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Pandemic Flu Case Analysis assignment

As you know, we have been discussing the issues of some assignments of both courses of Public Health and Homeland Security in Disasters in my program of master in Disaster Medicine and Management.
This order is to do one requirement for the class of Public Health in Disasters.
Let me first remind you with the course description:
The purpose of this course is to develop an understanding of the concepts of public health as they relate to disaster management. The student will apply Noji’s five phases of a disaster to actual public health disaster events during the last 25 years. The course will focus on what preparedness actions are necessary to safeguard the health of citizens and emergency personnel during a disaster event, as well as public health disaster response and investigation. Public health issues in disaster management that are covered include water and food supply disruption and contamination, waste disposal, environmental pollution and infectious disease outbreaks. The basic principles of epidemiology and health surveillance will also be reviewed. Statistical epidemiology will not be covered in this course due to the limited time allotted to give a taste of material which, in its full form does fill an entire master’s of its own.
The required texts for this course:

1. Ciottone, Gregory – Disaster Medicine, (2015) ISBN – available on line through library.
2. Landesman, Linda – Public Health Management of Disasters – The Practice Guide, 3rd Edition (2012) ISBN #0-87553-004-4
3. Wisner, B and Adams, J. – Environmental Health in Emergencies and Disasters – A Practical Guide, (2003) World Health Organization ISBN #9789241545419
4. Koenig and Schultz—Disaster Medicine: Comprehensive Principles and Practice, (2011) Cambridge University Press

Prerequisites:
Principles of Disaster Medicine & Management (DMM-611) – The Public Health course will build upon principles you have learned in DMM-611. Please ensure that you are familiar with the Incident Command System organizational structure and the functions of each of the command and general staff positions.

NOW, this order is to do one of the requirements of Public Health in Disasters class. This order is to do: “Pandemic Flu Case Analysis assignment”.
• THIS ASSIGNMENT IS AS FOLLOWS: Peruse the Pennsylvania Pandemic Flu Plan. No disaster plan is without flaws or weaknesses. Based on your knowledge of disaster mitigation and response, as well as your knowledge of public health, design a tool which could be used by the PA DOH as an instructional guide to their county offices on how they plan to handle an influenza pandemic. As part of this guide, present at least 5 weaknesses or potential weaknesses that you find here. Additionally, comment on how and why personnel in county public health offices may be overwhelmed during a pandemic and what tasks they would have to address to assist in response to and mitigation of the disaster.
• VERY IMPORTANT NOTE: This assignment is required in Wk 7 and the topic to be discussed in this order is: Week 7 – Emerging Infections, Pandemic and Bioterrorism
And the required reading assignments of this week (to be considered and to be close to the required reading of this course not just pick up general reading. PLEASE take acre of this point), these required readings of this week are:
• 1. Ciottone chapter 22: Vaccines
2. Ciottone chapter 101: Introduction to Biologic Agents
3. Ciottone chapter 126: Influenza virus attack
4. Ciottone chapter 130: SARS-COV attack
5. Landesman chapter 11: Public Health Response to Emerging Infections and Bioterrorism
6. Wisner chapter 11

Journal articles and other readings-required
1. Maryn McKenna. Anatomy of a Pandemic: Emergency Departments Woefully Unprepared for a Bird Flu Outbreak.Bird flu.pdf ; Swine flu.pdf
2. Pennsylvania’s Pandemic Flu Plan. PAPandemicFluPlan.pdf
3. Fatimah Lateef. SARS Changes the ED Paradigm. SARS.pdf

Journal articles and other readings-optional
1. Dennis Cleri. SARS.SARS.pdf
2. Dennis Cleri, et al. Smallpox as a Bioterrorist Weapon: Myth or Menace.Smallpox.pdf
3. Kristi Koenig, et al. Medical Strategies to Handle Mass Casualties from the Use of Biological Weapons.Koenig bioterrorism.pdf ; Koenig PPE.pdf
4. Richard Rothman et al. Communicable Respiratory Threats in the ED: Tuberculosis, Influenza, SARS and Other Aerosolized Infections.Rothman SARS.pdf
5. DHS. Pandemic and Influenza Best Practices and Model Protocols.PI_Best_Practices_Model.pdf
6. PA West Nile virus alert 2010. PA west nile virus alert
7. WHO. SARS.sars_wha.pdf
*NOTE: if you need me to upload any of these links that won’t open.
When I asked the professor about the length of this assignment, he answered that even if the CONTENT is most important thing to be considered, this assignment must be at least 8 pages (NOT INCLUDING THE REFERENCES PAGES).
In regards to the number of references, please use as many as you can to make this assignment more than excellent because it is not just a long paper, at least 8 pages, but also because of the nature of this assignment. So, at least 8 pages (NOT including the references page) with long list of references.
If you have any question please ask right away to avoid doing revisions many times.
NOTE: This order is to do 8-page assignment but I put it as a 1-page order but after you finish this important 8-page assignment, we can together coordinate everything with the support team but please work now according to a 8-page assignment order and we will be together to the end

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public health

 

we have been discussing the issues of both final papers of both courses of Homeland Security and Public Health in Disasters in my program of master in Disaster Medicine and Management This order is to do the OUTLINE of the final paper of the class of Homeland Security.
Let me first remind you with the course description:
DMM 612 Foundations of Homeland Security and Defense
The United States has embraced the homeland security monolith having neither fully understood nor tamed all that it encompasses. This challenging course provides a broad overview of homeland security and homeland defense as undertaken in the United States since 9/11 and under different administrations. The goal is to provide the generally accepted body of knowledge required of the homeland security professional. The course focuses on four areas: the enemy, why they hate us, and the threat they pose; the policies and procedures enacted since 9/11; the key players at the federal, state and local levels; and legal issues critical to the conduct of homeland security and defense activities by the National Guard.

The student will be gain an understanding in asymmetric thinking, develop an appreciation for the growing body of literature in the discipline of homeland security, and have the opportunity to examine a key issue in depth through a term research paper.
NOW, please find the two attachments with this order that has the description of both OUTLINE OF THE FINAL PAPER (you will do in this order) and the FINAL PAPER itself (you will do in a new order later).
In regards to the length of this outline, this information has not clarified in the syllabus, however, you can estimate the length of this outline if you know that the final paper itself should be between 10 and 15 pages.
PLEASE KEEP IN MIND THAT THE FIRST ATTACHMENT HAS THE GUIDELINES ON HOW TO MAKE THIS IMPOTANT OUTLINE FOLLOWING THE STEPS MENTIONED THERE ONE BY ONE TO AVOID DOING REVISION MANY TIMES.
If you have any question ask me right away to avoid working on unknown details to save our time and avoid doing revisions many times.

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Arabic culture

 
PLEASE DO NOT USE EXTERNAL SOURCES. I will provide attachments of the readings. Most attachments will start with W1 or W2 meaning Week 1 or week 2. I would like you to go for question 1 however if the author feels he can do better on one of the other topics go ahead. Yet again i Emphasise on not using external sources. The attached readings are each relating to its question. However there will be a document with further readings to choose from.

(Note that is a course in a business management degree)

Write a 2000-2500-word essay on one of the suggested topics below, or on another topic that you and the instructor have agreed on. Footnotes are included in the word count. The bibliography is not included in the word count

1. What is the ‘Arab World’? • Can cartography (or the power of mapping) alone define ‘Arabness’? • Is ‘Arab’ an ‘ethnos’? What is ‘ethnos’? • How does remapping of the ‘Arab World’ necessitate re-writing of its history? • What is the role of the Arabic language and Islam in the formation of the Arab world historically? • In what ways has the history of the formation of the ‘Arab World’ as a mappable territorial entity contributed to the definition of ‘Arabness’ today? Refer to Week 1 and 2 readings 2.
2. Discuss the ways in which Muslim reformists (such as Jamal al-Din alAfghani and Muhammad Abdu) articulated the general problem of “inner decay and the need for an inner revival” within the Arab and Muslim worlds. • In what ways did the European colonial powers influence key Muslim reformists? • What are the implications of this revival as it relates to religious reform and political thought? • Can reform be derived from the principles of Islamic law, or is it necessary to go to the teachings and practices of modern Europe? • Is there in fact any contradiction between the two? • In what ways are these attempts at an “inner revival” relevant today in the Arab and Muslim world? Refer to Week 4 and 5 readings 3.
3. Arab nationalism is both a product of and response to the European colonisation of the ‘Arab World’ in the 19th and 20th centuries. Discuss. • What are the major ways in which Europe (particularly France and Britain) extended their influence in the Middle East? • What kinds of reform were promulgated by this cultural exchange? • Did European notions of nationalism travel to the Middle East during the cultural exchange of the colonial period? • Was Arab nationalism a response to European colonization alone? • What are the major principles of Arab nationalism? • What was/is the impact of de facto division of the ‘Arab World’ into nation-states on Arab nationalism? • Do the political borders recently imposed on the various Arab nationstates have an impact on the ways in which Arabs identify themselves as members of a political community? • Could you give an example? • Is it be possible to reconcile between the political reality of nationstates and Arab nationalism? Refer to Week 5 and Week 7 readings 4.
4. What is ‘Orientalism’? Discuss its relevance to cultural studies. Give relevant examples from the Arab world. • Why is the understanding of ‘perspective’ and ‘position’ of the orientalist important? • What hegemonic discourse is pervasive in representing the ‘Orient.’ • How have the people of the ‘Orient’ been depicted historically. • How does the discourse of orientalism intersect with the ideology of colonialism? • How is the question of representation of the Arab world relevant today? (in media, policy, and culture) Refer to Week 2, Week 9, and 10.
5. Discuss the main points made in Edward Said’s The Question of Palestine. (Note: this essay question is not meant to be descriptive book review. It requires a critical engagement with the main ideas made in the book). • What was the main motivation behind Said’s book? • To whom is the book directed? • In what ways is the question of Palestinian understood within the wider history of colonialism? • How is ‘Orientalism’ relevant in the understanding of the ‘Question of Palestine’? What is meant by the following quote: “We must understand the struggle between Palestinians and Zionism as a struggle between a presence and an interpretation, the former constantly appearing to be overpowered and eradicated by the latter.” p.8. • How is the question of Palestine relevant to Arabic culture today? • What are the competing discourses behind the differing mappings of Palestine/Israel? • How would you evaluate Edward Said’s stance on the Question of Palestine? Refer to Week 11 readings

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definitions

 
please find for me 5 Definition of Terms from Article not from dictionary for my research
Academic Stress:
Marital Stress:
Marital Satisfaction:
International Student:
Stress:
Marriage:
my topic is Academic stress and its relationship with marital satisfaction by international student
just I need Definition of Terms. from article

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feminist anthropology class essay

 
Choose 2 social actors from the readings. These social actors might be people represented in the ethnography (e.g Zaynab, Diane, Juliette, a young Chinese woman at A&W) OR the ethnographer herself (e.g Abu-lughud, Frank, Wekker, Rofel)
How do these social actors provide different models of agency and possibilities for social change?

**essay should incorporate at least one key concept from the following:
agency
globalization
sex/gender system
liberal (secular) feminism
cultural biography
mati work
positionality
diaspora
identity
race
class
desire
freedom
discourse
standpoint
postmodernism
intersectionality
reflexivity
power
ethnography
homogeneity
personhood
subaltern
fieldwork
sexuality
family/kinship
binary
labor
universalism

**should also incorporate two of the following readings:
Lisa Rofel, “Qualities of Desire: Imagining Gay Identities” and “From Sacrifice to Desire: Cosmopolitanism with Chinese Characteristics,” in Desiring China: Experiments in Neoliberalism, Sexuality, and Public Culture

Saba Mahmood: Feminist Theory, Embodiment, and the Docile Agent: Some Reflections on the Egyptian Islamic Revival

​book: do muslim women need saving? by Abu-Lughud

book: venus on wheels by Frank

book: the politics of passion by Wekker

Be as concrete as possible in examples, specify source and page number

**might be useful:
COURSE OBJECTIVES
1. To examine the historical junctures that have influenced the development of feminist
anthropology.
2. To examine how cultural understandings and representations of gender, women, sexuality are produced and destabilized in ethnographic studies.
3. To gain an understanding of ethnographic method in the analysis of gender, culture, and power.
4. To explore the goals of feminist anthropology in relation to questions of social justice, ethical representation, and theories of interpretation.
5. To reflect on our own positions within the politics of knowledge production.
6. To sharpen critical reading, thinking, writing, and discussion skills.
7. To engage in a deep and sustained interdisciplinary conversation about gender, women, and sexuality in a cross-cultural context.

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You must draw on at least three chapters of Michele Hilmes’ Only Connect. No outside research. Sources must be cited.

 
In 1961, FCC Chairman Newton Minow said that TV was failing its audience; that it had become a “Vast Wasteland.” In 1982, FCC chairman Mark Fowler said that TV was simply ” a Toaster with picture,” with no special responsibilities to consumers. Compare and contrast these two views of the medium. What prompted Minow to criticize the industry so harshly? What reforms, if any, came about during this tenure at the FCC? What changes in FCC policy, if any, came about Fowlers’s time at the FCC? In each view, what does pitman to say that broadcasting should serve “the public interest”? Which philosophy, in your opinion, best serves the public interest? Be sure to explore the concepts of media regulation, deregulation, and self-regulation.

All Sources must be cited, Whenever you quote, paraphrase, or summarize.

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Pharmacotherapy for Cardiovascular Disorders

 
Week 3 Discussion

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Pharmacotherapy for Cardiovascular Disorders

As the leading cause of death in the United States for both men and women, cardiovascular disorders account for 7 million hospitalizations per year (NCSL, 2012). This is the result of the extensive treatment and care that is often required for patients with these disorders. While the incidences of hospitalizations and death are still high, the mortality rate of cardiovascular disorders has been declining since the 1960s (CDC, 2011). Improved treatment options have contributed to this decline, as well as more knowledge on patient risk factors. As an advanced practice nurse, it is your responsibility to recommend appropriate treatment options for patients with cardiovascular disorders. To ensure the safety and effectiveness of drug therapy, advanced practice nurses must consider aspects that might influence pharmacokinetic and pharmacodynamic processes such as medical history, other drugs currently prescribed, and individual patient factors.

Consider the following case studies:

Case Study 1:
Patient AO has a history of obesity and has recently gained 9 pounds. The patient has been diagnosed with hypertension and hyperlipidemia. Drugs currently prescribed include the following:
Atenolol 12.5 mg daily
Doxazosin 8 mg daily
Hydralazine 10 mg qid
Sertraline 25 mg daily
Simvastatin 80 mg daily

Case Study 2:
Patient HM has a history of atrial fibrillation and a transient ischemic attack (TIA). The patient has been diagnosed with type 2 diabetes, hypertension, hyperlipidemia and ischemic heart disease. Drugs currently prescribed include the following:
Warfarin 5 mg daily MWF and 2.5 mg daily T, TH, Sat, Sun
Aspirin 81 mg daily
Metformin 1000 mg po bid
Glyburide 10 mg bid
Atenolol 100 mg po daily
Motrin 200 mg 1–3 tablets every 6 hours as needed for pain

Case Study 3:
Patient CB has a history of strokes. The patient has been diagnosed with type 2 diabetes, hypertension, and hyperlipidemia. Drugs currently prescribed include the following:
Glipizide 10 mg po daily
HCTZ 25 mg daily
Atenolol 25 mg po daily
Hydralazine 25 mg qid
Simvastatin 80 mg daily
Verapamil 180 mg CD daily

To prepare:
•Review this week’s media presentation on hypertension and hyperlipidemia, as well as Chapters 19 and 20 of the Arcangelo and Peterson text.
******************************************************
•Select one of the three case studies, as well as one the following factors: genetics, gender, ethnicity, age, or behavior factors.
******************************************************

•Reflect on how the factor you selected might influence the patient’s pharmacokinetic and pharmacodynamic processes.
•Consider how changes in the pharmacokinetic and pharmacodynamic processes might impact the patient’s recommended drug therapy.
•Think about how you might improve the patient’s drug therapy plan based on the pharmacokinetic and pharmacodynamic changes. Reflect on whether you would modify the current drug treatment or provide an alternative treatment option for the patient.

Post on or before Day 3 an explanation of how the factor you selected might influence the pharmacokinetic and pharmacodynamic processes in the patient from the case study you selected. Then, describe how changes in the processes might impact the patient’s recommended drug therapy. Finally, explain how you might improve the patient’s drug therapy plan.
RESOURCES: CANNOT USE RESOURCES OLDER THAN 5 YEARS. MUST ALL BE SCHOLARY RESOURCES

Week 3 Learning Resources

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This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of this week’s assigned Learning Resources. To access select media resources, please use the media player below.

Required Resources

Readings
•Arcangelo, V. P., & Peterson, A. M. (Eds.). (2013). Pharmacotherapeutics for advanced practice: A practical approach (3rd ed.). Ambler, PA: Lippincott Williams & Wilkins.
◦Chapter 19, “Hypertension” (pp. 230–246)

This chapter examines the relationships between the cardiovascular, nervous, and renal systems. It then describes diagnostic criteria for hypertension patients, drugs used to treat hypertension and possible adverse reactions, monitoring patient response, and patient education.
◦Chapter 20, “Hyperlipidemia” (pp. 247–262)

This chapter explores causes of hyperlipidemia, treatments for hyperlipidemia patients, and methods for monitoring patient response. It also reviews strategies for risk assessment and patient education.

◦ Chapter 21, “Chronic Stable Angina” (pp. 263–277)

This chapter begins by exploring factors that contribute to chronic stable angina, types of drugs used in treatment, and diagnostic criteria for initiating drug therapy. It also examines methods for monitoring patient response to treatment and educating patients on self-care.
◦Chapter 22, “Heart Failure” (pp. 278–297)

This chapter examines the process of prescribing drugs to treat heart failure and explores effects of prescribed drugs, proper dosages, and possible adverse reactions.

◦ Chapter 49, “Anticoagulation Disturbances” (pp. 764–803)

This chapter covers drug therapy options for three disorders requiring anticoagulants: venous thromboembolism, atrial fibrillation, and ischemic stroke. It also explains the process of initiating and managing drug therapy for patients with these disorders.

•Drugs.com. (2012). Retrieved from https://www.drugs.com/

This website presents a comprehensive review of prescription and over-the-counter drugs including information on common uses and potential side effects. It also provides updates relating to new drugs on the market, support from health professionals, and a drug-drug interactions checker.

Media
•Laureate Education, Inc. (Executive Producer). (2012). Hypertension and hyperlipidemia. Baltimore, MD: Author.

This media presentation outlines hypertension and hyperlipidemia including contributing factors, evaluation, treatment, and implications.

Note: The approximate length of this media piece is 10 minutes.

Optional Resources

Refer to the Optional Resources listed in Week 1.

Please proceed to the Discussion.

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Discussion: Health Assessment of Children’s Weight

 
Week 3 Discussion

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Discussion: Health Assessment of Children’s Weight

Body measurements can provide a general picture of whether a child is receiving adequate nutrition or is at risk for health issues. These data, however, are just one aspect to be considered. Lifestyle, family history, and culture—among other factors—are also relevant. That said, gathering and communicating this information can be a delicate process.

For this Discussion, you will consider examples of children with various weight issues. You will explore how you could effectively gather information and encourage parents and caregivers to be proactive about their children’s health and weight.

To prepare:
•Consider the following examples of pediatric patients and their families: ◦Overweight 5-year-old boy with overweight parents
◦Slightly overweight 10-year-old girl with parents of normal weight
◦5-year-old girl of normal weight with obese parents
◦Slightly underweight 8-year-old boy with parents of normal weight
◦Severely underweight 12-year-old girl with underweight parents

•Select one of the examples on which to focus for this Discussion. What health issues and risks may be relevant to the child you selected?
•Based on the risks you identified, consider what further information you would need to gain a full understanding of the child’s health. Think about how you could gather this information in a sensitive fashion.
•Consider how you could encourage parents or caregivers to be proactive toward the child’s health.

Post on or before Day 3 an explanation of the health issues and risks that are relevant to the child you selected. Describe additional information you would need in order to further assess his or her weight-related health. Taking into account the parents’ and caregivers’ potential sensitivities, list at least three specific questions you would ask about the child to gather more information. Provide at least two strategies you could employ to encourage the parents or caregivers to be proactive about their child’s health and weight.
RESOURCES: MUST USE RESOURCES LESS THAN 5 YEARS OLD AND THEY MUST BE SCHOLARY RESOURCES
Required Resources

Note: Because the information in this course is so vital, a large number of resources are provided in various formats to facilitate your competence in diagnosing a wide variety of health conditions. When multiple resources are available on the same topic, select those that best meet your personal learning needs to prepare you to accurately diagnose patient health problems.

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

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1-1 Discussion: Change in Supply or Demand

 
1-1 Discussion: Change in Supply or Demand
Find an article about a current event that discusses a change in the supply or demand of a product. For example, has there been a weather event that has affected certain food crops or the availability of energy? Has a new consumer product been introduced? Or has a government regulation affected the production of a product? Provide a brief description of the article’s content and explain how economics can be used to analyze the situation and predict changes in equilibrium prices and quantities. Will the change likely persist over time, or is it temporary?

In responding to your classmates’ posts, discuss how consumers or business managers use the information in the recent change in supply and demand to make decisions for their products and services.

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Movie Analyze

 
In a nutshell
For this assignment I want you to watch one of the movies listed below and read “Why
Everyone in an Enterprise Can and Should Be a Leader” by Knowledge@Wharton. Then I
want you to craft a five page essay that ties together the article, the movie, and this
unit of the course. The overall goal of this assignment is to show that you can apply theory from
this unit to practice. (You may include elements from other units to help contextualize theories
from this unit, but my goal is to assess your mastery of the unit learning objectives in this
assignment)
As I mentioned in the guidelines for assignments 2 and 3, as you choose your movies, for
one of the selections, I want you to choose a movie with a protagonist of the opposite sex,
or one that features a protagonist of a different sexuality, race, or ethnicity. Thus, for the
three interaction analysis assignments, two may be of leaders “like you” and one must be of
a leader who is of the opposite sex, or culturally different in some way from you. You may
not debrief the same movie more than one time.
The specific objectives are for you to:
• recognize elements of leadership and followership in action
• identify the elements of communication in the movie that transact leadership in groups
and organizations
• demonstrate an understanding of organizational culture
• analyze what are the most salient elements of leadership pertaining to this unit
represented in the movie
• draw on your knowledge base to make sense of a series of interactions pertaining to
leadership
• synthesize the required text, additional reading, and elements of the movie to show
that you can debrief leadership encounters in a meaningful way using concepts raised
in this unit.
As you debrief the movie bear in mind
• you may focus on one or more characters
• you may focus on one or more situations/encounters
• you may compare and contrast characters/situations
• you may evaluate communication and or behaviors in context
• you can take whatever approach you think will demonstrate the knowledge gained
from this unit exemplified in one or more communication encounters
I want to explore as many ways to reach students as I can – to present learning opportunities
that will maximize the possibility that course material will seem “real” – relevant, vibrant,
exciting, and infinitely worth pursuing in your quest to become a more theoretically grounded, reflexive, and competent leader. Since many of the students in this class have limited
experience of leadership in
organizations, I am offering a type of mediated ethnography to create “a level playing field”
so that inexperienced students have appropriate material to draw on to craft their essays.

Movies
You can obtain these movies from libraries, rental stores, Netflix, or a venue of your choice.
Synopsis text from IMDb.com
Elizabeth: The Golden Age (2007)
Invictus (2009)
The Founding of a Republic 2009)
Read article from the Independent https://www.independent.co.uk/news/world/asia/thethoughts-of-chairman-mao-starring-jackie-chan-and-jet-li-1783408.html
As China prepares to celebrate the 60th anniversary of the People’s Republic, a new
blockbuster tells the story of its founding. Naturally, the nation’s biggest movie stars took part,
as Clifford Coonan reports from Beijing.
There has never been a movie quite like Jiangguo Daye. The blockbuster features nearly 200
of China’s top movie stars, including action heroes Jackie Chan and Jet Li plus a host of
directors, comedy stars and even journalists. There is Zhang Ziyi of Crouching Tiger, Hidden
Dragon, Stephen Chow of Kung Fu Hustle, and Hong Kong heartthrob Andy Lau. Imagine a
Hollywood film featuring the entire celebrity audience at the Oscars and you get the idea.
But The Founding of a Republic – the title in English – is not just an A-list extravaganza. It is a
stirring propaganda epic, a tale of how 60 years ago, when Chairman Mao’s scruffy band of
revolutionary warriors overcame Chiang Kai-shek’s Nationalist Kuomintang in the civil war to
establish the world’s most enduring Communist revolution.
Nine to five (1980)