Describe how you will evaluate your plan when it is finished to see if it succeeded or failed. Describe what they think and how they feel about your client.

Cheating scandal of the Houston Astros team

The final project for PR 3311 is to assemble a short strategic plan document for your client company or organization.

This should be about 2-3 pages (but use more space if you need it) and uploaded as a Word document. It should include the following sections:

-A detailed description of your client and their mission.
-Define the public relations situation or problem your client is facing.

-A detailed description of your client’s publics — who you are targeting with your strategic plan.

Describe what they think and how they feel about your client.

-Establish your goals and objectives.

Try to have 1 goal and about 2-3 objectives. (Remember that your goal is big and broad, while your objectives are narrow, specific, and measurable.

For example, a goal might be to improve awareness of the YWCA, and an objective might be to improve name recognition by 30% among Lubbock citizens by September 1, 2021).

-An outline of what strategy or strategies you will use.

Describe each and how you’ll use them. (There are proactive strategies and reactive strategies.

-Describe what tactics you will use. You must have 3-5 tactics that will help you execute your strategies.

It’s ok to re-use what you used in Activity 2.
-Create a timeline of how you will execute your plan.
-Describe how you will evaluate your plan when it is finished to see if it succeeded or failed.

Describe your reasoning using ethical and policy concepts from the readings and the lecture content. If so , how should they be privileged and WHY? Or should No ONE receive special privilege?

Social Determinants of health

Incorporate what you have learned from last week’s content on Social Determinants of health and this week’s article by Persad and the talk by Dr. Shand to discuss how to allocate scarce resources in a pandemic ( particularly ventilators) and blood products).

Should any group receive privileged status ( children, pregnant women, health care workers, etc?

If so , how should they be privileged and WHY? Or should No ONE receive special privilege?

Are there social determinants factors in the URMC region that should be taken into account when planning a just response to scarce resources?

Describe your reasoning using ethical and policy concepts from the readings and the lecture content.

What steps does it follow as it is applied? Where did it originate, and on what or whose authority?

 

Identify a policy or rule in your school, job, or personal situation.

Where did it originate, and on what or whose authority?

What steps does it follow as it is applied?

Are there unintended consequences of the Policy?

Who is directly affected?

Who is indirectly affected?

Does the actual impact reflect the original goal?

Remember to use the Critical Analysis approach (examples page 100 BOX 4.3 and page 105 BOX 4.5)

Minimum 4 PARAGRAPHS! , answer all questions.

What is one direct way in which children impact their own acculturation? How doesthe example you chose show the child’s impact?

 

Discussion: Being Active in Your Development SubscribeIn this module, you will explore the concept of being active in your own development. (Thatis, each individual impacts their own development, experiences, and life course, both directlyand indirectly.)For your initial post, review Culture, Peer Interaction, and Socioemotional Developmentandanswer the following questions:

What is one direct way in which children impact their own acculturation?

How does the example you chose show the child’s impact?

What is one indirect way in which children impact their own acculturation?

How doesthe example you chose show the child’s impact?

How does the concept of being active in your own development apply to any of thefollowing programmatic themes?

You may want to review the ProgrammaticThemesdocument.Self-careSocial justiceEmotional intelligenceCareer

connections EthicsRemember to respond to two peers while being respectful of and sensitive to theirviewpoints.

Consider advancing the discussion in the following ways:Post an article, video, or visual to reinforce a peer’s idea or challenge them to see theirpoint from a different perspective.

Engage in conversation with your peers around the concept of being active in our owndevelopment. Consider asking a question or sharing your own personal experience.

Rubrics Psychology Undergraduate Discussion RubricStart a New ThreadFilter by:Sort by:Most Recent ActivityTo complete this assignment, review the Psychology Undergraduate Discussion Rubric.

Youwill also need:Norms of Practice for Online DiscussionEthical Usage PracticesAll Threads1-1 Discussion: Being Active in Your DevelopmentYolanda Rooney posted Jun 29, 2021 1:51

GannSubscribeOne way that children can impact their own acculturation is through initiation of socialinteraction with their peers, including joining or forming a peer group with members thathi ttti i t i i ilti itiThi it th hild b ll i thmoreBeing Active in Your DevelopmentCourtney Jones posted Jun 29, 2021 8:38 PM3Unread3Replies3ViewsLast post 35 minutes ago bySarah GannSubscribeChildren play an active role in development through constructing new cultures to directsocial evaluations and other peer activities (Chen, 2012). A child’s curiosity is a direct wayt iti th ilt tiChildt llid th ltmore

Being Active in Your DevelopmentShelma Peterson posted Jul 1, 2021 1:08 PM0Unread0Replies0ViewsSubscribe

Whatisonedirectwayinwhichchildrenimpacttheirownacculturation?

Childrencandirect/indirectlyimpactdevelopingtheirownAcculturationbasedupontheirbehaviorbecomingmatureandshynessItseemsitmore1-1 Discussion: Being Active in Your DevelopmentAlexis Coil posted Jul 1, 2021 9:09 AM1Unread1Replies2ViewsLast post 3 hours ago byRichard RamosSubscribeChildren directly impact their own acculturation by participating in existing cultures and developingtheir own cultures throughpeer interaction and social evaluations.The cultures developed by childrencan be described as cliques, common examples of these cliques are “nerds” and “jocks”. In order toconstruct these cultures children must participate in peer interactions with other children and undergomore1-1 Discussion, Richard W. RamosRichard Ramos posted Jun 30, 2021 9:14 PM2Unread2Replies4ViewsLast post 4 hours ago byRichard RamosSubscribeChildren can impact their own acculturation by forming social groups with one another.“Children may play an active role through their participation in adopting existing culturesdt tilt” (Ch2012) Thi b h ib fd ifmoreDiscussion 1-1:Kris Davey posted Jul 1, 2021 5:53 AMSubscribeHello classmates! My name is Kristina and I’m excited to be taking this class with all of you!Here are my thoughts on this week’s discussion post…/11Unread1Replies3ViewsLast post 4 hours ago byRichard RamosmoreDiscussion 1-1: Being Active in Your DevelopmentSarah Gann posted Jun 30, 2021 12:11 PM1Unread1Replies4ViewsLast post 6 hours ago byShannon VoylesSubscribeChildren directly impact their own acculturation by interacting and associating with similarcultural groups, which in turn may lead to new manners of behavior, attitude, and conformity.Whiiii hi illhilddhifillmoreDiscussion 1-1Kaitlynn Pierce posted Jun 30, 2021 11:08 PM0Unread0Replies0ViewsSubscribe

What is acculturation?

Merriam-Webster defines this as “the process by which a humanbeing acquires the culture of a particular society from infancy.” Every culture creates itsdhhildhdifftt tit difftddimore1-1 Discussion: Being Active in Your DevelopmentShania Menendez-Lozano posted Jun 29, 2021 12:57 PM1Unread1Replies11ViewsLast post Tue at 9:45 PM byShannon VoylesSubscribeWhatisonedirectwayinwhichchildrenimpacttheirownacculturation?

How does the example you choses how the more 1

Critically analyse the UK Land Registration Act’s main changes to the law of adverse possession. Do you consider that these have drawn the right balance between the interests of registered proprietors and squatters?

UNITED KINGDOM

Use the United Kingdom, Land Law cases, decision, and most relevant Law/ Legislation.

OSCOLA referencing (footnotes) and bibliographies are not required.
.

Your answers to the questions must be typed into a single word document. You must add your 6 digit student number to the header of this document. You must also include your 6 digit student number in BOTH the file name and submission title (when you upload it to Canvas).

1. Critically analyse the UK Land Registration Act’s main changes to the law of adverse possession. Do you consider that these have drawn the right balance between the interests of registered proprietors and squatters?

2. ‘The governing maxim is ‘once a mortgage always a mortgage’ and equity jealously guards against any attempt by a mortgagee to acquire anything other than security for his loan by the imposition of certain restrictions’.
Critically analyse this statement with reference to relevant case law.
3. ‘The register created by the Land Registration Act 2002 should never be a perfect mirror it needs to be cracked.’

Critically analyse this statement.

4. Sarah bought a remote country retreat called “La Dolce Vita” in 2005 from Alice, it comprised of a large barn that had been converted into living accommodation, adjoining stables which had been converted into business premises and two large fields in front of the property.
“La Dolce Vita” is accessed from a defined dirt track from the road. When Alice owned both properties she would regularly drive her quad bike across the fields rather than use the dirt track which she used when she drove her car.
Sarah had no use for the fields when she moved in so leased the fields to Alice to graze sheep on for 10 years and allowed her to use the stables to store the animal feed in until she needed the stables herself. Sarah also allowed Alice to use her dirt track to access the stables.
In 2015 Sarah renewed Alice’s lease of the fields for a further ten years.
It is now 2021 and Sarah and Alice have now fallen out and Sarah is refusing to let Alice store the feed in the stables as she wants to use the stables as a Bed and Breakfast. Sarah has also told Alice she can no longer use the dirt track.
Advise Sarah.

5. Andrew owns a large residential property, which has been sub-divided into a number of self-contained flats. At the very top of this property is ‘the attic flat’, which is a small one bed-roomed flat that comprises; a bedroom, a living room, with a kitchenette in the far corner and a bathroom with toilet facilities.
Andrew advertises ‘the attic flat’ for rent in the local newspaper. Francesca and her boyfriend, Jonny, answer the advertisement and look over the attic flat in the presence of Andrew. The bedroom in the flat is unfurnished. Andrew asks the couple whether they would like single beds or a double bed if they should take the flat, offering to provide either. They choose a double bed and agree to take the flat at a rent of £250 per calendar month. Andrew replies that he will get a written agreement drawn up for them to sign and, on signing this agreement, and paying one month’s rent in advance, he will give them the keys to the flat.
When Francesca and Jonny arrive to sign the written agreement and pay the advance rent, Andrew presents them with two separate but identical agreements, one for each of them. Each agreement is described as a ‘licence’ and contains the following clauses:
(i) that the attic flat is to be used in common with the landlord, Andrew, and such other persons as he may from time to time permit to use the flat, and

(ii) that the rent payable is £125 per calendar month for each occupant of the flat.

Desperate for accommodation, Francesca and Jonny each sign one of these two written agreements and they move into the attic flat together on the following day.
Three months later Francesca and Jonny receive a letter from Andrew requiring them to vacate the attic flat in 7 day’s time. They are quite upset about this. They have each paid the monthly rent on time. Andrew has never asked them to share the flat with anyone else; nor has he otherwise gained entry to the flat. Nevertheless, they have recently been told by one of their neighbours that Andrew now wants the flat for his new girlfriend, Esther.
Advise Francesca and Jonny.

6. In December 2010, Humphrey owned the fee simple absolute of a country estate called ‘Blossom Hills’. Humphrey decided to build a business park on his estate for local business and to sell certain plots of land on a freehold basis to investors. After acquiring planning permission for the business park, Humphrey was approached by Simon who indicated that he wished to purchase one of the plots. Humphrey sold the freehold of plot one to Simon subject to the following covenants which were made on behalf of himself and his successors in title:

(i) not to use any part of plot one for residential purposes;

(ii) to use the plot solely for the purpose of constructing a warehouse together with associated facilities; and

(iii) not to keep any animal of any description in any premises which may be constructed on the plot.

Humphrey covenanted with Simon that he would not use any other part of the Blossom Hills Estate for business purposes.

In 2014, Simon constructed the required warehouse premises on plot number one and in August 2015 he sold the plot together with the warehouse to Eric.

In June 2016, Humphrey sold the Eastern Blossom Hills Estate to Rob.

Eric has recently had his house repossessed and has started staying at the warehouse with his dog, who he claims is a guard-dog. Rob has asked him to stop staying over-night at the warehouse, but Eric has refused.

As a result, Rob has taken the view that he is not bound by Humphrey’s undertaking not to use the rest of the Blossom Hill estate for business premises and has started to construct a go-kart track next to plot one on which he intends to offer ‘race days’ to the local business community at the rate of £15,000 per day.

Advise Rob and Eric.

7. Darren and Jo are hoping to buy a small semi-detached house in the suburbs of Liverpool. The house has the benefit of a quite large garden at the rear, which they think would be ideal for their proposed rabbit hotel (they have 3 rabbits of their own and have started allowing friends to board their rabbits and guinea pigs when they are away and in time hope to establish this as a business).

The house is old and is unregistered land. The sellers are the PRs of the deceased owner who had lived in the property for over 40 years until he died recently in a nursing home.

They have been investigating more about the property and have found out that there are a number of things affecting the property which they would like further advice on.

It appears there is a restrictive covenant on the property dated sometime in 1924, which prevents the keeping of animals. There is also another restrictive covenant on the property dated 1965 that prevents the property being used as a business or for a trade. These restrictive covenants have not been registered as land charges after further investigation but they have no understanding what the relevance of this is.

There is however a C1 land charge registered against the deceased owner’s name which has been shown to them.

Whilst speaking to the adjoining owners, they have found out that the deceased owner had entered into negotiations, before he died, with another couple who were supposedly buying the property and they had thought things had moved along quite significantly in the process to the extent that contracts had been exchanged.

Can you advise Darren and Jo on the relevance of the above matters taking into account their wishes for the property?

8. In July 2010, three sisters, Emily, Charlotte and Anne, all of whom were of full age and capacity, pooled their respective resources and purchased a large country property known as ‘Wuthering Heights’ for the purpose of a home for themselves and their young orphaned sister, Bryony, who was then aged 7. The purchase price was £600,000. Emily, who had recently had a very welcome win on the national lottery, contributed £300,000. Charlotte and Anne contributed £150,000 each, largely drawn from the money that had been left to them by their late parents. Notwithstanding this inequality of contribution, the conveyance of the property to them provided that ‘Wuthering Heights’ should be held by them equally ‘as beneficial joint tenants’. The property was then registered at H.M. Land Registry in the joint names of all three adult sisters together with a declaration that the survivor could give a valid receipt for any capital money arising from its sale.

In March 2014, Charlotte entered into a registered civil partnership with Darcy and brought Darcy to live with her at the property. Following the happy event, Charlotte made a will in which she left all of her assets and belongings to Darcy.

In January 2015, Emily, having certain misgivings over the effect that Charlotte’s relationship with Darcy was having on Bryony, wrote to Charlotte and Anne suggesting that the property, ‘Wuthering Heights’, should be sold and that the proceeds of sale should be divided equally amongst the three of them. Charlotte vehemently objected to this proposal on behalf of herself and Bryony and, from that point on, the relationship between the sisters began to falter.

In December 2018, Anne, who had endured a string of bad luck betting on the horses, was declared bankrupt and fled the country in disgrace.

In March 2020, Emily died of a heart-attack which was largely brought on by receiving a letter from the Official Receiver who was seeking possession of the property so it might be sold to repay Anne’s debts.

Advise Charlotte as to who owns the property and in what proportions, and as to whether she, Bryony and Darcy can oppose the Official Receiver’s recent demand for its sale.

Would your answer be any different if Emily had not written to Charlotte and Anne in January 2015? If so, explain why.

How does a public sector organisation which produces different types of (related) products (such as different types of trips with different priced tickets), set prices in order to break even and cover its fixed and operating costs?

Question 2C – Question 5.
How does a public sector organisation which produces different types of (related) products (such as different types of trips with different priced tickets), set prices in order to break even and cover its fixed and operating costs?

• Convert everything on the revenue and cost sides to single ticket equivalents.

• Constraints: a single visit ticket cannot be lower than R20 which will be the lowest price and attract the greatest number of commuters.

• As prices increase, the quantities of tickets sold will decrease (relative to the maximum ticket sales) but the variable costs will decrease.

• As prices increase, and commuter numbers decline, fewer ferries will need to be commissioned.

Individual assignment 1: Liberty Island and Museum (2) • LIAM exercise: For Question 6 use USP = FC/Q + UVC
 USP = You must determine USP for breakeven, but USP minimum R20 per single ticket  Q of physical tickets = 2 million single visit tickets + 4 million family tickets + 2 million small group tickets (note the value of physical tickets is different depending on their price)  If the price is R20 for single, then it will be R40 for family and R60 for small group tickets  Now, recalculate total Q of the three types of physical tickets as a single ticket equivalent  Total FC = overheads + buses = R50 000 000 + (R3 852 110 x 50 buses)  UVC = Variable costs R10 per ticket; note that UVC is per REAL physical ticket, not the total single ticket equivalents (dispensing each ticket at vending machines costs the same,irrespective of the value/price of the ticket)  UVC = Calculate total VC and recalculate UVC for total single ticket equivalents  If USP exceeds R20.00, recalculate with reduced Q and FC as indicated until you are within breakeven parameters
• For Question 7, use Q of your answer to Question 6 and recalculate as given
sales mix
• Question 8 use OI = (USP x Q) – (UVC x Q) – FC and keep on increasing USP and
with it reducing Q and FC as indicated, until OI no longer increases

Which facilitate understanding of the presentation and the theory? Does the presentation demonstrate focused research effort and good writing ability?

Theoretical Perspectives Peer Presentation Review Checklist Template Criteria No.

Checklist Check the boxes 1 Does the presentation include all the specified components?

• A brief overview of the theorist’s background

• Discussion of the theorist’s view of the four basic Metaparadigms and two concepts unique to the theory

• Basic theoretical assertions or propositions

• An analysis and a critique of the model with a focus on elaboration of the theory’s implications for nursing practice, nursing education, and nursing research

2 Does the presentation demonstrate focused research effort and good writing ability?

3 Does the presentation reflect an understanding of theory?

4 Is the presentation comprehensive?

5 Does the presentation reveal any content gaps?

6 Does the presentation effectively compile the specified packet of materials?

7 Does the posted packet include handouts, such as charts, diagrams, or definitions, which facilitate understanding of the presentation and the theory?

8 Is the presentation style impressive?

9 Does the presentation reflect organization and clarity?

10 Was the presentation submitted on time, and with correct spelling and grammar?

11 Does the presentation exhibit consistent and accurate adherence to APA standards?

12 Did the presenter have effective communication skills?

Page 1 of 1 © 2006 South University

What did you learn that you can apply to future patients in yourcare? What is your plan to make any weakness a future strength?

System Jenna Simpson, 24 years old Suggested GI/GUNursing Assessment Skills

Demonstrated: GI/GU:Inspection:skin (coloration, vascularity, striae, scars, lesions, rashes)

•Contour –(flat, rounded, scaphoid, protuberant/distended)

•Umbilicus –contour•Symmetry (relaxed, supine position)

•Abdominal movement during breathing

•Aortic pulsationsAuscultation: (completed before palpation/percussion to not alter bowel sounds)

•Bowel sounds –1 minute per quadrant up to 5 minutes with the diaphragm

•Intensity, pitch, frequency

•Vascular sounds –listen for bruits with bell. Percussion:

•Percuss for tonein a systematic fashion to all quadrants•Percuss liver span

•Dull percussion to liver and kidney (costovertebral angle –12thrib)

•Tympany to other parts of the abdomenPalpation:

•Light palpation to all quadrants –1 to 2 cm to detect tenderness•Deep palpation to all quadrants –5 to 6 cm for masses (location, size, shape, pulsatility, mobility, tenderness)

•Palpate bladder-light palpation ONLY; you only want to assess to see if it is distended•Palpate liver

•Palpate spleen•PalpatekidneysMake Learning Active!

•Role play or go through the interview/body assessment process –student to student or as a group

.•Review the case study as an application exercise in small groups or together as a class

. •Depending on your program,some content in the case study may not have been taught. Do not let that prevent you from utilizing this case study! Use it to promotelearning by having students identify what they do not yet know and guidewhere they can find the information in the textbook or on the internet to address knowledge gaps. Thisis educational best practice and another way to scaffold knowledge!

© 2019Keith Rischer/www.KeithRN.comPresent Problem:Jenna Simpson is a 24-year-old Caucasian femalewho weighs 210 pounds (95.5 kg-BMI of 36.5)who presents to the emergency departmentwith sudden onset of sharp pain inthe right side of herlower back that radiates tothe right sideof her abdomenand into her groin.

The pain started tenhours ago, but lasted only 15 minutes and then went away. She took ibuprofen 600 mg PO an hour ago but has not helped,andthe pain persists.

She statesthat this pain is different than when she has epigastric pain because of gastroesophageal reflux disease (GERD).

She feels nauseated but has not vomited. Jenna appears uncomfortable and pleads with the triage nurse, “do something to get rid of this pain!

What is wrong with me?

”What data from the present problemare RELEVANT and must be interpreted as clinically significant by the nurse?

(Reduction of Risk Potential)RELEVANT Data from Present Problem:

Clinical Significance:What is the RELATIONSHIP of your patient’s past medical history (PMH) and current meds?

(Which medication treats which condition? Draw lines to connect.)PMH:Home Meds:Pharm.

Class:Mechanism of Action (own words):AnxietyGastroesophageal reflux disease (GERD)Alprazolam 0.5 mg PO every 8 hours PRNPantoprazole 10 mg PO BIDPatient Care Begins:What vital signs are abnormal?

What is thereason(pathophysiology) for these findings?

(Reduction of Risk Potential/Health Promotion and Maintenance)AbnormalVS:Clinical Significance:Current VS:P-Q-R-S-T Pain Assessment:T: 98.9 F/37.2 C(oral)Provoking/Palliative:Nothing changes the levelof painP:92(regular)Quality:Sharp, severeR: 28(regular)Region/Radiation:

Right back/flank that radiates into RLQ and groinBP:148/84Severity:10/10O2 sat:99% room airTiming:Constant the past hourJenna is quickly brought to a room.

Youare the nurse andquickly collect the following assessment data:
© 2019Keith Rischer/www.KeithRN.

What assessment findings are abnormal? Whatis thereason (pathophysiology) for these findings?

(Reduction of Risk Potential/Health Promotion & Maintenance)RELEVANT Assessment Data:Clinical Significance:

Put it All Together and Think Like a Nurse!1.Interpreting relevant clinical data, what is the most likely primary problem?

What body system(s) will you assess most thoroughly based on the primary/priority concern?

What’s the problem?What’s causing the problem?(explain pathophysiology in OWN words)PRIORITY Body Systemto Assess:Current

Assessment:GENERAL APPEARANCE:Obesefemaleissitting upright in bed.Alert, oriented, , in moderate distress, dress appropriate for the season, hygiene and grooming normalfor age and gender, anxious, body tense, +grimacing, appears to be uncomfortable.

RESP:Breath sounds clear on inspiration and expiration in all lobes anteriorly, posteriorly, and laterally,with equalaeration bilaterally ant/post, nonlabored respiratory effortwith + tachypneic.Posture erect, sitting in bed, in moderate distress, on room air, AP diameter 1:2, symmetryof the thoracic cavity noted with inspiration and expirationCARDIAC:

Pink,warm & dry, no edema, heart sounds regular with no abnormal beats, pulses strong, equal with palpation at radial/pedal/post-tibial landmarks, briskcap refill, carotid pulse 3+ and regular bilaterally. Heart tones audible and regular, S1 and S2,noted over the 5cardiac landmarkswith no abnormal beats or murmurs. No JVD noted at 30-45 degrees.

NEURO: Alert & oriented to person, place, time, and situation (x4); muscle strength 5/5 in both upper and lower extremities bilaterally.

GI:Abdomen flat, soft, bowel sounds audible per auscultation in all four quadrants, nontenderto gentle palpation in all four quadrantsGU:Voiding without difficulty, dark amber/rustycolor with recentvoid to collect urinespecimen

INTEGUMENTARY: Skin warm, dry, intact, normal color for ethnicity. No clubbing of nails, cap refill <3 seconds.Hair short, brown, soft. Hair distribution normalfor age and gender. Skin integrity intact, skin turgor elastic, no tenting present © 2019Keith Rischer/www.KeithRN.com2.Which specific nursing assessments for this body system are most important?

Validate successful completion of each nursing assessment on a manikin (if available) identified with peer or faculty initials.

PRIORITY Nursing Assessments:

Rationale:Validate Student Performance:

3.What is the current nursing priorityand plan of care? Nursing PRIORITY:PRIORITY Nursing Interventions:Rationale:Expected Outcome:

4.State the rationale and expected outcomes for the medical plan of care. Medical Management:Rationale:Expected Outcome:Establish peripheral IVHydromorphone 1 mg IVPKetorolac 15 mg IVPOndansetron 4 mg IVPRadiology Reports:

What diagnosticresults are RELEVANT and must be interpreted as clinically significant by the nurse?

(Reduction of Risk Potential/Physiologic Adaptation)Radiology: CT PelvisResults:Clinical Significance:4 mm stone in the distal right ureter © 2019Keith Rischer/www.KeithRN.comLab Results: Urinalysis + UA MicroColor:Clarity:Sp.

What lab results are RELEVANT and must be recognized as clinically significant by the nurse?

(Reduction of Risk Potential/Physiologic Adaptation)RELEVANT Lab(s): Clinical Significance:Complete Blood Count (CBC)WBCHGBPLTs% NeutsBandsCurrent:10.214.2285720RELEVANT Lab(s)

: Clinical Significance:Evaluation: Thirty Minutes Later…Current VS:Most Recent:Current PQRST:T: T: 98.9 F/ 37.2 C(oral)Provoking/Palliative:P: P:92(regular)Quality:R: R: 28(regular)Region/Radiation:BP:

BP:148/84Severity:O2 sat:O2 sat:99% room airTiming:Evaluate the response to nursing and medical interventions.

All orders have been implemented.What would be the EXPECTED response inclinical data collected ifher pain and anxietyare decreased?

© 2019Keith Rischer/www.KeithRN.com1.What data is RELEVANT and must be interpreted as clinically significant by the nurse?

(Reduction ofRiskPotential/Health Promotion and Maintenance)RELEVANT VS Data:Clinical Significance:

TREND: Improve/Worsening/Stable

:RELEVANT Assessment

Data: Clinical Significance:

TREND: Improve/Worsening/

Stable:2.Has the status improved or not as expected to this point?

Does your nursing priority or plan of care need to be modified after this evaluation assessment?

(Management of Care, Physiological Adaptation)Evaluation of Current Status:Modifications to Current Plan of Care

:3.What did you learn that you can apply to future patients in yourcare? Reflect on your current strengths and weaknesses this case study identified.

What is your plan to make any weakness a future strength?

What Did You Learn?

What did you do well in this case study?

What could have been donebetter?

Current Assessment:GENERAL APPEARANCE:RESP:CARDIAC:NEURO:GI:GU:INTEGUMENTARY:

What are the key propositions of conflict theory and how do they impact the character’s chances of becoming deviant?

Sociology of deviance.

Write a story about someone who engages in primary deviance and then becomes a secondary deviant. Make sure your story teaches the reader about the concepts of primary and secondary deviance and how one becomes a secondary deviant.

How would conflict theory explain the secondary deviance committed by the character in your story?

What are the key propositions of conflict Theory and how do they impact the character’s chances of becoming deviant?

How may conflict theory explain the character’s chances of being convicted of a crime?

Be sure to address the role of social institutions and the effects of inequality in your answer.

What do you think are one or two weaknesses of conflict theory?

How would Merton’s Strain Theory explain the secondary deviance committed by the character in your story?

What are the key propositions of strain theory and how do they impact the character’s chances of becoming deviant?

Be sure to address the role of social institutions and the effects of inequality in your answer. What do you think are one or two weaknesses of strain theory?

How would labeling theory explain the secondary deviance committed by the character in your story?

What are the key propositions of labeling theory and how do they impact the character’s chances of becoming deviant?

Be sure to address the role of social institutions and the effects of inequality in your answer. What do you think are one or two weaknesses of labeling theory?

Expectations and Criteria for Success:Your essay should be approximately 500 words
The essay should follow instructions

The essay uses correct, standard English grammar and mechanics, and is free of typos as well as punctuation, capitalization, and word choice errors

The essay incorporates multiple, accurate references to online and text content as support for thesis/claims/argument. Parenthetical references at the end of the sentence using said material is sufficient.

They essay should use accurately one style of citations (MLA, ASA, or APA).

The essay demonstrates superior, academic knowledge of the topic under study, and is free from general statements, fluff, and summary

The language is clear and concise with logical flow

The essay is submitted prior to the due date/time

Refer to the Lesson 5 Writing Assignment Rubric (LO1, 4, 5) for more specific criteria to attain maximum essay score.

What is the story line or narrative? Who were the main characters and what role did they play history?

A comprehensive story of the Gettysburg Campaign and Battle.

Details of who, what, where, and when are outlined and the hard fought engagement is explained in detail.

Each formal critique must include the following elements:

Set the stage, what is the purpose of the book?

What is the story line or narrative?

Who were the main characters and what role did they play history?

review and reference using Turabian footnote citation a scholarly reference to either key figures or historical events. Wikipedia or similar references are not permitted.

How do the events or characters in this book compare (or contrast) to contemporary issues.