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Theory-Guided Practice / nsg 416

Theory-Guided Practice / nsg 416.

Use the six criteria from this week’s readings from Fundamentals of Nursing Models, Theories, and Practice as a guide for this assignment. If you need to review the criteria, click the Presentation tab for a link to Fundamentals of Nursing Models, Theories, and Practice.Select a practice/clinical setting.Use the following six criteria to select a theory appropriate for the setting you chose:Clinical settingOrigin of the theoryParadigms as a basis for choiceSimplicityPatient’s needsUnderstandabilityExplain what practice or clinical setting you chose, how the six criteria helped you choose, and why the selected theory is well suited to it.Cite a minimum of two sources in text and include a page or slide with APA-formatted references.Format your assignment as one of the following:15- to 20-slide presentation with detailed speaker notes15- to 20-minute oral presentation with detailed speaker notes1,050- to 1,225-word paperAnother format approved by your instructorClick the Assignment Files tab to submit your assignment.
Theory-Guided Practice / nsg 416

Important Tools on Forensic Investigations Discussion.

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Chapter 4 DiscussionAfter reading chapter 4, reviewing the PowerPoint slides, and watching the videos (and other readings if present) discuss the following: Discuss the initial- and extensive-response field kits described in this chapter. What do they think about the kits? Would you add or remove something from the kits?General guidelines for all class discussions:You are responsible to post, at minimum, at least three times (including your original introduction) to the Discussion area for the Introduction Discussion Forum. More posts are welcome and encouraged.It is critical that you are forthright and genuine with your opinions when it comes to participating in our class discussions. However, it is essential that you tie your opinions into the literature and substance of the topics being covered within the class for that particular week. In other words, your responses should allude to, and suggest a sort of understanding/comprehension of the material being covered in class for that period of time. Additional requirements:Supplement the textbook information with at least one other source. Do not use the following sources: Wikipedia – no wiki pages at all.Ask.comYahoo Answers InfoPleaseE-HowFollow APA Guidelines.Make sure to cite all sources appropriately. (Don’t forget to use quotation marks.)If the work is plagiarized, your grade will be a 0. Remember if what you write is not your words, thoughts, or ideas you must cite the source and quote appropriately.If classmates post to your original discussion, it is important that you respond to their postings.Click here for further help on APA Guidelines. (Links to an external site.) (Links to an external site.)
Important Tools on Forensic Investigations Discussion

Positive psychology aims to bring about the best in a person so that person can live life to the fullest. Positive psychology can help individuals live a pleasant life, engaged life, meaningful life or an achieving life. Counseling and positive psychotherapy can be used to bring out the person’s strengths. Positive psychology is not limited to the mentally ill but for everyone in general. Positive psychology can help individuals understand how to achieve good mental health, happiness and well-being. Well-being can be achieved through mental, physical, social or financial well-being. Thinking positive and being optimistic are the best predictors of well-being. The Effects of Positive Psychology in Society Positive psychology is the branch of psychology that focuses on the thriving of human beings when they are faced with adversity (Seligman
Impact of the Social Services and Wellbeing Act on Adult Social Care. This assignment will critically discuss the impact of the Social Services and Wellbeing (Wales) Act (SSWBWA) (2014) on adult social care. Looking at the drivers for change and why and how Welsh legislation and guidance has diverged since devolution. Focusing on what these changes mean for older people (over 65) and adult carers. Drawing upon examples of good practice in these areas to demonstrate the key principles of the Act. Fulfilled lives, Supportive Communities (2007) set out the Welsh Governments (WG) vision to modernise social services. The strategy highlighted the following drivers for change: an increased demand for services for people with high care needs, over longer periods of time; an increase in informal care; an increase in lone living and a high demand for services from individuals aged 85 and older (WG, 2007). Similarly, Sustainable Social Services for Wales: A Framework for Action (2011), further highlighted challenges to public services in Wales including the fragmentation of families and communities, demographic change and increased expectation. Alongside hard economic realities; the increasing rise in demand for social services and a difficult financial outlook. The white paper summarised the need to refocus on sustainable renewal as opposed to historical approaches of efficiency or cost cutting measures (WG, 2015). Wales voted for devolution from the United Kingdom (UK) in 1997. The devolution process began with the passing of the Government of Wales Act (1998) which established the National Assembly for Wales. The Government of Wales Act (2006) led to the creation of a separate legislature, then in 2011 the UK Government implemented legislation enabling the Welsh Government (WG) to make laws in all 20 areas devolved to Wales (Gov.UK, 2018). It is evident since devolution Wales are establishing their own national identity and legislation has been diverging from England. Social care legislation and guidance in Wales now has a strong emphasis on the spirit of mutuality and collective ambition/action. Roots of such values can be seen in the work and ideologies of Aneurin Bevan, labour minister and architect of the NHS (IWA, 2018). In 2011 the Law Commission reviewed all adult social care law in England and Wales. Concluding the legislative framework for adult residential care, community care, adult protection and support for carers was inadequate, incomprehensible and outdated. Making recommendations for a clearer, modern and more cohesive framework for adult social care which will make a difference not only to those who receive care and support, but also those who manage the system (Department of Health, 2012). The discussed divergence is prevalent in the implementation of the afore mentioned recommendations of Law Commission Report enacted in the Care Act (2014) in England and the SSWBWA (2014). The SSWBWA (2014) repealed and replaced much English legislation such as: NHSImpact of the Social Services and Wellbeing Act on Adult Social Care


Organizational Issues and Solutions Overview Leaders address issues and propose solutions. As a leader, you’ll need to stay on top of events that may facilitate or hinder productivity. You must create and implement solutions to address these issues.In the assignment preparation, you chose an organization, described its organizational issue, and identified how it hinders organization efficiency. This assignment exposes you to complex modern organizational challenges. The solutions you devise should reflect your learning and research of organizational and individual influences in the workplace. Instructions The new CEO has selected your consulting firm to provide an analysis of the organizational efficiency.Write a 2–3 page, double-spaced paper in which you will present to the CEO your findings during your research steps. You must propose strategic solutions in your paper to include the following: Describe the organization and the issue to resolve: Provide a brief description of the organization you selected. Present the organizational issue that adversely affected productivity and that you, the consultant, will review and resolve. This information can be summarized from your assignment preparation last week. Make sure to incorporate any feedback that you received from your instructor. Analyze current corporate culture: How has the current corporate culture facilitated the development of the current issue? Research the organization, dig into the culture, and analyze how it contributed to this issue. Hint: Review the mission and vision statements as well as the corporate Web site. Identify areas of weakness: What are the organization’s areas of weakness as they relate to the issue? Apply your research on organizational behavior approaches to aspects of corporate culture—such as diversity, teamwork, and motivational strategies—to help identify the areas of weakness. Propose solutions: What organizational practices would you modify? What solutions would you recommend to management that would help solve the identified weaknesses? As a consultant, you will identify the suggestions and solutions you would present to the organization’s leadership with regard to modifying current organizational practices to resolve the issue. References and citations: Provide at least two quality resources such as the course textbook, a company Web site, business Web sites (CNBC, Bloomberg, etc.), resources from the Strayer Library, and/or outside sources. Note: Wikipedia and Web-based blogs do not qualify as credible resources. You can find in-depth and quality company information using the Nexis Uni database through the Strayer University Online Library. In-text citations are required when paraphrasing or quoting another source. Formatting and writing standards: This course requires the use of Strayer Writing Standards. For assistance and information, please refer to the Strayer Writing Standards link in the left-hand menu of your course. Confidentiality: Since you will be addressing real issues in real organizations in your assignments, it is important to respect confidentiality. Feel free to use an alias for any company or individuals you might mention in your assignments. Remember that all discussions about these organization should only occur within this course and not be shared with people outside the course.The specific course learning outcome associated with this assignment is: Propose a solution for an organizational culture issue. 

Ecological Footprint Analysis Of Iran Environmental Sciences Essay

programming assignment help Nowadays by increasing the population of the world, more than ever we are and should be more concerned about our resources compared to our consumption. If we look at the research we can realize that our consumption is overshooting the Earth’s natural capacity to product our needs as well as digesting our waste. To evaluate a measurement to study how sustainable countries develop and how much they care about the environment and its capacity some scientists developed a model which is based on a simple question; Do we fit our planet by continuing our current lifestyle? This method is called Ecological Footprint. Definition of Ecological Footprint (EF) The concept of the Ecological Footprint was introduced by Rees (1992) and elaborated by Wackernagel and Rees (1996, 1997) among others. The EF can be compared with the productive biological capacity of the available land and the sea to this population (WWF, 2005). The EF measures the demand for natural resources. For its creators, the EF is a measure of the impact of the population expressed in terms of the appropriate area; it is the surface of ecologically productive territory in the diverse categories (arable lands, pastures, forests, sea and CO2 absorption area), necessary to supply the resources of energy and matter that a population consume and to absorb its wastefulness considering its current technology (Wackernagel and Rees, 1996).One characteristic term of this methodology is the biocapacity or interest from natural capital. Thus, the biocapacity measures the bioproductivity or biological productivity in an area. The average biological productivity of a hectare of the earth’s productive surface area is called “global hectare” (GHA) and is used as the common unit of comparison. Bioproductivity is the ability of a biome (e.g., arable land, pasture land, forest land, productive sea) to produce biomass, which is defined as the weight of organic matter, including animals, plants and micro-organism (living and dead), above or below the soil surface. Thus, the biomes have different levels of bioproductivity. Some of it is built or degraded land. Biocapacity is dependent not only on natural conditions but also on prevailing land use (e.g., farming use, forest use). The use of bioproductive area as an aggregate unit is a powerful and resonant means of measuring and communicating environmental impact and sustainability. It is crucial to note that the biocapacity represents the theoretical maximum sustainable capacity for a year. While ecological overshoot by definition reveals the degradation of natural capital, the ecological remainder does not guarantee the sustainability of production. Rather, as the Footprint of production approaches the biocapacity and the ecological remainder narrows, the likelihood that the country will experience environmental stressor degradation escalates, at least over longer periods of time. In the EF, by comparing the demand with the available supply it is possible to estimate the ecological sustainability of territories or countries. A nation’s ecological footprint correspond to the aggregate land and water area in various ecosystem categories to produce all the resources it consumes, and to absorb all the waste it generates on a continuous basis, using prevailing technology. Methodology of Footprint Calculation: FUNDAMENTAL ASSUMPTIONS OF ECOLOGICAL FOOTPRINT ACCOUNTING Ecological Footprint accounting is based on six fundamental assumptions (Wackernagel et al. 2002): • The majority of the resources people consume and the wastes they generate can be tracked. • Most of these resource and waste flows can be measured in terms of the biologically productive area necessary to maintain flows. Resource and waste flows that cannot be measured are excluded from the assessment, leading to a systematic underestimate of humanity’s true Ecological Footprint. • By weighting each area in proportion to its bioproductivity, different types of areas can be converted into the common unit of global hectares, hectares with world average bioproductivity. • Because a single global hectare represents a single use, and all global hectares in any single year represent the same amount of bioproductivity, they can be added up to obtain an aggregate indicator of Ecological Footprint or biocapacity. • Human demand, expressed as the Ecological Footprint, can be directly compared to nature’s supply, biocapacity, when both are expressed in global hectares. • Area demanded can exceed area supplied if demand on an ecosystem exceeds that ecosystems regenerative capacity (e.g., humans can temporarily demand more biocapacity from forests, or fisheries, than those ecosystems have available). This situation, where Ecological Footprint exceeds available biocapacity, is known as overshoot (deficit). What does a “per person national Footprint” actually mean? A per person national Footprint measures the amount of bioproductive space under constant production required to support the average individual of that country. For example, a five-hectare per person Footprint means that an average individual in that country uses all of the services produced in a year by five hectares of world-average productive land. This land does not need to be within the borders of the individual’s country as biocapacity is often embodied in goods imported from other countries to meet consumption demands. What is included in the Ecological Footprint? What is excluded? To avoid exaggerating human demand on nature, the Ecological Footprint includes only those aspects of resource consumption and waste production for which the Earth has regenerative capacity, and where data exist that allow this demand to be expressed in terms of productive area. For example, freshwater withdrawal is not included in the Footprint, although the energy used to pump or treat it is. Ecological Footprint accounts provide snapshots of past resource demand and availability. They do not predict the future. Thus, while the Footprint does not estimate future losses caused by present degradation of ecosystems, if persistent this degradation will likely be reflected in future accounts as a loss of biocapacity. Footprint accounts also do not indicate the intensity with which a biologically productive area is being used, nor do they pinpoint specific biodiversity pressures. Finally, the Ecological Footprint is a biophysical measure; it does not evaluate the essential social and economic dimensions of sustainability. Statistical Data: The statistics shown the next page are extracted from “ECOLOGICAL FOOTPRINT ATLAS 2009”, Published 24th November 2009 by GLOBAL FOOTPRINT NETWORK, RESEARCH AND STANDARDS DEPARTMENT, Oakland, California, United States of America Interpretation of Data: As we can see in the tables the Total Ecological Footprint of Iran is 2.66 compared to its Total Biocapacity which is 0.99. It means that for this country the Total Ecological Footprint is roughly 160% more than its Total Biocapacity which is by definition a biological overshoot and can lead to degradation of natural capital or resources. In other words, our demand is much higher than our demand and this can be a warning for us at least in longer periods of time and there should be decisive measures to reduce the factors which contribute to higher Footprints. How to improve the situation: In simple words it can be said that to improve the situation beside any rules or policies which governments can take, all people can take effective steps to reduce their stressors on environment by decreasing their consumption as well as their waste. There are some simple ways suggested by experts: A) Reduce your Carbon Footprint A1) Use cleaner transport * Walk, bike, or take public transit whenever possible. * Avoid allowing your car to idle. If you’ll be waiting for more than 30 seconds, turn off the engine (except in traffic). And don’t take the drive-through-park the car and walk inside instead. * Have your vehicle serviced regularly to keep the emission control systems operating at peak efficiency. Check your car’s air filter monthly, and keep the tires adequately inflated to maximize gas mileage. * Avoid short airplane trips-take a bus or train instead. A2) Add energy-saving features to your home * Install compact fluorescent bulbs in all your home light fixtures-but remember, compact fluorescents contain mercury, so look for low-mercury models and be sure to dispose of old bulbs safely through your local hazardous waste program. * Weatherproof your home. Make sure your walls and ceilings are insulated, and consider double-pane windows. Eliminate drafts with caulking, weather strips, and storm windows and doors. * Insulate your water heater. Even better, switch to a tankless water heater, so your water will be heated only as you use it. * Choose energy efficient appliances. A3) Adopt energy-saving habits * Keep thermostat relatively low in winter and ease up on the air conditioning in summer. Clean or replace dirty air conditioner filters as recommended to keep the A/C operating at peak efficiency. * Unplug your electronics when not in use. To make it easier, use a power strip. Even when turned off, items like your television, computer, and cellphone charger still sip power. * Dry your clothes outside whenever possible. * Make minimal use of power equipment when landscaping. * Defrost your refrigerator and freezer regularly. * Choose green electricity. Many utilities give you the option to purchase electricity generated by wind and solar power for a small rate surcharge. * Purchase carbon offsets to make up for the energy use you can’t eliminate. B) Reduce your Food Footprint * Eat more local, organic, in-season foods. * Plant a garden-it doesn’t get more local than that. * Shop at your local farmer’s market or natural foods store. Look for local, in-season foods that haven’t travelled long distances to reach you. * Choose foods with less packaging to reduce waste. * Eat lower on the food chain-going meatless for just one meal a week can make a difference. Globally, it has been estimated that 18% of all greenhouse gas emissions are associated with meat consumption. C) Reduce your Housing Footprint C1) Choose sustainable building materials, furnishings, and cleaning products. * Explore green design features for your building, like passive solar heating, a rainwater catchment or grey water recycling system, and recycled materials. * Choose efficient appliances, including low flow shower heads, faucets, and toilets. * Choose furnishings that are second-hand, recycled, or sustainably produced. * Plant drought tolerant plants in your garden and yard. * Use biodegradable, non-toxic cleaning products. C2) Adopt water-saving habits * Take shorter, less frequent showers-this not only saves water, but the energy necessary to heat it. * Don’t use the garbage disposal. Compost instead. * Run the dishwasher and the laundry machine only when full. * Wash cars rarely, or better yet, take them to a carwash. Commercial carwashes use less water per wash than home washers, and they are also required to drain used water into the sewage system, rather than storm drains, which protects aquatic life. * Avoid hosing down or power-washing your deck, walkways, or driveway. * Regularly look for and fix leaks. D) Reduce your Goods and Services Footprint * Buy less! Replace items only when you really need to. * Recycle all your paper, glass, aluminium, and plastic. Don’t forget electronics! * Compost food waste for the garden. Garbage that is not contaminated with degradable (biological) waste can be more easily recycled and sorted, and doesn’t produce methane gases (a significant greenhouse gas contributor) when stored in a landfill. * Buy recycled products, particularly those labelled “post-consumer waste.” Glossary Ecological Footprint: A measure of how much biologically productive land and water an individual, population or activity requires to produce all the resources it consumes and to absorb the waste it generates, using prevailing technology and resource management practices. The Ecological Footprint is usually measured in global hectares. Because trade is global, an individual or country’s Footprint includes land or sea from all over in the world. Ecological Footprint is often referred to in short form as Footprint. “Ecological Footprint” and “Footprint” are proper nouns and thus should always be capitalized. Global hectare (gha): A productivity-weighted area used to report both the biocapacity of the Earth, and the demand on biocapacity (the Ecological Footprint). The global hectare is normalized to the area-weighted average productivity of biologically productive land and water in a given year. Because different land types have different productivity, a global hectare of, for example, cropland, would occupy a smaller physical area than the much less biologically productive pasture land, as more pasture would be needed to provide the same biocapacity as one hectare of cropland. Because world bioproductivity varies slightly from year to year, the value of a gha may change slightly from year to year. Overshoot: Global overshoot occurs when humanity’s demand on nature exceeds the biosphere’s supply, or regenerative capacity. Such overshoot leads to a depletion of Earth’s life-supporting natural capital and a build-up of waste. At the global level, ecological deficit and overshoot are the same, since there is no net-import of resources to the planet. Local overshoot occurs when a local ecosystem is exploited more rapidly than it can renew itself. Land type: The Earth’s approximately 11.9 billion hectares of biologically productive land and water are categorized into five types of surface area: cropland, grazing land, forest, fishing ground, and built-up land. Also called “area type”. Ecological deficit/reserve: The difference between the biocapacity and Ecological Footprint of a region or country. An ecological deficit occurs when the Footprint of a population exceeds the biocapacity of the area available to that population. Conversely, an ecological reserve exists when the biocapacity of a region or country exceeds the Footprint of its population. If there is a regional or national ecological deficit, it means that the region or country is either importing biocapacity through trade, liquidating its own ecological assets, or emitting wastes into a global commons such as the atmosphere. In contrast, the global ecological deficit cannot be compensated through trade, and is equal to overshoot. Carbon Footprint: When used in Ecological Footprint studies, this term is synonymous with demand on CO2 area. The phrase “Carbon Footprint” has been picked up in the climate change debate. Several web-calculators use the phrase “carbon Footprint”. Many just calculate tonnes of carbon, or tonnes of carbon per Euro, rather than demand on bioproductive area. The Ecological Footprint encompasses the carbon Footprint, and captures the extent to which measures for reducing the carbon Footprint lead to increases in other Footprint components. Biological capacity, or biocapacity: The capacity of ecosystems to produce useful biological materials and to absorb waste materials generated by humans, using current management schemes and extraction technologies. “Useful biological materials” are defined as those used by the human economy. Hence what is considered “useful” can change from year to year (e.g. use of corn (maize) stover for cellulosic ethanol production would result in corn stover becoming a useful material, and thus increase the biocapacity of maize cropland). The biocapacity of an area is calculated by multiplying the actual physical area by the yield factor and the appropriate equivalence factor. Biocapacity is usually expressed in global hectares. Natural capital: Natural capital can be defined as all of the raw materials and natural cycles on Earth. Footprint analysis considers one key component, life-supporting natural capital, or ecological capital for short. This capital is defined as the stock of living ecological assets that yield goods and services on a continuous basis. Main functions include resource production (such as fish, timber or cereals), waste assimilation (such as CO2 absorption or sewage decomposition) and life-support services (such as UV protection, biodiversity, and water cleansing or climate stability). Refrences: “ECOLOGICAL FOOTPRINT ATLAS 2009”, Published 24th November 2009 by GLOBAL FOOTPRINT NETWORK, RESEARCH AND STANDARDS DEPARTMENT, Oakland, California, United States of America E C O L O G I C A L E C O N O M I C S 6 6 ( 2 0 0 8 ) 6 2 8 – 6 3 7, Sustainability of nations by indices: Comparative study between environmental sustainability index, ecological footprint and the energy performance indices

SOC 220 GCU How Society Influences in Human Trafficking Discussion

SOC 220 GCU How Society Influences in Human Trafficking Discussion.

First, select a social problem to analyze throughout this course. You may select from the list or come up with a social problem you wish to analyze: EuthanasiaIlliteracyHuman TraffickingAlcohol abuseInequity in the workplace Drug AbusePovertyChild AbuseJuvenile DelinquencyEconomic inequality Remember, you will use your selected social problem to complete other assignments throughout this course.In an essay format, cite one scholarly source from the GCU library in addition to the textbook and complete the following:Describe your selected social problem in its social context. (55- 75words).Use your sociological imagination to explain how the selected social problem is influenced by society (75-100 words).Select the theoretical perspective(s) (functionalist, conflict, and interactionist) that best aligns with the social problem you’ve selected to analyze in this course.Explain why the theoretical perspective(s) you chose is best to explain the selected social problem.Next, use that theoretical perspective(s) to explain how your selected social problem came to be and how it is perpetuated. (150-200 words)
SOC 220 GCU How Society Influences in Human Trafficking Discussion

CHDEV 042 SJSU Culturally Responsive Care and Education Discussion

CHDEV 042 SJSU Culturally Responsive Care and Education Discussion.

I’m working on a education & teaching case study and need a sample draft to help me understand better.

The following to prepare for Discussions and learning: Roots and Wings: Ch 4 “Culturally Responsive Care and Education”, Ch 8 “A Culturally Relevant, Anti-Bias Classroom,” and Ch 9 “Culturally Relevant and Anti-Bias Activities”Anti Bias Education: “Becoming an Anti-Bias teacher” or Ch 3Choose one quote or idea from each chapter you read for homework that you think is a very important idea or concept. For each, cite the textbook and page number you got the quote or idea from. (2 chapters, 2 books = 4 quotes)Then, briefly, tell me why you choose that quote or idea as the most important idea in the chapter? What is its meaning to you? For others? Why do you think that this would be an important idea for others to know about? Your paragraph can be 2-3 sentences.(Requirement book 1. Roots and Wings, Affirming Culture in Early Childhood Programs, by Stacy York2. Anti-Bias Education for Young Children and Ourselves by Lousie Derman-Sparks and Julie Olsen Edwards)
CHDEV 042 SJSU Culturally Responsive Care and Education Discussion