicaid, and payment policies. For the purposes of this document we wanted to provide readers with an overview of those provisions in the new law that will impact the nursing community as well as their facilities. This article is intended to provide an overview of those sections of the law most relevant to WOCN members. The information focuses on three main aspects of the law: nursing workforce provisions, payment reform provisions, and facility specific provisions. Each provision is given a brief summary and policy goal of the language contained in the law. Readers can find the full legislative language for each section here: http://www.gpo.gov/fdsys/pkg/PLAW111publ148/html/PLAW-111publ148.htm Nursing Workforce Provisions Policy makers recognized the need for an increased workforce to care for the millions of consumers who would be added to the ranks of the insured under PPACA. This — in conjunction with an already existing workforce shortage within the nursing community — led to a number of provisions designed to increase the number of nurses in the coming years. Those provisions are as follows: Section 5202 Nursing student loan program—Updates the loan amounts for the Nursing Student Loan program and after 2012 the Secretary (of the Department of Health and Human Services) has discretion to adjust this amount based on cost of attendance increases. 

Section 5203 Health care workforce loan repayment programs—Establishes a loan repayment program for individuals who are willing to practice in a pediatric medical or surgical subspecialty or in a child mental or behavioral health care for at least 2 years in an underserved area. Recipients, which include psychiatric nurses, social workers, and professional/school counselors, are eligible to receive $35,000/year in loan repayments for participation in an accredited pediatric specialty residency or fellowship. HHS is to give priority to applicants who are or will be working in a school setting, have familiarity with evidence-based healthcare, and can demonstrate financial need. Section 5204 Public health workforce recruitment and retention programs—Establishes Public Health Workforce Loan Repayment Program to assure an adequate supply of public health professionals to eliminate workforce shortages in public health agencies. HHS will repay up to 1/3 of loans incurred by a public health or health professions student in exchange for an agreement to accept employment with a public health agency for at least three years. Those serving in priority service areas may qualify for additional loan repayment incentives at department’s discretion. Section 5205 Allied health workforce recruitment and retention programs—Authorizes an Allied Health Loan Forgiveness Program to assure there is an adequate supply of allied health professionals to eliminate workforce shortages at public health agencies, acute care facilities, ambulatory care facilities, and other underserved health facilities. Section 5206 Grants for State and local programs—Authorizes HHS to make grants to accredited educational institutions that support scholarships for mid-career public health and allied health professionals who seek additional training in their respective fields. Section 5207 Funding for National Health Service Corps—Increasing funding for National Health Service Corps (NHSC) and extends authorization of appropriations for the Corps thru 2015. For FY2016 and beyond, a formula for funding is established to tie increased costs in healthcare to the number of individuals residing in health professions shortage areas. Section 5209 Elimination of cap on commissioned corps—Removes cap of 2800 commissioned officers in National Health Services Corps regular corps. Section 5210 Establishing a Ready Reserve Corps—Reconstitutes the Public Health Service Corps into the commissioned Regular Corps and a Ready Reserve Corps for service in time of national emergencies. Section 5301 Training in family medicine, general internal medicine, general pediatrics, and physician assistantship—Establishes a grant program for hospitals, medical schools, academically and affiliated PA training programs to develop and operate accredited training programs for the provision of primary care. Section 5302 Training opportunities for direct care workers—Establishes a 3 year grant program under which an institution of higher education can subsidize training of individuals at that institution who are willing to serve as direct care workers in a long-term or chronic care setting for at least two years after completion of their training. Section 5305 Geriatric education and training; career awards; comprehensive geriatric education—Authorizes HHS to award grants to advanced practice nurses who are pursuing a doctorate or other advanced degree in geriatrics and who, as a condition of accepting a grant, will agree to teach or practice in the field of geriatrics, long-term care, or chronic care management for a minimum of 5 years. Section 5309 Nurse education, practice, and retention grants—Adds 2 new grant programs specifically focused on nurse retention. One will authorize HHS to award grants to accredited nursing schools or health facilities to promote career advancement among nurses. The 2nd will permit HHS to make awards to nursing schools or health facilities that can demonstrate enhanced collaboration and communication among nurses and other health care professionals. Priority directed towards applicants that have not previously received an award. Section 5310 Loan repayment and scholarship program—Expands Nurse Loan Repayment and Scholarship Programs to provide loan repayment for students who serve for at least two years as a faculty member at an accredited nursing school. Section 5311 Nurse faculty loan program—Increases the Nurse Faculty Loan Program amounts from $30,000 to $35,000 in FY 2010 and FY 2011, declares that the amount of these loans will thereafter be adjusted to provide for cost-of-attendance increases for yearly loan rates and the aggregate loan. Creates new authority to permit HHS to enter into an agreement with individuals who hold unencumbered RNs and who have already completed, or are currently enrolled in, a master’s or doctorate training program for nursing. HHS will provide up to $10,000/year to master’s recipients and $20,000/year to those who earn a doctorate so long as these individuals spend at least 4 years out of a 6 year period as a full-time faculty member at an accredited nursing school. Section 5312 Authorization of appropriations for parts B through D of title VIII— Authorizes $338 million in appropriations to carry out nursing workforce development programs in FY 2010. FY 2011-2016 will be funded according to what HHS determines as “such sums as may be necessary” to carry out these programs. Section 5404 Workforce diversity grants—Expands the workforce diversity grant programs by permitting such grants to be used for diploma and associate degree nurses to enter bridge or degree completion programs or for student scholarships and stipend programs for accelerated nursing degree programs, This statute instructs HHS to consider recommendations from the National Advisory Council on Nurse Education and Practice and to consult with nursing associations. Section 5507 Demonstration projects to address health professions workforce needs; extension of family-to-family health information centers—Establishes a demonstration grant program to provide educational and training opportunities for low-income individuals for positions in the healthcare field that pay well and are expected to be in high demand. Program will primarily serve State TANF recipients, but HHS required to award at least 3 demonstration grants to eligible entities that are Indian Tribes, tribal organizations or Tribal colleges and Universities. Section 5509 Graduate nurse education demonstration—Appropriates $50 million/year FY 2012 thru FY 2015 to establish a graduate nurse education demonstration program in Medicare. Hospitals selected will be reimbursed for educational and clinical instruction costs attributed to training advanced practice nurses to provide primary/preventive care, translational care, chronic care management, as well as any other nursing services appropriate for the Medicare eligible population. Those hospitals selected will partner with community based care settings and accredited nursing schools to undertake the demonstration program and will reimburse partners for their share of costs. Section 10501—Permits faculty at public health schools that offer PA education programs to obtain faculty loan repayment under the workforce diversity program. Also makes other improvements to the NHSC program, such as a provision to increase the loan repayment amount,  allowing half-time service and permitting teaching to count for as much as 20% of the service commitment to the NHSC. Pilot and Incentive Payment Program Provisions: In addition to policies aimed at increasing the number of nurses, policy makers also sought to more closely integrate nursing into new payment pilot programs that would offer incentives to primary and chronic care managements as well as provide alternatives to the current fee-forservice programs. Payment revisions are as follows: Section 2703 State option to provide health homes for enrollees with chronic conditions— Creates a state option under Medicaid to provide coordinated care through a “health home” for individuals afflicted with chronic conditions. States could receive 90 percent of the funding needed to support Medicaid enrollees who designate a provider or team of medical professionals as their health home through Federal Medical Assistance Percentages (FMAP). Section 3022 Medicare shared savings program—Establishes a shared savings program under which a group of providers and suppliers may form a legally structured Accountable Care Organization (ACO) to manage and coordinate care for Medicare fee for service beneficiaries. Section 3024 Independence at home demonstration program—Creates the Independence at Home demonstration program for chronically ill Medicare beneficiaries in order to test a payment incentive and service delivery system that would utilize physician and nurse practitioner directed, home-based primary care teams with the aim of reducing expenditures and improving health outcomes. Section 3501 Health care delivery system research; Quality improvement technical assistance—Establishes a Center for Quality Improvement and Patient Safety within the Agency for Healthcare Research and Quality (AHRQ). This center will support the identification of best practices for quality improvement in the delivery of health care services by identifying healthcare providers that employ best practices and finding ways to translate these practices rapidly and effectively into practice elsewhere. The Center will establish a Quality Improvement Network Research Program to support research on healthcare delivery system improvement. The Director of AHRQ, under this section, will also be directed to award technical assistance grants to struggling healthcare providers to aid in the implementation and adoption of best practices identified by the Center. Section 3502 Establishing community health teams to support the patient- centered medical home—Authorizes HHS to establish a grant program for states/state designated entities to establish community-based interdisciplinary, interprofessional teams to support primary care practices within a certain area. Health teams must support patient-centered medical homes, defined as a mode of care that includes personal physicians, whole person orientation, coordinated and integrated care and evidence-informed medicine. Section 5208 Nurse-managed health clinics—Authorizes $50 million in grants for the cost of operation of Nurse-Managed Health Clinics (NHMC) that provide comprehensive primary care or wellness services without regard to income or insurance status of patients. NHMCs must  provide care to underserved or vulnerable populations and be associated with an academic department of nursing, qualified health center or independent nonprofit health or social services agency. Also establishes a new program to support nurse-managed health centers, authorizes to be appropriated $50 million for FY 2010 and such sums as may be necessary for FY 2011-2014. Section 6301 Patient-Centered Outcomes Research—Establishes non-profit Patient Centered Outcomes Research Institute. Purpose of Institute will be to assist patients, physicians, purchasers and policy-makers in making informed health decisions. Facility Specific Provisions Finally, PPACA makes facility specific changes including provisions directly impacting hospice and palliative care facilities, those provision follow: Sections 6101-6121—Require Medicare Skilled Nursing Facilities (SNFs) and Medicaid nursing facilities to disclose information on their ownership and organizational structure to government authorities. Mandates that such facilities implement compliance and ethics program within 3 years of enactment. Section 6103 directs the Nursing Home Compare Medicare Website to release staffing data for each facility, including resident census data, hours of care provided per resident per day, staffing turnover and tenure. Section 6105 directs the Secretary to create a standardized complaint form and requires states to establish a complaint resolution process, as well as providing whistleblower protection. Both provisions are effective within 1 year of enactment. Section 3004 Quality reporting for long-term care hospitals, inpatient rehabilitation hospitals, and hospice programs—Requires quality reporting programs for long‐term care hospitals, inpatient rehabilitation facilities, and hospice providers in 2014. HHS must issue regulations by October 1, 2012 that will list the specific quality reporting measures that must be reported. Providers who do not participate in the program would be subject to a reduction in their annual market basket update. Section 10325 Revision To Skilled Nursing Facility Prospective Payment System—Delays implementation of certain skilled nursing facility Version 4 of the Resource Utilization Groups (RUG-IV) published in the Federal Register on August 11, 2009 payment system changes by one year to October 1, 2011. Section 10326 Pilot Testing Pay-for-Performance Programs for Certain Medicare Providers—Directs HHS to conduct a separate pilot program under Medicare to test the implementation of a value-based purchasing program for payments under such title for the following provider groups: Psychiatric hospitals, Long-term care hospitals, Rehabilitation hospitals, PPS-exempt cancer hospitals and Hospice programs. 

Reading assessment: elizabeth wardle | English homework help

 

Instructions: Answer the following questions related to Elizabeth Wardle’s “Identity, Authority, and Learning to Write in New Workplaces”; these questions are designed to get you thinking about understanding the text, and designed to get you thinking about the value of the text:

  1. In what way has research in rhetoric and composition shifted the viewpoints of the nature of communication, according to Wardle?
  2. How would you define “identity” based on Wardle’s essay?
  3. How would you define “authority” based on Wardle’s essay?
  4. How does Alan’s story help you better relate to the development of an authoritative voice in a new discourse community?
  5. Why do you think reading this is important for you to understanding writing, and how might you use this essay in developing your Formal Essay?

This is just brainstorming assignment in a story you make up,

Print

4.1.11 StudyExplore Essay Writing: Narrative Writing

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This study sheet will help you write a rough draft of the writing assignment that you will revise later on. Answer the following questions as you work through your study to build a strong and successful story.

Your Assignment:

In this activity, you’ll start brainstorming ideas for a three-part short story assignment. Then you’ll work on the prewriting process that fiction writers usually tackle to clarify their thoughts and direction before they start writing complete drafts of their stories. Get ready to be creative! 

You will . . .

  • Come up with a specific, interesting situation.
  • Choose a narrator and key characters.
  • Decide on a point of view.

 

1. What a Talented World! is coming to town, and you’re going to audition for it. What talent will you show off? This can be a real talent you’d be thrilled to show off, or it can be entirely imaginary — that’s the beauty of writing fiction. Write a paragraph describing your talent in detail, as if you’re walking on the stage and actually performing.

2. Is your fictional self excited, hesitant, or dreading the whole experience?

3. Choose a person whose life and whose viewpoint you’re interested in exploring. We’ll call this individual Person X in the lesson from now on, but you won’t do that in the story you write. Write down the person’s real name here and then briefly describe him or her in two or three sentences.

4. The person you’ve chosen above will also be auditioning for What a Talented World! Write a paragraph describing what talent this person will be showing off and how he or she feels about doing so.

5. For you to successfully impersonate Person X in the talent show, name at least three things you’d have to do differently (like play the flute, mimic Person X’s posture or gestures, talk in a different way, smile more or less, and so on). Be as specific as possible.

6. Will you be able to pull it off? Imagine you’re onstage and everyone is expecting the greatest display of [insert Person X’s talent here] ever. Write a short scene or a longer paragraph of description that takes us there when you’re trying to deliver what Person X’s talent is.

7. For Person X to successfully impersonate you in the talent show, name at least three things he or she will have to do differently (like play the flute, mimic your posture or gestures, talk in a different way, smile more or less, and the like). Be as specific as possible.

8. Is there any chance that Person X will be able to pull it off? Because everyone thinks that’s you up there! In a short scene or a longer paragraph of description, take us there to watch as Person X tries to pull it off. There’s a catch, though: Use the first-person point of view again, which means stepping into Person X’s mind and narrating all this from that person’s perspective, using the pronouns I, me, and my.

9. What would an innocent bystander think of all this? Imagine you’re sitting in the audience and you don’t know that a body swap has just occurred this morning. Write a short scene or a longer paragraph of description that allows us to watch either Scene 1 (you’re stuck in Person X’s body) or Scene 2 (Person X stuck in your body) from the point of view of a random person sitting in the audience.

10. Choose one of the three passages you’ve written so far and work it into a half-page scene. Are there specific sentences or lines that really capture the voice of whoever is narrating it (you, Person X, or the audience viewer)? Did any great ideas surface that you can spend more time describing in greater detail? Add them, expand anywhere things are going well, and cut out any parts that seem clunky or boring.

11. You’ll complete this same process with the other two passages so that you end up with three different scenes, each a half-page long, to submit as your prewriting “product.”

Psychiatric nursing questions (final) | Nursing homework help

    

This quiz will cover the following topics in the attachment, which relate to psychotherapy with individuals in the Wheeler textbook and the Fisher textbook.

See the attachment for the open book quizzes and study guide.

                                                Learning Resources

Required Readings

Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company.

   

Discussion7 | Health policy | Berkeley College of New York

Review your state’s insurance market website and/or review your own policy offered through your employer. Review the provisions of the ACA that have come under fire recently. Come to the discussion board and speak about how insurance plans that are currently available whether that is private insurance or Medicare, Medicaid or CHIP will be affected by the decrease in benefits.

What are some of the latest medical insurance proposals around? We are just starting the Biden-Harris presidency so we might have to wait a bit to have more solid new news but we can certainly look up what things cost now. 

Who will be helped by the new proposals? Who could be hurt? What can we do about this proposal?

Case study toshiba | Operations Management homework help

****Please do not respond if you do not have access to the required Text book as it has to be quoted directly verbatim with the page number included***

 

Requirement:

 

Summarize the case Each AND then Answer the questions at the end  must have at least one direct reference in quotations with the page number from the text book for example (Jacobs, 2010, Pg 205)

 

 

Jacobs, F. R., & Chase, R. B. (2010). Operations and supply chain management (13th ed.). New York, NY: McGraw-Hill

Moving average forecasting – avocados!

  

Moving Average Forecasting – Avocados!

                   

Assignment

After viewing the video in Module #3, “Time Series Forecasting: Introduction,” you should be able to complete a spreadsheet that is similar to the example used by Mr. Macarty in the video. As part of this assignment, you will find an Excel file for you to complete. You should be able to complete all of the cells that are not locked (i.e., all of the cells highlighted in yellow in the diagram below. 

 

Assignment Part #1 – Complete the following:

· Conventional avocado price 5-week moving average forecast for 2/6/2020 through 12/31/2020

· Organic avocado price 5-week moving average forecast for 2/6/2020 through 12/31/2020 

· Conventional avocado sales 5-week moving average forecast for 2/6/2020 through 12/31/2020 

· Organic avocado sales 5-week moving average forecast for 2/6/2020 through 12/31/2020 

· Weekly Forecast Error calculations for all forecasts from 2/6/2020 through 12/24/2020

o Conventional avocado price 5-week moving average forecast in column H

o Organic avocado price 5-week moving average forecast in column I

o Conventional avocados sold 5-week moving average forecast in column N

o Organic price 5-week moving average forecast in column O

· Conventional avocado price 5-week moving average forecast MAPE in cell H4

· Organic avocado price 5-week moving average forecast MAPE in cell I4

· Conventional avocados sold 5-week moving average forecast MAPE in cell N4

· Organic avocados sold 5-week moving average forecast MAPE in cell O4

Assignment Part #2 – Complete the following:

Create and insert three-line graphs as indicated below 

Graph Weekly Conventional and Organic Avocado Prices (2020)

· Data line for 2020 Conventional Weekly Avocado Price

· Data line for 2020 Organic Weekly Avocado Price

· Chart Title

· x-Axis with week number indicated

· y-Axis with avocado price indicated

· x-Axis Title

· y-Axis Title

· Legend

Graph of 2020 weekly avocado prices and sales for conventional avocados

· Data line for 2020 Conventional Weekly Avocado Sales on the primary axis

· Data line for 2020 Conventional Weekly Avocado Prices on the secondary axis

· Chart Title

· x-Axis with week number indicated

· y-Axis with avocado sales indicated

· x-Axis Title

· y-Axis Title

· Legend

Graph of 2020 weekly avocado prices and sales for organic avocados

· Data line for 2020 Organic Weekly Avocado Sales on the primary axis

· Data line for 2020 Organic Weekly Avocado Prices on the secondary axis

· Chart Title

· x-Axis with week number indicated

· y-Axis with avocado price indicated

· x-Axis Title

· y-Axis Title

· Legend

The graphs should appear as in the examples below. Do not copy these images into your Excel document. Doing so will result in you receiving zero credit for the graphs in your final grade for this assignment.