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Change Model

In a paper (not including the title page and reference page), apply a change model to the implementation plan.
Apply one of the above models and carry your implementation through each of the stages, phases, or steps identified in the chosen model.
In addition, create a conceptual model of the project. Although you will not be submitting the conceptual model you design in Topic 5 with the narrative, the conceptual model should be placed in the appendices for the final paper.
Analysis and evaluation draw warranted use of the specified change model, and rationale is appropriately supported. Work provides a detailed descriptive narrative of the implementation plan through each of the stages, phases, and/or steps. Solid interpretation of the change model in relation to the implementation plan is provided, as is appropriate evaluation of the effectiveness of the model. Work demonstrates clarity and specificity of comprehension and synthesizes all relevant information. Coverage extends beyond what is needed to support subject matter. Writer is clearly in command of standard, written, academic English.

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population and workforce planning

The assignment will be administered in three parts (A, B and C). The maximum credit for the
assignment is 40% of the maximum total credit for the unit. The maximum credit for Part C is
15% of the maximum total credit for the unit.
You must do all parts of the assignment independently (i.e. without extensive help from other
people). Penalties for cheating or plagiarism or excessive collusion will be severe. You should
briefly outline the methods used to obtain particular results, as well as presenting the final
answers. Late submission will be penalised according to the schedule of penalties described in
the unit guide. No extension requests will be granted, unless an application for special
consideration with documented evidence of unavoidable disruption is submitted and approved.
The maximum numbers of marks which can be awarded for the various parts of a question are
shown in square brackets.
Please do not include the instructions or the questions in your submitted answer.
Table A presents values of lx and Tx by age for a life table for females in China in 2014:
Table A
Age lx Tx
0 100,000 7,468,364
5 96,315 6,985,239
10 96,102 6,504,194
15 95,943 6,024,078
20 95,716 5,544,930
25 95,369 5,067,216
30 94,970 4,591,365
35 94,506 4,117,676
40 93,948 3,646,543
45 93,154 3,178,790
50 91,966 2,715,991
55 90,065 2,260,915
60 87,137 1,817,912
65 82,323 1,394,263
70 74,902 1,001,200
75 63,212 655,662
80 48,203 376,872
[1] (a) Calculate life expectancy at birth for a Chinese female in 2014, rounding your
answer to 2 decimal places.
[0.5] (b) Calculate the probability a Chinese female aged 15 exactly survives to age 80
exactly, rounding your answer to five decimal places.
[0.5] (c) Calculate the probability a Chinese female aged 0-4 survives the next five years
rounding your answer to five decimal places.
Table B shows the numbers of females (in thousands) by age on 30/6/2014, age-specific fertility
rates (per 1000) for 2014, annual net migration (in thousands) by age for 2014 (note negative
signs indicate a net outmigration), and labour force participation rates by age for 2014.
Table B
Age Last
Birthday
(x)
Number of
Females on
30/6/2014
(000s)
ASFR 2014
(per 1000)
Annual Net
Migration 2014
(000s)
LFPR on 30/6/2014
(%)
0-4 38,538 -6 0.0
5-9 36,286 -4 0.0
10-14 34,931 -2 0.0
15-19 36,975 7 -10 32.0
20-24 50,235 134 -20 69.3
25-29 62,062 113 -24 82.1
30-34 48,320 40 -12 83.2
35-39 46,379 11 -6 84.4
40-44 58,138 4 -4 84.8
45-49 60,866 1 -2 80.1
50-54 48,753 0 62.4
55-59 38,817 0 53.8
60-64 38,602 0 40.6
65-69 25,733 0 27.6
70-74 16,992 0 13.9
75+ 25,445 0 5.6
[2] (d) Describe and give reasons for the variation in the numbers of females by age on
30/6/2014, shown in Table B.
[0.5] (e) Calculate the Total Fertility Rate for China in 2014, expressing your answer on a per
woman basis and rounding your answer to two decimal places.
[4] (f) Project the numbers of females in China in total and by age on 30/6/2019 assuming
the following:
female mortality between 30/6/2014 and 30/6/2019 is as per the levels in Table A,
all age-specific fertility rates remain constant at the levels in Table B,
the sex ratio at birth is constant at 115 males per 100 females,
annual net migration numbers by age remains constant at the levels in Table B,
all age-specific female labour force participation rates on 30/6/2019 are the same as on
30/6/2014.
You should state clearly the survivorship ratios you use (rounded to 5 decimal places)
and give each projected number by age to the nearest thousand females.
[4] (g) Describe and account for the differences between your projected female population
by age for 30/6/2019 and the female population by age on 30/6/2014.
[0.5] (h) Calculate the total numbers of Chinese females in the labour force on 30/6/2014,
giving your answer to the nearest thousand.
[1] (i) Assuming all age-specific female labour force participation rates on 30/6/2019 are
the same as on 30/6/2014, project the total number of females in the labour force on
30/6/2019, giving your answer to the nearest thousand.
[1] (j) Briefly explain why the total number of females in the Chinese labour force is
projected to decrease even though the total number of females in the population is
projected to increase.
For Part (d) the maximum length of answer is 300 words and for Part (g) the maximum length
of answer is 500 words. You may illustrate your answers to Part (d) and Part (g) with up to one
additional graph per part. For Part (g) you may incorporate interpretation of descriptive
statistics e.g. percentages, mean or medians into your answer. However it is not necessary to
provide details of the calculations. The marking for Parts (d) and (g) will reflect; the extent to
which your reader is informed by your answer, the level of understanding which is apparent, the
provision of overview, conciseness, clarity, accuracy, relevance, avoidance of plagiarism, and
adherence to length limits and timelines for submission.
For part j) the maximum length of answer is 100 words.

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Treatment of postoperative breakthrough pain with dexmedetomidine

:

Punctuation, Grammar, Syntax, use of AMA style 30
Thoughts are organized and flow logically 15
Content:
Abstract 45
Introduction 45
Case Presentation 45
Discussion 60
Summary 45
References 15
100 total points
Case Report Worksheet
(Content of a Case Report)
Author Heidi Aleman- Ortega
Title
1) Abstract Clinical question/problem Analysis of literature review Summary
2) Case history/report
A. Description of patient: 76 y/o male 2 day s/p left thoracotomy for extraction of abandoned epi- cardial ICD patch And right venticulotomy for extraction of two ventricular leads one abandoned and the second infected and right trans venous extraction of two atrial leads, again one abandoned and one infected. Temporary pacemaker wires in place. Waiting surgery in am to replace pacing dual chamber ICD system.
B. History of presenting condition Upon walking in to exam patient and obtain consent for case in am. Found patient of floor complain of intractable pain.
C. Physical exam Frail, small framed man weighing 65 kilograms, 170 centimeters height history of multiple laminectomies and lumbar fusion T6-L5, diagnosed with failed back syndrome on long term fentanyl patch and oral pain medications which had been discontinued during hospitalization
D. Relevant medications
E. Initial diagnosis and treatment Patient transferred to ICU for bolus of fentanyl and Dexmedetomidine infusion
F. Expected outcome
G. Actual outcome
3) Literature search A. MEDLINE/other database
B. Search terms
C. Results of search (# relevant, citations, what you learned)
4) Discussion (significance, why you’re writing this)
A. Relevant literature
B. Hypothesis
C. Diagnostic process/course of illness i. Table of diagnostic process ii. Figures, photographs, imaging
D. Outcomes
i. Drug-drug interactions
ii. Drug-condition interactions
iii. Other conflicting outcomes/observations
5) Conclusions/recommendations (lesson learned)
References
References

Szumita P, Baroletti S, Anger K, Wechsler M. Sedation and analgesia in the intensive care unit: evaluating the role of dexmedetomidine. American Journal Of Health-System Pharmacy: AJHP: Official Journal Of The American Society Of Health-System Pharmacists [serial online]. January 1, 2007;64(1):37-44. Available from: MEDLINE Complete, Ipswich, MA. Accessed October 11, 2015
Hilliard N, Brown S, Mitchinson S. A case report of dexmedetomidine used to treat intractable pain and delirium in a tertiary palliative care unit. Palliative Medicine [serial online]. March 2015;29(3):278-281. Available from: MEDLINE Complete, Ipswich, MA. Accessed October 11, 2015.

Jain G, Bansal P, Ahmad B, Singh D, Yadav G. Effect of the perioperative infusion of dexmedetomidine on chronic pain after breast surgery. Indian Journal Of Palliative Care [serial online]. January 2012;18(1):45-51. Available from: MEDLINE Complete, Ipswich, MA. Accessed October 11, 2015

Unlugenc H, Gunduz M, Guler T, Yagmur O, Isik G. The effect of pre-anaesthetic administration of intravenous dexmedetomidine on postoperative pain in patients receiving patient-controlled morphine. European Journal Of Anaesthesiology [serial online]. May 2005;22(5):386-391. Available from: MEDLINE Complete, Ipswich, MA. Accessed October 11, 2015.

Roberts S, Wozencraft C, Coyne P, Smith T. Dexmedetomidine as an adjuvant analgesic for intractable cancer pain. Journal Of Palliative Medicine [serial online]. March 2011;14(3):371-373. Available from: MEDLINE Complete, Ipswich, MA. Accessed October 11, 2015.
Abstract: Explanations of the clinical questions or problems are addressed in the Case report. In addition, a statement summarizing why this case is unusual and noteworthy should be included.

Introduction: Justification as to why the case is worthy of discussion. Relevant background information obtained through a review of the literature.
Case Presentation Introduction of patient and history of present illness is presented. In chronological order. Only pertinent findings from the physical exam and laboratory/imaging studies are included, as are normal values for less commonly ordered tests.
Discussion Address any contradictory evidence. Emphasize the importance and educational value of the cases.
Summary State the take-home message you may also address what you would have done differently the next time. Provide recommendations to other clinicians and researchers and consider suggesting possibilities for further study

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Federal Election Assignment

Canadian Federal Election Assignment – 30%
Purpose: To encourage student to explore relevant course material in its application to a
contemporary example (the Canadian 2015 federal election). For students to demonstrate their
familiarity of course concepts and ideas.
Due Date: October 15, 2015 at 5:00PM
Requirements:
For this assignment, students will be required to follow the Canadian 2015 federal election closely.
Drawing on the insights developed in this course, students will be required to write a three
to four page double-spaced essay response for each of the following two parts (i.e. 3-4 pages
to answer part 1, and 3-4 pages to answer part 2):
1) Techniques in persuasion: choose a campaign document designed for persuasion
(an advertisement, a press release, or a speech transcript) originating from an
official Canadian federal political party running in the 2015 election. Drawing on
course material, critically discuss the persuasive techniques included in the
material.
In this submission, students are required to a) very briefly describe the ad/press
release/or speech and the argument(s) it attempts to make, b) outline the
persuasive techniques used in the material, and c) identify potential target
audiences. In the conclusion, students should make an argument about whether or
not the material was persuasive, and explain their reasoning.
N.B.: Students must include a web link to the material to be reviewed. Further,
students must choose a document with enough substance to meet the criteria of this
assignment.
2) Understanding public opinion: predict who will win the Canadian 2015 federal election. To do
this, students are required to choose two methods of gauging public opinion, as
discussed in class. Students will then be required to explain how they came to this
conclusion and critically assess the strengths and weaknesses of your chosen
methods. Please note that students will not be graded on whether their predictions
are accurate but rather on the richness of their critical and analytical discussion.
6
For this assignment, students will need to use a minimum of four (4) academic sources from
the course to help build their argument. The assignment will also require research outside
of course material. Non-academic sources can be used when researching a campaign
website/advertisement or citing a newspaper article to establish a fact or event, however
arguments should be supported only by academic sources. Lectures can be cited but do not
count as academic sources. The strongest submissions will go above and beyond the
minimum requirements.
Assignments will be graded based on the following criteria:
– Meets, at minimum, the criteria of the assignment outlined above.
– Content and strength of argument and analysis: submission makes clear arguments,
arguments are well developed, arguments rely on academic sources, meets the
expectations of a third year course, demonstrates strong familiarity with concepts
related to image, politics, and persuasion, conveys arguments in interesting,
original, and convincing ways, etc.
– Style: submission consistently follows a recognized citations style, is well written,
uses standard margins, is double spaced with 12pt font, has a bibliography and title
page (not included in page count) etc. Essays are written in essay

Note:

I have already uploaded all of required readings and please read all of them! In-class notes about public opinion and persuasion are also provided. You have to use them in the essay!

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Item Description Manaul

Edited Into 1 page format

1. A cover page with all course mates names clearly listed
2. A TOC (unless your team produces a one page design)
3. The description itself (see the PowerPoint lecture for the descriptions as this includes: the definition, the parts, figures, the operating principle, and the function, etc.). NOTE: You are not writing instructions…be very careful when you develop your technical description manual not to include instructional writing.
4. A glossary
5. An Index (unless your team produces a one page design)

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proposal selective

all document must be in Microsoft word 1997-2003.
2-document must be saved with a file name and my name
example:( module 2 Name)
3-insert header and footer to have my name and module no. 4-number pages. 5- set margins to 1.0 -1.2 inches.
6- double space the paper. 7-use either time new Roman 12or Arial 12 font. 8-module must be no longer than 20 pages double spaced responses should be succinct and complete.
content:
1- every page should be labelled with my name and module no.
2-each answer should begin with the question.
3-answer should:
a-answer question using the reading.
b- include any outside reference that you used.
c- opinion can be included if it is relevant and concise.
d summarize or provide a conclusion.
e-must demonstrate integration of knowledge to sudia arabia area .
original idea welcome.
attachment module question and reference reading

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SMOKING CESSATION AMONG PREGNANT TEENS

 

Health Promotion Program, Instructional Material (Fact Sheet) & FRY Readability Analysis

You will create the instructional material (a Fact Sheet) to accompany your presentation. Additionally, you will determine the readability of your fact sheet using the FRY readability analysis and interpret those results. Use the Fry readability on-line calculator.

List 3 learning objectives that are measurable. Always ask yourself-How am I am going to know if the learner has met the learning objectives Your learning objectives need to describe what the learner is going to be able to do after your teaching lesson and how it going to be measured.

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Respiratory SystemAnswers for this assignment may be obtained from assigned reading materials and/or internet searches.

Note: When submitting assignments, please submit the case and questions with your answers and remember to use complete sentences when responding to questions.

Respiratory Case Study – Case I

A 17-year-old student has experienced reversible, periodic attacks of chest tightness with coughing, wheezing, and hyperpnea. She states that expiration is more difficult than inspiration. She is most comfortable sitting forward with arms leaning on some support. X-rays revealed mild overinflation of the chest. Results from laboratory and pulmonary function tests are as follows:

Frequency 20 breaths/min
Vital capacity (VC) 2.9 L
FEV1.0 1.4 L
FEV1.0/FVC 56%
Functional residual capacity (FRC) 3.89 L
Total lung capacity (TLC) 6.82 L
PaO2 70 mm Hg
PaCO2 26 mm Hg
Pulse 108 b/min
BP 120/76 mm Hg

Intermittent use of a bronchial smooth muscle dilator (1:1000 epinephrine by nebulizer) for several days caused marked improvement, resulting in the following laboratory and pulmonary function tests:

VC 4.15 L
FEV1.0 3.1 L
FEV1.0/FVC >75%
FRC 3.7 L
TLC 5.96L
PaO2 89 mm Hg
PaCO2 38 mm Hg
Pulse 129 b/mi
BP 122/78 mm Hg

What is the disorder of this 17-year-old student?
Is this primarily a restrictive or an obstructive disorder? Why?
Write the formula for determining residual volume (RV).
Determine the residual volume (RV) before and after the use of the bronchodilator (3.0 points).
RV before using the bronchodilator:
RV after using the bronchodilator:
Why is expiration more difficult than inspiration in this person?
Why does the bronchodilator exaggerate the tachycardia?
What causes the hypoxemia and the hypocapnemia in this person?
A beta2-adrenergic agent was prescribed for further use because it has less cardiostimulatory (beta1) effect. Based on your knowledge of beta1 and beta2 receptors, why is this a good suggestion?
An anticholinergic agent was also suggested as a possible nebulizer agent. How might this help the breathing problem?
Respiratory Case Study – Case II

A 150 lb., 62-year-old man had a chronic productive cough, exertional dyspnea, mild cyanosis, and marked slowing of forced expiration. His pulmonary function and laboratory tests follow:

Frequency 16 breaths/min
Alveolar ventilation 4.2 L/min
Vital capacity (VC) 2.2 L
Functional residual capacity (FRC) 4.0 L
Total lung capacity (TLC) 5.2 L
Maximum inspiratory flow rate 250 L/min
Maximum expiratory flow rate 20 L/min
PaO2 62 mm Hg
PaCO2 39 mm Hg

Pulmonary function tests after bronchodilator therapy:

Frequency 16 breaths/min
Alveolar ventilation 4.35 L/min
VC 2.4 L
FRC 4.0 L
TLC 5.2 L
Maximum inspiratory flow rate 250 L/min
Maximum expiratory flow rate 23 L/min
PaO2 62 mm Hg
PaCO2 38 mm Hg

What is the disorder of this 62-year-old man?
Is this primarily a restrictive or an obstructive disorder?
Why is the bronchodilator therapy ineffective in this man?
What causes the hypoxemia?
Calculate the residual volume (RV) for this person before and after the bronchodilator therapy.
What is the cause of this altered RV?
Calculate the tidal volume (TV) for this person before and after the bronchodilator therapy.
Is each TV normal or altered?
Calculate the minute ventilation (MV) for this person before and after the bronchodilator therapy.
Is each MV normal or altered?

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W 2 Risk and Resilience

 
Review pages 160–163 in your Berns text (SEE ATTACHED). Then, analyze the risk and resilience factors in child maltreatment on the cultural, community, family, and child levels.

Include the following points in your analysis:

• Identify some indicators that these issues may be present.

• Create a plan, as an advocate and leader, of how you would intervene in order to reduce the likelihood of child maltreatment.

• Examine the state laws that would guide your work (including your obligation to report) with children who are maltreated or at risk of being maltreated.

• Provide validation and support for assertions by including relevant examples and supporting validated evidence.

Reference. Child, family, school, community: Socialization and support. Boston, MA: Cengage Learning.

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The movie “wit

”
1. Review the film Wit and briefly summarize.
2. Compare and contrast the role of the nurse as the story progressed.
3. Identify a theoretical concept and describe its essential components.
5. Write an Abstract of your paper.
The purpose of the paper-
a. Analysis of the movie “Wit”
b. Online search of the nyrsing literature regarding conceptual/theoretical nursing models