Question one (o6)

Fire prevention and fire suppression aspects are frequently structured and viewed as separate missions and operate in separate silos. Additionally, the fire prevention mission is often underfunded or the first budget line to be reduced during times of budget constrictions. From your perspective, how, if at all, might the application of community risk assessment and community risk reduction in your area integrate both prevention and suppression aspects into a sustainable model? Education homework help

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Question 2 (01)

Review “OSH Answers: Office Ergonomics” contained on the homepage of Canadian Centre for Occupational Health and Safety (CCOHS). Then, comment on any information interesting to you.

Use the following URL to access “OSH Answers: Office Ergonomics”.

https://www.ccohs.ca/oshanswers/ergonomics/office/

Question 3(02)

Several organizations publish occupational exposure limits (OELs) including the Occupational Safety and Health Administration’s (OSHA) permissible exposure limits (PELs), the American Conference of Governmental Industrial Hygienists’ (ACGIH) threshold limit values (TLVs), and the National Institute for Occupational Safety and Health’s (NIOSH) recommended exposure limits (RELs). Only OSHA’s PELs are legally enforceable. Discuss why you would only use the OSHA PEL at a facility where you were the safety officer, or alternatively, why you would choose to use one of the other OELs or a combination of the OELs. Education homework help

 

 

 

Please answer each question in a complete paragraph followed by a reference. Please respond to each question separately. All questions need to be answered in full complete sentences. Please only answer two questions per page

Q1

Family life education is relevant across the lifespan, is inclusive of all types of families, and is designed to meet the needs of the target audience (Arcus, Schvaneveldt, & Moss, 1993).

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In regard to diverse audiences, program content must be culturally appropriate in order to be effective. Family life educators must determine the appropriate scope of their program and establish the relevance, or applicability, to their audience (NCFR, 2010b). Education homework help

1. Given, the stated fact presented and in reflecting on your reading coupled with outside research, what are some best practices (actions) in creating and presenting a strengths based and culturally aware program for the diverse families served in programs today? Share and discuss at least 3.

Q2

Think of some events or gatherings you have attended in the past. This may be anything from a street carnival, a wedding reception, a SuperBowl Party, or a food truck fair. You can also write about street vendors or restaurants you have encountered overseas. For this discussion, discuss the food storage, preparation, or service that you experienced which was notably different than what you may have personally done in the past.

Did you feel that the techniques may have been risky or unsafe? Were you uncomfortable consuming the food or did you change your mind about eating it? Did you experience any adverse reactions? Be sure to include some steps that you could take to ensure that the food at those fairs, carnivals, parties, or food trucks would not cause harm to anyone consuming that item.

Q3

Using the internet as well as professional journals, articles and other academically recognized sources, discuss the following in this week’s discussion:

Discuss professional associations and federal training academies that provide fire investigator training for fire investigators. Education homework help

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Q4

1 – Describe transformational leadership.   What are the four types of leadership behaviors that are identified in transformational leadership?   Describe them and how they influence followers?

 

Q5

Topic A: Rawlsian Justice

John Rawls claims that justice comes down to a notion of fairness. He proposed a thought experiment wherein he proffers an ideal “original position.” The idea is that representatives of the people operate behind a “veil of ignorance” when determining what policies are in the best interests of all of the citizens. In brief, representatives are ignorant of their “The race, ethnicity, gender, age, income, wealth, natural endowments, comprehensive doctrine, etc. of any of the citizens in society, or to which generation in the history of the society these citizens belong” and “The political system of the society, its class structure, economic system, or level of economic development” (Wenar 4.6). They do understand different people have different life plans, that even if resources are scarce, “there is enough to go around,” and have good common sense.

Discussion task: Imagine you are a representative behind this veil. Discuss and defend several measures you would take to ensure a fair and equitable redistribution of resources. Education homework help

Wenar, Leif, “John Rawls”, The Stanford Encyclopedia of Philosophy  Edited by Edward N. Zalta 9 January 2017. https://plato.stanford.edu/entries/rawls/

 

 

Q6

Do some research on whistle-blowing in general and Wikileaks specifically. Do you feel that Julian Assange was performing a service that was beneficial to our country?  Be sure to use parts of your moral compass to justify your position.

Additionally address the notion of whistle-blowing in general and whether you feel it is ever morally justified and under what circumstances. Be sure to give examples and be sure to use your moral compass to explain your position.

 

Q7

“Managers must achieve the difficult balance between loyalty to the organization and fidelity to their personal ethic and professional integrity. How far should a manager go in following the crowd or in standing alone?”.  Address this question with details and supporting/opposing opinions.

 

Q8

For this week’s discussion, you will research the top 5 managed care organizations in the United States. Compare and contrast the top 5 features of each managed care plan. Describe what you think the future of managed care will look like. Education homework help

 

 

 

W12.1 Application: Early Literacy Assessment Part 2 – Data Analysis, Interpretation, And Recommendation

Step 1

• Share your love of books
  • Read books to your child, and make it a routine so the child grows up knowing what it is like to read and grow a love for learning at an early age.
• What’s a book?
  • Helping children get a better understanding of print awareness will prepare them for the future when they can actually read. Directionality, parts of a book, reading from left to right, top to bottom, are all important things children must learn. W12.1 Application: Early Literacy Assessment Part 2 – Data Analysis, Interpretation, And Recommendation
• Help them recognize letters
  • We can read alphabet books to children this will help them with their letter recognition.
• Help them hear and make sounds
  • Parents can read rhyming books play rhyming games and clap for syllables.
• Teach them new words
  • Reading books exposes children to “unfamiliar” words that usually are not typical in normal conversations helping the child expand their vocabulary.
• Let them retell the story
  • This allows children to demonstrate that they are understanding what they’re reading. W12.1 Application: Early Literacy Assessment Part 2 – Data Analysis, Interpretation, And Recommendation
    

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Step 2

 

Alphabetic Principles ●       Jordan names all the letters in the tree on the book except one ●       The letter Jordan misses he looks for assistance, signaling he does not know that letter ●       Jordan can point to the name “Violet” when asked by the assesor

Comprehension ●       Jordan is asked at the end of the reading a series of questions to which he answers them to the best of his ability

Phonological Awareness ●       Jordan can identify the rhyming words at the beginning of the book ●       Jordan is also seen manipulating some phonemes in the beginning, changing some words

Print Concepts ●       Jordan knows the directions of words as he can tell the assessor that words go from left to right ●       Jordan also lets her know that when you are done reading one page you go on to the next ●       Jordan is asked towards the end to show the front cover, back cover, and title of the book and he does so successfully. W12.1 Application: Early Literacy Assessment Part 2 – Data Analysis, Interpretation, And Recommendation

Instructions
In part 1 (https://fiu.instructure.com/courses/180319/assignments/2507410) of this assignment, you
focused on student observation and data gathering. Here in Part 2, you will be referring to the
descriptions you developed for Part 1 and using this data to analyze and interpret Jordan’s reading and
literacy skills and to provide appropriate recommendation(s) based on that analysis.
Organize your document in the following sections and address each one. The paper’s total length should
be approximately 1 page, single-spaced.
Analysis
Describe Jordan’s performance in relationship to his age & grade. Based on his performance,
state if you think he is reading at grade level, above grade level, or below grade level. Be sure to
explain using the information from your observations and the 6 strategies accurately. W12.1 Application: Early Literacy Assessment Part 2 – Data Analysis, Interpretation, And Recommendation
Interpretation
Using the 4 Principles of Early Literacy from the Fairfax County Public Library video
(https://www.youtube.com/watch?v=Jxw1pfeB60M) , state how you think Jordan is performing in
relationship to each principle. List each principle and discuss Jordan’s performance under each
category. Specifically address those early literacy skills Jordan is able to do correctly and those
he is demonstrating he does incorrectly.
Recommendation
Use language and specific details from the module resources to make two recommendations for
Jordan. Make sure one recommendation is based on his strengths (the early literacy skills he
demonstrated he could do) and another recommendation is based on his areas for growth (the
early literacy skills he demonstrated he could not do correctly). W12.1 Application: Early Literacy Assessment Part 2 – Data Analysis, Interpretation, And Recommendation

Endocrine Case Study

 

Endocrine Case Study

 

A 38-year-old Caucasian female, well known to your practice, presents with the new complaints of losing weight despite a strong appetite and being able to eat a great deal. Her lifelong constipation has resolved. She has feelings of breathlessness, and anxiety. She also reports recent onset of difficulty sleeping, shakiness, and increased irritability. She also reports “sweating” and “decreased libido.” She is a gravida 2, para 2, and works full-time. Both her young children are in school. She is happily married. She denies chest pain, orthopnea, paroxysmal dyspnea, and edema.

 

CC: “I just don’t feel like myself. I’m shaky and anxious. I can’t sleep and I am sweaty all the time. Could I be having early menopause?” Endocrine Case Study

 

Physical Exam:

Vital signs: Blood pressure is 110/64. Heart rate is 104 beats/minute. Respiratory rate is 24 breaths/minute. Afebrile. Height is 5’7”. Weight is 110 pounds, which is down from 119 pounds on her last visit 8 months ago for her yearly GYN exam.

Anxious, thin patient, with thinning, dry hair. Thyroid exam reveals a bruit over the thyroid. She also has increased pulse pressure and warm moist skin.

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Students are to respond to all of the following questions:

 

What additional subjective data (list 5) would you collect? (15 points)

 

What additional objective data (excluding laboratory or diagnostic studies, list 5) would you collect? (15 points) Endocrine Case Study

 

List and prioritize differential diagnoses (list 4) you would consider. For each differential diagnosis proposed, list specific information from the case study or from your suggested data that supports the diagnosis. (20 points: 3 points for each appropriate diagnosis, 2 points for each RATIONALE of diagnosis)

 

What laboratory or diagnostic studies should be considered to assist with or confirm the diagnosis, and what would be the EXPECTED FINDINGS of these studies? (15 points)

 

Outline your treatment plan:

• Recommended prescription therapy: (10 points)
  • 5 points for appropriate prescriptive therapy (including dosing)
  • 5 points for RATIONALE of therapy
• Recommended non-prescription (OTC, complementary) therapy (list 3): (10 points)
  • 5 points for each non-prescription therapy, including dosing, if applicable
  • 5 points for each RATIONALE of therapy

 

Propose referrals to other health care professionals and indicate the purpose (goal) of the referral. (3 points)

 

Describe patient/family teaching topics (list 3) that would be appropriate for this case. (3 points: 1 point for each DISTINCT and SPECIFIC topic) Endocrine Case Study

 

Identify any cultural, socioeconomic, religious, or psychosocial issues (list 3) that you have considered in your treatment plan. (3 points: 1 point for each DISTINCT and SPECIFIC issue)

 

Case-specific questions. (3 points)

• Which Healthy People 2030 objectives are relevant to this case?
• What are standard screening recommendations for thyroid function?

 

Identify preventative care that would be appropriate for this patient (immunizations, screenings, etc.). (2 points)

 

Which Centers for Medicare & Medicaid Services Evaluation & Management (CMS

E&M) code would you assign this visit? Provide a rationale for your answer. (1 point) Endocrine Case Study

 Total possible points: 100

Creating an Educational Game or Activity 5 points

Creating an Educational Game or Activity 5 points

Assignment: You have been assigned the task of creating a board game that will help students review skills they need to know for an assigned educational area.

Requirements: Using a file folder, colored paper, colored pencils, markers, and any other objects that you see as appropriate, create a game board. Put the name of your game on the tab of the folder and decorate the inside so that it is a game board. Make it neat, colorful, interesting, and creative!. Creating an Educational Game or Activity 5 points

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The purpose of this activity is to help you develop “tools” for your “teacher toolkit” that you can use in your role as an educator.

1. Make your game board neat, colorful, interesting, and creative!
2. Create at least 25 questions and answers for your game that relate to what you are trying to teach. The questions must be somehow incorporated into playing the game.
3. Relate the format and purpose of your game or activity. Example: the game board is in the shape of a castle or the purpose is to escape the evil grandmother in the story of Snow White.
4. Write directions for your game that would make it perfectly clear how to play the game.
5. Make sure the content and difficulty of your game are appropriate for your novel and more advanced classmates’ abilities. Creating an Educational Game or Activity 5 points

*You may take a picture of your board game and upload with a description/explanation of how you met each of the five requirements listed above.  This is not required, just a suggestion.

Rubric:

1 pt. – Design & Creativity	1 pt. – Questions	1 pt.-  Format and Purpose	1 pt. – Directions	1 pt. – Content and Difficulty
Everything is neatly created and directions were followed completely.	There are 25 questions and answers, and they are well incorporated into the game	The purpose of the game relates directly to the academic area being covered.	Directions make it perfectly clear how to play the game. They are neatly typed with minimal grammatical errors. Creating an Educational Game or Activity 5 points	Questions and rules of play are of an appropriate level- for a variety of learners.