Category: Wellness

safer drug consumption services is the topic

and the research question is it ethical to implement safer drug consumption services as a public health effort

also need google slides to match the paper

Use the following research question and guidelines to write a 5-7 page research paper with at least 4 creditable sources: Does the ethical obligation to protect athletes from concussions outweigh their right to decide whether to wear protective headgear in competitive sports?

Click on the link below about The Importance of Mental Health among College Students. Think about your own mental health and that of your friends at GSU. Write about your feelings in a 2 page summary including your suggestions based on the report below. Should be your feelings!

Topic; Human Participating in drug trials

Research Question: Ill patients should have the fundamental right to access unproven experimental drugs, even if it may compromise the scientific integrity of the clinicla trial process

Affirmative Article;

1.

1. The terminally ill, access to investigational drugs, and FDA Rules | Journal of Ethics | American Medical Association. (n.d.).

A. Human participating in drug trials

B. Is it ethical to provide terminally ill patients access to experimental drugs?

This research question is really controversial it can be debateable as well. The issue of giving experimental drugs to terminally ill patients raises many ethical questions. it may help patients gain more time or improve their quality of life. Experimental drugs may cause serious side effects or worsen the patients condition

C. The AFFIRMATIVE position in this debate or controversial would argue in favor of providing terminally ill patients to access drugs emphasizing the patients rights to potentially life saving treatment.

4: Article Summary

• In Paragraph 1: Fully describe what the main points of the article include.

Abigail Burroughs was diagnosed with head and neck cancer in her late teens. After a year of treatment, standard therapies failed, and her doctors suggested an experimental cancer drug meant for colon cancer patients. However, she was unable to participate in a clinical trial due to her declining health and died at 21. To honor her, her father created the Abigail Alliance to advocate for terminally ill patients’ access to experimental drugs. He sued the FDA for expanded access, raising legal questions about the right to experimental therapies and the risks terminally ill patients might take. The case U. S. v Rutherford (1979) involved patients seeking to use Laetrile, a drug blocked by the FDA, believing it was their last hope.

• In Paragraph 2: You MUST also provide information to describe how this article takes the AFFIRMATIVE position of the Debatable Research Question on this topic.

The U. S. Court of Appeals for the District of Columbia considered the case Abigail Alliance for Better Access to Developmental Drugs v. Von Eschenbach nearly 30 years after a similar issue arose. The alliance challenged the FDA’s procedures for accessing developing drugs for terminally ill patients, claiming they were ineffective and demanded greater rights. A three-judge panel ruled in favor of the alliance, asserting that terminally ill patients have a fundamental right to access experimental therapies after phase I testing. They based this on the due process clause of the Fifth Amendment, highlighting a tradition of individual control over ones body. The court noted that while drug regulation is relatively new, the right to make personal medical decisions has deep historical roots.

Dissenting Article

1. Article Link

2. APA Reference

Zettler, M. E., Jeune-Smith, Y., Feinberg, B. A., Phillips, E. G., & Gajra, A. (2021, November). Expanded access and right to try requests: The Community Oncologists Experience. JCO oncology practice.

3. Research Question Information

A. Exact Approved Debatable Research Question:
Should terminally ill patients access unproven experimental drugs?

B. Explanation of the Dissenting Position:
The dissenting position argues that terminally ill patients should not have broad access to unproven experimental drugs outside of controlled clinical trials. This perspective maintains that such access may expose vulnerable patients to serious safety risks, false hope, financial exploitation, and treatments that have not been proven effective or safe through proper scientific testing.

Paragraph 1:
The article examines how the U. S. obtain investigational drugs for cancer patients who have run out of approved treatments using the Expanded Access (EA) program and the Right To Try law. A survey of 238 physicians found that 46% attempted EA and only 14% attempted Right To Try, with higher success rates for EA. Many physicians also had gaps in understanding, such as underestimating the FDA approval rate for EA requests.

Paragraph 2:
This article challenges the belief that Right To Try laws significantly improve access to investigational treatments for cancer patients. It argues that while supporters say these laws reduce regulatory barriers, data reveals that Right To Try is used less frequently and is less successful than the existing Expanded Access (EA) pathway. Many physicians lack understanding of the differences between these pathways.

Wellness plays an important role in a persons overall health and daily functioning. I would like to understand the different dimensions of wellness, such as physical, mental, emotional, and social aspects. How do these areas connect with each other, and why is it important to maintain balance among them? Additionally, what are some practical ways to improve and sustain overall wellness in everyday life

Creating an Emergency Action Plan (EAP)

DO NOT USE AI ON THIS ASSIGNMENT!

THIS ASSIGNMENT WILL BE RUN THROUGH SEVERAL AI CHECKERS. THIS INCLUDES THE USE OF GRAMMAR CHECKERS AND CORRECTORS. AI IN ANY SENSE IS NOT ALLOWED!

Project Overview

Students will develop an Emergency Action Plan (EAP) for a specific venue associated with a sports program. The EAP will detail emergency procedures, personnel roles, and necessary communication protocols to ensure athlete safety during emergencies. Please use the example project uploaded under modules as a reference.

Project Outline

1. Introduction

• Define the purpose of the EAP.
• Explain the importance of having an EAP in sports settings.

2. Emergency Personnel

• Identify key personnel involved in the emergency response (e.g., certified athletic trainers, coaches, emergency medical technicians).
• Describe the roles and responsibilities of each member.

3. Emergency Communication

• Outline the communication methods (e.g., mobile phones, fixed telephones).
• Specify the backup communication plan if primary methods fail.

4. Activating Emergency Medical Services (EMS)

• Detail the procedure for contacting EMS, including:
  • Emergency numbers to call (e.g., 911).
  • Information to be provided when making the call (e.g., nature of emergency, location).

5. Emergency Equipment

• List required emergency equipment available at the venue (e.g., AED, first aid kits).
• Explain the importance of equipment accessibility and operation.

5. Medical Emergency Transportation

• Describe the process for transporting injured individuals, including considerations for ambulance coverage.
• Identify designated routes for emergency access.

6. Non-Medical Emergencies

• Outline procedures for handling non-medical emergencies (e.g., severe weather, fire).

7. Roles of First Responders

• Define the roles of first responders during an emergency (e.g., who provides care, who contacts EMS).
• Discuss the importance of teamwork and clear communication.

8. Venue Maps

• Include maps of the venue showing key access points and locations of emergency equipment.
• Highlight storm safety locations.

9. Conclusion

• Summarize the importance of having a well-organized EAP.
• Encourage regular reviews and updates of the EAP.

Saya sering dengar banyak orang mengeluh soal “otak lemah” atau “pelupa”. Padahal, otak manusia itu supercanggih – bahkan kapasitasnya bisa mencapai 2.5 petabyte atau setara dengan 3 juta jam rekaman TV 8K!

Nah, yang bikin kita sering lupa itu bukan karena otak kita lemah. Tapi Justru karena otak kita terlalu pintar dalam memilah informasi. Dia cuma nyimpen hal-hal yang dianggap penting aja. Sisanya? Dibuang ke “recycle bin” otak.

Kenapa bisa gitu? Karena otak punya sistem filtering canggih. Kalo kita belajar sesuatu tapi dalam hati bilang “ah, ngapain belajar ini” atau “paling juga gak kepake”, otomatis otak bakal mengkategorikan informasi itu sebagai “gak penting” dan… yep, masuk recycle bin deh!

Tapi ada kabar baiknya. Kita bisa “hack” sistem ini dengan cara yang sederhana. Caranya? Ubah mindset kita waktu belajar sesuatu. Misalnya, kalo lagi belajar matematika, jangan cuma mikir “ini cuma buat nilai ulangan”. Coba pikirkan gimana rumus ini bisa bantu kita ngitung diskon belanja atau ngatur keuangan.

Saya kasih contoh ya. Waktu kecil, hampir semua dari kita hapal lirik lagu kesukaan kita kan? Padahal gak ada yang maksa kita hapalin. Itu karena otak kita nganggep itu “penting” – soalnya kita suka dan enjoy waktu dengerin atau nyanyiin lagu itu.

Sama kayak main game. Pemain game pro bisa hapal ratusan kombinasi tombol yang rumit. Kenapa? Karena mereka nganggep itu penting dan menyenangkan untuk dipelajari.

Nah, prinsip yang sama bisa kita terapin buat belajar. Caranya:

1. Cari tau manfaat praktis dari yang kita pelajari
2. Bikin belajar jadi menyenangkan (pakai mind mapping, video, atau cara kreatif lainnya)
3. Praktekin langsung ilmunya dalam kehidupan sehari-hari
4. Ajarkan ke orang lain – ini cara paling ampuh buat ingat sesuatu!

Yang paling penting, jangan stress soal “otak lemah”. Karena stress itu justru bikin hormon kortisol naik dan ganggu kerja memori kita. Santai aja, nikmatin prosesnya.

Learning Goal: I’m working on a Introduction to Health informatics

multi-part question and need support to help me learn.

Students are advised to make their work clear and well presented; marks may be reduced for poor presentation. This includes filling your information on the cover page.

Students must mention question number clearly in their answer.

Late submission will NOT be accepted.

Avoid plagiarism, the work should be in your own words, copying from students or other resources without proper referencing will result in ZERO marks. No exceptions.

All answered must be typed using Times New Roman (size 12, double-spaced) font. No pictures containing text will be accepted and will be considered plagiarism).

Submissions without this cover page will NOT be accepted.

Copying, plagiarism or theft is prohibited

And it will be from his own book

Performance Improvement Plan Part 2: Intervention Plan

Purpose

The purpose of the Performance Improvement Plan Part 2: Intervention Plan assignment is to allow students the opportunity to apply their knowledge of staff performance management to a real world situation. Using the pinpointed problem identified in Performance Improvement Plan Part 1 and the assessment results from the Performance Assessment assignments, students will research and select at least two interventions to improve staff performance in the identified context.

Steps

1. Research at least one Antecedent intervention and at least one Contingency intervention that would be appropriate for the improvement of the identified staff performance problem. The interventions must be based on the type of problem identified by the assessment. If more than one type of problem was identified, students have the option to select only one for this assignment or, for additional practice and feedback, choose all.

2. Include a report with the context, pinpoint, and negative outcomes from assignment 1 (5 points) and assessment results from assignment 2 (5 points).

3. Describe in detail what can be done to prevent the likelihood of the performance problem occurring. What changes can be made to prevent or reduce the problem (10 points)?

4. How will this intervention reduce the likelihood of the performance problem? Be specific and reference the type(s) of problem as identified in the Assessment (10 points).

5. Describe a new target staff performance behavior that will be reinforced with the contingency intervention. Put your new target behavior in boldface type. Make sure that it is operational (observable and measurable). Make sure that is directly related to both the original pinpointed performance problem and at least one type of problem as identified in the Assessment (10 points).

6. Describe how the new behavior impacts the positive outcomes; meaning, what company, coworkers, stakeholders, and/or client outcomes will be improved when the new staff performance behavior is increased (10 points).

7. Describe the intervention in detail. Explain:

• Whether the reinforcement is part of a Group Contingency, an Independent Contingency, or a Self-Management Contingency (5 points).
• What the reinforcement will be (5 points).
• Who will deliver it (5 points).
• When/how often it will be delivered (5 points).
• If there is a backup reinforcer, describe what it is, when how and by who it will be delivered
• Describe what data will be collected on the new target behavior and who will collect it (5 points).
• Provide a sample data sheet for the new target behavior (5 points).

8. Explain why you selected each intervention. This must draw a clear line between the type of problem identified in your assessment and the intervention selected. Please put this explanation in boldface type for each intervention (5 points)

Rubric

Performance Improvement Plan Part 2: Intervention Plan Rubric

Performance Improvement Plan Part 2: Intervention Plan Rubric

Criteria	Ratings	Pts
This criterion is linked to a Learning OutcomeInclude a report with the context, pinpoint, and negative outcomes from assignment 1 (5 points) and assessment results from assignment 2 (5 points).	10 to >0.0 ptsFull Marks0 ptsNo Marks	10 pts
This criterion is linked to a Learning OutcomeDescribe in detail what can be done to prevent the likelihood of the performance problem occurring. What changes can be made to prevent or reduce the problem	10 ptsFull Marks0 ptsNo Marks	10 pts
This criterion is linked to a Learning OutcomeHow will this intervention reduce the likelihood of the performance problem? Be specific and reference the type(s) of problem as identified in the Assessment	10 ptsFull Marks0 ptsNo Marks	10 pts
This criterion is linked to a Learning OutcomeDescribe a new target staff performance behavior that will be reinforced with the contingency intervention. Put your new target behavior in boldface type. Make sure that it is operational (observable and measurable). Make sure that is directly related to both the original pinpointed performance problem and at least one type of problem as identified in the Assessment	10 ptsFull Marks0 ptsNo Marks	10 pts
This criterion is linked to a Learning OutcomeDescribe how the new behavior impacts the positive outcomes; meaning, what company, coworkers, stakeholders, and/or client outcomes will be improved when the new staff performance behavior is increased	10 ptsFull Marks0 ptsNo Marks	10 pts
This criterion is linked to a Learning OutcomeWhether the reinforcement is part of a Group Contingency, an Independent Contingency, or a Self-Management Contingency (5 points). What the reinforcement will be (5 points). Who will deliver it (5 points). When/how often it will be delivered (5 points). If there is a backup reinforcer, describe what it is, when how and by who it will be delivered Describe what data will be collected on the new target behavior and who will collect it (5 points). Provide a sample data sheet for the new target behavior (5 points).	30 to >0.0 ptsFull Marks0 ptsNo Marks	30 pts
This criterion is linked to a Learning OutcomeExplain why you selected each intervention. This must draw a clear line between the type of problem identified in your assessment and the intervention selected. Please put this explanation in boldface type for each intervention	5 ptsFull Marks0 ptsNo Marks	5 pts
This criterion is linked to a Learning OutcomePass/No Pass	0 ptsa. Pass0 ptsb. No Pass	0 pts

Total Points: 85