write about your overall feelings about the government having a role in health-related behaviors. Identify benefits and risks of government involvement in promoting health and healthy behaviors. What forms of government involvement make the most sense to you? The least?

Here is a recipe for
Cheddar Corn Chowder
Ingredients
    8 ounces bacon, chopped
    1/4 cup olive oil
    6 cups chopped yellow onions
    4 tablespoons butter
    1/2 cup flour
    2 teaspoons salt
    1 teaspoon black pepper
    1/2 teaspoon turmeric
    12 cups chicken stock
    6 cups medium-diced white potatoes
    10 cups corn kernels
    2 cups half-and-half
    1/2 pound sharp white cheddar cheese, grated

Select two ingredients to make the most significant changes to macronutrients to make this recipe healthier, but maintain the flavor and taste as well as be appropriate for corn chowder.

Name your two ingredients, explain how you are going to make modifications to each of the two ingredients and discuss the nutrient changes as a result.

Remember you are modifying ingredients and not decreasing or reducing the amount of the ingredient.

For each scenario below, outline the appropriate patient teaching you would perform.

1. Osteoarthritis

An established patient with a history of osteoarthritis is undergoing ongoing therapy, which includes drug therapy and gentle exercise regimen. The patient is discouraged because of increased pain and loss of mobility. The physician instructs you to provide printed information regarding therapeutic diets and exercise for the patient. In addition, you are to review intended effects of the prescribed drug therapy. How do you handle this patient-teaching opportunity?

2. Lyme Disease

A male patient has been diagnosed with Lyme disease. Antibiotic therapy has been prescribed. The patient has been told to return for a checkup in 1 week. The physician asks you to provide the patient with printed information concerning therapy that is advised in the treatment of this condition. How would you handle this patient-teaching opportunity?

3. Gout

An individual has been diagnosed with gout. The physician has instructed you to provide the patient with printed information regarding therapy for treatment of gout. How do you approach this patient-teaching opportunity?

4. Osteoporosis

An older woman has been diagnosed with osteoporosis. The physician asks you to provide the patient with printed information concerning therapy that is advised in the treatment of this condition. How do you handle this patient-teaching opportunity?

5. Fractures

An individual has a fracture of the ulna and radius at the wrist. A cast was placed on the area a few weeks earlier, and the patient is now requesting additional information about therapy for the hand, wrist, and arm. The physician has explained the anticipated therapy to the patient and asks you to review this information with him or her. How do you handle this patient-teaching opportunity?

What is meant by “non-drug” and “non-health” interventions and why are these types of interventions necessary to reduce the harmful effects of substance use and abuse in populations?

DISCUSS safety issues regarding capillary puncture. Consider safety for both the patient and health professional. Consider proper handling of sharps, skin prep, post puncture care, disposal of contaminated supplies, exposure to blood born pathogens and OPIM, etc.

David, who has suffered from ALS for 20 years, is now hospitalized in a private religious hospital on a respirator. He spoke with his physician before he became incapacitated and asked that he be allowed to die if the suffering became too much for him. The physician agreed that, while he would not give David any drugs to assist a suicide, he would discontinue David's respirator if asked to do so. David has now indicated through a prearranged code of blinking eye movements that he wants the respirator discontinued. David had signed his living will before he became ill, indicating that he did not want extraordinary means keeping him alive. The nursing staff has alerted the hospital administrator about the impending discontinuation of the respirator. The administrator tells the physician that this is against the hospital's policy. She states that once a patient is placed on a respirator, the family must seek a court order to have him or her removed from this type of life support. In addition, it is against hospital policy to have any staff members present during such a procedure. After consulting with the family, the physician orders an ambulance to transport the patient back to his home, where the physician discontinues the life support.

USING THE CASE STUDY ABOVE ANSWER THESE QUESTIONS

VI. Assess the consequences. Identify short-term, long-term, positive, and negative consequences for the major alternatives. The short-term gain or loss is often overridden when long-term consequences are considered. This step often reveals an unanticipated result of major importance.

VII. Make a decision. The consequences are balanced against one’s primary principles or values. Always double-check your decision

Mr. Franz is experiencing erectile dysfunction and is seeking treatment.

1. What information would you need to gather about him to help determine the best course of action (what sorts of things can cause erectile dysfunction)?

2. He has been prescribed viagra. What important teaching does he need? What are the side effects and interactions? What would he need to report to the prescriber?

What is the importance of data and decision making in informatics?

10 Instructional Strategies Differentiated instruction is dependent on a plethora of eclectic learning experiences that are designed to engage learners. Having a collection of instructional strategies is the foundation for success in all classrooms. Highly effective teachers do not solely rely on a lecture. For the10 Instructional Strategies assignment, you will create a list of 10 strategies you can USE with YOUR students and organize the strategies by themes. 1 - Technology 2 - Manipulatives Use a variety of resources to compile your list.

Each of the entries will include the title and five bullet points describing the activity in detail.

For example: Mind-mapping (The title of the strategy is to be numbered and in bold font. The bullets below give the procedure/directions for the strategy.)

As a class, students will silently create a web of ideas

First, I will place the topic in a circle at the center of the board

Students will stand at the board and add ideas using dry erase markers

There is no talking during the creating of the web; students collaborate cognitively as their thoughts inspire other's thoughts

The discussion takes place after an appropriate amount of ideas have been written on the board

Please answer these questions in your own words as best as you can.

PART 1

1.What is cultural broking?

2.Who are cultural brokers, and how do they impact patient/ provider services?

3.How are you practicing cultural broking?

4.In what ways can you improve your service to patients?

PART 2

1. How can we be better cultural brokers as health care providers?

2. Give me two examples of ways you can impact patient/provider services.

The topic of choice is Postpartum Depression and the psychological changes that occur

Ensure the following questions are addressed in each summary:

1. What type of research is it (quantitative, qualitative, and design)?
2. What was the research question(s) or hypothesis?
3. What is the sample, the sample size, and sample attributes?
4. What was the setting of the study?
5. What were the researcher’s findings? (Identify one.)

Jennifer Collins, 13 years old, is admitted to the pediatric floor with a diagnosis of probable acute rheumatic fever.

a. What would the nurse include when performing an initial assessment?

b. What tests would the nurse expect to be done on Jennifer?

The diagnosis of acute rheumatic fever is confirmed.

c. What would the nurse be sure to include in the discharge teaching plan for Jennifer and her family?

David, who has suffered from ALS for 20 years, is now hospitalized in a private religious hospital on a respirator. He spoke with his physician before he became incapacitated and asked that he be allowed to die if the suffering became too much for him. The physician agreed that, while he would not give David any drugs to assist a suicide, he would discontinue David's respirator if asked to do so. David has now indicated through a prearranged code of blinking eye movements that he wants the respirator discontinued. David had signed his living will before he became ill, indicating that he did not want extraordinary means keeping him alive. The nursing staff has alerted the hospital administrator about the impending discontinuation of the respirator. The administrator tells the physician that this is against the hospital's policy. She states that once a patient is placed on a respirator, the family must seek a court order to have him or her removed from this type of life support. In addition, it is against hospital policy to have any staff members present during such a procedure. After consulting with the family, the physician orders an ambulance to transport the patient back to his home, where the physician discontinues the life support.

I. Determine the facts by asking the following questions: What do we need to know? Who is involved in the situation? Where does the ethical situation take place? When does it occur?

II. Define the precise ethical issue. For example, is it a matter of fairness, justice, morality, or individual rights?

III. Identify the major principles, rules, and values. For example, is this a matter of integrity, quality, respect for others, or profit?

IV. Specify the alternatives. List the major alternative courses of action, including those that represent some form of compromise. This may be a choice between simply doing or not doing something.

V. Compare values and alternatives. Determine if there is one principle or value, or a combination of principles and values, that is so compelling that the proper alternative is clear.

VI. Assess the consequences. Identify short-term, long-term, positive, and negative consequences for the major alternatives. The short-term gain or loss is often overridden when long-term consequences are considered. This step often reveals an unanticipated result of major importance.

VII. Make a decision. The consequences are balanced against one’s primary principles or values. Always double-check your decision.