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In this unit, you learn about macronutrients: protein, carbohydrates, and fats

In this unit, you learn about macronutrients: protein, carbohydrates, and fats 150 150 Peter

In this unit, you learn about macronutrients: protein, carbohydrates, and fats. Many people have suggested that focusing on one macronutrient at the expense of others would be a superior diet. Thus, we have high-protein diets, high-carbohydrate diets, and high-fat diets. On the flip side, we also have low fat-diets, low-carb diets, and so on. In addition to these, there are other versions such as a gluten-free diet (which is necessary for those truly allergic to wheat), a vegan diet, a raw food diet, and even a blood type diet that is based on particular blood types. Which type of diet do you prefer? Why? Why do you not like the other diets?

ALSO PLEASE REPLY TO ANOTHER STUDENTS (DYLAN ‘S COMMENT) BELOW WITH A POSITIVE COMMENT RESPONSE

DYLAN:

My name is Dylan, I am a Paramedic Firefighter for Arab Fire Department full-time in Arab, AL. I have been married for nearly 7 years now, with 3 children- all boys, 5 year old, 3 year old, and a new comer in a couple of weeks in March. I am working on my bachelors degree in occupational health and safety with a concentration in fire science.

I prefer to use a different method of dieting from all of these choices. Renaissance Periodization- intermittent fasting, fasting for 16 hours with a eating window of 8 hours. I am very active most of the time and do not have the time to count macros, calorie intake, carbs, or how many grams of protien I consume in a day. I do pay attention to good and bad fats and I also meal prep to make things easy, that is about it. Intermittent fasting has a lot of great benefits short term and long term. I am interested in learning more about the different types of diets and thier benefits compared to what I currently do in intermittent fasting.

As a leader of an occupational safety and health program, you will be responsible for setting goals

As a leader of an occupational safety and health program, you will be responsible for setting goals 150 150 Peter

As a leader of an occupational safety and health program, you will be responsible for setting goals that will drive continuous improvement. Do you think having a goal of zero injuries is effective at driving continuous improvement? Include how this goal will support or detract from employee involvement. Respond to another student’s post with a comment that supports his or her position or provides an alternative point of view.

ALSO PLEASE REPLY TO ANOTHER STUDENTS COMMENT BELOW WITH A POSITIVE COMMENT RESPONSE 

Alex:

Hello, my names Alex. I live in a small town called Loch Broom, which is in Nova Scotia (Canada). I currently work as a locomotive engineer (train driver) and am working on completing my BS in Environmental Management with hopes of working with the department of fisheries or similar here in Nova Scotia doing ocean related conservation. 

As a leader of an OSH program, I would think having a goal of zero injuries could be a driving factor for improvement, depending how it was handled. One railroad I previously worked for would take any incident and find a way to blame the employee, for instance, person walking next to the rail track on a hot day tripped over an old piece of rail that was in the rocks, fell and cut there hand open. The company punished this person for not wearing gloves, even though it was not in our rules, they added the rule the next day. I don’t believe the zero injuries is effective in this way, I think that accidents, although majorly preventable, is not 100% preventable. The goal, of course should be to be ahead of them and preventing them, and in that way effective if the team is under the same mind set, but understanding that, and this is true in every job I have ever had, somethings just aren’t foreseeable. 

Improving Medication Adherence in Diabetic Patients in Home Health Care Settings

Improving Medication Adherence in Diabetic Patients in Home Health Care Settings 150 150 Peter

DNP-DPI Project- QUALITY IMPROVEMENT PROJECT CHAPTERS 5

Once IRB approval for your proposal is obtained, learners will commence the implementation phase of the DPI Project. For the remainder of the course, learners are required to develop working drafts of Chapters 4 and 5 of the final DPI Project. These chapters will undergo further revision in DNP-965 with the requirement that the entire DPI Project will be submitted to the DPI Committee at the end of DNP-965.

General Requirements:

TOPIC: Improving Medication Adherence in Diabetic Patients in Home Health Care Settings

This Paper should be about 25 pages long including the reference pages

Student should use Credible and Verifiable Academic Resources

Please use the Criterion in the Manuscript attached to Complete the assignment

Criterion must be attached with each stage or heading criteria

Please start the Project with a 1 page introduction that Summarizes the Chapter

Use the following information to ensure successful completion of the assignment:

· Remember to use the appropriate forms and templates (if required) for completing this assignment. These are available on the PI Workspace of the DC Network.

· Doctoral learners are required to use APA style for their writing assignments.

· This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

· You are required to submit this assignment to LopesWrite. 

Directions:

Submission of the completed DPI Project – Working Draft Chapter 5 is the recommended deliverable to progress through the DPI Project implementation phase. Locate the “Final DPI Project Template” in the PI Workspace area of the DC Network and utilize it to develop and submit initial and ongoing working versions of Chapter 5 of your DPI Project.

You are required to complete your assignment using real-world application. Real-world application requires the use of evidence-based data, contemporary theories, and concepts presented in the course. The culmination of your assignment must present a viable application in a current practice setting. For more information on parameters for practice immersion hours, please refer to DNP resources in the DC Network.

Review the health policies of each of the following countries. 

Review the health policies of each of the following countries.  150 150 Peter

Review the health policies of each of the following countries. 

Then, choose a country from the following list to compare and contrast with the current U.S. healthcare system: China England Germany Australia Canada Japan. Once you have thoroughly analyzed the health policy information for your chosen country, answer the following questions:

What is the main focus of the policy standard in this (chosen) country? 

What are the similarities to the U.S. healthcare system? Governance Workforce Leadership Quality 

How does the U.S. healthcare system differ in terms of policy? 

Where do you foresee the U.S. healthcare system in the future (long-/short- term)? ( Review from one of the following perspectives: the provider, the patient, or other stakeholders)

Summarize the meaning of universality in U.S. health policy versus your chosen country. (Include your research on the future of the U.S. healthcare system) 

The paper: Must be four to six double-spaced pages in length (not including title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center.

Must include a separate title page with the following: Title of paper Student’s name Course name and number Instructor’s name Date submitted Must use at least four (4) scholarly sources in addition to the course text. Must document all sources in APA style as outlined in the Ashford Writing Center. Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.

Mr. R., an 80-year-old retired pipe fitter, lives with his wife; he has had diabetes for 15 years

Mr. R., an 80-year-old retired pipe fitter, lives with his wife; he has had diabetes for 15 years 150 150 Peter

APA format

Formulating a Family Care Plan (PLEASE READ THE FALLOWING GIVEN INFORMATION AND complete the file .)

Mr. R., an 80-year-old retired pipe fitter, lives with his wife; he has had diabetes for 15 years. Although his diabetes has been moderately controlled with diet and daily insulin, some complications have occurred. He experiences arteriosclerotic cardiovascular disease and peripheral neuropathy, and he recently spent 2 months in the hospital due to circulatory problems in his left leg. The progressive deterioration of circulation resulted in an amputation below the knee. Although fitting him with a prosthesis would be possible, he has refused this and is wheelchair bound. Mr. R. currently depends on someone else to help with transfers. He is cranky, irritable, and demanding to almost everyone. He recently has stopped following his diabetes regimen because he claims, “It just doesn’t matter anymore.”Mr. R.’s wife, Doris, is a 74-year-old woman who has been a homemaker most of her life. She has always been the “watchdog” for Mr. R.’s health. Mostly through her changes in food preparation and her lifestyle adjustments, Mr. R.’s diabetes has been managed. She schedules his physician appointments, buys his medical supplies, and administers his insulin. He is now refusing to accept her help, and she is anxious and angry about his behavior. They frequently have arguments, after which Mrs. R. retreats to her room.Mr. and Mrs. R. have three children and four grandchildren who live in the same city. The eldest daughter, Patricia, calls or stops by about once a week. The other children, Tom and Ellen, are busy with their families and see their parents mostly on holidays; they have very little communication with Patricia or their parents. When the children do come to visit, Doris tries to put on a happy expression and pretend that everything is going well to avoid worrying them. She is also embarrassed about Mr. R.’s behavior and does not want anyone from outside the family to see what is happening.On her initial home visit to this family, the community health nurse notes that Mr. R. appears somewhat drowsy and unkempt. Mrs. R. looks anxious and tired, her skin color is slightly ashen, and she has circles under her eyes. When the nurse asks them what they hope to get out of the nursing visits, Mrs. R. says, “Actually, you don’t need to keep visiting. In a few weeks we’ll be back to normal and doing fine.”Based on a thorough assessment of the family, the community health nurse may begin to develop a mutually acceptable plan of care with the family.

Assessment
In the initial interview, the community health nurse completes a genogram and an eco-map with the family (see Figures 13-3 and 13-4). After the second family interview, the nurse also completes a family map that describes the members’ interactions with each other (see Figure 13-2). A family guide to help structure a family assessment is presented in Box 13-7.Completing the genogram helps break the ice to get the family to talk about their situation. The genogram provides a safe and thought-provoking way for Mrs. R. to supply appropriate information about the situation. During this process, the nurse obtains information about other family members, their general levels of functioning, and the possibility of acting as resources. She identifies family members’ patterns of closeness and distance.The eco-map presents a picture to both the nurse and Mr. and Mrs. R. of a family that is not well connected to outside resources. Little energy is coming in or going out of the immediate family system, with the exception of intervention by the health care system, which the family wants to discontinue. When the community health nurse later completes a family map, she becomes aware of Mrs. R.’s tendency to act as a parent and Mr. R.’s tendency to act as a child. This blurring of boundaries has set up a behavior pattern in which Mr. R. gives away responsibility for his own health. At the same time, however, the rigidity of these boundaries keeps the children out of these interactions. After assessing the family, the nurse tries to guide her practice with some questions. She asks herself about the family’s needs, strengths, functioning, and style. She examines the family’s priorities and the resources they are using or are potentially able to use. She looks at her own skills and abilities and attempts to define her responsibility to the family system. These questions help her begin to analyze the family data. This analysis leads to several determinations.

Describe an give an example for discrete trial training and for errorless teaching and correction for a student

Describe an give an example for discrete trial training and for errorless teaching and correction for a student 150 150 Peter

The following is the book to look for the answers

Autism Spectrum Disorders: Foundations, Characteristics, and Effective Strategies 2nd Edition

by E. Amanda Boutot

PEARSON

ISBN 978-0-13-343687-7

Available through www.vitalsource.com.

Chapter 5

1. Describe an give an example for discrete trial training and for errorless teaching and correction for a student with autism. Use the cases presented at the beginning of the chapter (p.79).

2. Describe and give an example of both generalization and maintenance for a student with autism.

3. What is incidental teaching?

Chapter 6

1. List and describe some of the research-based interventions for communication intervention for students with autism.

2.What are the typical stages of joint attention and communication development?

3. What are verbal operants. List and describe

Remember at least 2 paragraphs per question and APA

In lateral knee-chest position, the patient lies on their side, torso lies diagonally across the table

In lateral knee-chest position, the patient lies on their side, torso lies diagonally across the table 150 150 Peter

In lateral knee-chest position, the patient lies on their side, torso lies diagonally across the table, hips and knees are flexed. In prone knee-chest position, the patient kneels on the table and lower shoulders on to the table so chest and face rests on the table.

Diamond shape position is when the women lies on her back with her knees bent and positioned with both legs spread flat and her heels meet at the foot of the table. The speculum must be inserted with the handle up and the exam performed from the side or the foot of the bed.  

M-shape position is when you have the woman lie on her back with her knees bent and apart feet resting on the exam table close to her buttocks.  Speculum inserted with the handle up and exam takes place from the foot of the bed.  

V-shape position  the women lies on her back with her straightened legs opened wide with each leg opened to each corner of the table.  Speculum to be inserted with handle up and exam can take place from the side or the foot of the table.  

Women are at a higher risk of developing UTI’s than that of male’s because the urethra is shorter in women than in men.  Bacteria has a shorter distance to travel in women than in men.  Education for women needs to include:

1. Wiping from front to back when cleaning can help reduce risk of infection.

2. Increase fluid intake.  

3. Good hygiene.

4. Education

5. Monitor for signs and symptoms of infection.  

Pro’s and Con’s of circumcision: Mayo Clinic Review is 100:1 benefits outweigh risk.

Pro’s:  Con’s:

Reduced risk of acquiring HIV.   Post surgical pain, bleeding, swelling, 

Reduces amount of UTI’s   or inadequate skin removal.  

Reduces risk of getting STI’s

Decreased risk of Bacterial Vaginosis

Goodell-Softening of the cervix and vagina caused by increased vascular congestion with pregnancy. 
Hegar’s-Softening of the isthmus of the uterus at about 6-8 weeks of pregnancy.
McDonald’s-results from the cervical softening, the ability of the flex the body of the uterus against cervix.  
Chadwick-Violet blue mucosa and cervix due to increased vascularity. 
Indirect inguinal-Sac herniates through internal inguinal ring: can remain in canal or pass into scrotum.  Pain with straining; soft swelling that increases with increased intra-abdominal pressure; may decrease when lying down.
Direct inguinal-Directly behind and through external inguinal ring, above inguinal ligament; rarely enters scrotum.  Usually painless, round swelling, close to the pubis in area of internal inguinal ring easily reduced when supine.
Femoral-Through femoral ring and canal, below inguinal ligament, more often in the right side.  Pain may be more severe; may become strangulated. 

Do you think that Covid-19 will force us to change our approaches to environmental problems

Do you think that Covid-19 will force us to change our approaches to environmental problems 150 150 Peter

1. Do you think that Covid-19 will force us to change our approaches to environmental problems and force us to be more careful with what we do on Earth? Will Covid-19 will have a big impact on the environment for the years to come.

2. Pollution is big problem in many places and unfortunately,Do you think we have enough laws and regulations to take care of pollution or we need more?

In the news, we often hear examples of how DNA or the transfer of genetic information impacted someone’s life

In the news, we often hear examples of how DNA or the transfer of genetic information impacted someone’s life 150 150 Peter

Week 7 Discussion: Flow of Genetic Information

Required Resources
Read/review the following resources for this activity:

Textbook: Chapter 17, pages 714-734
Lesson

E-BOOK: Bauer, R. C., Birk, J. P., & Marks, P. (2019). Introduction to chemistry. New York, NY: McGraw-Hill Education.

Initial Post Instructions
In the news, we often hear examples of how DNA or the transfer of genetic information impacted someone’s life. Examples range from DNA fingerprinting to genetically engineered organisms to an individual with a genetic disease. In each of these scenarios, the structure of nucleic acids and the flow of genetic information through mRNA to protein are involved. Using an example from the news or a scholarly article, describe how the structure of DNA or the transfer of genetic information impacted someone’s life. Be sure to use at least one source and include at least one APA formatted citation.

OR

Genetics is a rapidly evolving area of science. Each year advances in genetics bring exciting new technologies to the market. Areas such as forensics, genealogy, and healthcare have all been affected by new genetic technologies. Choose a genetic technology and report on how this technology is affecting or will effect our lives. Give at least one outside source and cite in APA format.

Follow-Up Post Instructions
Respond to at least two peers or one peer and the instructor. Further the dialogue by providing more information and clarification.

Possible follow-up topics:

Choose a specific biomolecule found in your diet. What is the source and purpose of this biomolecule?
Choose one of your peers postings on an application of genetics. What are some of the political, social, economic, or ethical ramifications of this technology?
Designer babies are rapidly becoming possible with advances in technology. Discuss with your peers the possible benefits and downsides of this technology. Support your positions with APA formatted citations.

Writing Requirements

APA format for in-text citations and list of references (minimum of 1 scholarly source)

Criteria

Initial Post Content: Addresses all aspects of the initial discussion question(s), applying experiences, knowledge, and understanding regarding all weekly concepts.

Evidence & Sources: Integrates evidence to support discussion from assigned readings** OR online lessons, AND at least one outside scholarly source.*** Sources are credited.*

Professional Communication: Presents information using clear and concise language in an organized manner (minimal errors in English grammar, spelling, syntax, and punctuation).

NU641 Case Study Week 7 – Upper Respiratory Infections

NU641 Case Study Week 7 – Upper Respiratory Infections 150 150 Peter

NU641 Case Study Week 7 – Upper Respiratory Infections

In this assignment, you will review the interactive  Upper Respiratory Case Study  patient scenario and analyze the data to determine the health status of the patient. You will need a minimum of two evidence-based practice articles to include clinical practice guidelines, as well as the course textbook.

Jackie is a 45-year-old white female with past medical history of controlled hypertension, controlled asthma, and eczema. She has a four-day history of nasal congestion, headache, sore

throat, sneezing, and productive cough. She denies fever, nausea, vomiting, and myalgias. She has three children who recently went back to school following a summer vacation. No one else in her household is currently presenting with similar symptoms. She has no known drug allergies but is allergic to mums and ragweed. She calls her primary care provider’s office requesting a medication to treat her illness. She takes several medications, including the following:

• Mometasone 220 mcg—1 puff daily for asthma.

• Albuterol 90 mcg—1 to 2 puffs q4–6 hours as needed for shortness of breath.

• Lisinopril 10 mg—one tablet by mouth daily for hypertension.

• Oxymetazoline hydrochloride 0.05% nasal spray—2 sprays per nostril bid × 3 days.

Provide rationales for your answers:

1. Which of the following is the MOST appropriate drug to recommend?

a. Oxymetazoline hydrochloride 0.05% nasal spray— 2 sprays per nostril bid until symptoms resolve.

b. Naproxen 220 mg—one tablet by mouth every 12 hours as needed until symptoms resolve.

c. Dextromethorphan ER oral liquid—60 mg every 12 hours until symptoms resolve.

d. Amoxicillin–clavulanic acid 500 mg every 8 hours for seven days.

2. Which of the following nonpharmacological therapies is NOT recommended?

a. Steam inhalation

b. Increased water intake

c. Menthol lozenges

d. Saline gargle

3. Jackie is insistent on taking a complementary therapy to help treat her symptoms. What is the MOST appropriate recommendation?

a. Echinacea purpurea tincture—0.75 mL

b. Fresh garlic—3 cloves

c. Acidophilus probiotic—1 tablet daily

d. Vitamin C—1 g