Zinc and Iodine Deficiency

Zinc and Iodine Deficiency

Please follow the instructions carefully and answer all of the items. All return assignments are check for plagiarism prior to releasing payment.

1. Please make sure to read chapter 8 of Richard Skolnik book- Global Health 101 (3rd Edition).

2. You may reference/source from the materials listed here. Do Not Use Outside Sources.

NOTE: Read Chapter 8 – Global Health 101 (3rd Edition) by Richard Skolnik

The prevalence of zinc and iodine deficiency is very high in the African continent as compared to the rest of the world- discuss the reasons and possible innovative measures to reduce such nutritional inadequacy

Parting at the Crossroads: The Emergence of Health Insurance in the United

Students are to critically analyze the following article:
Maioni, A. (1997). Parting at the Crossroads: The Emergence of Health Insurance in the United
States and Canada. Comparative Politics, 29(4), 411-431. (This article can be found on the additional files)

Keep in mind that the purpose of the assignment is not to merely describe and/or regurgitate the
content. Instead, focus your attention on:
• the key point that Maioni wants to get across to the readers
• whether and why she is or is not convincing in making her case
• important ‘take-home’ messages that you come across

Only use the article as a source

Current Marketing Situation: Internal Factors

Section 2: Current Marketing Situation: Internal Factors:
Team’s marketing plan provides fair coverage of all relevant internal factors affecting the company and its relevant products as it prepares to move forward with a strategic marketing plan for the product under consideration.  More depth needed on the Internal Factor Analysis as noted in the paper.  Plan does not include an analysis of irrelevant business units or global operations that may not impact the product or markets under consideration. Competitive analysis needs more depth as well.
Section 2: Current Marketing Situation: External Factors: Team identifies and discusses in sufficient detail all the external factors important to the strategic planning for the product under consideration and documents same.  More depth needed overall as noted in the paper.  Does not attempt to cover those external environments not impacted by the product category.  
Section 2: SWOT Analysis:
Team is able to disseminate information from the analysis of the environments to prepare a comprehensive SWOT analysis focusing on critically assessing the information and categorizing the major strengths, weaknesses, opportunities and threats impacting the company in its attempt to prepare a strategic marketing plan for the product under consideration.  More depth needed on Weaknesses and Threats.
Section 2: Summary of Current Situation: Team is able to provide an executive summary of its findings and project the main findings of its analysis including any major restrictions that have been taken into consideration in the preparation of the strategic marketing plan.  More depth to the analysis is warranted.

The use of antisense therapy for the treatment of Alzheimers Disease

If you base your work on extending the work of that from the link below, there are some considerations to think about…

If you are going to include tau in your approach, you need a mouse model that exhibits the neurofibrillary tangles associated with dysregulated tau. Have you seen such mice in the literature?

Once/If you identify such mice, then you need to know the mRNA sequence for the tau protein so that you can design your ASO against it.

You will need to consider your method of ASO delivery… the intracerebral ventricular approach used by the researchers below may be valid. (Later on… toward the end of your discussion… you should address how this approach might be applied to humans for treatment.)

You will need a set of experiments showing in cultured neurons expressing B-amyloid and tau that your ASOs will inhibit their expression a great deal.

For the mouse model treatments, you will need a way to determine (perhaps postmortem) that the ASOs did indeed enter brain cells and inhibit B-amyloid and tau.

For behavioral analyses of the mice after treatment, this could be put into the ‘future directions’ aspect of your thesis.

The above roughly outlines the project. Keep in mind that you will be filling in with much detail. For each aspect of the project given above, be sure you contemplate and write about: why this aspect is being done? what information will it give you? how does that information fit into the current state of knowledge reflected in the literature? Remember to have ‘controls’ for your experiments and your procedures – you need to be able to justify that what you are doing (whether experiment or even simply a readout e.g. western blot) is real… that it worked… that differences among experimental groups are significant and not due to chance

using your windshield survey

For this assessment, using your windshield survey. prepare an 8 slide PowerPoint presentation in which you:

Identify the topics you will cover in your educational plan.
Provide a list of resources your audience can use to further their understanding of complimentary alternative medicine (CAM).
Explain why it is important for nurses and members of other health care teams to develop an understanding of CAM, traditional medicine, holistic health, and spirituality.
Examine any ethical, legal, and economic principles related to CAM, traditional medicine, holistic health, and spirituality.
Describe how these forms of health care can affect a plan of action for individuals and populations.
Your presentation should include a slide with the title of your educational session, a slide with the topics that will be covered (your agenda), and a reference slide at the end. Use the notes section of each slide to provide additional information on each topic, along with supporting references. References and in-text citations must adhere to APA guidelines.

Essay 2 combines the modes of description and narration

Essay 2 combines the modes of description and narration. The essay must contain effective descriptive techniques as well as effective narration. Carefully, follow the “Directions for all ENGL 1301 Essays” steps, the grading rubric, and the following writing prompt. Then, submit through the Home link on Canvas.
Essay Prompt: Compose a 300-400 word essay describing the person who has had the greatest influence on your life. Include a narrative example of a specific event, involving your chosen person, which impacted your life.
• You may use first person point-of-view but be careful to avoid meta-discourse, like “I think” or “In this essay, I will tell about…”
• Essay should include vivid description. Describe but also show! Use sensory details and though provoking language.
• Narration should be a riveting recounting of a specific incidence. Use vivid verbs and action driven plot.
• Essay should be typed in MLA style, with appropriate MLA heading, title, and spacing.
• All college essays should include an interesting introduction/lead in, a potent thesis, a body that supports the thesis and a conclusion.
• See the Comp. 1 packet, the grading rubric, and “Directions for all ENGL 1301 Essays” for details.
• All essays must include a TUTOR review. See “Directions.”
• No secondary sources required.

A psychiatric case study

A Case Study About Julio
About a year ago, Julio, a 22-year old Hispanic male was referred to a Community Mental Health Center from his primary physician after his parents mentioned to the physician that Julio had been acting “weird”. Julio kept on accusing his mother that she was putting something in his beverages that would make him want to reveal personal secrets to her. Julio stated that his mother could not deal with the fact that he had a private life. He went on to say that his mother was installing cameras and microphones in his bedroom. Julio said that he also hears voices telling him to “clear the place of bugs and other spying equipment” before he going to bed. Julio was admitted to the psychiatric unit once in the past year for severe symptoms. At that time, he was prescribed risperidone 4mg by mouth at bedtime. Julio lives with his mother and father in a 3-bedroom apartment. Since his hospital discharge, Julio has continued to experience psychotic symptoms. He does not take the risperidone as prescribed because he hates not having any erections. He spends most of the day watching television, playing video games, and smoking cigarettes. He does not engage in any social activity with friends. He thinks that anyone who wants to give him medications is conspiring to enter his room to install listening devices.
Based on the information you have, please discuss the following questions.
1. How does risperidone control psychotic symptoms relating to receptor binding and dopamine?
2. How does risperidone cause erectile dysfunction?
3. How would you manage Julio’s side effects?
4. Would or could you consider a medication change? What would you suggest and why?
5. How would you intervene with his smoking? What significance impact would smoking cessation have on medication treatment?

“Declaration of the Rights of Women” by Olympe de Gouge (1791)

“Declaration of the Rights of Women” by Olympe de Gouge (1791)

the word source means Declaration of the rights of women.
-The first paragraph should introduce the source and review the bibliographic information (author, type, date).
-Second paragraph should summarize the contents of the source effectively and completely.
-Third paragraph (the conclusion) should explain how the source helps us better understand the larger context of world history as discussed in the assigned textbook chapters. Refer to specific people, events, ideas, etc. with notation of the correct pages in the textbook with (in-text and works cited) MLA formatting used in citations.


Understanding the Decision Process-Evaluating the Alternatives and Making the Decision

Evaluate and Make Decision- by comparing the alternatives based on information and values. Ask yourself which is best for me and those I care about if this is personal decision or what is best for the business or organization? Before deciding rate, the alternatives on the elements or objectives. Use the Decision Matrix to help in this part of the evaluation process. Does the choice make sense?
Improve- are their gaps in the quality of the decision? Do you have areas that you are uncertain of or feel lacked enough information? Repeat the process after filling in the gaps to see if the choice is 100% what you want from the decision.


Three Steps to Building a Decision Matrix

How to Start:
• Use the Decision Matrix
• Ask is my analysis and selection among the alternatives consistent with my information and values?
• Can I explain this choice to others and feel good? Why is this the best alternative?
• What would it take to switch to another alternative, that may be better?
• Should I drop and alternatives for ethical reasons?
• Have I used probabilities to describe uncertainty?
• Would someone I trust or respect agree with the logic applied in the process?
Traps to Avoid:
• Ignore possibilities, “It won’t happen to me(company)?
• Assuming there is no uncertainty in the outcomes.
• Misinterpretation of factual information.
• Ignoring information, alternatives or values.
• Relying on irrelevant information (e.g. sunk cost, regrets)
• Wishful thinking
• Doing what I know to do and ignoring something difficult but important
• Making logical errors
• Paralysis by analysis

Week 6: Sept 24 – 30
WEEK 6: Understanding the Decision Process-Evaluating the Alternatives and Making the Decision
Theme #1: Weighting and Ranking the Alternatives Applying Sound Reasoning

1) Evaluate and Make Decision- by comparing the alternatives based on information and values. Ask yourself which is best for me and those I care about if this is personal decision or what is best for the business or organization? Before deciding, rate the alternatives on the elements or objectives. Use the Decision Matrix to help in this part of the evaluation process. Does the choice make sense?
2) Improve- are their gaps in the quality of the decision? Do you have areas that you are uncertain of or feel lacked enough information? Repeat the process after filling in the gaps to see if the choice is 100% what you want from the decision. (Decision Quality Model developed by the Decision Education Foundation)
Your total scores will suggest the best alternative and your decision.

Theme #2: Assessing the effectiveness of the choice by seeing how it worked in implementation.

After a decision has been made and implemented it is important to assess the outcome(s) and process of the decision. Assessing confirms if the decision alternative chosen led to the desired outcomes and knowledge that can improve future decision making. Learning from experience encourages effective and continuous improvement for the future.
Evaluating Outcomes
The objective of evaluating outcomes is for the decision maker to develop insight into the decision. Many of the lessons developed in this stage come out of examining the implications of the decision. How and who did the decision affect and why? One can also consider whether a decision had the desired effect. For example, a decision to hold additional training seminars may have been intended to make it more convenient for people to learn a new technology. However, if overall attendance did not increase, then the decision may not have addressed the underlying cause of why people did not go to training events. Once the outcome of a decision is known, the results may imply a need to revise the decision and try again.
When decision outcomes are not clearly measurable or have ambiguous results—some parts good, some bad—is not uncommon for people to emphasize the favorable data and discount the negative. Maintaining self-esteem also may cause decision makers to attribute good outcomes to their actions and bad outcomes to factors outside their control. This type of bias can limit an honest assessment of what went right and what didn’t, and thus reduce what can be learned by carefully evaluating outcomes.

Appraising the Decision Process

Assessing the process by which a decision was made is also effective. Often lessons can be learned that benefit the future. Here are a few areas that demonstrate the need for examination of the process:

• Examining areas like risk and uncertainty in the context of the decision results can help review the success of the decision maker in dealing with the process. If estimates were off or if emotions played too big a part of the decision than the decision maker can make adjustments in the future or find better tools to help minimize mistakes in future results.

• If the decision was made by a group, having a conversation with all participants is worthwhile because the members can reflect on how the process affected the outcome. For instance, did a few members insist on doing things their way when it turned out to be ineffective? In the future the group membership should be changed or perhaps the leader.

• Whether enough information was gathered and whether its quality was high enough are two questions that should be considered.
• Were the decision tools used effective? Could others have been more effective in collecting or evaluating data?

• Finally, it is important to question whether all the relevant parties contributed information and knowledge needed for the decision, and whether everyone who should have been involved was given the chance to participate.

This introduction was adapted from the following source: B. (n.d.). Boundless Management. Retrieved from https://courses.lumenlearning.com/boundless-management/chapter/decision-making-process/

Measuring Decision Effectiveness
Three Steps to Building a Decision Matrix

Evaluating the Alternatives Applying Sound Reasoning Episode 15

Here is a sample step by step example to get you started.
Decision Matrix

Table One:
Alternative Objective (e.g.
Travel with Husband) Objective 2
Save 401 K money Objective etc Total
A Storefront 1 2 3
B 2 3 1

Step 1 Rate each alternative against its meeting the objective in the column. You do this by setting a ranking scale. I suggest using 0 to 3. Zero being not meeting the objective and 3 being the a complete yes to meeting the objective well.

Step 2 Total the scores for each alternative. Those alternatives that do not score well at all get rid of them at this point.

Step 3: Create a new table with the remaining alternatives and their rating scores from step one.

Step 4: Prioritize (weight) your objectives. If you have five objectives 5 is the most important and 1 the least. Put that number in the objective title. Multiply that number against the rate number from above to get a score for that objective. Add up all the objective scores for an alternative and enter it in the total box.

Effect of bar-code technology on the safety of medication administration.

Articles Critiques and Criteria for grading (2 @ 10% each for total of 20% of course grade) –
a. Two times during the semester, but before the last class meeting of the course, each student will bring in 1-2 article(s) from professional journals, a reputable internet source or the newspaper. The article(s) will be attached and submitted with the critique. The article should be 3-4 pages in length.
b. The student will present their critiques in class
c. Each article must be related to health care policy.
d. The critique will include a brief summary of the article and the course objective to which it is relevant and why. Relate the article to the following:
Second article should help you answer the following questions:
• Describe changes in the current U.S. health delivery system that you think will provide opportunities for nursing to improve health care.
• What challenges do you envision that nurses would face in the changing health delivery situation?
• How would these opportunities that you describe help to improve the status and visibility of nursing?

a. 2% — Relevant introduction that captures the interest of the reader
b. 6% — Completely answered each guiding question for the article critique
c. 1% — Closure, summarizes key point and action, bringing the letter to conclusion
d. 1% — Grammar and syntax; Letter format – appropriate salutation, body, and signature