Purpose and Course Outcomes
The discussion topic this week pertains to the following Course Outcomes.
CO 1: Consider the role of the professional nurse in relation to the concepts of integrity and ethical accountability within nursing practice. (POs 4, 6)
CO 2: Explore the impact of contemporary healthcare issues on the role of the professional nurse. (PO 7)
Discussions are designed to promote dialogue between faculty and students, and students and their peers. In discussions students:
Demonstrate understanding of concepts for the week
Integrate scholarly resources
Engage in meaningful dialogue with classmates
Express opinions clearly and logically, in a professional manner
Have you ever been asked to work mandatory overtime? If so, what was your response?
Did you work the requested hours, or did you refuse? If you refused, what were the consequences, if any?
What is your opinion about the use of mandatory overtime?
Explain the pros and cons of this practice and how you lean toward either allowing or prohibiting it.
Chamberlain College of Nursing Week 7 Mandatory Overtime Discussion
In a 5-6 page paper, reflect on the OB concepts of the nature of organizational conflict and the organizational negotiation process. Power struggles often end up as negotiation and bargaining scenarios. One place to trace historic negotiations between management and labor is the National Labor Relations Board website (see https://www.nlrb.gov). Go to the website and link to Cases & Decisions tab (second from the left). Under Most Popular Pages choose Cases & Decisions and look to the right frame for link Administrative Law Judge Decisions (under Decisions). The directly link is https://www.nlrb.gov/cases-decisions/decisions/administrative-law-judge-decisions. Choose a case decision of interest to you and download the file. Summarize the organizational conflict, describe the organizational negotiation issues, and summarize the eventual outcome of the case. Once you have done this, evaluate the form of organizational conflict present and how the organizational negotiation process helped to resolve the organizational conflict.
KU Negotiation Processes and Resolution Strategies & Organization Conflict Case Study
I’m working on a business discussion question and need an explanation to help me understand better.
Objective: Identify from Scripture characteristics common to biblical leaders.InstructionsThe Bible is a big book. In fact, if one takes a high view of Scripture, it is the Ultimate Big Book. As such, there is no better textbook from which to learn leadership than God’s Word. Take some time to surf through the Bible, taking a few notes on leadership characteristics you feel may be common among those you read about. The following is a list of people you may want to consider:Moses, Joshua, Deborah, Saul, David, Solomon, Esther, Mordecai, Elijah, Elisha, Nehemiah, the Disciples, Paul, Timothy, Titus, John…the list is almost endless.Discuss and examine the leadership characteristics of individuals in the Bible. What makes them tick?What caused them to be angry, sad, or joyful?What motivates them?Do you see any commonality among them?
Ohio Christian University Leadership Skills in The Bible Guidebook Discussion
I’m working on a health & medical question and need support to help me study.
Social and economic inequalities lead to imbalances in opportunities for advancement and growth. These imbalances lead to a greater sense of insecurity and lack of control. Microfinance or village banking programs are approaches used to encourage shared risk, security in savings, and opportunities for capacity building. Discuss the potential of such microfinance programs in lower-income communities where irregular income is common and their impact on reducing social and economic disparities. In your response, identify a specific example of such a program in a low-income or middle-income country and critically discuss one challenge and one benefit of the program. Evaluate the relationship between economic microfinance programs and social inequalities.
GCU Why Social & Economic Inequalities Lead to Imbalances in Opportunities Discussion
Trigeminal Neuralgia and Orofacial Pain
OVERVIEW THIS CHAPTER CONCENTRATES ON OROFACIAL PAIN, WITH SPECIFIC INSIGHT INTO DIAGNOSIS AND TREATMENT OF TRIGEMINAL NEURALGIA. THE CHALLENGES FACED BY BOTH CLINICIANS AND PATIENTS IS EVIDENT, AND EMPHASIS IS PLACED ON THE IMPORTANCE OF ACCURATE HISTORY TAKING AND CAREFUL TREATMENT PLANNING IN ORDER TO SUPPORT PATIENTS WHO MAY PRESENT WITH THIS DISTRESSING CONDITION. Introduction to Orofacial pain Orofacial pain in the clinical setting can be one of the most challenging conditions to treat, even for the more experienced clinicians. Initially, many patients may present within a primary care setting such as with their General Dental Practitioner (GDP) or General Medical Practitioner (GMP). This initial presentation may be for advice and a first attempt at diagnosis of their pain and desperation for treatment, but when local causes cannot be identified and treated, clinicians may refer patients to a secondary care setting for further investigation. Neuralgia can be defined as paroxysmal, intense intermittent pain that is usually confined to specific nerve branches to the head and neck.1 Historically, one of the early descriptions of possible Trigeminal Neuralgia was described by Avicenna as ‘Tortura Oris’2, however in 1773, it was John Fothergill who was seen to have given the first full and accurate description of Trigeminal Neuralgia which was presented to the Medical Society in London.3 Investigation of the cause of the neuralgia present and treatment planning of these symptoms can pose as a challenge for any clinician, and the importance of detailed assessment and history taking of orofacial pain can be highlighted. Extreme care must be taken in order to identify the underlying cause of the symptoms experienced by the patient, who may often present in distress with the condition, as suffering from head and neck neuralgia can truly affect a patient’s quality of life. In this chapter, we review the common neuralgias occurring within the oral and maxillofacial region with special emphasis on Trigeminal Neuralgia. We will discuss the historical evolution of treatment including the medical and surgical modalities with the use of current literature and newer developments. This highlights the need for further studies and investigation into the phenomenon of neuralgia in order to improve patient management and treatment outcomes. Neuralgia Categories Within the maxillofacial region neuralgias can present in different severities and can affect patients from any race, gender and age. Certain conditions may be distinctive to certain groups of people but there is no current classification followed for the diagnosis and management of neuralgic pain, however groups do exist in order to distinguish the categories that they may be separated into. Trigeminal Neuralgia The trigeminal nerve is responsible for sensory innervation of the scalp, face and mouth and damage or disease to this nerve may result in sensory loss, pain or both. Trigeminal Neuralgia, also referred to as ‘Tic Doulureux’ is sought to be the most intense and well-known neuralgias that displays classical features of intense sharp, stabbing sensations with or without burning pain throughout the face. It is considered in being one of the most chronic painful conditions known within the body. This severe medical condition affects one or more branches of the fifth cranial nerve known as the trigeminal nerve, which is the largest cranial nerve and has both sensory and motor functions. >85% of cases of Trigeminal Neuralgia are of the classic type known as Classical Trigeminal Neuralgia (CTN) while the remaining cases can be separated to secondary Trigeminal Neuralgia (STN). STN is thought to be initiated by multiple sclerosis or a space-occupying lesion affecting the trigeminal nerve, whereas the leading cause of CTN is known to be compression of the trigeminal nerve in the region of the dorsal root entry zone by a blood vessel.4,5 Clinical Presentation These pain episodes experienced may last from seconds up to several minutes and can be described by the patient as an ‘electric shock’ feeling. This sensation may occur frequently per day (up to hundreds of times) over weeks and months and then suddenly stop with pain free periods in between. It may also present infrequently with periods of remission which may possibly last for years6. The pain often occurs unilaterally and does not usually cross the midline of the face and is often unbearable for the patient. It has been shown that only 3% of cases are known to be bilateral in nature.6 Risk Factors Sex: It has been highlighted that Trigeminal Neuralgia affects females more than males.6 Age: In patients over 80 years old, males tend to have a higher incidence (45/100,000)7-11It can be prominent within all age ranges but most frequently Trigeminal Neuralgia affects individuals over the age of 504 with about 70% of patients present older than 60 years at onset.13,14 It is known that the incidence of Trigeminal Neuralgia increases with age and has been emphasised that this condition is rare affecting people younger than 40 years old.6 This is therefore highly important in suggesting that multiple sclerosis may be a present in younger patients who suffer from Trigeminal Neuralgia.4 Initiating factors The pain felt can be precipitated by trigger areas or factors of light touch on specific areas of the face, and patients often avoid these actions which they may feel causes the attacks. These activities may include: • Shaving • Brushing the teeth • Speaking • Vibration • Cold wind • Chewing • Touching or washing certain areas of the face. Prevalence NICE guidelines data and studies6,13 indicate that a survey carried out within general practice in the United Kingdom highlighted that the annual incidence of Trigeminal Neuralgia ‘was 8 per 10 000 and a lifetime prevalence of 0.7 per 100000 people per year.’ The prevalence of this condition is unclear as there is little data to support the evidence of how common this condition is.6,13,45 Causes
Playing your part, answer the questions.
i need help writing an essay Playing your part, answer the questions..
ANSWER THE PLAYING YOUR PART QUESTIONS FROM CHAPTER 15 and CHAPTER 16 from the book according to the info given in the book.CHAPTER 16PLAYING YOUR PART:THINKING ABOUT THEATRE1. Explain why some theorists might categorize a stand-up comedian as a performance artist.2. Discuss why a film or television show you have seen might be categorized as postmodern.3. Discuss key changes in communication that have had an impact on global theatre.4. Discuss why a film or television show that you have seen might be categorized as a documentary drama. 5. How do you think theatre will be affected by new digital technologies? Explain your answer.CHAPTER 151. Discuss why you believe a TV show or film that you have seen could be considered realistic.2. Discuss why a TV show or film that you have seen could be considered a departure from realism. 3. Discuss how rock concerts use multimedia and environmental theatrical techniques.4. Why do you think musical comedy has been more popular in theatre than in film?5. Do you think absurdism continues to be relevant in today’s theatre? Why? Why not?6. Discuss how the theories of Artaud and Brecht influenced the theatre since 1945.Requirements: answer each questionUSE THE BOOK TO ANSWER THE QUESTIONS FROM CHAPTER 15 And 16. http://libgen.li/search.php?req=Theatre%3A+The+Lively+Art&lg_topic=libgen&open=0&view=simple&res=25&phrase=1&column=def..chapter 15 and chapter 16Theatre: The Lively Art [10 ed.]i have 2 hours to complete the assignment please
Playing your part, answer the questions.
Biology homework help
Biology homework help. Some Lessons From The Assembly LineListenÿÿ ÿÿ ÿAmerican Accentÿÿ ÿÿ ÿAustralian Accentÿÿ ÿÿ ÿBritish Accentÿ ÿÿ ÿÿÿ ÿÿ ÿAmerican Accentÿÿ ÿÿ ÿAustralian Accentÿÿ ÿÿ ÿBritish Accentÿ ÿÿ ÿÿÿ ÿÿ ÿAmerican Accentÿÿ ÿÿ ÿAustralian Accentÿÿ ÿÿ ÿBritish Accentÿ ÿÿ ÿÿÿ ÿÿ ÿAmerican Accentÿÿ ÿÿ ÿAustralian Accentÿÿ ÿÿ ÿBritish Accentÿ ÿÿ ÿListenSection:My TurnSweating away my summers as a factory worker makes me more than happy to hit the books.Last June, as I stood behind the bright orange guard door of the machine, listening to the crackling hiss of the automatic welders, I thought about how different my life had been just a few weeks earlier. Then, I was writing an essay about French literature to complete my last exam of the spring semester at college. Now I stood in an automotive plant in southwest Michigan, making subassemblies for a car manufacturer.I have worked as a temp in the factories surrounding my hometown every summer since I graduated from high school, but making the transition between school and full-time blue-collar work during the break never gets any easier. For a student like me who considers any class before noon to be uncivilized, getting to a factory by 6 o’clock each morning, where rows of hulking, spark-showering machines have replaced the lush campus and cavernous lecture halls of college life, is torture. There my time is spent stamping, cutting, welding, moving or assembling parts, the rigid work schedules and quotas of the plant making days spent studying and watching “SportsCenter” seem like a million years ago.I chose to do this work, rather than bus tables or fold sweatshirts at the Gap, for the overtime pay and because living at home is infinitely cheaper than living on campus for the summer. My friends who take easier, part-time jobs never seem to understand why I’m so relieved to be back at school in the fall or that my summer vacation has been anything but a vacation.There are few things as cocksure as a college student who has never been out in the real world, and people my age always seem to overestimate the value of their time and knowledge. After a particularly exhausting string of 12-hour days at a plastics factory, I remember being shocked at how small my check seemed. I couldn’t believe how little I was taking home after all the hours I spent on the sweltering production floor. And all the classes in the world could not have prepared me for my battles with the machine I ran in the plant, which would jam whenever I absent-mindedly put in a part backward or upside down.As frustrating as the work can be, the most stressful thing about blue-collar life is knowing your job could disappear overnight. Issues like downsizing and overseas relocation had always seemed distant to me until my co-workers at one factory told me that the unit I was working in would be shut down within six months and moved to Mexico, where people would work for 60 cents an hour.Factory life has shown me what my future might have been like had I never gone to college in the first place. For me, and probably many of my fellow students, higher education always seemed like a foregone conclusion: I never questioned if I was going to college, just where. No other options ever occurred to me.After working 12-hour shifts in a factory, the other options have become brutally clear. When I’m back at the university, skipping classes and turning in lazy re-writes seems like a cop-out after seeing what I would be doing without school. All the advice and public-service announcements about the value of an education that used to sound trite now ring true.These lessons I am learning, however valuable, are always tinged with a sense of guilt. Many people pass their lives in the places I briefly work, spending 30 years where I spend only two months at a time. When fall comes around, I get to go back to a sunny and beautiful campus, while work in the factories continues. At times I feel almost voyeuristic, like a tourist dropping in where other people make their livelihoods. My lessons about education are learned at the expense of those who weren’t fortunate enough to receive one. “This job pays well, but it’s hell on the body,” said one co-worker. “Study hard and keep reading,” she added, nodding at the copy of Jack Kerouac’s “On the Road” I had wedged into the space next to my machine so I could read discreetly when the line went down.My experiences will stay with me long after I head back to school and spend my wages on books and beer. The things that factory work has taught me–how lucky I am to get an education, how to work hard, how easy it is to lose that work once you have it–are by no means earth-shattering. Everyone has to come to grips with them at some point. How and when I learned these lessons, however, has inspired me to make the most of my college years before I enter the real world for good. Until then, the summer months I spend in the factories will be long, tiring and every bit as educational as a French-lit class.PHOTO (COLOR): Is that all? After an exhausting string of 12-hour days, I remember being shocked at how small my check seemed~~~~~~~~By Andrew BraaksmaBraaksma, a junior at the University of Michigan, wrote the winning essay in our “Back To School” contest.Copyright of Newsweek is the property of Newsweek LLC and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s express written permission. However, users may print, download, or email articles for individual use.Biology homework help
Northeastern University Sandlands Vineyards Case Study
Northeastern University Sandlands Vineyards Case Study.
Please read the attached case – “Sandland Vinyards” and answer the questions below using sources. Is the premium wine segment an attractive market?Does Sandland Vineyards have a competitive advantage in the premium wine market?Should the Passalacquas buy the Eastside Meats building and develop it into a winer? Or would you suggest another alternative?What is the strategy you recommend for Sandlands Vineyards?Your posts to questions 1, 2, 3, and 4 should in total be around 1000 – 1200 words. Please also use exhibits and charts as necessary to support your text answers. .
Northeastern University Sandlands Vineyards Case Study