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Capella University Disaster Recovery Plan & Determinants of Health Powerpoint

Capella University Disaster Recovery Plan & Determinants of Health Powerpoint.

Professional ContextNurses perform a variety of roles and their responsibilities as health care providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. In the event of a major accident or natural disaster, many issues can complicate decisions concerning the needs of an individual or group, including understanding and upholding rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness and recovery to safeguard those in your care. As an advocate, you are also accountable for promoting equitable services and quality care for the diverse community.Nurses work alongside first responders, other professionals, volunteers, and the health department to safeguard the community. Some concerns during a disaster and recovery period include the possibility of death and infectious disease due to debris and/or contamination of the water, air, food supply, or environment. Various degrees of injury may also occur during disasters, terrorism, and violent conflicts.To maximize survival, first responders must use a triage system to assign victims according to the severity of their condition/prognosis in order to allocate equitable resources and provide treatment. During infectious disease outbreaks, triage does not take the place of routine clinical triage.Trace-mapping becomes an important step to interrupting the spread of all infectious diseases to prevent or curtail morbidity and mortality in the community. A vital step in trace-mapping is the identification of the infectious individual or group and isolating or quarantining them. During the trace-mapping process, these individuals are interviewed to identify those who have had close contact with them. Contacts are notified of their potential exposure, testing referrals become paramount, and individuals are connected with appropriate services they might need during the self-quarantine period (CDC, 2020).An example of such disaster is the COVID-19 pandemic of 2020. People who had contact with someone who were in contact with the COVID-19 virus were encouraged to stay home and maintain social distance (at least 6 feet) from others until 14 days after their last exposure to a person with COVID-19. Contacts were required to monitor themselves by checking their temperature twice daily and watching for symptoms of COVID-19 (CDC, 2020). Local, state, and health department guidelines were essential in establishing the recovery phase. Triage Standard Operating Procedure (SOP) in the case of COVID-19 focused on inpatient and outpatient health care facilities that would be receiving, or preparing to receive, suspected, or confirmed COVID- 19 victims. Controlling droplet transmission through hand washing, social distancing, self-quarantine, PPE, installing barriers, education, and standardized triage algorithm/questionnaires became essential to the triage system (CDC, 2020; WHO, 2020).This assessment provides an opportunity for you to apply the concepts of emergency preparedness, public health assessment, triage, management, and surveillance after a disaster. You will also focus on evacuation, extended displacement periods, and contact tracing based on the disaster scenario provided.Demonstration of ProficiencyBy successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:Competency 1: Analyze health risks and health care needs among distinct populations.Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.Competency 2: Propose health promotion strategies to improve the health of populations.Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.Explain how health and governmental policy affect disaster recovery efforts.Competency 4: Integrate principles of social justice in community health interventions.Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services.Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).Slides are easy to read and error free. Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented.Note: Complete the assessments in this course in the order in which they are presented.PreparationWhen disaster strikes, community members must be protected. A comprehensive recovery plan, guided by the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework, is essential to help ensure everyone’s safety. The unique needs of residents must be assessed to lessen health disparities and improve access to equitable services after a disaster. Recovery efforts depend on the appropriateness of the plan, the extent to which key stakeholders have been prepared, the quality of the trace-mapping, and the allocation of available resources. In a time of cost containment, when personnel and resources may be limited, the needs of residents must be weighed carefully against available resources.In this assessment, you are a community task force member responsible for developing a disaster recovery plan for the Vila Health community using MAP-IT and trace-mapping, which you will present to city officials and the disaster relief team.To prepare for the assessment, complete the Vila Health: Disaster Recovery Scenario simulation.In addition, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.Begin thinking about:Community needs.Resources, personnel, budget, and community makeup.People accountable for implementation of the disaster recovery plan.Healthy People 2020 goals.A timeline for the recovery effort.You may also wish to:Review the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework, which you will use to guide the development of your plan:Mobilize collaborative partners.Assess community needs.Plan to lessen health disparities and improve access to services.Implement a plan to reach Healthy People 2020 objectives.Track community progress.Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete.Note: Remember that you can submit all, or a portion of, your draft recovery plan to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact [email protected] to request accommodations.InstructionsComplete the following:Develop a disaster recovery plan for the Vila Health community that will lessen health disparities and improve access to services after a disaster. Refer back to the Vila Health: Disaster Recovery Scenario to understand the Vila Health community.Assess community needs.Consider resources, personnel, budget, and community makeup.Identify the people accountable for implementation of the plan and describe their roles.Focus on specific Healthy People 2020 goals.Include a timeline for the recovery effort.Apply the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework to guide the development of your plan:Mobilize collaborative partners.Assess community needs.Use the demographic data and specifics related to the disaster to identify the needs of the community and develop a recovery plan. Consider physical, emotional, cultural, and financial needs of the entire community.Include in your plan the equitable allocation of services for the diverse community.Apply the triage classification to provide a rationale for those who may have been injured during the train derailment. Provide support for your position.Include in your plan contact tracing of the homeless, disabled, displaced community members, migrant workers, and those who have hearing impairment or English as a second language in the event of severe tornadoes.Plan to lessen health disparities and improve access to services.Implement a plan to reach Healthy People 2020 objectives.Track and trace-map community progress.Use the CDC’s Contract Tracing Resources for Health Departments as a template to create your contact tracing. Describe the plan for contact tracing during the disaster and recovery phase.Develop a slide presentation of your disaster recovery plan with an audio recording of you presenting your assessment of the Vila Health: Disaster Recovery Scenario for city officials and the disaster relief team. Be sure to also include speaker notes.Presentation Format and LengthYou may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your slides and add your voice-over along with speaker notes. If you elect to use an application other than PowerPoint, check with your instructor to avoid potential file compatibility issues.Be sure that your slide deck includes the following slides:Title slide.Recovery plan title.Your name.Date.Course number and title.References (at the end of your presentation).Your slide deck should consist of 10–12 content slides plus title and references slides. Use the speaker’s notes section of each slide to develop your talking points and cite your sources as appropriate. The speaker notes should match your recorded voice-over. Make sure to review the Microsoft PowerPoint tutorial for directions for inserting your speaker notes.The following resources will help you create and deliver an effective presentation:Cite at least three credible sources from peer-reviewed journals or professional industry publications within the past 5 years to support your plan.
Capella University Disaster Recovery Plan & Determinants of Health Powerpoint

List of Doubles Through Java Code Program Assignment.

Write a program that receives a list of doubles through its command line, and finds the maximum
double number.
Requirements: The program needs to check each input. After validation, it reports incorrect inputs to the user.
Each correct input must be converted into a Double object using Double wrapper class. After
that, the Double object must be stored in a vector.
Now, you have a vector which includes all valid user inputs. Using a for loop, go through all the
elements of the vector to find the maximum number and report the maximum number to the user
as program output.
Steps: 1. Loop through all the elements of args string array. 2. For each string, call the convertToDouble method to convert the string into a Double
object. The converter method throws a NumberFormatException exception if it fails in the
conversion process.
3. The call from the main method to convertToDouble method must be placed within a
try-catch block. To report the appropriate error message to the user, the error output message
must be placed in catch section. try{
} catch (NumberFormatException e){

} 4. Loop through all the elements of the vector. 5. Find the maximum element.
6. Report the maximum number to the user.
List of Doubles Through Java Code Program Assignment

MGMT 353 Bethel University Interview Experience Discussion

MGMT 353 Bethel University Interview Experience Discussion.

Discussion 8: Interviewing ExperiencesInterviewing ExperiencesUse this last week to reflect on a past job search in which you went for an interview. Without naming the company or the personnel involved, tell us the worst thing that has happened to you before, during, or after a job interview. What did you learn from that experience? From the other side, have you had an outstanding experience on an interview? [You can approach this topic from both sides if you have had experiencing interviewing and being interviewed.]GuidelinesPlease see the information in the Start Here Module (Graded Discussion Boards) and Syllabus regarding requirements for discussion posting. Briefly, your initial post should completely answer the question posed and be posted by Wednesdays. Respectful posts to classmates should be made (in a separate visit to the discussion board) by Sunday nights.
MGMT 353 Bethel University Interview Experience Discussion

HIS 1122 Troy University History of Islam Paper

online homework help HIS 1122 Troy University History of Islam Paper.

Answer one of the following two questions. Question 1: Islam was simultaneously a single world of shared meaning and interaction and a series of separate, distinct and conflicting communities. What evidence could you provide to support both sides of this argument? Question 2: In what respects was the civilization of the Latin West distinctive and unique and in what ways was it broadly comparable to other third-wave civilizations? Extra credit. Here you see the questions I asked. What else could I have asked that would have been a good discussion question?
HIS 1122 Troy University History of Islam Paper

Newcastle University Education A Critique of an Educational Issue in China Paper

Newcastle University Education A Critique of an Educational Issue in China Paper.

Assignment 5— Individual Written paper: A Critique of an Educational Issue in China Main contents: contemporary education issues in China that you are interested in or have an impact on yourequirement: A. Format requirements: paper format, using academic language, avoid vernacular. When reading the literature, pay special attention to sentence patterns, terms, formats, etc B. Literature requirements: no less than 10 articles, published in the past ten years, to facilitate teachers to trace the source, in order to verify the reference. C. Submission requirements: check the duplicate with trunitin before submitting in the assignment drop box. D. Number of words: 1500 words, the following content is contained in 1500 words, with emphasis!!!! Cover: name, ID, title and 4 key wordsIntroduction: To summarize the methods you use, you can also briefly describe the background of the topic you are talking aboutSummarize the main contents of the thesisPersonal background: briefly describe the relationship between your current teaching work and your selected topic, and explain why you are interested in this topic. So don’t ask if you have to discuss education topics, whether the topic must be related to your work. It’s all will! Must! Yes! I am a teacher who gives the lessons about fine arts and drawing, so please choose the topic from this perspective. The discussion of key points and your evaluation: these two parts are the reproduction of the presentation. We must list out the arguments. Even our own views also need to be supported by evidence. We should be reasonable, not just opinions.Conclusion: summary and suggestions should arouse readers’ thinking, not just repeat the previous views.References: only the parts cited in the paper are listed. Don’t list those that you have read but have not introduced into the paper.TIPS:Use an academic style of writing including an introduction and conclusion. The introduction should outline the approach to be taken and the conclusion summarizes the argument and leaves the reader with something to think about. Paragraphs should follow sequentially with the first sentence of each paragraph indicating the main theme of theparagraph to provide the reader with an idea of the author’s intention or to act as an introduction. Writing should be succinct and coherent, synthesizing the reading material with personal interpretation.
Newcastle University Education A Critique of an Educational Issue in China Paper

KIN 2526 Louisiana State University Successful Coaching Presentation

KIN 2526 Louisiana State University Successful Coaching Presentation.

I’m working on a other writing question and need guidance to help me study.

When creating the PowerPoint for the class project, consider the following*If you were interviewing a candidate for a coaching job, what would you ask? (use the topics from textbook to guide you)*Do not make the PowerPoint sound like a formal textbook. Put everything in your own words.*Check grammar and spelling carefully*Neatness counts- make sure the slides can be seen, easily read, make sense, and relevant to being a sports head coachSome of the topics that are discussed in my textbook are, – selecting your coaching style, coaching for character, motivating your athletes (involving behavior), communicating with your athletes, when it comes to teaching (teaching technical skills, planning for teaching), when it comes to physical training (training the basics, training for all types of fitness, fueling your athletes, battling drugs, and based off of principals of management (managing your team, managing relationships, managing risks.-make the PowerPoint very professional based off of the directions, make it very detailed and understanding as if you were presenting it to a college professor. Put as many slides as possible, make it a decent format maybe even the same format 12 times New Roman.-IF IT IS EASIER FOR YOU PUT ON THE INFORMATION ON A WORD DOCUMENT AND JUST SEPARATE THE INFORMATION BY (SLIDE 1, 2,3,4,5,6, ETC.)
KIN 2526 Louisiana State University Successful Coaching Presentation