1-What is the importance of the legal system for nurses? 

2-3 paragraphs of 3 sentences each

3- APA style

4- 2 references not older than 2015

As faculty members, you have been asked to design a 4-hour Leadership Strategies course that would accommodate the learning styles for a selected 10 students. The students have all completed a learning style inventory in which three of the students are determined visual learners, four are kinesthetic learners, and the rest are auditory learners. Note: The intended audience for the course can be either newly graduated nurses or experienced staff nurses as you choose.

Compose a 500-750-word paper which describes your plan to accommodate the learning styles of each student. This plan starts with defining course objectives; use the “A-B-C-D Method of Writing Objectives” resource as a guide. The objectives should incorporate Bloom’s taxonomy, be written at the appropriate level for the audience, and include at least two learning domains (cognitive, psychomotor, and affective). Make sure to include the following:

1. An outline of the course content and agenda that will be covered. 
2. Descriptions of the learning activities and the rationale for the learning activities selected
3. Strategies to assess learning, based on the learner objectives
4. Use at least three scholarly, peer-reviewed resources less than 5 years old in addition to the course materials.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is required.

Refer to “Learning Styles Rubric,” prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

AttachmentsNUR-647E-RS-A-B-C-DApproachtoObjectiveWriting.docx
NUR-647E-R-T6.docx 

Please use this reference To base the care plan.

The assignment has to be on a patient with uncontrolled hypertension and cardiac issues  This patient was re admitted to the hospital (cardiac/telemetry unit) because of the on going Controlled hypertension And possible heart attack.  

Developing a Care Plan—Continued

In a Microsoft Word document of 4-5 pages formatted in APA style, you will submit your final comprehensive care plan for the aggregate based on the health risks faced by the aggregate, incorporating feedback from your instructor on your Week 5 paper and your continued work.

In your paper, address the following:

• Propose two (2) priority-nursing diagnoses based on the major health risks identified during the risk assessment for the aggregate .
  • Include strategies to address the nursing diagnoses and identified risks of aggregate.
  • Support your strategies with at least two journal articles.
• Develop a disaster management plan with the following components:
  • List of disasters that might affect your aggregate (take into consideration the geographical location of the aggregate, past history, etc.).
  • Strategies for handling at least two disasters from the list.
  • Recommendations for a disaster supplies kit.

On a separate references page, cite all sources using APA format. Please note that the title and reference pages should not be included in the total page count of your paper.

Pathological conditions that might affect the sexual responses in the elderly population

Sexuality is a very vital component of physical and emotional intimacy that women and men experience throughout their active lives. Female sexual dysfunction and male erectile failure increase with an individual’s age.  About 30 percent of older adults have at least a single complaint with their sexual function. However, about three-quarters of the older adults still expresses their interest to maintain their proper sexual function. Certain normal transformation tends to occur with aging, for example, in older men requiring more time and stimulation to obtain a complete erection. (Robert C. Dean, 2005)

In as much as sexual dysfunction is related to aging, it is important not to rule out the possibility of disease conditions or medication side effects as being related to sexual dysfunction. The most prevalent pathological disorders related to sexual dysfunction include lower urinary tract symptoms, diabetes, depression, and cardiovascular disorders. It has been established that the occurrence of erectile dysfunction can be reduced through early control of cardiovascular risk factors that help in improving endothelial function. And that modification of lifestyle-related risk factors such as obesity and treatment of the predisposing disorders may help curb sexual dysfunction in the elderly. 

Both chronic and acute conditions cause sexual dysfunction and decreased sexual interest. Pathological disorders lower tolerance to physical activity and mobility thus minimizing sexual desire. Cardiovascular disorders are the main cause of morbidity in older adults and more often associated with sexual dysfunction. The vascular system and the neurological systems should be intact for normal arousal in women and erection in men, however, the elderly often experience neurological degenerations. (Robert C. Dean, 2005)

The pathophysiology of erectile dysfunction can then be classified into; psychogenic dysfunction which is the most common. Psychogenic dysfunction occurs through alteration of the brain areas that control sexual behaviors such as the limbic system, hypothalamus, and cerebral cortex. The other classifications include the neurogenic (affecting the pudendal and cavernous nerves, spinal cord, and brain.), endocrinologic as a result of hypogonadism that occurs with old age, and arteriogenic such as structural changes, impaired endothelium-dependent vasodilation, and vasoconstriction. Diabetes has also been massively associated with sexual dysfunction among the elderly since these conditions seriously affect the vascular system. (Robert C. Dean, 2005)

Nutritional factors that affect immune systems

Older adults tend to develop nutritional deficiencies due to poor appetite caused by chronic conditions, loneliness, depression, or multiple medications that cause interference with normal nutrient absorption. Nutrient deficiency even a single nutrient may lead to alteration in the body’s immune response. Studies have indicated that deficiencies in selenium, iron, zinc, folic acid, copper, and vitamins can cause alteration in the immune response. The poorly nourished are therefore at a greater risk of infections. (CHAN)

Psychological factors that affect immune response among the elderly.

Studies carried on brain behavior and immunity indicates the correlation between psychopathology and personality to immunity, changes in immune responses induced by stress, and the behavioral conditioning of immunity. Empirical evidence suggests that psychological processes can impinge upon modulating immune responses. This is shown by a revelation of the fact that immune competence is malleable, a fact validated by the differences in responsiveness of cell functioning in elderly and young people. Older adults’ unstable psychological conditions, therefore, predispose them to immune incompetency. (Christopher L. Coe, 2017)

How drugs and alternative and complementary medications affect the immune system.

It has been realized that Complementary and Alternative medicine (CAM) is effective in boosting immune response. CAM, curcumin, and polyphenolic compounds obtained from common food colorant turmeric can enhance the antibody’s responses even at low doses. some drugs can, however, cause considerable damage to many systems including the immune system through intoxication. (Nilashi, 2020)

References

Beers, M., Fink, A., & Beck, J. C. (2016). Screening Recommendations for the. American Journal of Public Health, 81(9), 1131-1139.

Burke, S. A. (2016). Influence through policy: Nurses have a unique role. Retrieved from Sigma Nursing: https://www.reflectionsonnursingleadership.org/commentary/more-commentary/Vol42_2_nurses-have-a-unique-role

CHAN, H. T. (n.d.). The Nutrition Source. HAVARD T.H. CHAN. Retrieved from https://www.hsph.harvard.edu/nutritionsource/nutrition-and-immunity/#:~:text=A%20deficiency%20of%20single%20nutrients,E%20can%20alter%20immune%20responses.

Choi, S., Cheung, K., & Pang, S. (2015). A field study of the role of nurses in advocating for safe practice in hospitals. Journal of Advanced nursing, 70(7), 1584-93. doi:10.1111/jan.12316

Christopher L. Coe, M. L. (2017). Psychosocial influences on immunity, including effects on immune maturation and senescence. HHS Public Health Access. doi: 10.1016/j.bbi.2007.06.015

Nilashi, M. (2020). Can complementary and alternative medicines be beneficial in the treatment of COVID-19 through improving immune system function? J Infect Public Health. doi:doi: 10.1016/j.jiph.2020.05.009

Robert C. Dean, M. a. (2005). Physiology of Penile Erection and Pathophysiology of Erectile Dysfunction. HHS Public Access. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1351051/

Torrey, T. (2020, March 09). End of Life and Advance Directive Documents. Retrieved from Verywell Health: https://www.verywellhealth.com/advance-directives-documents-2615080

REPLY 2

Cardiovascular diseases and osteoporosis as well as dementia are the common chronic conditions that occur in adults especially those at the age of above 85 years. There are many other conditions as well that affect adults even those not at old age. In this study, we will focus on those pathological conditions that affect that affect the sexual responses in older adults, whether or not the nutritional factors, psychological factors, drugs as well as complementary and alternative medications affect the immune system in older adults.

The sexual disorders include; one lacking sexual desires or not having any interest for sex. The person develops disorders in arousal process, meaning the person cannot be physical aroused or even get excited during sex. There is also a problem when it comes to orgasm, that is, the person can delay or even absence of orgasm. There are those who also experience pain during sex, a condition referred to as pain disorder. The conditions that affect the sexual response in adults are grouped into two categories, the physical causes and psychological causes.

There are many physical or medical conditions that can affect the sexual response in older adults; they include conditions such as diabetes, heart as well as vascular diseases, the neurological disorders, the hormonal imbalances, some chronic infections such as liver and kidney failure. Alcoholism as well as drug abuse can also affect the sexual conditions in adults.

  There are also some medications that may have side effects like the side effects of antidepressants that can affect the sexual function.  Some antidepressants can reduce the sexual desire and this can interfere with one’s ability to orgasm, examples of these drugs are Prozac and Zoloft. These same effects can as well occur with SNRI antidepressants such as cymbalta. Other medications that can as well affect the sexual desire are the drugs to curb anxiety like diazepam, the antifungal like ketoconazole, the blood for blood pressure like the atenolol as well as the heartburn drugs such as famotidine (Obos 2014).  

The psychological conditions are mainly the work related problems such as stress, being anxious, some are concerns on sexual performance, the marital as well as problems related to relationships, depression, the guilt feeling, having concerns on the body image and also being affected by the past sexual trauma can also lead to effects on sexual response among adults.

In the line of nutrition, there are also foods that can reduce ones sex drive, they make one to have a reduction in the level of sex demand. This foods include, processed food like bread, diet soda, the microwave popcorns, marijuana as a food and drug, shrimps, alcohol as a drug especially beer, edamame, cheese, sugar, canned soup, licorice and many others just to mention but a few (Stoddard 2017).

To conclude, from the research, it is clear that drugs, nutrition, the psychological factors as well as medications can affect the sex response of a person. The effects can be positive or negative effects, a person can either have high desire for sex or low desire for sex. One can even end up not in need of sex at all. The best way to know if what you eat or the medications you take affect your sexual desire is by continuous monitoring of what you take and the effects it’s having on you with time.  

References

Grant Stoddard, (2017), 27 Foods that Kill your Sex Drive.

Obos Sexuality and Relationship Contributors, (2014), Medications that can affect sexual desire and pleasure.

All replies must be constructive and use literature where possible.

Your assignment will be graded according to the grading rubric.

APA format, Reference (s) must be within 5yrs. zero plagiarism. This paper will be appoximately 3.5- 4 pages including CV template page.  

Week 2: Strengths and Strategies, Curriculum Vitae, and Action Plan

Purpose

The purpose of this assignment is to develop (a) a leadership strength-to-strategy plan, (b) a professional curriculum vitae (CV), and (c) an action plan for leadership formation. The strengths-to-strategy plan (from the Week 1 interactive) formulates a plan to guide leadership development. The CV provides the professional foundation for the DNP portfolio through documentation of professional and academic accomplishments. The action plan addresses gaps or developmental opportunities in the CV while applying strategies from the strength-to-strategy plan. The strengths-to-strategy plan, professional CV, and developmental action plan contribute to the student’s professional development of skills and competencies relevant to the DNP scholar as a leader.

1. The assignment will include the following components:

a. One title page 

i. Title: Strengths-to-Strategy, Curriculum Vitae, and Action Plan 

ii. Format the title page as shown in the APA Paper Template in the Resources tab of Canvas and as demonstrated below:

Strengths-to-Strategy, Curriculum Vitae, and Action Plan

Name

School: …………

NR722: ……

September Session [or applicable Session] 2020

In this assignment, You will submit One document with all three of these assignments included in the following organization:

Introduction

Strengths-to-Strategy Plan

Professional Curriculum Vitae

Action Plan

Conclusion

References 

Appendix: CV in Template-*******See attached template. Include it as is as an Appendix per instruction. Owner will make entry inside the CV template afterwards. So disregard the instructions for completing inside the template******

iii. Include an introduction and a conclusion paragraph.

vi. Use the following required level 1 headings:

1. Strengths-to-Strategy Plan

2. Professional Curriculum Vitae

3. Action Plan for Leadership Formation

4. Conclusion

2. Introduction (10 points)

a. Note: Do not use “Introduction” as a heading. Place the paper’s title on the first line.

b. Present a clear purpose statement.

c. Introduce the sections of the paper in a mini-outline in sentence format.

d. Establish the significance of the paper to you as a future practice scholar and DNP leader.

3. Strength-to-Strategy Plan (40 points): Complete the Week 1 Strength-to-Strategy Plan interactive exercise located in the Explore section of Week 1. Use the Strength-to-Strategy Plan interactive to provide the rough information for this section of the paper, written in a Microsoft Word document.  ******* See helpful rough information for the wk 1 strength-strategy plan interactive excercise at the end of this page to use in completing this section***** 

b. Create four (4) Level 2 headings that reflect the Week 1 interactive results

i. Leadership Strengths

1. Describe in a paragraph 3 strengths you discovered in the interactive in complete sentences.

2. Briefly explain the importance of each to your leadership development.

i. Leadership Opportunities

1. Describe in a paragraph 3 opportunities you discovered in the interactive in complete sentences.

2. Briefly explain the importance of each to your leadership development.

iii. Strategies for Turning Opportunities into Strengths

1. Describe in a paragraph 3 strategies for turning opportunities into strengths you discovered in the interactive in complete sentences.

2. Briefly explain the importance of each to your leadership development.

iv. Strategies for Leveraging Others’ Strengths

1. Describe in a paragraph 2 strategies for leveraging others’ strengths you discovered in the interactive in complete sentences.

2. Briefly explain the importance of each to your leadership development.

4. Professional Curriculum Vitae (40 points):

a. Use the required Professional CV Template  .This section of the body of the paper should introduce your CV, explain your impressions as you constructed it in the template, and note any insights or surprises you discovered. In this section, include the instructions to the reader to see the Appendix, either in the sentence or within parentheses.

**** CV Template is attached here.  Attach CV template (as is) as an Appendix after the paper.) Not- Please do not add anything in side the CV template. Owner will complete the information required  (inside) the CV template.b. The professional CV should include the following (NOTE: If there are no entries in a section, enter “None” or “N/A” but do not remove the section)***

i. Name and Contact Information

ii. Education

1. List all educational institutions attended in reverse chronological order.

2. Include date degree conferred, degree earned, institution, and location.

3. Include your DNP with the anticipated graduate date .

ii. Professional Licensure: RN licensure and APRN/Other Licenses

1. List state(s) of licensure.

2. Do not list license numbers.

ii. National Professional Certifications

1. Include the date(s) of certification, the certification name, and certifying organization.

iii. Professional Work History

1. List all employment in reverse chronological order.

2. Include ONLY dates of employment, position, institution, and location of the position held.

iv. Professional Associations and Activities

1. List dates, role, and organization.

v. Awards and Honors

1. List dates, awards, and granting organizations.

vi. Research and Grants*

1. List dates, role, title, sponsor, and monetary award.

vii. Publication: Books, Book Chapters, and Journal Articles*

1. Provide complete reference in APA format

2. Bold your name

viii. Presentations*: International, National, Regional, or Local

1. Include date, title, conference, sponsor, and city.

ix. Volunteer activities

1. Include dates, role, and organization.

x. References Available Upon Request

*There may be items in the CV that you have not done yet in your development, but it is appropriate to leave the headings and enter “None” or “N/A.” 

5. Action Plan (50 points) : Include 3 Level Two Headings with 1 paragraph each that support your leadership formation. The action plan should include the following three sections:

a. Analysis of Current CV : An analysis of your current CV, including your greatest accomplishments and what you are most proud of in your career journey.  *****May use the roguh entry below to assist with this section. 

*****In my most recent job I led a change project for improving the Utilization review process by centralizing the documentation collection location to reduce the time spent on collecting them from different locations and from different people. 

The project was successful, my organization has seen reduction in the time spent on utilization review process and increase in productivity has also been noted.  My manager was so pleased with the improvements. The chief executive officer  was also very pleased with the above accomplishment and he has requested that I select team members to form a process improvement team *****

b. Plan of Action for Strengthening CV : A plan of action for strengthening your CV by adding accomplishments to areas in which you may not have entries or have limited entries.

c. Plan of Action to Turn Opportunities into Strengths: A plan of action for using the strategies for turning your developmental opportunities into strengths noted on the Strength-to-Strategy Plan.

5. Conclusion (10 points):

a. Recaps the paper’s purpose statement and mini-outline criteria.

b. Draws major conclusions from the body of your paper.

c. Summarize the importance of professional development to you as a future practice scholar and DNP leader.

5. Writing Organization and Mechanics (10 points)

a. One document is created using the four Level 1 headings prescribed.

b. The standard CV Template is used for the CV section and placed as an Appendix.

c. Grammar and mechanics are free of errors. (Grammarly.com)

d. APA style and standard English language are used & abbreviations/ acronyms are explained.

5. You will submit one document with all sections included in the following organization:

a. Title Page

b. Introduction

c. Strengths-to-Strategy Plan

d. Professional Curriculum Vitae

e.  Action Plan for Leadership Formation

f. Conclusion

g. References (if used)

h. Appendix*

The document below if the item referenced on # 3 above. ****Please use the rough info  below to assist in completing the #3 section per the instruction.

Strengths-to-Strategy Plan

Leadership Strengths

Servant leader: Having the responsibilities of service to others and recognize that the role of organizations is to create people who can build a better tomorrow. Strengths-based leader: I strive to empower workers’ strengths rather than identify problems. Task-oriented leader: I would spend time to explain expectations and I reward good performance, correct departures from expectations, and I would attempt to prevent future problems.

Leadership Opportunities

1. Unmasking my weakness 2. Learning from my failures 3. Appreciate feedbacks. 4. Listen to those with more experience 5. Refuse to settle for mediocrity

Turning Opportunities into Strengths

1. Understanding my leadership style will opens the door for building managerial skills in harmony with my true nature. With a sense of where I fall in leadership style categories, I will be better equipped to develop leadership skills. 2. Setting concrete goals and executing them. Formulating the right plan and setting meaningful benchmarks along the way gives me a map to follow, a methodology that will guide me through my tasks. 3. Admit when I fail and move on. When I recognize an error, I should admit it openly and take action to correct it. I should be open about your failures; discuss them with myself/with your team and earn from them. 

Leveraging Others’ Strengths

Listening to those that I work with and examining and adopting their good skills/strengths that I may lack. Being supportive and engaging with others.

SOAP Note

Complete only the History, Physical Exam, and Assessment sections of the Aquifer virtual case: Family Medicine 27: 17-year-old male with groin pain.

Each week you are required to enter your patient encounters into CORE. Your faculty will be checking to ensure you are seeing the right number and mix of patients for a good learning experience. Beginning in Week 5, you will need to include one complete SOAP note each week through Week 9 for a total of 5 complete SOAP notes for this course using this SOAP note template. The SOAP note should be related to the content covered in this week, and the completed SOAP note should be submitted to the Submissions Area. When submitting your note, be sure to include the reference number from CORE where you entered this specific patient’s case entry.

3.1 Case Study—Several Different Styles Vanessa Mills was recently hired to work at a branch of Lakeshore Bank as a personal banker. The branch is very busy and has a large staff, including three on-site managers. As a new employee, Vanessa is trying to figure out how to succeed as a personal banker while meeting the expectations of her three very different managers. Vanessa is paid a salary, but also receives a commission for activities including opening new accounts and selling new services to customers such as credit cards, lines of credit, loans, and stock accounts. Personal bankers are expected to open a certain number of accounts each month and build relationships with customers by exploring their various banking needs and offering services to meet those needs. Marion Woods is one of the managers at Vanessa’s branch. She has worked for Lakeshore Bank for 10 years and prides herself on the success of the branch. Marion openly talks about employees’ progress in terms of the number of accounts opened or relationships established, and then commends or scolds people depending on their productivity. Marion stresses to Vanessa the importance of following procedures and using the scripts that Marion provides to successfully convince customers to open new accounts or accept new services with the bank. As a new banker, Vanessa has not opened many accounts and feels very uncertain about her competence. She is intimidated by Marion, believing that this manager is continually watching and evaluating her. Several times Marion has publically criticized Vanessa, commenting on her shortcomings as a personal banker. Vanessa tries hard to get her sales numbers up so she can keep Marion off her back. Bruce Dexter, another manager at Vanessa’s branch, has been with Lakeshore Bank for 14 years. Bruce started out as a teller and worked his way up to branch manager. As a manager, Bruce is responsible for holding the bank staff’s Monday morning meetings. At these staff meetings, Bruce relays the current numbers for new accounts as well as the target number for new accounts. He also lists the number of new relationships the personal bankers have established. After the meetings, Bruce retreats back into his office where he sits hidden behind his computer monitor. He rarely interacts with others. Vanessa likes when Bruce retreats into his office because she does not have to worry about having her performance scrutinized. However, sometimes when Vanessa is trying to help customers with a problem that falls outside of her banking knowledge, she is stressed because Bruce does not provide her with any managerial support. The third manager at the branch is Heather Atwood. Heather just started at Lakeshore Bank within the last year, but worked for nine years at another bank. Vanessa finds Heather to be very helpful. She often pops in when Vanessa is with a customer to introduce herself and make sure everything is going well. Heather also allows Vanessa to listen in when she calls disgruntled customers or customers with complicated requests, so Vanessa can learn how to manage these types of interactions. Heather trusts her staff and enjoys seeing them grow, encouraging them by organizing games to see who can open the most accounts and offering helpful feedback when customer interactions do not go as planned. Vanessa is grateful for the advice and support she receives from Heather, and looks up to her because she is competent and kind. Vanessa is coming up on her three-month review and is very nervous that she might get fired based on her low sales record and the negative feedback she has received from Bruce and Marion regarding her performance. Vanessa decides to talk to Heather about her upcoming review and what to expect. Heather assures Vanessa that she is doing fine and shows promise even if her numbers have not reached that of a seasoned banker. Still, Vanessa is concerned about Bruce and Marion. She has hardly had more than two conversations with Bruce and feels intimidated by Marion who, she perceives, manages by running around barking numbers at people. 

Questions 

Based on the assumptions of Theory X and Theory Y, how would you describe each manager’s philosophy and style of leadership? In what way do the managers’ attitudes about Vanessa affect their leadership? 

In this type of customer service setting, which leadership style would be most effective for the bank to meet its goals? 

From the bank’s perspective, which (if any) manager exhibits the most appropriate leadership? 

Discuss. What advice would you give to each of the managers to enhance his or her leadership skills within the bank? 

What do you think Vanessa can do to prepare herself for her three-month review?

3.2 Case Study—Leading the Robotics Team Anders Dahlgren is the mentor for a high school robotics team that has spent the past three months designing, building, and programming a robot for competition. The team is composed of 14 boys and one girl, and the students range from freshmen to seniors. With the first competition in three weeks, Anders needs to designate a team captain so the team can get used to working under a new leader. During the competition, the team captain is often called on to make crucial team decisions. The robotics team is divided into groups: Mechanical, whose members design and build the robot, and Programming, whose members develop the computer code that tells the robot how to complete its tasks. During competition, the team captain will have to work with both groups to tweak the robot’s design and programming on the fly to improve the robot’s performance. It can be a high-pressure job for any teenager, and with emotions and stress levels of other team members running on high, the captain will not only need an understanding of both the mechanical and programming aspects, but must also be able to keep 14 other personalities and egos working toward a common goal. There are three members of the robotics team that Anders is considering for captain: • Pria is a junior and the only girl on the team. This is her second year on the team, and she is in the Programming group. Anders describes her as being very serious and a whiz at coding, and she has offered some great design ideas. Pria is very organized—after the team’s first meeting of the year, she developed a schedule with tasks and deadlines and wrote it on the large whiteboard in the workshop so team members could follow it. Pria doesn’t have a lot of patience with teenage boy shenanigans and will admonish her group members to “focus, please” whenever she thinks they’ve gotten off task, such as when they start talking about YouTube videos or music. Pria is very rule-bound and will point out when team members try to cut corners or haven’t adequately followed instructions or the schedule. Anders has noticed that when the other programming group members have a problem or obstacle, they defer to Pria for a solution. He suspects it’s partly because they respect her opinion and partly because they know she’ll tell them how to fix it regardless. Once, though, when Pria was home sick, Anders overheard several of the boys from both groups call Pria “bossy” and say she “stressed them out” with her deadlines and rigidity. • Justin, a senior, is also in his second year on the team. An upbeat, congenial kid, Justin is a member of the Mechanical group. He isn’t much for planning, however; he has a tendency to pick up a power tool and use it before he has actually thought out what he is going to do with it. The other Mechanical group members call him “MacGyver” because he is great working with his hands and often comes up with fixes to mechanical problems by just fiddling around with different pieces and parts for an hour or so. The group members are also pretty forgiving when Justin makes a mistake because his sense of humor keeps them all laughing and he always finds a way to fix it. Anders notices that the Mechanical group is the most creative when Justin is at the helm, but that work sessions can devolve into chaos pretty quickly if Anders doesn’t step in and set parameters and establish goals. • Jerome, also a member of the Mechanical group, is quiet, respectful, and polite. He is a senior and has been on the robotics team since his freshman year. He is a veteran of robotics competitions, and what he has learned over the years has informed a lot of the team’s efforts this year. He is most happy working on the computer-aided designs for the robot and helping those building it to understand and follow the plans and schematics. When group members question elements of his design, however, he will ask, “How do you think we should do it?” He listens to their ideas, and if the other group members agree, they will implement an idea even when Jerome personally doesn’t think it’ll work. Jerome’s method of allowing for trial and error often slows down progress; when the group realizes an idea won’t work, the team members will have to take apart what was built and start over. Anders asked Jerome why he isn’t more assertive in defending his plans, and Jerome answered, “That’s just not my style. How do I know I have all the right answers? We are all supposed to be learning, right? And if I insist they do it my way all the time, how will we learn anything?” 

Questions 

How would you describe the individual leadership styles of Pria, Justin, and Jerome? 

Based on the assumptions of Theory X and Theory Y, how would you describe Pria, Justin, and Jerome’s individual philosophies of leadership? 

The robotics team will be asked to compete in a situation that sounds like it will be intense and stressful. Do you think a democratic leader would be as effective as an authoritarian leader in this situation?

HELLO I HAVE A DOCUMENT ATTACHED. PLEASE READ IT CAREFULLY AND ANSWER THE QUESTION USING APA FORMAT. PLEASE NO PLAGIARISM, I DO CHECK FOR PLAGIARISM MYSELF TOO BEFORE SUBMITTING THE ASSIGNMENT AND NO INTERNET SOURCES. USE ONLY SCHOLASTIC SOURCES. 

Begin reviewing and replying to peer postings/responses early in the week to enhance peer discussion. See the rubric for participation points. Participate in the discussion by asking a question, providing a statement of clarification, providing viewpoints with a rationale, challenging aspects of the discussion, or indicating relationships between two or more lines of reasoning in the discussion. Always use constructive language, even in criticism, to work toward the goal of positive progress.

Peer 1

There can be risk factors that can lead to childhood obesity such as family history, psychological factors, and lifestyle. The main cause of childhood obesity is the combination of exercising too little and eating too much. The risk factor for children and adolescents does differ to a degree. Typically, when you are a child you eat what you are given or how your parents eat. Whereas adolescents can be more verbal with what they may like or dislike and what they choose to eat. Changing eating habits is essential in combating obesity. Increasing physical activity can help. Having activities that the family can do together such as hiking, swimming, or even playing tag. Limiting screen time can play a role in reducing obesity. The more time one spends in front of the tv can cause them to snack more. In order to achieve this, the community should get together and develop strategies on how we can decrease caloric intake but increase physical activity. In my community, we have community centers and I feel this good be a good place to help educate children, adolescents even the parents on good and bad food choices. A lot of community centers even offer exercise and sports.

References.

Roth, E. (2016, January 27). Childhood Obesity: Causes, Risks, and Outlook. Retrieved October 08, 2020, from https://www.healthline.com/health/weight-loss/weight-problems-in-children

Peer 2

           Children and adolescents need the adults in their lives to help make healthy life choices including nutritional health. Healthy People 2020 recognizes several risk factors of childhood obesity. They include genetics, poor nutrition, socioeconomics, knowledge deficit and little to know physical activities. Genetic diseases and hormones can predispose children to childhood obesity. Poor nutrition such as consumption of high saturated fat, high sugar contents and little to no vegetables and healthier choice foods is another risk factor. Lack of access and availability to healthier food choices, living in environment that does not encourage healthy eating and physical activity. Children are more incline to stay indoors engaging in more sedentary activities such as television watching, playing video games or on electronic devices. Knowledge deficit another risk factor, not having the proper education of healthy eating and exercising. The risk factors for obesity for adults is the same as those of children but also include childhood obesity. Objectives include increase numbers of states with nutrition standards for food and beverages, increase primary care who regularly assess body mass index and increase access to healthy food. Community health nurses can contribute to these national health objectives and accomplish the goal of decreasing obesity by working with other stakeholders in the community to create healthy lifestyle through education with wellness programs.

Reference

Nutrition and weight status | Healthy people 2020. (n.d.). Retrieved from https://www.healthypeople.gov/2020/topics-objectives/topic/nutrition-and-weight-status/objectives

Module 10 Discussion – Influence of Multidimensional Care Elements on Disorders

Disorders of the endocrine system affect many individuals. Providing multidimensional patient care can be challenging for patients experiencing these disorders. Ensuring the plan of care meets the patient and family needs is important in order to increase adherence to proper medical treatment following discharge.

What does it mean to provide a multidimensional approach? Provide at least three examples of how the care team can meet the patient and the family’s needs? List at least three care team members and how are they involved in providing multidimensional care?