Analyze the following case: A perfect storm brewing in the global beer business: A Perfect Storm Brewing in the Global Beer Business Rutishauser, G. E., Rickert, S., & Snger, F. (2015, June 1). A perfect storm brewing in the global beer business. McKinsey & Company. . Submission Instructions: The case analysis should be 800 words in length with at least 1 reference. The analysis is to be clear and concise and students will lose points for improper grammar, punctuation, and misspelling.
Category: uncategorised
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Author’s writing strategy
NEED TO MAKE AN EASSY WITH RULE APA.Attached Files (PDF/DOCX): Week 5 Assignment 51 Submit your argument essay.docx
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Health Promotions
Part 2: The second part of your paper will include your original ideas (no references needed) for a DREAM environment for your patients. Promoting a DREAM environment for a nurse isnt too much of a stretch, right? Im sure you can think of lots of ways to improve the work environment for yourself and colleagues. However, lets think about the care setting for our patients. We give potatoes to diabetics. We wake up patients all night long to check on them. We have patients stay in bed because we dont want them to fall, eliminating their access to fresh air. What would your dream patient environment look like? Your ideas need to be on-site and not something that is currently in use (e.g., silent night to promote rest cannot be used). Add this section to Part A of your paper that you completed in the previous week.
Here are examples of some ideal health promotion environment papers: ,
Part 3: The third part of this assignment will include a visual representation of your DREAM environment. You dont have to be an artist, but this is your chance to get creative within your comfort level and skill set. Here are some ideas:
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- WordCloud (fun and free within Microsoft Word)
- A small poster using DREAMS idea prompts (take a picture and post)
- A dream or vision board
- Pictures (drawn or cut out) on a poster to prompt your discussion
- A mood board or collage
- A PowerPoint or Google Slides picture
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- Here are some examples of student’s visual representations from past terms: , , ,
Your visual representation must include all six components of the DREAMS acronym to receive credit. You need to address DREAMS for the nurse and the patient. You will not receive any credit for presenting any type of text-based paper, which is only for Part 1.
This part of the assignment is also due in Module 3. When you submit your visual representation, we will also have an all-class discussion so we can DREAM together!
Format
- Each part of your paper (nurse and patient) will be formatted the same way: In a two-to-three page Word document (not including the title page), write out in paragraph form how you would promote health DREAMS for the nurse (Part 1) and then for the patient (Part 2) using the following acronym:
Diet
Rest
Exercise
Attitude
Mindfulness
Stress reduction - Again, you will address health promotion in the workplace in two parts: Part 1 will be about the nurse, and Part 2 will be about the patient.
- Part 1 is due in Module 2. Parts 2 and 3 (the visual representation) are due in Module 3.
DUE
Parts 2 and 3 of this assignment will be due by Sunday
Requirements: See instructions
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(2) Replies
Each reply must be at least 250 words.
Do not just say good job or I learned something from your post. Replies are not a cheering
exercise. Instead, your replies must be substantial, reflecting what you learned from reading the
post, offering an extension, or correcting a mistake. Use what you learned in researching for your
post (or knowledge gained from other classes or personal experience) to either supplement or
critique the post you are writing about. You do not have to include any references for your
replies.
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wk 6 musculoskeletal
- Which anticipatory guidelines will you consult (if any) for this particular disease process?
- How will a proactive/anticipatory approach to diagnosing, treating, and managing this disease process affect your consideration of the following:
- Prevention of the progression of the disease or comorbid issues
- Empowerment of self-management for the patient
- Anticipatory guidance such as labs, vaccines, testing (Digital rectal exams, mammography, Pap smears, colonoscopy, etc.)
- Patient education and referral to interdisciplinary professionals (specialists, nutrition, rehab, physical therapy, support groups, etc.)
****NO INTRODUCTION OR CONCLUSION NEEDED****
Joanna McMillan is a 59-year-old, female patient with complaint of joint pain. For several years she has had stiffness in the morning and after she sits for a while, has a slight pain when getting up from sitting, but things have changed. Now she has begun having pain that is affecting her life. Her right hip and left knee are swollen and painful after even short periods of ambulation. She states, This is going to sound weird, but I feel like my right hip joint is loose. Like it just needs tightening up to work right. My left knee sounds like an old set of creaking stairs when I walk, and sometimes it feels like it is stuck. Can you help me?
Myrtle Stine is a 44-year-old, female patient with complaints of joint pain. She started noticing morning stiffness, increased fatigue, bilaterally swollen hand joints, and pain several months ago. It has started to get worse, and she now has hard bumps on 3 of her finger joints. She enjoys a number of crafts, such as crochet, and the issue has caused her to be unable to finish the blanket that she started for her daughter, due to the pain. She rates her pain during the day from 2 to 6/10.
Henry Schmidt is a 37-year-old, male, dock foreman who presents with a complaint of pain in his lower back. This is his third visit this year for the same complaint. He has had imaging that shows no bony issues, misalignments, or other diagnosable problems to which the pain can be attributed. He states that the scheduled ibuprofen, muscle relaxers, topical ointments, ice, and heat are not working. Your check of the Controlled Substances Monitoring Database (CSMD) shows that he has regularly received prescriptions totaling 60 MMEs per day from two different providers outside of your practice. Mr. Schmidt states that his pain ranges from 4 to 8/10 throughout the day.
Helene Michie is a 58-year-old female patient who is healing from a foot fracture sustained 6 weeks ago after tripping over her dog, Pepper. This is her second fracture in the last year, and she remarks that she never had a broken bone in her life until she was nearly finished with menopause symptoms.
Ryan Armstrong is a 40-year-old male patient who arrives with a complaint of bilateral hand pain. Ryan works as a welder in a wood burning stove factory. He completes 100s of welds per day in a very repetitive pattern. He has experienced pain with movement for about 6 months, but it is getting worse. It has begun to impact his precision and production in his job.
The disease processes for week six are as follows:
- Rheumatoid Arthritis
- Chronic Back Pain
- Osteoporosis
- Osteoarthritis
- Carpal Tunnel Syndrome.
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Participation Activity 2
Impact of Substance Exposures on the Developing Fetus (Lecture 7): As marijuana is being decriminalized and legalized in more places, use has increased. Additionally, some women report using it to treat morning sickness. Based on the readings, what do you think about its use? Write a paragraph clearly stating your opinion and cite class readings.
Instructions for Participation Activities:
The instructions for participation activities are detailed in full in your syllabus – important points are as follows:
- Write a paragraph response between 350-500 words in length
- Indicate which reading or what course content you are using for your answer (does not need to be a formal citation)
- Each participation activity is graded on a scale of 0-10 points (2 points for readability/spelling/grammar, 4 points for fully answering the question, and 4 points for including info from your reading)
- Your 2 lowest participation activity grades will be dropped so your top 6 out of 8 activities will count toward your final grade
- The due date will be clearly marked on the syllabus and in brightspace.
- Make sure that you are answering the prompt question and not simply summarizing the readings or lecture content
- Clearly indicate when you are using a course reading to support an idea so that you receive credit for the third section of the rubric (e.g., “As discussed in the Zeanah chapter…”)
- For Activity 2 (and all activities going forward), use the readings from the due date for the activity. So for Participation Activity 2, due on 2/10, use the required and/or optional readings from the “Impact of Substance Exposures on the Developing Fetus” lecture.
Attached Files (PDF/DOCX): Week 4 Class Prep and Engage (2026.docx, Policy Research Handout (2026).docx, POLICY ANALYSIS.docx, Chapter 5.pdf
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Assessment 1 4055
This first assessment is the research and background information for the presentation you will give in your last assessment. Consider this the nursing process for your chosen community (assessment, diagnostics, planning, interventions, and evaluation). The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to plan a learning experience focused on health promotion associated with the specific community health concern you selected from the provided document. Such a plan defines the critical elements of who, what, when, where, and why that establish the foundation for an effective clinical learning experience for the participants. Completing this assessment will strengthen your understanding of how to plan and negotiate individual or group participation. The two windshield survey worksheets will be critical steps in completing this assessment. This assessment is the foundation for the implementation of Assessment 4, Health Promotion Plan Presentation.
Complete the following:
- Assess your chosen community to include socioeconomic and demographic data such as location, lifestyle, age, race, ethnicity, gender, marital status, income, education, employment. (Complete the windshield surveys first.)
- Choose a specific health concern or health need from the as the focus of your health promotion plan for your chosen community. Then, analyze a population within your community with the health concern or need you’ve chosen to focus on and the best practices for health improvement, based on supporting evidence. Consider underlying assumptions and points of uncertainty in your analysis.
- Describe in detail the characteristics of your chosen community who will be the audience for the activity you are planning and how those characteristics are relevant to what you’ve learned about the targeted population. Describe in detail the relevant information of who within this community is affected by your chosen health issue.
- Explain why the population you are focusing on in your community is predisposed to this health concern or health need and why they can benefit from a health promotion educational plan. Consider the factors that contribute to health, health disparities, and access to services. Support your conclusions with relevant population health and demographic data.
- Based on the health concern for your individual or group, discuss what you would include in the development of a sociogram. Take into consideration possible social, economic, cultural, genetic, and/or lifestyle behaviors that may have an impact on health as you develop your educational plan in this assessment. You will take this information into consideration when you present your educational plan in Assessment 4.
- Identify your chosen individual’s or group’s potential learning needs. Imagine the input of your audience if you were collaborating with the individual or group to establish the SMART goals that would be used to evaluate the education session (Assessment 4).
- Identify the individual or group’s current behaviors, outline clear expectations for this educational session, and offer suggestions for how the individual or group needs can be met. Health promotion goals need to be clear, measurable, and appropriate for this activity and audience. Consider goals that will foster behavior changes and lead to the desired outcomes.
Be sure to apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.
- Write with a specific purpose and audience in mind.
- Adhere to scholarly and disciplinary writing standards and APA formatting requirements.
Read the performance-level descriptions for each criterion in the scoring guide to see how your work will be assessed.
Your assessment should also meet the following requirements:
- Document format and length: Your health promotion plan should be 46 pages in length.
- Supporting evidence: Support your health promotion plan with peer-reviewed articles, course study resources, and Healthy People 2030 resources. Cite at least three credible sources published within the past 5 years using APA format.
Attached Files (PDF/DOCX): assess 1 info 4055.pdf
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Poem Explication
In a well thought and presented essay of about 1400-1500 wordsnot including quotations, in-text citations, or Works Cited(about 5-6 pages) explicate a poem from the list. Explication is a type of analysis that focuses on the work of literature chronologically. When analyzing a poem, you should probably go with the formalist critical approach. Identify the theme of the poem and in your explication support this theme by breaking the poem down sentence by sentencestanza by stanza, line by line, word by wordexploring the meaning and how it works within your theme. Explication for poetry requires a close focus on the language of the poem, so use The Oxford English Dictionary found in the library database; in fact, you are required to use at least 6 definitions of words in your selected poem to support your explication of the poemfollowing MLA guidelines for documentation. If the definition you provide is the obvious definition (one that most people already know), it doesnt really add much insight into the poem. -
Cou667
SAFE-T Risk Assessment and Diagnostic Formulation for Social Anxiety Emily is a 24-year-old student who is a first-generation college student and who shows the symptoms of social anxiety disorder, such as avoidance, physiological distress, rumination, and academic impairment. The analysis of Step 1 of the SAMHSA SAFE-T model showed the following risk factors: social isolation, chronic anxiety, low self-esteem, rumination, academic problems, and pressure in the family. The themes of family involvement, educational goals, non-substance use, and willingness to support are defined as step 2 protective factors. Step 3 would include direct and compassionate questioning regarding suicidal ideation as a way of eliminating hidden risk (Ryan & Oquendo, 2020). Step 4 assists in outpatient therapy, which aims at anxiety management, and Step 5 is concerned with documentation and follow-up. Based on the Suicide Crisis Intervention Model, cognitive reframing and grounding schemes would assist Emily to dispute catastrophic social scripts and control physiological arousal when encountering feared individuals. Her Mental Status Examination (MSE) would indicate anxious mood, limited affective state, coherent thinking, intact thinking, and preoccupation with perceived social breakdowns. The diagnoses of these results are diagnostically relevant as her non-participative, physiological agitation, and loss of functionality are associated with the DSM-5-TR requirements of social anxiety disorder with potential comorbidities of depression or generalized anxiety. In the context of cultural factors, the family pressure on Emily to perform better and criticize herself as a first-generation student can amplify the performance anxiety and self-criticism. There are two important ethical considerations, such as suicide risk monitoring and cultural sensitivity. I would use her family values in the treatment goals without violating autonomy in accordance with the ACA Code A.2.c. Based on the ACA Code B.2.a, I would engage in continuous suicide risk assessment and safety planning. Within the Christian world perspective, identity reinforcement beyond performance and infusion of faith-based coping, like prayer, are useful to strengthen hope, strength, and significance. References Ryan, E. P., & Oquendo, M. A. (2020). Suicide Risk Assessment and Prevention: Challenges and Opportunities. FOCUS, 18(2), 8899. Links to an external site. American Counseling Association. (2014). ACA code of ethics. Professor feedback Hello Adinnet Thank for all your work on this weeks discussion. Please see my comments below, and the attached video. God bless, Dj Well organized slides Clear delivery via video Risk Assessment -Linked the stressors and suicide risk social isolation, low self-esteem, rumination, family pressure. -Protective factors family involvement, educational goals, no substance usage; -I wondered what her risk would be, low? This will drive the interventions -Note if low, the discussion is a bit misleading, no real risk and do not need suicide interventions. Is there a crisis? I can see periodic check on it. The interventions offered are more for anxiety and thank suicide risk. MSE -I see good attention to mood, affect, thought process . . . See the link below to think about other MSE aspects as needed. See – Links to an external site. -Note that many times I will use WNL, within normal limits, when there are no issues in a specific areas such as speech, eye contact, motor activity, perceptions, thoughts as appropriate. Diagnostic Reasoning -Good to link the MSE to anxiety disorder but try not to say she meets criteria yet. Need a full battery of assessments which is part of the MSE. See the CPAD assignment assessment section to get an idea of what I am aiming to describe. -Note, the MSE may not have any data that links to diagnosis, or it may not point to the presenting problem but a different diagnosis. -When looking at assessment data to collect, think about the specific criteria and use of assessment such as level 1 cross-cutting scores that give specific questions to meet criteria and have severity measures as well Links to an external site. -Also, when conducting the assessment session (s), always look for the following signs, symptoms their frequency, severity, duration, course, location, and evidence of impairment. These are the essential ingredients for a DSM-5TR diagnosis. Cultural Aspects (2 issues) -First generation college student -ACA code offered with cultural sensitivity, ongoing suicide risk offered, safety planning -Christian Worldview remove beyond performance, spiritual disciplines to bring about hope, resilience. Common APA -Race is uppercase such as Black, White -Italic for website titles, journal titles and their volume, and book titles. -Disorders, diseases, and theories are lowercase unless proper noun. For example, Adlerian is uppercase but psychodynamic is not. A disease or disorder is lowercase such as major depressive disorder, general anxiety disorder, or hyperthyroidism. -How to cite the DSM-5TR – Links to an external site. PowerPoint Instruction The Diagnostic Presentation Discussion is designed to help you integrate your understanding of the client’s intake process, theoretical foundations, and cultural considerations to justify the diagnosis for your AI-generated client case study. You will refer to the DSM-5-TR and scholarly literature to apply the corresponding diagnostic criteria relevant to your client. In your presentation, clearly and briefly identify your clients presenting problems, background information, gender, and culture. Additionally, be sure to match the clients presenting problem and symptoms with the diagnostic criterion. You are also required to support each criterion listed with examples of how it meets your clients specific needs and concerns. Because the AI-generated information may be limited, you are expected to identify and fill in any missing details using your clinical reasoning and creativity. This assignment will help you understand both the purpose and process of using the DSM-5-TR in clinical diagnosis. Your PowerPoint presentation must be recorded as if you are presenting live to the class. Instructions Based on the Sperry and Sperry reading for Module 3, prepare 5-8 slides that define the following topics with application for how you would approach an interview for your AI generated client (approved week 1) you will be using for your case study. Slide 1 client demographic information, important historical information and presenting problems. Slide 2 – Deductive reasoning (define and provide at least 3 questions you would use to interview your client to assess symptoms related to the diagnostic criteria). Slide 3 – 5 – Client Diagnosis (refer to DSM-5/TR criteria and list criteria met with examples) (you may use more than one slide if needed). Slide 4-6 -Inductive reasoning (define and provide possible Theoretical Orientation which can help guide and frame the assessment, case conceptualization and treatment plan for your client, briefly justify the orientation as appropriate to the presenting client and diagnosis). Slide 5-7 Cultural Formulation (CF) Using elements of CF Listed in Sperry and Sperry (table 3.3, p.49) briefly describe your client through these elements and include spiritual and religious considerations. Slide 8 – References This presentation should be 5-8 slides (not including title and references slides). The slides should not include excessive text in the slides. Utilize the notes section in the presentation to detail what you would say if you were presenting this information to a group, including at least 100 words in the notes section of each slide. Refrain from thorough details for this presentation as you are preparing for future development for Case Study Assignments (CPAD, CPCC, CPTP and CPF). Each slide should use appropriate graphics and be aesthetically pleasing. In a 8-12 minute recorded presentation, present your slides as if you were presenting live to the class and record your presentation (can use a record feature in PPT). Submit to discussion board: You will submit your recording link or embed video and attached PPT as your discussion. The DSM-5/TR and at least 1 other scholarly reference is required for this assignment. Please review the Discussion Assignment Instructions Download Discussion Assignment Instructions before posting. You may also click the three dots in the upper corner to Show Rubric. Discussion Thread: Diagnosis Presentation Resources What is a z-code and how to use them Download What is a z-code and how to use them Additional Clarification for DSM-5 Diagnosis. Download Additional Clarification for DSM-5 Diagnosis. Diagnosis Example of Penny Download Diagnosis Example of Penny