Trade And Society

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 Trade has been an integral part of society since prehistoric times. It exists not only as a basis for the economy in a global market but ingrained in culture. However, trade can pose controversies in global health as health organizations try to balance sustainable community health strategies in economically and culturally diverse communities. Do you think that global health policies on trade are necessary to build community capacity and ultimately support the health of the community? Assess how a populations needs are met by discussing how trade can positively impact a community’s health. Provide two examples of goods or services as support. In contrast, discuss how trade can negatively impact a community’s health, providing support using two examples of goods or services.

Please provide at least two references

The bucket List

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The movie “The bucket List” is about a billionaire, Edward Cole, and a car mechanic, Carter Chambers. Edward Cole owns the hospital where Chambers and him shared a room together on the cancer unit. Although they are complete strangers but as time goes, they become closer. They also discovered they only had about a year to live. Chamber then begins a list that he titled “The Bucket List”, and they both decided that they should complete the list of things before they die. Against medical advice, they left the hospital and went on an adventure to complete the list. During the adventure, they lived more than they have in their many years of life. They experienced the Safari in Africa, skydiving, racecar driving, seeing the Pyramids and many more. Their journey showed the ultimate way to live during the final days of life.

 

Need a reply

Aging is portrayed in a positive way. Older adults are portrayed as being hopeful, regardless of the situation. Although at the beginning, Edward Cole is a man that would fit the stereotype that older adults are rude or grumpy but going forward it proved that isn’t always the case. Both Cole and Chamber didn’t want to sit in a hospital room and wait until they pass, like most older adults.

Personally, I would say I want the life that movie portrayed for the older adults because there were plenty of positive and healthy messages about aging in the film. For me it is better to live life to fullest at old age, than pass away with so many regrets.

The movie taught me the importance of living life to the full. Regardless of how old an individual is, it is important to feel as if you have accomplished something and have left positive impact on someone else; and that is exactly what both Chambers and Cole did in the movie. It was amazing to see such a lovely friendship portrayed. Although they did not know each other very long, their friendship allowed them to experience the world in such little time

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social determinants of health

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Community Assessment & Analysis

“Windshield Survey”

 

Purpose and Background Information

 

Nurses must be able to knowledgeably plan services for individuals, families and the community. In order to effectively plan, it is essential that you assess the current health status of the community and its resources.

 

Assessment may include the following strategies: Mining of health data bases, windshield or walking surveys, and more formal quantitative and qualitative research investigations involving community members and other stakeholders. A “windshield survey” is conducted from a car and provides a visual overview of a community (may also be done as a walking survey). Conditions and trends in the community that could affect the health of the population (social determinants) are noted. Most surveys of this type must be validated and expanded through data mining of available online and other databases of demographic and health-related statistics.

 

Evidence collected during a formal community assessment forms the basis for planning to improve the health status of the community, which impacts individuals’ health downstream.

 

Objectives:

At the end of this activity, the student will be able to:

1. Identify social determinants of health present in assigned community (socioeconomic status, education, neighborhood and physical environment, employment, social support networks).

2. Identify healthcare resources that are available in the community.

3. Analyze actual health of the assigned community, utilizing resources to gather vital statistics, such as morbidity and mortality data.

4. Create a list of strengths and weaknesses of the community.

5. Prioritize weaknesses to identify the highest priority need of the community.

6. Identify community resources (actual, available resources or proposed resources) to address the highest priority problem.

7. Share community assessment and analysis in a formal, group presentation.

 

Course Outcomes

This activity aligns with several of the course outcomes as stated below:

1. Examine health delivery systems and resources available at the global, national, state, and local levels.

2. Examine effective methods for health promotion and health maintenance for individuals, families, and communities at every stage of development.

3. Analyze the environmental, biological, and psychosocial risk factors for disease and disability.

 

 

 

General Directions

 

Working in a small team, you will conduct a formal assessment of a community to which you have been assigned. The assessment will involve a walking or windshield survey which is validated and expanded upon through a deeper dive into demographic and health-related databases/websites available here:

https://researchguides.uic.edu/c.php?g=252323&p=1683295

 

 

Items Needed

 

· Digital camera/phone

· Map or layout of the neighborhood/community

· Mode of transportation (not needed if conducting walking survey)

· Masks if unable to practice social distancing

 

Part 1: Assessment

 

1. Your clinical group will be assigned a neighborhood to survey.

2. Review the Windshield Survey Components handout and PowerPoint (see Brightspace Lecture PPTS).

3. Review Community Tool Box resources for Windshield Survey:

https://ctb.ku.edu/en/table-of-contents/assessment/assessing-community-needs-and-resources/windshield-walking-surveys/main

4. Use Google Maps (or other navigation software) to identify boundaries of assigned area.

5. Collect assessment data on essential demographic and other aspects of the community using the guidelines below: [Support your assessment data with actual images/videos taken with your camera or available online]

 

The essential components of the Community Assessment are listed below:  

 

Race and Ethnicity: Data and/or a description of the community demographics for the community. Be sure to identify any specific data that helps support the existence of your identified health problem or that may impact your health promotion project. Evaluate the racial identity of the community (e.g. is the area well integrated?) Consider the following questions. Are there indices of ethnicity, various types of ethnic food stores, ethnic churches, private schools related to ethnicity, signs and information in a language other than English?

 

Culture : Analyze the cultural data and assess the cultural dynamics within the community that influence the community’s health beliefs or health status.

 

Religion :  Include the various types of churches and places of worship.  It would be beneficial to learn the number of available churches in the area, all of the different denominations and representation of differing religions, and the number of churches in a ratio comparison to the number of people in the community.

Politics :  Determine if the community is very swayed politically or is predominantly of one party affiliation.  Identify evidence of political activism, such as campaign signs, political billboards, or other evidence of political influence.

 

Boundaries:   You may include the street boundaries for the community, as well as any physical demarcation that defines the community boundaries:

· Is it a natural boundary such as a river or a lake?

· Is it a man-made boundary such as train tracks?

· Is there a noticeable difference in the socioeconomic level in comparison to neighboring communities?  Do the individual neighborhoods vary in socioeconomic status?

 

Housing and zoning:   You may want to evaluate the typical single family, multi-family, alternative housing, and assisted living type homes for the area.  A visual map showing the boundaries of the community is always helpful.  Make a note of whether or not the residences have a large number of real estate signs on them.  Supportive data could also include:

· any specific areas (and the size of the area) in which houses were in disrepair,

· how many homes were for sale

· how many single-family homes in comparison to multi-family dwellings or senior living complexes,

· average home market price,

· any data regarding proportion of young families with children compared to retirees

· any changes in residency, recent trends in real estate (are the new construction homes build where previous existing homes were torn down? Or was there still available space in this established community?)

 

Open Space:  Determine the open spaces throughout the community, including vacant lots, green spaces, undeveloped areas, nature areas, and parks.  Supportive data could also include:

· How many open spaces, parks, or green spaces are available?

· Does the community appear to be focused on open space availability, parks, divided streets with trees or landscapes parkways?

· Are there minimum lot sizes?

· How many of these parks and green spaces are park district owned?

· How many of these are City owned?

· How many of these are State owned? Forest preserve district owned?

· Are the people really utilizing the available spaces?

 

“Commons”:   Commons refers to areas or establishments in which people gather, socialize, spend leisure time, or use for recreation (e.g. walking, biking, and walking their dogs).  What are the most popular neighborhood hangouts and what subgroup(s) of the population are drawn to those particular places to hang out? Supportive data may include:

· The “closed” hang out places that may be unfriendly to strangers or newcomers?

· Is there any gang activity?

· Popular bars or nightlife?

· Places that draw younger people (Jr. High, high school)?

 

Safety: Is the community safe? Environmental aspects or physical aspects that may compromise safety (e.g. community decay, traffic safety issues, road and sidewalk accessibility and quality, crime rates, lighting, safe drinking water, air quality). How do the community safety issues impact your identified community problem or issue?

Signs of community decay:  Identify any areas of the community in which there is evidence of decline of resources, or community decay?

· Abandoned cars,

· Visible trash in the street,

· Levels of noticeable pollution,

· Abandoned houses, businesses, and unfinished structures (boarded up buildings),

· Increased numbers of homeless or panhandlers

 

Media: Identify the types of local media available for the community residents.  Does the town have its own paper?  Does the area have its own cable television station?  What types of magazines and print materials are circulated?  (These types of things you will usually find in the front of cafes and stores). Are they bilingual to needs of community?   Do you notice outdoor antennas or dishes?

 

Stores, Services and Service Centers:   Evaluate the service industry in the area including various stores and businesses within the community, social service agencies, community outreach programs, recreation centers, e.g. a local YMCA, and other service industries. The community health nurse should analyze access to food, fitness, and health services availability.

· What is your evaluation of the availability of resources/stores?

· Are there many fast food restaurants in comparison to healthier restaurants?

· Is this considered a food desert?

· Are there significantly more entertainment options (movie theaters, bowling alleys, etc.) than green space?

Contraceptives

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First, return to your topic chosen in the week three assignment.

  • Answer this question: What are the personal and/or communal ethical factors that may be involved in determining the moral position of either side in that debate?
  • Next, articulate and then evaluate the ethical positions using Kantian ethics (that is, the categorical imperative) relative to the long-standing debate (that is your topic chosen in the week three assignment).
  • Finally, create a complete annotated bibliography for 5 academic scholarly sources. You will annotate each source. The sources should be relevant to your topic chosen in the week three assignment.

Include the following:

  • Publication details
  • Annotation (a detailed reading of the source)

Each annotation section should include the following:

  • Summarize key points and identify key terms (using quotation marks, and citing a page in parentheses).
  • Describe the controversies or “problems” raised by the articles.
  • State whether you agree or disagree and give reasons.
  • Locate one or two quotations to be used in the final research project.
  • Evaluate the ways in which this article is important and has helped you focus your understanding.

Use the following as a model:

APA Reference
Mezirow, J. (2003). Transformative learning as discourse. Journal of Transformative Education, 1(1), 58-63.

Annotation Example
In this article, Mezirow (2003) makes a distinction between “instrumental” and “communicative” learning. “Instrumental learning” refers to those processes which measure and gauge learning, such as tests, grades, comments, quizzes, attendance records and the like. “Communicative learning,” on the other hand, refers to understanding created over time between individuals in what Mezirow calls “critical-dialectical-discourse,” (p. 59) which is a fancy way of saying, important conversation between 2 or more speakers. Another key idea Mezirow discusses is “transformative learning,” (p. 61) which changes the mind, the heart, the values and beliefs of people so that they may act better in the world.

Mezirow argues that “hungry, desperate, homeless, sick, destitute, and intimidated people obviously cannot participate fully and freely in discourse” (p. 59). On the one hand, he is right: there are some people who cannot fully engage because their crisis is so long and deep, they are prevented. But, I don’t think Mezirow should make the blanket assumption that everyone in unfortunate circumstances is incapable of entering the discourse meaningfully. One thing is certain: if we gave as much attention to the non-instrumental forms of intelligence–like goodness, compassion, forgiveness, wonder, self-motivation, creativity, humor, love, and other non-measured forms of intelligence in our school curriculums, we’d see better people, actors in the world, and interested investigators than we currently have graduating high school.

Writing Requirements (APA format)

  • Length: 4-7 pages (not including title page or references page)
  • 1-inch margins
  • Double spaced
  • 12-point Times New Roman font
  • Title page

Patient Preferences and Decision Making

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Patient Preferences and Decision Making

Changes in culture and technology have resulted in patient populations that are often well informed and educated. Even before consulting or considering a healthcare need delivered by a health professional. Fueled by this, health professionals are increasingly involving patients in treatment decisions. However, this often comes with challenges. As illnesses and treatments can become complex.What has your experience been with patient involvement in treatment or healthcare decisions?

In this Discussion, you will share your experiences and consider the impact of patient involvement (or lack of involvement). You will also consider the use of a patient decision aid to inform best practices for patient care. And healthcare decision making.

To Prepare:

  • Review the Resources and reflect on a time when you experienced a patient being brought into (or not being brought into) a decision regarding their treatment plan.
  • Review the Ottawa Hospital Research Institute’s Decision Aids Inventory at https://decisionaid.ohri.ca/.
    • Choose “For Specific Conditions,” then Browse an alphabetical listing of decision aids by health topic.

NOTE:To ensure compliance with HIPAA rules, please DO NOT use the patient’s real name or any information that might identify the patient or organization/practice.

By Day 3 of Week 11

Post a brief description of the situation you experienced and explain how incorporating or not incorporating patient preferences and values impacted the outcome of their treatment plan. Be specific and provide examples. Then, explain how including patient preferences and values might impact the trajectory of the situation and how these were reflected in the treatment plan. Finally, explain the value of the patient decision aid you selected and how it might contribute to effective decision-making, both in general and in the experience you described. Describe how you might use this decision aid inventory in your professional practice or personal life.

Kant’s Categorical Imperative

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  1. Kant’s Categorical Imperative

  2. Based on this video, explain what Kant’s Categorical Imperative consists of.
  3. Cite one personal moment where you acted wrong according to Kant–You treated yourself as an exception. And you would not want people to do what you did.
  4. Discuss the downside of Kant’s Categorical Imperative.

Huntington’s Disease

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Huntington’s Disease

Write a  5 paragraph related to the Huntington’s disease/three major points are required (Causes, Symptoms, and Treatment)

1 Paragraph: Introduction

2 Paragraph: Causes

3 Paragraph: Symptoms

4 paragraphs: Treatment

5 paragraphs: Conclusion

-Use;

a variety of sentences

transitional words

in-text citations to avoid plagiarism and a reference page

Pediatric-Vaccines Presentation

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1)  Minimum 10 slides with speaker notes (all slides!)   You should include speaker notes on all slides that expand and deepen the information. Therefore the information must be relevant and complementary. See requirement

Don’t use images. Use the speaker note to provide substantial and objective information

2)¨******APA norms

All information must be narrative and cited -each paragraph

           Don’t write in the first person

           It is not allowed to copy and paste the same information from the slides in the speaker notes. 

           Be sure to use bullets to determine relevant information and expand the information for each bullet in the speaker notes.

           No pictures. There should only be text on each slide.

Answer each point objectively.

Do not make introductions to your answers.

3)****************************** It will be verified by Turnitin (Identify the percentage of exact match of writing with any other resource on the internet and academic sources, including universities and data banks)

********************************It will be verified by SafeAssign (Identify the percentage of similarity of writing with any other resource on the internet and academic sources, including universities and data banks)

4) Minimum 6 references per disease not older than 5 years

All references must be consistent with the topic-purpose-focus of the parts. Different references are not allowed.

Example:

Q 1. Nursing is XXXXX

Q 2. Health is XXXX

________________________________________________________________________

Topic: Pediatric-Vaccines Presentation

Place: Coral gable hospital

Population: Elderly

Develop a plan for implementing a change project in your organization.

1. Identify a problem in your organization

-Maintains independent functioning

2. Propose a change to solve the problem.

–Health behaviors and self-care practices  education

3. Use a change theory that models how you want to implement the proposed change.

-Kurt Lewin model

4. Conduct a SWOT analysis

5. Develop a comprehensive action plan.

6. Examine the types of communications, decision-making processes you use.

local public health department in the nursing division

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Scenario: You are the PHN working at your local public health department in the nursing division. It is the middle of summer. And you have been receiving telephone calls asking about “the flu season”. Since the vaccine wasn’t accurate in predicting the strains of influenza that affected your community last year. And many people contracted the virus. Business and community leaders are concerned because they don’t want a repeat performance of last year. You have been asked to develop some solutions to community concerns. Select two of the following scenarios. And respond to the questions that are posed in each. As you consider the scenarios you have selected. Think about the following considerations as you develop your responses.

 
Scenario 1. As incidents of influenza continue to rise. Local business owners are worried about loss of revenue. If several large planned conventions are forced to cancel due to the flu. What advice can you give these business owners? Should all events be cancelled?
  • Which agencies are available to lead and assist in the disaster response?
  • What resources are available in your community?
  • How might resources be used most efficiently?
  • Are there any gaps that may pose a problem?
  • Identify potential strengths and weaknesses in the community
Senerio 2: The community is turning to the Health Department for assistance. Because reported incidents of influenza have risen from 5% of the population to 10% of the population in a matter of days. What is your first response to this situation? What steps will you take? Where will you start?
Which agencies are available to lead and assist in the disaster response?
  • What resources are available in your community?
  • How might resources be used most efficiently?
  • Are there any gaps that may pose a problem?
  • Identify potential strengths and weaknesses in the community

West Nile Virus

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West Nile Virus

You are the director of communicable diseases in a city health department. Responsible for a large urban community. It is early spring in 2003. For the past two years. Your department has been working to control the spread of the West Nile Virus and you are pleased with the progress so far. This morning you read about a suspected outbreak of a new disease called SARS. Which is suspected to have killed dozens of people in Hong Kong. While West Nile Virus is carried by birds. Especially crows, SARS is transmitted among people.

When you get to the office and check your email you learn that the World Health Organization has placed a number of East Asian cities off limits for all but essential travel. You also learn that Canada has reported deaths they believe are due to SARS. You are now confronted with addressing a new and virulent contagious disease.

  • Discuss the approach you would adopt in such a situation.
  • Follow a step by step process for disaster preparedness.

Use the following resources, use outside resources and your textbook for this discussion:

Suthar, M. S., Diamond, M. S., & Gale Jr, M. (2013). West nile virus infection and immunity.Nature Reviews.Microbiology, 11(2), 115-28. doi:http://dx.doi.org.southuniversity.libproxy.edmc.edu/10.1038/nrmicro2950

Mainali, S., Afshani, M., Wood, J. B., & Levin, M. C. (2011). The natural history of west nile virus infection presenting with west nile virus meningoencephalitis in a man with a prolonged illness: A case report. Journal of Medical Case Reports, 5(1), 204-204. doi:10.1186/1752-1947-5-204

Slattery, C., Syvertson, R., & Krill, S. J. (2009). The eight step training model: Improving disaster management leadership. Journal of Homeland Security and Emergency Management, 6(1), 8. doi:10.2202/1547-7355.1403