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"What are the statistics related to the uninsured population in the U.S., and how do state policies such as Medicaid expansion influence these rates? Instructions: The answer should be in APA format. Use 12-point Times New Roman font. The response should be double-spaced. Word count should be 400 words."

Upload your completed and signed “CPE Record” for evaluation as a separate attachment. The record should include the following: the date each activity was completed your typed signature verifying that all activities have been completed

Answer the required questions and/or choose accordingly from the options below. You should answer 4 questions in total. Each answer should be 150 words maximum. Answers to questions should cite information and concepts discussed in: Chapter 17 Chapter 18 Articles and Video Clips: Chapter 17 Articles and Video Clips: Chapter 18 Review the Discussion Rubric before submitting your work. Chapter 17 CHOOSE ANY TWO QUESTIONS: Describe the psychosocial bases of rape. What are the characteristics of “rape prone” societies and societies with very low rates of rape? Why does the United States have a high rape rate? Briefly comment on your level of agreement or disagreement with the following statements: Sexual harassment is just miscommunication between the sexes. Women invite rape by their actions, dress, or behavior. Paying for a date implies that sex will be expected. You are not responsible for your choices regarding sexual behavior while under the influence of alcohol. Define the term rape myths and give examples. Why are men much less likely to report being raped? How can we help to combat this in our society? Chapter 18 CHOOSE ANY TWO QUESTIONS: What is the difference between erotica and pornography? What are some of the consequences of the ready availability of pornography? Is sex work truly a victimless crime? What about the spouse of a married person who engages in buying sex (e.g., infidelity, exposure to STIs)? What about the sex worker who does not practice safer sex with customers and does not get tested or treated for STIs? What about the customer who knows he has an STI and refuses to use a condom with the sex worker?

1. Choose a topic. Reflect on the readings in du Pre and Overton (2023) and take one consideration or tool discussed and expand on how you might apply this in your clinical practice. Topics could include: The relationship between social support and health outcomes Specific concerns with pulmonary disease and social support Dealing with patients and families in crisis Communication on end of life care The use of telemedicine in health communication 2. Find a relevant source of information on this topic, preferably from a peer-reviewed journal. Reference this source during your initial post - use it as evidence to back what you have to say.

NRNP-6675 Students will: Create a psychiatric nurse practitioner career planner Identify resources that support personal career development Analyze how the psychiatric nurse practitioner program contributes to mastery of National Organization for Nurse Practitioner Faculties competencies Propose plans to engage in community social change as a nurse practitioner Explain legislative and advocacy activities related to nurse practitioner practice Develop a cover letter, resume, philosophy statement, and other professional resources that meet the requirements outlined in the Career Planner Guide MY RESUME YOU CAN TAKE FROM to add to it .Dedicated and patient focused Family Nurse Practitioner with proven strengths in acute patient care, staff development and patient advocacy. Displays an exceptional aptitude to deliver positive patient outcomes in a fast-paced environment while simultaneously building productive relationships. Known for exceptional interpersonal and communication skills, the ability to manage competing priorities, as well as maintaining accurate and efficient documentation. Authorized to work in the US for any employer Work Experience Family Nurse Practitioner Clay Primary Care-Orange Park, FL April 2022 to Present Currently work as a nurse practitioner in primary care/ Urgent care center providing care to infants all the way to geriatrics. Perform comprehensive health assessments and diagnose and treat complex illnesses. Provide therapeutic interventions, such as splinting, suturing, wound care and minor procedures. Analyze test data to diagnose, treat and arrange appropriate follow up for the patient to ensure continuity of care. Educate patients and families on how to treat their acute illness and manage their health and well-being. Effectively navigate difficult conversations related to end-of-life issues and goals of care. Communicate effectively with patients, family, the medical power of attorney, primary care provider and all individuals involved in the patient’s care including MAT Nurse Practitioner Visiting Physicians Association-Jacksonville, FL September 2021 to Present I work as a Nurse Practitioner for IHA and i'm responsible for performing Health Risk Assessments and possibly transitional care for patients discharged from hospitals to prevent readmissions. ESSENTIAL DUTIES AND RESPONSIBILITIES Conducts comprehensive in-home health risk assessments to identify all active and chronic disease conditions as well as determine all physical, mental, and social needs present at the time of the visit. Educates and counsel patient and family on any conditions identified during assessment and screening procedures. Makes recommendations and communicate findings to Primary Care Physicians through documentation of outcomes. Performs follow up visits in transitional care Registered Nurse /Acute Care and Chronic Dialysis Fresenius Kidney Care-Jacksonville, FL July 2017 to Present Deliver specialized care to patients with end stage renal disease requiring dialysis for life sustainability • Consult with interdisciplinary team regarding a patient's overall treatment plan, interpret lab values, ascertain the physical and mental condition of the patient, and alert the physician and dialysis team of changes in the patient's condition • Perform ongoing, systematic collection and analysis of patient data, during and post treatment for assigned patients and adjusts or modifies the treatment to maintain hemodynamic stability APRN Drs Inlet/Avenues Internal medicine-Middleburg, FL April 2021 to September 2022 • Worked as an internal medicine and MAT (suboxone) provider. • Treat a broad range of patients including psych. • Reviewing patient's current symptoms, identifying diagnosis for care management and active medical management of treatment • Completing physical examinations, medication reviews, wound care and depression screenings • Provide primary care • Performing patient exams and diagnosis, administering treatment, and prescribing medications. Nurse Practitioner PRIMARY WOUND CARE SPECIALISTS-Jacksonville, FL March 2021 to July 2022 • Provided direct patient care and managed care for draining wounds, fistulas, pressure ulcers and skin breakdowns. • Monitored results of care and reported performance rate for quality management. • Assessed and documented information for insurers for continued authorization of care. • Perform weekly visits to assess, treat, and monitor patients' wounds, and working with the patient's physician to assess the appropriateness of antibiotic therapy, surgery or hyperbaric oxygen therapy. • Order and interpret laboratory screening tests with education to patients and their families regarding results • Completed required forms and documented in accordance with company policy and state and federal regulations. • Ensured appropriate rate negotiations from point of admission & during stay. • Diagnose and respond to illnesses and physical conditions through therapeutic measures, including prescription of medication, heath counseling Registered Nurse / Travel Dialysis Nurse Fortus Group-New York, NY May 2017 to November 2020 • Same skills and responsibilities as described in the aforementioned Dialysis position • Work as an acute travel dialysis nurse throughout the United States and as essential staff to provide COVID-19 relief Registered Nurse/ Clinical Nurse II Fortus Group-Bethesda, MD February 2017 to December 2017 Triage and provide quality care to patients through the implementation of evidence-based nursing assessment, nursing diagnosis, interventions, and ongoing evaluation • Demonstrate clinical excellence caring for patients with strokes, cardiac arrest, poisonings/overdoses, allergic reactions, head injuries, traumas, assaults, burns, gastrointestinal, urological, ENT, and mental health conditions • Recognize clinical changes in patient status and implement appropriate interventions with concise communication of assessment and plan of care to physician Registered Nurse Saint Agnes Hospital-Baltimore, MD August 2014 to July 2017 Same skills and responsibilities as described in the aforementioned ED position Registered Nurse / Vascular Access / Infusion Unit Saint Agnes Hospital-Baltimore, MD October 2016 to June 2017 Utilize evidence based nursing treatment plans while fostering a healing and safe environment for patients receiving chemotherapy and hormonal treatments • Highly skilled in the administration of chemotherapy and hormonal agents • Establishes meaningful relationships with patients by addressing their individual health, psychosocial, educational and cultural care needs Registered Nurse / Maternity and Pediatric Home Care American Care Partners at Home-Falls Church, VA October 2011 to November 2014 Provide highly skilled care grounded in evidence-based care guidelines and clinical knowledge to individuals with disability and/or chronic illness to attain and maintain maximum function for the pediatric and antepartum populations • Collaborate and support the plan of care as determined by the physician and healthcare team; treated patients accordingly as approved by the physician • Educate patients and families about disease state, medications, diet, and treatments Education Master of Science in Nursing Walden University - Minneapolis, MN May 2018 to May 2020 PRAC-6665C Assignement 1 Focused Soap Note ient Information Site Private Practice Age Adolescent (13-17 years) Gender Male Visit Information Student Level of Function Independent - Level 5 Category of Care Direct Patient Care Practice Management Type of visit Psychotropic Medication Session Diagnosis 1 Mood Disorder Student Notes DJ is 16 year old male seen today for follow up on initiation on medication and psychotherapy session. 109/87, 61, 20, 130lbs Patient was initiated on zoloft on last month for mood disorder. Patient recently stopped playing soccer with no explanation. Pt was part of the 1st team at local soccer club and mid season decided to stop playing. Mother states he stopped and told her he wants to maybe be a real estate agent or model. Mother states since initiation of medication she has noticed he is more out of his room and more open. Patient during his personal interview states he feels the mediation "pulled me out of a dark place". Patient would like to be initiated on therapy sessions as he has "too much kept in". Select a child or adolescent patient that you examined during the last 3 weeks who presented with a disorder for which you have not already created a Focused SOAP

This assignment has 3 phases, for now just focus on create the assignment and then evaluate and last feedback. I cant see the evaluation and feedback phases until instructor opens it, ill send you instructions when they open. Thank you let me know if you have any questions Requirements: n/a here is some example What is behavior? To operationally define behavior, you must first be able to determine whether something qualifies as behavior or not. Behavior is anything an organism says or does. It is usually an action and not a lack of action. Behavior can be overt (behaviors we can see) or covert (behaviors we can't see; For example, thinking classifies as behavior, but is a behavior that we can't see and is harder to define). A simple way to determine if something classifies as behavior is to see if it passes the “Dead Man Test”. This is a test that was developed by Ogden Lindsley, which states that “nothing a deceased person can do qualifies as behavior”. Watch this video on the Dead Man Test to get some more information on how to apply the test in your practice. Additional Resources (optional to review, but recommended) To get some more information on what behavior is and how we as behavior analysts decide on behaviors to target, you can read this post which was written to explain to caregivers in a very simple way what behavior is. I particularly like how they discuss ways to define behaviors that caregivers use labels for such as “frustrated”. Being frustrated is very subjective and can look very different for each individual, but we as behavior analysts can define what that may look like in a more objective way, by describing the topography of the behavior. https://www.verbalbeginnings.com/aba-blog/aba-behind-the-scenes-what-does-behavior-really-mean/ What is an operational definition of behavior? An operational definition of behavior involves clearly, concisely, and objectively defining behavior, such that any observer that reads the definition would be able to identify occurrences and non-occurrences of the behavior and measure the behavior. A good operational definition should be void of subjective, unclear, or ambiguous terms. These are terms that may mean different things to different people. For example, saying “frustrated”, “good”, “sad”, “disruptive” etc. These are terms that can look or mean very different things across individuals and instead should be defined topographically. For example, if a child is engaging in “disruptive behavior”, we could define that as: displacing desks, chairs, objects, or work material from their original location without permission. Why is it important to operationally define behavior? Defining behavior as precisely as possible is important so that all observers can measure the behavior consistently and accurately. When you have a good definition of behavior, it’s clear to all observers what counts and does not count as behavior. We don’t only define behaviors of concern, but also replacement behaviors that we may want to target for increase. By having clear and objective definitions of behavior, the implementers, caregivers, teachers, etc. will have a clear picture of the behavior being targeted for decrease and those targeted for increase. This will aid in implementing the intervention more consistently. How do you operationally define behavior? Select a label for the behavior First you need to decide on the behavior you want to target and select a label for it. These can be behaviors that you are targeting for decrease or increase. EX: Getting out of seat EX: Eating healthy food EX: Showering EX: Manding for help EX: Self- Injurious Behavior EX: Surfing EX: Watering plants Define the behavior Behaviors can be defined in two ways: Topographical Definitions- this is when you define behaviors by explicitly describing how the behavior looks or the form of the behavior. EX: Greeting: Saying “hi” (or a variation), waving, smiling, nodding head up and down while grinning, giving high five, and/or fist bumping a person. Function-Based definition- this is when you define behaviors by including all the behaviors that are part of the same response class. You want to use function-based definitions for behaviors that serve the same function, because if you don’t intervene on all the different topographies of behavior that serve the same function, then you may get one topography of the behavior to reduce, but it’s likely other topographies of the behavior that are part of the same response class will increase. EX: Tantrums to gain access to items may include crying, whining, kicking, screaming, throwing of objects, and aggression. Note: If you only intervene on one of those topographies, and reinforce another topography of behavior that serves the same function, you will be strengthening a different topography of the maladaptive behavior. When writing function-based definitions it’s important to include all behaviors that are part of the same response class, as you want to intervene on all relevant topographies of the behavior. When defining behavior you should: Describe the behavior in an observable and measurable manner. This means to describe what you can see. For example, if describing riding a bike, you should avoid terms such as pedaling. Instead, break the behavior down by describing how you move the pedals. An example of describing this behavior in an observable manner would be: Riding a bike involves sitting on the bicycle, placing feet on pedals, and applying a downward force to the pedals, such that the pedals move in a circular motion and propel the bike forward. It’s important to maintain balance while propelling the bike forward. Riding a bike make involve contact of a person’s bottom on the seat but is not required. Similarly, a person may grab the bars with their hands, but it is not a requirement for riding the bike. Define the behavior in positive terms. This section on defining behavior in positive terms was taken from the Iris Center (2012). “Using positive terms refers to defining behaviors in terms of what the student is doing or will do. Because you cannot measure a behavior that the student is not engaging in, you need to define behavior in terms of what the student is doing or what you want the student to do. Avoid using not in your behavioral definitions. If the target behavior is cursing, the replacement behavior is not “NOT cursing” because then any behavior other than cursing would be acceptable by definition (and there are many inappropriate things that could take the place of cursing). Instead, think about what you want the student to do. In this case, “using appropriate language during stressful situations” could be a replacement behavior. Ask yourself the following questions: Is the word not used in the definition (e.g., “The student will not…”)? If so, describe what the student will be expected to do instead. Example: The student will walk in the hallways. Non-example: The student will not run in the hallways. What would I prefer the student to be doing? If the answer is included in the definition, you have used positive terms. Example: When angry, the student will go to the quiet corner until he can calmly rejoin the group. Non-example: The student will not have a temper tantrum at school” Be clear, concise, and complete “Clear definitions are “readable and unambiguous” (Cooper, Heron, & Heward, 2007, p.68). A clear definition is one that is specific enough that someone not familiar with the classroom or student can utilize the definition and/or the definition can be used more than once and the same behaviors would be recorded. Using precise terms when operationally defining behavior refers to describing the student’s behavior in a manner that leaves little room for interpretation by others. Being clear involves describing the conditions and context in which the behavior occurs (Batsche et al., 2008; Upah, 2008. Concise definitions convey all the relevant information about the behavior in the least amount of words (Nock & Kurtz, 2005). Complete definitions specify what is and is not considered examples of the target behavior sufficiently so that there is little room for interpretation (Cooper, Heron, & Heward, 2007; Lewis & Sugai, 1996; Upah, 2008). It is more effective to include in the behavioral definition conditions under which the behavior occurs or contextual influences (Nock & Kurtz, 2005).” Include examples and non-examples of the behavior For example, if defining the behavior of throwing, it could be defined as: Throwing- each instance in which an item or object is propelled with force through the air, resulting in the item being displaced by 1 or more feet. Examples: Throwing an item not meant to be thrown such as a pencil, paper, trash can, bottle, etc. OR throwing items that are for throwing, but not during a scheduled throwing activity (e.g., When asked to do classwork, Jimmy walks over and grabs a ball and throws it.) Non-examples: throwing trash into the trash can; playing with a ball or other object intended for throwing during a scheduled play activity (e.g., basketball, bowling, etc.) Below are some additional examples of how to define behaviors (Examples taken from Iris Center, 2012) Example 1: Target behavior – The student does not do his classwork. Operational definition of the target behavior – The student frequently talks to peers, does unassigned tasks, or calls out for help. If the teacher does not intervene, these behaviors will escalate to yelling, crying, and throwing objects. Replacement behavior – The student will complete his classwork. Operational definition of the replacement behavior – The student’s eyes are on the assignment, student raises hand for help, writing is task-related, the materials used are task-related, and teacher directions are followed. Example 2: Target behavior – The student does not pay attention in class. Operational definition of the target behavior – The student looks around the room, looks at his desk, or looks at another student. Replacement behavior – The student will pay attention in class. Operational definition of the replacement behavior – The student will sit in his seat and make eye contact with the teacher while verbally responding to the teacher’s questions. What to avoid when operationally defining behavior? Ambiguous or subjective terms Non behavior or behavior that does not pass the dead mans test Ex: Non-compliance (not completing a task or not responding when presented with a demand). Do not use the same word you used to label the behavior to also describe your behavior EX: throwing: each instance in which Johnny throws an item

One of the most critical functions for managers in a healthcare organization is the management of the departmental budget (Buchbinder, 2021). While the financing department works with the manager in developing the operational and capital budgets for the department, it is the responsibility of managers to ensure expenditures and revenues are monitored carefully and on an ongoing basis. For this discussion: Explain why budgets are important to all organizations and how different types of budgets are used. Expand on this by discussing which of these types of budgets have a greater effect at the department level and why.

Nurse burnout has been an issue in healthcare for a long time. Nurses are typically burnt out from high workloads and insufficient staff. This has led to high turnover rates, low job satisfaction, and poorer patient outcomes (Galanis et al., 2023). As a nurse administrator, reducing nurse burnout is important to improving my staff's well-being, retaining nurses, and making sure my staff provides quality care. Combined with Kotter’s 8-step change model, transformational leadership can help create a system that will tackle this problem. Transformational leadership is a style that inspires and motivates the team to work together towards shared goals. Transformational leaders have to be role models. They set clear expectations, encourage innovation, and support each team member individually (Pattison & Corser, 2023). To work on the issue of nurse burnout, transformational leaders have to create an environment where nurses feel valued, supported, and empowered to provide the best possible care (Jankelová & Joniaková, 2021). This leadership approach allows a nurse administrator to deal with complex healthcare challenges that lead to meaningful and sustainable change.

Week 3 Written Assignment This week’s journal article focuses on attribution theory and how it influences the implementation of innovation technologies.  Two types of employee attributions are noted in the article (intentionality and deceptive intentionality), please review these concepts and answer the following questions: Provide a high-level overview/ summary of the case study Note how constructive intentionality impacts innovation implementations Find another article that adds to the overall findings of the case and note how attribution-based perspective enhances successful innovation implementations.  Please be explicit and detailed in answering this question. Be sure to use the UC Library for scholarly research. Google Scholar is also a great source for research.  Please be sure that journal articles are peer-reviewed and are published within the last five years.The paper should meet the following requirements: 4-5 pages in length (not including title page or references) APA guidelines must be followed.  The paper must include a cover page, an introduction, a body with fully developed content, and a conclusion. A minimum of five peer-reviewed journal articles. The writing should be clear and concise.  Headings should be used to transition thoughts.  Don’t forget that the grade also includes the quality of writing.

Read Chapter 3 in  Analytics, Data Science & Artificial Intelligence  Create a discussion thread (with your name) and answer the following question: Discussion (Chapter 3): Why are the original/raw data not readily usable by analytics tasks? What are the main data preprocessing steps? List and explain their importance in analytics. Note: The first post should be made by Tuesday11:59 p.m., EST. I am looking for active engagement in the discussion.  Please engage early and often. Respond to two postings provided by your classmates. There must be at least one APA formatted reference (and APA in-text citation) to support the thoughts in the post.  Do not use direct quotes, rather rephrase the author's words and continue to use in-text citations