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Auburn University Main Campus Data Encryption Standard Discussion

Auburn University Main Campus Data Encryption Standard Discussion.

I’m working on a computer science discussion question and need a sample draft to help me understand better.

After reading chapter 4, evaluate the history of the Data Encryption Standard (DES) and then how it has transformed cryptography with the advancement of triple DES. The initial post must be completed by Thursday at 11:59 eastern. You are also required to post a response to a minimum of two other student in the class by the end of the week. You must use at least one scholarly resource. Every discussion posting must be properly APA formatted.Your responses to other students must be more than a simple “Good job” or “I agree with your post”. They must also not just be “Let me add to your post…” Instead, your responses to each other should do three things:1. Acknowledge the other student’s post with some form of recognition about what they posted2. Relate their posting to something you have learned or are familiar with3. Add to the conversation by asking additional questions about their post, or discussing their topic further
Auburn University Main Campus Data Encryption Standard Discussion

Share this: Facebook Twitter Reddit LinkedIn WhatsApp The aim of this essay is to explore and discuss important aspects of the roles and responsibilities of the newly qualified nurse. It will discuss an overview of different type of roles and responsibilities including transition. The roles and responsibilities of a qualified nurse include essential professional skills such as leading in care management and care delivery situations as well as maintaining standards of care. The focus of the essay will be on two chosen roles of newly qualified nurses (delegation and patient group direction). It will discuss the meaning of these concepts and their importance for nurses, and provide some practical contextual examples. It will also discuss the rational of chosen roles A new qualified nurse expected to be competent to work in all environments and situations. This emerging health care system requires a registered Nurse workforce at all levels post initial registration capable of critical reflective thinking in order to create this system. With registration comes a shift in professional accountability together with wider clinical management and teaching responsibilities. On becoming a qualified nurse, the expectations and dynamics of relationships changes fundamentally. Suddenly the newly qualified nurse is the one who must know the answer whether it is a query from a patient, a career, a work colleague or a student. The newly qualified nurse will encounter many challenging situations where she or he must lead care delivery. This includes dealing with care management within the team, dealing with patients/service users, dealing with other professionals, and dealing with the required needs of the whole workplace environment. The NMC requires a student nurse to demonstrate professional and ethical practice, be competent in care delivery and care management and show personal and professional development in order to join the register NMC (2010). It is recognized that nurses should be provided with some form of preceptorship and supervision in their role for a period of four months time NMC (2006)) once qualified. Even in this period of preceptorship, there are new expectations and challenges faced by the newly qualified nurse. Mooney (2007) found that newly qualified nurses were faced with assumptions from others that they should know everything. This was also a high expectation they had of themselves. In meeting the NMC standards of proficiency the nurse should have demonstrated the relevant knowledge and skills in order to practise in their career. However, it is important to recognise that not every nurse knows everything about everything in their career especially if they are practising in highly specialized fields. What they need is to be able to develop and adapt to changing situations. Therefore, for the nurse it is impossible to know everything but they should have developed the skills to find out relevant information, reflect on it, and apply this to their practice. In essence they should have learned how to learn. There is a great deal to be learned once qualified, especially related to a nurse’s new area of work and a good deal of the development needs to take place on the job. The study by Jackson. K (2005) suggested that a successful transition requires the nurse to develop a self-image relevant to the change in status to be able to do the job and that they meet the expectations with others with appropriate support. Mooney (2007) also points out that the duties faced by most newly qualified nurses were not patient contact centred. There were a lot of duties related to contacting and dealing with other professionals and services. These brought anxieties related to the responsibilities that might be faced as the nurses would become increasingly senior in their roles with others expecting them to provide the actions and the answers in complex situations. This highlights how the experience of nursing of transition from student to newly qualified nurse can be daunting. In the current environment there is an expectation that nurses have a preceptor one qualifying for aid in these transitions but the literature still suggests there is a difficulty in the transition process for such professionals. Hole. J, (2009) found that individual accountability, delegating duties without appearing bossy and some challenging clinical situations such as death and dying and specialised technological roles were found to be stressful by qualifying nurses. Issues of the preceptorship of newly qualified nurses become apparent and important in dealing with the transition from supervised student to autonomous practitioner. The approach taken throughout the rest of this essay will be to provide a discussion of the main theories, concepts, and issues related to the roles and responsibilities of delegation and PGD for newly qualified nurses. It will discuss the meaning of these concepts and their importance for nurses, and provide some practical contextual examples. The rational of choosing these two roles are because: Firstly delegation is a huge newly qualified nurses concern. According Hole. J, (2005) newly qualified nurses are not capable to delegate tasks to someone else and they end up overloading themselves. This is because an accountability issue or not knowing the staffs well as they is new to the ward. Secondly, it is a legal requirement that newly qualified nurses need to have knowledge of PGDs in order to work within legal and ethical frameworks that underpin safe and effective medicines management NMC (2010). For this reason, I personally was interested and picked them to discuss in order to develop my understanding and prepare me to successfully make the transition from student nurse to a registered professional. Delegation is the process by which responsibility and authority for performing a task is transferred to another individual who accepts that authority and responsibility. Although the delegator remains accountable for the task, the delegate is also accountable to the delegator for the responsibilities assumed. Delegation can help others to develop or enhance their skills, promotes teamwork and improves productivity Sollivan.E.J et al (2009). Therefore, delegation is the area where newly qualified staff experience huge difficulties. Often they do not feel confident enough to ask someone else to do something for them. Consequently, they try to do all of the work themselves and end up leaving late or providing less than adequate standards of care. Other members of staff will not mind if they delegate tasks to them, as long as they apply the basic rules such as ensuring that it is something they are competent to do. When delegating, the delegator remain responsible for that care if he/she do not delegate appropriately as stated by NMC (2008). It is also important that the delegator explained clearly what it is he/she want them to do and why because he/she might genuinely busy or is it just something that he/she does not want to do. Hole.J, (2005) explained that As long as he/she asks the other member of staff in a courteous manner and stick to the rules, there will be few problems. However, there may always be someone who has the potential to react in a negative way to his/her request. These people are often known for this type of behaviour and it should be dealt with swiftly by their manager. This type of reaction experience should be discussed with the member of staff or if he/she not feels confident enough to do this, he/she should talk to the manager. As mention above this will be a difficult skill for a newly qualified nurse especially at first. They will need to get to know the other staff before they will feel truly comfortable delegating to others in the team. They may feel guilty about asking others to do tasks which they feel that they should be doing themselves. What they need to realise is that they cannot possibly do everything themselves and that they will need to work as a team in order to deliver good patient care. The new qualified nurses may well feel that they cannot ask others especially HCAs who have worked on the ward for years to do things for them. The nurse will probably feel self-conscious and embarrassed. The answer is that it is not what the nurse asks them to do that are important. It is how he/she asks them. Good communication is the key to successful delegation. The nurse should take a few minutes to discuss with the HCA/student with whom he/she is working who will be doing what during that shift. Share the workload and be realistic. Therefore the newly qualified nurses must not overload themselves with care they do not really think they can give. The member of staff would rather know what their workload is at the beginning of the shift so that they can organise their time effectively. If the delegator has to ask them to take on extra work during the shift, they will find this difficult. So the delegator should keep communicating with them during the shift, and if he/she is held up with relatives or an acutely ill patient, he/she should tell them and explain that he/she will try to help them as soon as possible. When the new qualified nurses are delegating, it is important to ensure that this is appropriate as it is their responsibility to ensure that the member of staff to whom they delegate is competent to perform the task. This means that if they delegate a task to a member of staff who is not competent and they perform the task wrongly, they are accountable for the harm caused to the patient. Although the member of staff responsible, they remain accountable. For example, they cannot assume that the HCA/student with whom they are working is competent in the skill of measuring and recording a patient’s blood pressure. Just because the member of staff has worked on that ward for a period of time, this does not mean that they have been taught correctly. They must assess their competence to perform the task before they allow them to do this independently. They can then justify their delegation of that skill if necessary. Patient Group Direction (PGD) is “a written instruction for the supply and/or administration of a licensed medicine (medicines) in an identified clinical situation signed by a doctor or a dentist and pharmacist. It applies to a group of patients who may not be individually identified before presenting for treatment” NPC (2009), page 11. In simple terms, a PGD is the supply and/or administration of a specified medicine or medicines by named authorised health professionals for a group of patients requiring treatment for the condition described in the PGD. The health professional must be registered. Implementing PGDs may be appropriate both in circumstances where groups of patients may not have been previously identified for example, minor injuries and first contact services and in services where assessment and treatment follows a clearly predictable pattern such as immunisation, family planning and so on. Professionals using a PGD must be registered or equivalent members of their profession and act within their appropriate code of professional conduct. This differs from supplementary prescribers and independent prescribers who must also successfully complete specific prescribing training and be appropriately registered before they may prescribe. However, organisations using PGDs must designate an appropriate person within the organisation. For example, a clinical supervisor, line manager or General Practitioner to ensure that only fully competent, qualified and trained healthcare professionals use PGDs. Individual practitioners using a PGD must be named A Patient Group Direction allows specified registered healthcare professionals to supply or administer a medicine directly to a patient with an identified clinical condition without him/her necessarily seeing a prescriber. So, patients may present directly to health care professionals using PGDs in their services without seeing a doctor. Alternatively, the patient may have been referred by a doctor to another service. Whichever way the patient presents, the healthcare professional working within the PGD is responsible for assessing that the patient fits the criteria set out in the PGD. In general, a PGD is not meant to be a long-term means of managing a patient’s clinical condition. This is best achieved by a health care professional prescribing for an individual patient on a one-to-one basis. Before a healthcare professional can use a PGD, he/she must be named and have signed the PGD documentation. This generally takes the form of signatures and names on a list or individual forms that are attached to the PGD itself or held by the service or organisation. Employees of NHS organisations authorising a PGD generally have indemnity attached to their status as an employee. This may also apply to non-NHS organisations. However, the organisations and employees involved should always check that this is the case. If the professional is not directly employed by the organisation, he/she still needs to be assessed as competent to use the PGD and must have his/her own relevant professional indemnity or insurance. These issues have implications for service delivery when new staff begins, or agency staff are covering services. They may not be able to work under a PGD immediately or may be excluded because of their employment status. Service managers need to be aware of these issues and plan service delivery to accommodate them. The use of PGDs is widespread throughout the NHS and since April 2003, some non-NHS organisations have been able to use them suggested by NPC (2009). Organisations must ensure that staff responsible for the development / implementation of PGDs and those authorised to work under PGDs have the experience, knowledge and skills necessary to do so. Unlike supplementary prescribers, nurse independent prescribers and healthcare professionals using PGDs do not have to become specifically qualified to do so. But they must be assessed by their organisations as fully competent, qualified and trained to operate within a PGD. A suitably competent and experienced healthcare professional who will be working under the PGD should be involved in the writing of the PGD, to ensure that the PGD meets the needs of the service. The role by RCN (2004) proposes that the registered nurse must be assessed as competent in medicines administration, Must be trained to operate within a PGDMust follow the 6 ‘R’s of medicines administration Usually need to be qualified for at least 6 months Must assess the patient to ensure they fit the criteria as detailed in the PGD Must ensure the PGD meets the necessary legal requirements Cannot delegate the supplying/dispensing or administration stage to another registered nurse or student nurse. There is no specific national training for healthcare professionals producing PGDs The newly qualified nurses are not expected to be able to operate under a PGD until competent in medicines administration. However, they need to have knowledge of PGDs for their patient safety. For example, if patient under PGD admitted to the ward, the nurse must ensure that the medicines not stopped. The NMC (2010) code of conduct outline that newly qualified nurses to be fully understood all methods of supplying medicines. This includes Medicines Act exemptions, patient group directions (PGDs), clinical management plans and other forms of prescribing. They are expected to demonstrate knowledge and application of the principles required for safe and effective supply and administration via a patient group direction including an understanding of role and accountability. And also demonstrate how to supply and administer via a patient group direction. The newly qualified nurses may be involved with PGDs such as assisting and identifying areas where a PGD would offer more benefits than a PSD, understand the principles and processes of PGDs and be fully conversant with all the principles associated with dispensing and administering medicines they may also be working in a variety of settings where PGDs are used for example prison health care setting, nurse led service, walk in centres In my conclusion, I have learnt the roles and responsibilities of newly qualified nurses and I have developed skills and professional knowledge to work effectively with others. The NMC (2010) code of conduct helped me how the laws and policies are set up to ensure safe and effective delivery of care given to service users under a patient group direction. I am now prepared for the challenges I will face on being a newly qualified nurse by providing the knowledge and skills required to become effective and accountable practitioners. Clinical decisions will still have to be made in relation to meeting the needs of the people within my care. However, becoming a qualified nurse brings with its wider responsibilities in making and taking decisions related to the nursing team, other staff, and the work environment as a whole. These changes require a large shift from the experience of being a student and a mentored supervised learner, so it is essential that I am equipped with all the skills required to successfully make the transition. Share this: Facebook Twitter Reddit LinkedIn WhatsApp

please help me how to solve all this and I want it digitally not handwriting.

please help me how to solve all this and I want it digitally not handwriting.. Question please help me how to solve all this and I want it digitally not handwriting. Please I need it very badly and please do it for me i will be grateful to you Thank you Image transcriptions Show all Question 1 (1 point) Select all of the substances that are inorganic. Select 2 correct answerts) C] CH30H C] C22H46 C] CC7’2 Question 2 (1 point) Which of the organic compounds shown below are considered to be unsaturated and aliphatic hydrocarbons? Select 4 correct answer(s) O O O O O Question 3 (1 point) Select the compound(s) that are saturated. Select 2 correct answer(s) 2-methyl-3-phenylheptane O O O 3-methylbut-1-yne propene Oethylbenzene Question 4 (1 point) What is the IUPAC name of this compound? :l‘v Question 5 (1 point) What is the IUPAC name of this compound? :1» Question 6 (1 point) The following compound is named incorrectly. 2-ethylcyclopentene Draw the compound from the name given, then correctly name it. The correct name is: :1» Question 7 (1 point) The following compound is named incorrectly. 4-methylhex-4-ene Draw the compound from the name given, then correctly name it. The correct name is: Question 8 (1 point) Which is a structural isomer of cyclohexane? O hexane O 2-methylpent-1-ene 1-methylpentane benzene Question 9 (1 point) Which is a structural isomer of pent-2-yne? 4-methylpent-2-yne O pent-1-ene 3-methylcyclobutene 2-methylbut-2-ene please help me how to solve all this and I want it digitally not handwriting.

Exploitation in Skloot’s “The Immortal Life of Henrietta Lacks” Essay

best essay writers In her article, Rebecca Skloot is concerned about the medical community exploiting people. In ‘The Immortal Life of Henrietta Lacks,’ Rebecca Skloot explores non-consensual exploitation. The book braids together the scientific community in a story about race, power, and poverty. Before her death, doctors cut out cancer cell samples from Henrietta, which are later used for indefinite multiplication in the lab environment (Skloot 16). The cells drawn from Henrietta allowed scientists to make significant advances in modern medicine. However, Henrietta did not consent to the removal of the cancerous cells from her body. The cell line from Henrietta, which scientists call HeLa, lived outside the body as they did inside her, allowing researchers to study human cells. Even more inhumane, is that the scientific community only informed Henrietta’s family about HeLa cells twenty-five years later. According to the family, they felt exploited by the press and science. At the time, it was not legal to take tissues from patients to use for research despite the legal cases surrounding the cases. The current case study explores the scientific community’s use of prestige and power to exploit people while neglecting concerns of ethics in research. In expressing the power of education, Sloot talks about race, poverty, and the powerlessness resulting from the absence of education. Skloot (27) discusses scientific ambition in a twist that saw Henrietta’s cells used to treat basic flu and ghastly cancers. The jackpot of cells, which were packaged and shipped globally, acted as a lab workhorse. Skloot’s book shows the family’s enragement about the exploitation and their powerlessness after the court’s ruling. However, the privilege of the research company deserves a third eye as they trampled on the family in a way that did not mirror ethical principles (Skloot 27). When Henrietta’s case was taken to court, a ruling was passed to favor medical research. The court argued that medical research was more important as compared to attachment feelings. The courts should have handled Henrietta’s case differently by considering values such as autonomy and personal freedom. This should have taken precedence over scientific advancements (Skloot 16). Even today, the ethical issue surrounding the taking of samples for research is a concern. The ethics in tissue research spills over to issues of culture and class. Henrietta visited a Baltimore Hospital for women of color to receive treatment because of the segregation laws that existed at the time (Skloot 27). Doctor Richard Wesley withdrew a sample of tissues from without the consent of Henrietta before taking them to Doctor Gey. Doctor Gey accepted the samples and proceeded to handle the tissues without notifying the patient. “Gey still got excited at moments like this, but everyone else in his lab saw Henrietta’s sample as something tedious—the latest of what felt like countless samples that scientists and lab technicians had been trying and failing to grow for years” (Skloot p. 33). The debate centered on research practices that viewed humans as research. It is evident that scientists considered themselves privileged and of a higher class than patients such as Henrietta. The relationship between the Doctor Wesley, Doctor Gey, and the patient was imbalanced as power and privilege took precedence (Skloot 27). The imbalance still exists in today’s environment, just as its deep historical roots go. The issues of power and privilege bring up ethics and culture in today’s environment. Although Henrietta’s family is proud of the contribution that HeLa cells are making to the society, her daughter wants to learn how to use the cells, while protecting their privacy. This is the only possible way of consenting to the use of the cells. Henrietta’s daughter insists that the researchers have to acknowledge that the cells are not anonymous if they are to treat them accordingly. Skloot’s book analyzes social power and authority in ways that define the objectives of moral inquiry. In a show of negative power and privilege, the scientific community only called Henrietta’s family after her death, if there was an issue to do with the HeLa cells. Get your 100% original paper on any topic done in as little as 3 hours Learn More John Hopkins Hospital did not sell the cells but made enormous profits from the cells. The journalists and researchers proceeded to publish information that violated the family’s privacy. This included the medical records as well as the genetic information of the family. Henrietta’s daughter Deborah states that she cannot get mad at the scientists because of its value in giving life (Skloot 27). However, she acknowledges herself as a walking drug store only hoping to get a portion of the health insurance to avoid paying for drugs that her mother’s cells probably helped make. Arguments on whether taking a tissue sample for use in research without consent is legal still abound. The book criticizes the ignorance of science, which dissociates cells as part of the person. Scientists argue that it is what makes it easy for researchers to do science. Yet, the lack of consent damages public trust in science, something the scientific community care little about. The exploitation of Henrietta’s family was an ordeal that the company did not have to endure. The family of Henrietta did not have to contemplate the systemic exploitation by the scientific community. Studies show that people feel attached to body parts, even if they are small issues. The company is transparent and accountable, given its relation to racial and class privileges. Henrietta’s case is classical exploitation resulting from power and influence that patients face in their everyday lives, especially regarding consent to research. Works Cited Skloot, Rebecca. The Immortal Life of Henrietta Lacks, New York, US: Crown/Archetype, 2010. Print.

follow the instructions given for the following excel project. CGS class

follow the instructions given for the following excel project. CGS class. I need an explanation for this Excel question to help me study.

Documentation sheet: Name/date entered

1.0 pts

G4:P4: end-of-month dates entered

2.0 pts

E8:P8: SUM functions created using Quick Analysis tool

2.0 pts

E12:P12 SUM functions created using Quick Analysis tool

2.0 pts

E14:P14: monthly gross profit calculated

2.0 pts

E17:P26: SUM functions created using the Quick Analysis tool

2.0 pts

E29:P29: Net income calculated

2.0 pts

E30:P30: running total calculated

2.0 pts

Q6:Q29: SUM functions created using Quick Analysis tool; cells lacking financial figures deleted

3.0 pts

B6:B29: monthly averages calculated, rounded to nearest 10 dollars (2 points)

follow the instructions given for the following excel project. CGS class

Requirement: write an Introduction about the title “An Outlook to Mathematical Modeling of Atmospheric Water Harvesting Systems”. The objective

Requirement: write an Introduction about the title “An Outlook to Mathematical Modeling of Atmospheric Water Harvesting Systems”. The objective of the topic: Is to bring together the existing Mathematical Models and analyze them by looking at their formulation and the parameters influencing atmospheric water generation (Temperature, Humidity, Energy Use, …). referncese: Do not use too many Refs from the internet. Use always Peer review papers, then books, then theses, reports from the UN, UNESCO, MIT, etc… Also, all the references must be new. Use Grammarly before sending the work (no grammar mistakes and the plagiarism must be less than 5%). Thanks.