FOR RESEARCHER_D ONLY!!!!

INSTRUCTIONS:

 

I will attach the midterm review and it consists of questions. I need the questions answered, I DONT NEED AN ESSAY. I need answers to each questions. organized. and will attach readings as well to help you answer those questions. Theres a video also that I need you to watch and answer for, its at the midterm review doc. 

 

Arsenalq88

categorical tests.

For this Assignment, you will consider three different scenarios. Each of these scenarios include a research question. You will examine each scenario, choose a categorical data analysis and run a sample test.Review Chapters 10 and 11 of the Frankfort-Nachmias & Leon-Guerrero course text and the media program found in this week’s Learning Resources related to bivariate categorical tests.Using the SPSS software, open the Afrobarometer dataset found in this week’s Learning Resources.Next, review the Chi Square Scenarios found in this week’s Learning Resources and consider each research scenario for this Assignment.Based on the dataset you chose and for each research scenario provided, using the SPSS software, choose a categorical data analysis and run a sample test. For this Assignment: Must have graphs and no plagiarism.Please use attachments to help with assignment

Write a 1- to 2-paragraph analysis of your categorical data results for each research scenario. In your analysis, display the data for the output. Based on your results, provide an explanation of what the implications of social change might be.

Use proper APA format, citations, and referencing for your analysis, research question, and display of output.

PROTECTIVE SERVICES( PLEASE IF YOU CANT DO IT DO NOT CONTACT ME AND IF YOU DO A TERRIBLE JOB I WILL GIVE YOU HORRIBLE RATINGS)

Read the statement below describing the DFPS overall mission and the role of select programs within the agency.

DFPS works with communities to protect children, the elderly, and people with disabilities from abuse, neglect, and exploitation. It also works to protect the health and safety of children in daycare, as well as foster care and other types of 24-hour care. They do this through investigations, services and referrals, regulation, and prevention programs, chief among them: 
Child Protective Services  – Protects children from abuse and neglect through investigations, services, foster care, and adoption. 
Adult Protective Services  – Protects the elderly and people with disabilities from abuse, neglect and exploitation through investigations and services.
Child Care Licensing  – Regulates day care, foster care, residential treatment centers, before and after school programs and maternity homes. 
Statewide Intake  – Takes reports of abuse, neglect and exploitation from across the state via it’s 24/7 hotline and website.Now that you understand the agencies’ missions and their chief roles, please write a personal statement to include at least one paragraph on each of the following key topics in the order listed:What do you believe will be the most challenging aspect of working in protective services and why does it appeal to you?How have your education, experiences and/or people skills prepared you to deal with the demands of protective services?What do you hope to accomplish personally and professionally working for DFPS?Your statement is vital to continuing in the process. Be thoughtful, on topic and expressive in your answers!

 

Disability

  

DISABILITY CULTURE PLUNGE

20 points

Overview: 

A culture plunge can be defined as exposure to a culture that is different from our own and, in this class specifically, the culture of disability. For some of you, you may already identify as being familiar with disability culture. If so, you will need to explore an arena of disability culture that you are not as familiar with. For many of you though, this may be your first time interacting or being involved with the disability community. Either way, we are very excited to read about your experiences! It is normal for you to feel nervous, intimidated, or even fearful about this assignment, but we hope that this experience proves to be valuable and memorable and that the impact will transcend beyond your time at SDSU. 

You are required to engage with individuals who identify as being a part of the Disability Community. You are expected to be respectful and thoughtful with the different organizations and people you come across.

This is not an opportunity for you to be inspired by an individual’s ability to do “day-to-day” tasks. It is an opportunity for you to discover how people with disabilities must adapt their lives in order to integrate into their communities. You will be expected to discover what actually “disables” them and what provides them with access. You will discover or enhance your understanding of human connectedness.

Although you may be serving your community at your disability culture plunge event, this is not for the purpose of community service credit. The purpose is to immerse yourself into a culture with which you were previously unfamiliar and to learn from the people of that culture. 

As this is a college level course, the expectation is for you to take the ideas we present in class and see how those concepts apply to people who live this experience daily. 

Important criteria for culture plunges as described in the course syllabus are: 

● The majority or a large proportion of people there identify as someone who is disabled

● This must be a type of experience you’ve never had before

● The plunge takes place after this course begins (credit cannot be given for past experiences)

● You must be focused on qualitative interactions and not on taking notes

● Although the event may be a charity-based event, you are not there out of charity, but out of intrigue and interest in getting to know people with disabilities as equals

● The plunge lasts at least one hour

Ideas for Valuable Culture Plunge Opportunities

You can reference Blackboard for some DCP examples. You are also encouraged to find local organizations in the community that are not listed. 

– Disability and LGBTQIA + organizations

– Disability and the farming community 

– Homeless population and the variety of disabilities represented

– Adults with developmental disabilities 

– Mental Illness and different ethnic groups 

– Deaf and hard-of-hearing community

– Adaptive sports opportunities 

Requirements: 

1. About the Organization/Activity/Event/Person  2.5 points

This portion of the assignment includes background information about the organization: 

a. Name, Location, Date of Culture Plunge, website link (if applicable)

b. Contact information (i.e., website, email, and name of contact person if applicable)

c. A 1-2 paragraph description of what you did during your time at the place or event, and the types of disabilities that were represented at the event. 

2. Reflection     15 Points
Answer each question in 1-2 paragraphs while applying content that was covered in the course. Indicate A, B, C, D, E, and F for each part of this response. Include the question and the answer to each question. 

a. What were your initial biases and stigmas you had before participating in your disability culture plunge activity? How did this experience change your thinking?        2.5 points

 

b. Explain how this experience relates to the social model of disability and/or the medical model.      2.5 points

 

c. Name at least 2 other concepts learned in this course and explain how they apply to your Disability Culture Plunge experience?  2.5 points

 

d. What accommodations or assistive technologies were used or were not used that you think could have been used to foster inclusion and access? 2.5 points

 

e. How might you see yourself including and contributing to the lives of people with disabilities now and in the future? And how might people with disabilities contribute to your life now and in the future?    2.5 points

 

f. Describe how you have changed since taking Gen S 420 and how will you put your new knowledge to work in your career and community.  2.5 points

 

3. 4 Photos   2.5 points
On the fourth page, include all 4 photos. Internet photos are not acceptable. Include the following: 

a. 1 photo of yourself clearly at the event

b. 3 photos of the event*

c. Explanatory caption for each photo
 

*Not all culture plunge experiences are conducive to or appropriate for taking photos of people/participants (although most are completely appropriate). In situations where it’s not appropriate, out of respect for the people at the event, it is okay to take photos of the environment/backs of crowds, event signs, event coordinators (with permission), and other people and things that demonstrate your presence and active participation on the day of the event. 

for " Cashmere Only "

Question 1 of 20

5.0 Points

If a teacher wanted to find out information on health and safety standards, licensure regulations in various states, and standards-based resources for out-of-home care and education settings, he/she should check:

 

A. the National Resource Center for Health and Safety in Child Care and Early Education.

 

B. the National Association for the Education of Young Children.

 

C. the Children’s Defense Fund.

 

D. Child Protective Services.

 

Question 2 of 20

5.0 Points

Whether a program receives meals through a contracted meal service, prepares food on site, or serves meals prepared in a home kitchen, it is important to implement guidelines established by which of the following?

 

A. National Association for the Education of Young Children

 

B. Hazard and Analysis Critical Control Point system

 

C. Child Nutrition Reauthorization Act

 

D. U. S. Department of Agriculture

 

Question 3 of 20

5.0 Points

Which of the following foods is MOST likely to be contaminated with botulism?

 

A. Raw eggs

 

B. Home-canned foods

 

C. Sushi

 

D. Potato salad at a picnic

 

Question 4 of 20

5.0 Points

If ham is sliced on the same slicing machine used to slice cheese, this could put children at risk due to which of the following reasons?

 

A. If they are allergic to milk, the foods are now cross-contaminated.

 

B. Ham is more likely to be a food contaminate than cheese.

 

C. The likelihood of ham and cheese becoming contaminated increases when they are sliced on the same machine.

 

D. Dangerous bacteria can live on ham but not cheese.

 

Question 5 of 20

5.0 Points

Which ecological system does the following describe? The teacher of a child with diabetes communicates with the parents about the child’s needs.

 

A. Microsystems

 

B. Macrosystems

 

C. Exosystem

 

D. Mesosystem

 

Question 6 of 20

5.0 Points

Which ecological system does the following describe? The state passes a law that addresses health care for children.

 

A. Microsystems

 

B. Macrosystems

 

C. Exosystem

 

D. Mesosystem

 

Question 7 of 20

5.0 Points

Which of the following foods requires more careful management than the others because it is considered a more potentially hazardous food?

 

A. Watermelon

 

B. Bread

 

C. Orange slices

 

D. Lemon slices

 

Question 8 of 20

5.0 Points

Which of the following is MOST likely determined by lifestyle choices?

 

A. Health

 

B. Wellness

 

C. Acute conditions

 

D. Congenital conditions

 

Question 9 of 20

5.0 Points

Impoverished children are more likely to experience all of the following EXCEPT:

 

A. inadequate immunizations.

 

B. lower rates of obesity.

 

C. mental health problems.

 

D. problems focusing on school activities.

 

Question 10 of 20

5.0 Points

Learning the skills at a young age that promote wellness:

 

A. allows children to make their own healthy choices.

 

B. positively affects children’s lifelong development.

 

C. is difficult until the primary years.

 

D. does not affect the possibility of developing obesity or diabetes.

 

Question 11 of 20

5.0 Points

Protective factors in a child’s life include:

 

A. being uninsured and having inconsistent health care.

 

B. a supportive, loving mother and consistently caring and responsible caregivers.

 

C. biological determinants that impact children.

 

D. aspects that suggest a child is high risk for disease.

 

Question 12 of 20

5.0 Points

One method of keeping germs from spreading in classrooms is:

 

A. outdoor play.

 

B. hand washing.

 

C. eating nutritious foods.

 

D. naps.

 

Question 13 of 20

5.0 Points

Unpasteurized juice is MOST likely at risk for which of the following?

 

A. E. coli

 

B. Botulism

 

C. Spoilage

 

D. Contaminants

 

Question 14 of 20

5.0 Points

Which of the following explains why infants and young children are particularly at risk for hazards posed by contaminated foods?

 

A. They are exposed to more germs.

 

B. Their higher body temperatures put them at greater risk.

 

C. Their bodies produce fewer protective stomach acids.

 

D. They have not developed good wellness habits yet.

 

Question 15 of 20

5.0 Points

Which of the following is a chemical agent that can end up in food and pose a health risk?

 

A. Metal shavings

 

B. Germs

 

C. Pesticides

 

D. Mold

 

Question 16 of 20

5.0 Points

Differences in the quality of care or quality of health are called:

 

A. health disparities.

 

B. prejudices.

 

C. stereotyping.

 

D. risk factors.

 

Question 17 of 20

5.0 Points

Who regulates food safety?

 

A. Federal agencies

 

B. State and county agencies

 

C. Federal and state agencies

 

D. Federal, state, and county agencies

 

Question 18 of 20

5.0 Points

Accreditation through The National Association for the Education of Young Children includes:

 

A. quality assessment in 10 program standards.

 

B. multiple endorsements for programs that serve children 0–18.

 

C. one rigorous accreditation certification program.

 

D. accreditation to meet local standards of quality.

 

Question 19 of 20

5.0 Points

It is important for teachers to encourage playing actively and getting sufficient sleep because:

 

A. conditions such as obesity, heart disease, cancer, and mental health problems have their roots in early childhood.

 

B. if children do not learn these skills in preschool they will not practice them later.

 

C. most children come from homes that do not practice healthful living.

 

D. as they age children will develop increased susceptibility to certain infectious diseases.

 

Question 20 of 20

5.0 Points

Which of the following is included in proper care of an infant’s teeth?

 

A. Wiping the teeth and gums with a disposable tissue after each feeding.

 

B. Providing milk after every feeding.

 

C. Placing toothpaste on the teeth after each feeding.

 

 

D. Encouraging an infant to suck on his/her pacifier after each feeding.

 

Investigative Report

You  will  pick  a recent  news  event  in  an  Asian country  of your choosing and  engage  in  a brief research  project double-spaced for 4 pages  (no  more  than 5pages).  The  main  tasks  for the project are  to  (1)  describe the event under  consideration,  (2)  analyze  its  causes  and  consequences,  and (3)  offer  your  own assessments/opinions.  It  is  crucial  that you  draw  from  the  course  materials  and  that your arguments are logically connected in your project

SOSC essay 1500 words

you can choose any topic from essay topic 1~4.

 

requirments:

follow all the instruction

very good quality , at least 85% grade assured plz.

 

due date:

Feb 25th

 

you may need to login to https://moodle.yorku.ca/. i will send logins in hs.

 

————————————————–

 

no plagiarism plz. this is important.

Case Study: Approaches to Ethical Dilemmas

Select a case study from Ethics Case Studies for Health Information Management.

Write a 1,050- to-1,400 word paper that includes the following:Answer the discussion questions located at the end of the case you selected.Include what therapeutic approach you would apply in this case, and explain why you chose it.Describe the ethical issues you may encounter, as well as how you intend to approach them.

Format your paper consistent with APA guidelines.

Borderline Personality Disorder

   Assignment Content Review the “Should I Live, Should I Die? Understanding Borderline Personality Disorder” video, located in the Week 3 Electronic Reserve Readings.
Write a 1,050- to 1,400-word reflection on the individual’s behavior in the case study. Include the following:
Describe the behaviors the individual is exhibiting that relate to borderline personality disorder. Identify aspects of the individual’s life that may have contributed to the development of this disorder. Describes possible treatments for this individual. Identify special considerations for managing an inmate with this diagnosis in the correctional setting. Include a minimum of two sources.
Format your paper consistent with APA guidelines.
Submit your assignment.
Resources
Center for Writing Excellence Reference and Citation Generator Grammar and Writing Guides
Borderline Personality Disorder Newhill, C. E., Eack, S. M., & Mulvey, E. P. (2009). Violent behavior in borderline personality. Journal of Personality Disorders, 23(6), 541-554. Sansone, R. A., & Sansone, L. A. (2009). Borderline personality and criminality. Psychiatry, 6(10), 16-20. Sansone, R. A., & Sansone, L. A. (2012). Borderline personality and externalized aggression. Innovations in Clinical Neuroscience, 9(3), 23-26. Sansone, R. A., & Sansone, L. A. (2010). Fatal attraction syndrome: Stalking behavior and borderline personality. Psychiatry, 7(5), 42-45. Schaffer, Y., Barak, O., & Rassovsky, Y. (2015). Social perception in borderline personality disorder: The role of context. Journal of Personality Disorders, 29(2), 275-288.

Nursing Informatics Competencies

Nursing Informatics Competencies

Today’s fast-paced health care environment demands nurses to be skilled not only in their clinical practice or specialty area but in the use of technology tools that improve practice and lead to better patient care. Basic and advanced technology competencies are required and expected as technology increasingly touches and changes the job of every nurse. Numerous organizations, including the American Nurses Association (ANA), the American Medical Informatics Association (AMIA), and Healthcare Information and Management Systems Society (HIMSS), have developed nurse-specific technology competencies. The challenge for nurses is to identify both needs and training opportunities.

In this Discussion, you identify the role informatics plays in your professional responsibilities. You pinpoint personal gaps in skills and knowledge and then develop a plan for self-improvement.

To prepare:Review Nursing Informatics: Scope and Standards of Practice in this week’s Learning Resources, focusing on the different functional areas it describes. Consider which areas relate to your current nursing responsibilities or to a position you held in the past. For this Discussion, identify one or two of the most relevant functional areas.Review the list of competencies recommended by the TIGER Initiative. Identify at least one skill in each of the main areas (basic computer competencies, information literacy competencies, and information management competencies) that is pertinent to your functional area(s) and in which you need to strengthen your abilities. Consider how you could improve your skills in these areas and the resources within your organization that might provide training and support.

Post on or before Day 3 the key functional area(s) of nursing informatics relevant to your current position or to a position you recently held, and briefly describe why this area(s) is relevant. Identify the TIGER competencies you selected as essential to your functional area(s) in which you need improvement. Describe why these competencies are necessary and outline a plan for developing these competencies. Include any resources that are available to you within your organization and the ways you might access those resources. Assess how developing nursing informatics competencies would increase your effectiveness as a nurseReadingsAmerican Nurses Association. (2015). Nursing informatics: Scope & standards of practice (2nd ed.).Silver Springs, MD: Author.”Functional Areas for Nursing Informatics” 

This chapter describes the key functional areas of nursing informatics. It also clarifies the roles of informatics nurse specialists and informatics nurses. “Informatics Competencies: Spanning Careers and Roles“

This chapter details an informatics competencies matrix that has been developed by reviewing research. It outlines best practices for successful use of health information technology.McGonigle, D., & Mastrian, K. G. (2012). Nursing informatics and the foundation of knowledge (Laureate Education, Inc., custom ed.). Burlington, MA: Jones & Bartlett Learning.Chapter 8, “Nursing Informatics Roles, Competencies, and Skills”

This chapter details the roles, competencies, and skills that ensure effective nursing informatics practice. The text also details the future of nursing informatics.Chapter 9, “Information and Knowledge Needs of Nurses in the 21st Century”

In this chapter, the author emphasizes the need for embedding the core concepts and competencies of informatics into the practice of nurses. The chapter describes how this integration of concepts and competencies is necessitated by the integration of clinical information technologies into nursing practice.Wakefield, M. K. (2008). The Quality Chasm series: Implications for nursing. In R. G. Hughes (Ed.), Patient safety and quality: An evidence-based handbook for nurses (Vol. 1, pp. 47–66). Rockville, MD: U. S. Department of Health and Human Services. Retrieved from http://www.ncbi.nlm.nih.gov/books/NBK2677/  Pages 12–19

This chapter discusses four of the Institute of Medicine’s reports on the quality and safety of health care. Specifically, the chapter focuses on the issues, concepts, findings, and recommendations of To Err Is Human, Crossing the Quality Chasm, Health Professions Education: A Bridge to Quality, and Quality Through Collaboration: The Future of Rural Health Care.Cheeseman, S. E. (2011). Are you prepared for the digital era? Neonatal Network, 30(4), 263–266.
Retrieved from the Walden Library databases.

This article explores the application of health information technology (HIT) in neonatal intensive care units. In addition, the article highlights national initiatives advocating for the implementation of HIT throughout the health care delivery system.AMIA. (2012). AMIA. Retrieved from http://www.amia.org/

This homepage of AMIA (formerly known as the American Medical Informatics Association) details the activities of the AMIA, including its publications, programs, events, and policies.Healthcare Information and Management Systems Society. (2012a). Healthcare Information and Management Systems Society. Retrieved from http://www.himss.org/

This homepage of the Healthcare Information and Management Systems Society displays research conducted by HIMSS and introduces various tools, events, and resources for professional development.Healthcare Information and Management Systems Society.(2012b). Resources/reports. Retrieved from http://www.thetigerinitiative.org/resources.aspx

This page of the TIGER website contains a list of resources and reports related to the development and implementation of technology informatics.Healthcare Information and Management Systems Society.(2012c). The TIGER initiative. Retrieved from http://www.thetigerinitiative.org/

This site includes information on the phases of the TIGER Initiative and includes related resources and reports, opportunities for strategic partnerships, and general information about TIGER.Technology Informatics Guiding Educational Reform. (2009). TIGER informatics competencies collaborative final report. Retrieved from http://tigercompetencies.pbworks.com/f/TICC_Final.pdf

This text details foundational informatics competencies that nurses should possess in order to meet standards of providing safe, quality, and competent care. In particular, this article specifies requirements for nurses in the areas of basic computer competencies, information literacy, and information management.The TIGER Initiative. (2009). Informatics competencies for every practicing nurse: Recommendations from the TIGER collaborative. Retrieved from http://www.thetigerinitiative.org/docs/TigerReport_InformaticsCompetencies.pdf

This report supplies the findings and recommendations of the Informatics Competencies Collaborative Team. The text describes the background, methodology, findings, and recommendations for future work as stated by the team.Quality and Safety Education for Nurses. (2012). Quality and Safety Education for Nurses. Retrieved from http://www.qsen.org/

This homepage supplies information on quality and safety competencies, teaching strategies, faculty resources, pilot schools, and QSEN Consultants.MediaLaureate Education, Inc. (Executive Producer). (2012d). Health information technology competencies. Baltimore, MD: Author. 

Note: The approximate length of this media piece is 10 minutes.

This video features interviews of Katie Skelton, Doris Fischer, Carina Perez, Shannon Mori, and Carmen Ferrell. They explain key skills and competencies that will allow nurses to capitalize on the benefits of health information technology in the health care setting.Optional ResourcesSchleyer, R. H., Burch, C. K., & Schoessler, M. T. (2011). Defining and integrating informatics competencies into a hospital nursing department. CIN: Computers, Informatics, Nursing, 29(3), 167–173.
Retrieved from the Walden Library databases.