public health policy and disaster performance evaluation 1

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In Chapter 12, Landesman talks about post-disaster assessments and post-disaster priorities. Describe and briefly discuss an example of a real-world post-disaster assessment and a post-disaster priority. Reference the literature citation, website or whatever else you used to substantiate your answer (i.e. the answer can not be theoretical or based on personal experience alone).

 
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Each week you’ve been learning important tools and strategies to keep you moving forward and juggling life, in general. This assignment will help you to identify career resources and explain how the

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Each week you’ve been learning important tools and strategies to keep you moving forward and juggling life, in general. This assignment will help you to identify career resources and explain how the skills and strategies you are learning can help you with your networking!

Review Ch. 3 and 6 this week. A quick review of Ch. 3 on notetaking can help you with brainstorming for this final assignment. Ch. 6 on careers can help provide you with ideas for needed resources. This week’s brief articles and video on the Electronic Reserve Readings page also provide helpful information.

Complete the Building Networks worksheet.

Submit your assignment to the Assignment Files tab.

 

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Describe why these competencies are necessary and outline a plan for developing these competencies.

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Describe why these competencies are necessary and outline a plan for developing these competencies.
Today’s fast-paced health care environment demands nurses to be skilled not only in their clinical practice or specialty area but in the use of technology tools that improve practice and lead to better patient care. Basic and advanced technology competencies are required and expected as technology increasingly touches and changes the job of every nurse. Numerous organizations, including the American Nurses Association (ANA), the American Medical Informatics Association (AMIA), and Healthcare Information and Management Systems Society (HIMSS), have developed nurse-specific technology competencies. The challenge for nurses is to identify both needs and training opportunities.In this essay, I need the writer to identify the role informatics plays in nurse’s professional responsibilities. I need the writer to pinpoint personal gaps in skills and knowledge and then develop a plan for self-improvement.• Review Nursing Informatics: Scope and Standards of Practice in this week’s Learning Resources, focusing on the different functional areas it describes. Consider which areas relate to your current nursing responsibilities or to a position you held in the past. For this Discussion, identify one or two of the most relevant functional areas.• Review the list of competencies recommended by the TIGER Initiative. Identify at least one skill in each of the main areas (basic computer competencies, information literacy competencies, and information management competencies) that is pertinent to your functional area(s) and in which you need to strengthen your abilities. Consider how you could improve your skills in these areas and the resources within your organization that might provide training and support.The essay needs to contain the key functional area(s) of nursing informatics relevant to the current position in the Intensive care unit or to a position a nurse recently held, and briefly describe why this area(s) is relevant. Identify the TIGER competencies you selected as essential to your functional area(s) in which you need improvement. Describe why these competencies are necessary and outline a plan for developing these competencies. Include any resources that are available to you within a hospital organization and the ways you might access those resources. Assess how developing nursing informatics competencies would increase your effectiveness as a nurse.

 
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Discussion 2: bystander intervention | SOCW 6200 – Human Behavior and the Social Environment I | Walden University

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Separating fact from fiction is imperative when learning how to recognize and respond appropriately, and effectively, to victim/survivors, and bystanders/witnesses, of sexual violence. Although a large majority of sexual assaults do not happen in public settings, in some cases, they do. This is when it is important to understand the experience of the bystander. Bystander intervention can help to explain how, when, and where these kinds of assaults take place; at times, it may even prevent the assault from happening. For this week’s Discussion, watch the video case study of Talia. Locate research on bystander intervention by Victoria L. Banyard and/or Sarah McMahon.

By Day 5

Post your application of the theory of bystander intervention to the behavior of those exhibited in the video. Then, describe a scenario in which a bystander could have influenced this scenario in a different way. Please use the Learning Resources to support your answer

 Johnson Family Case Study:

Johnson Family Episode 1 Program Transcript ERIC: Ladies, what’s going on?  TALIA: Hi.  ERIC: I’m Eric.  TALIA: Talia  SHERRY: Sherry.  ERIC: Excellent. So I know some good-looking guys looking for some goodlooking girls.  SHERRY: You do, huh?  ERIC: We’re throwing a party Saturday night, and invitation only. I want you guys to come. Lots of booze. You like to dance?  TALIA: I love to dance.  ERIC: Me too. You should dance with me. You better come.  TALIA: All right.  ERIC: Both of you.  SHERRY: Thanks.  ERIC: I’ll see you then? All right, see you later.  TALIA: Bye.  SHERRY: Bye.  TALIA: He’s hot.  SHERRY: You think?  TALIA: Oh, yeah. You gonna go? SHERRY: Well, yeah, if you’re going to go.  TALIA: Yeah, I’m definitely gonna go.  ©2013 Laureate Education, Inc. 1                          Johnson Family Episode 1 SHERRY: OK, then we’re going.  TALIA: OK, it’s settled.  [INTERPOSING VOICES]  ERIC: Hey, there. How you feeling?  I’m drunk.  ERIC: Yes, you are. Here, have some more.  TALIA: I need to lay down. I don’t feel so good.  ERIC: Oh, no. No, no, no. Not here.  TALIA: Take me home.  ERIC: It’s my frat party. I actually– I’ll tell you what. I’ll take you upstairs. You can  use my bed, OK?  TALIA: Sure.  ERIC: All right. Come on, Talia. I got you.  SHERRY: Talia. Hey, are you OK?  TALIA: I’m fine.  SHERRY: You sure? Do you want to go with him?  ERIC: It’s fine. She likes me. Don’t you?  TALIA: Uh-huh. Johnson Family Episode 1 Additional Content Attribution  

References:

 

Poteat, V., Mereish, E., DiGiovanni, C., & Koenig, B. (2011). The effects of general and homophobic victimization on adolescents psychosocial and educational concerns: The importance of intersecting identities and parent support. Journal of Counseling Psychology, 58(4), 597–609.
Note: Retrieved from the Walden Library databases.

Ullman, S. E. (2010). Conducting interviews with survivors of sexual assault. In Talking about sexual assault: Society’s response to survivors (pp. 121–143). Washington, DC: American Psychological Association.
Note: Retrieved from the Walden Library databases.

Plummer, S.-B., Makris, S., Brocksen S. (Eds.). (2014). Sessions: Case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
Note: Retrieved from the Walden Library databases.
The Johnson Family