Brisk Writers

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  • The Cost of Healthcare in the United States: A Comparison to Other Post-Industrialized Western Nations The United States spends significantly more on healthcare than any other post-industrialized western nation, with healthcare expenditures accounting for nearly 18% of the

    Please read the attached areticles and powerpoint.
    Please read article (see below link)
    https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4193322/
    Please answer the below discussion post question
    Why is it that we spend so much more than any other post industrialized western nation?
    1-2  paragraphs
    Free of spelling, grammar, and punctuation errors
    Answer responds to question and does not repeat the question.
    Answer demonstrates understanding and proper application of terminology.
    Answer contributes to or furthers the discussion.

  • “Building a Project Management Plan: From Assessment 1 to Assessment 4”

    This is a Project Management Plan that consist on building from previous assessments.      You will start on assessment 1, then the finish product will be assessment 4.  If you assist   me with this, you will have to commit to all 4 assessments, for continuity. 
    Attached are the instructions for Assessment 1 and the template you will have to use. 
    If a further example is needed, could give course hero login 

  • Title: Understanding Prescriptive Authority and DEA Licensing for Nurses in Ohio: A Comprehensive Guide

    Part 1: State Prescriptive Authority (MO 1, 3)  OHIO is my state
    Research: Go to the official website of the State Board of Nursing in your state.
    Information Gathering: Find and document comprehensive information regarding prescriptive authority for nurses in your specified state. This should include regulations, requirements, and any limitations or specifics.
    Reporting: Write a summary highlighting the key points of the prescriptive authority within your state, ensuring to mention specific regulations and requirements and include proper citations.
    APA Format: Adhere to APA format guidelines for in-text citations and the reference list.
    Part 2: Understanding Drug Schedules (MO 2, 3,5)
    Research: Familiarize yourself with the Controlled Substance Act and understand the classifications of Schedule I, II, III, IV, and V drugs.
    Differentiation: Describe the differences between these schedules, including examples of drugs falling under each category.
    Examples: Provide at least five examples of drugs for each schedule, explaining their uses and restrictions.
    APA Format: Adhere to APA format guidelines for in-text citations and the reference list.
    Part 3: DEA Licensing Process (MO 4,6,9)
    Research: Visit the official DEA website (DEA.gov) to explore the process of obtaining a DEA license for prescribing controlled substances.
    Information Gathering: Identify the steps involved in obtaining the license, the initial cost, renewal cost, and the duration of validity for both the initial license and renewals.
    Reporting: Write a summary detailing the steps involved in obtaining a DEA license, including costs and validity duration, ensuring proper citations.
    APA Format: Adhere to APA format guidelines for in-text citations and the reference list.
    Part 4: Summary and AACN Essentials Alignment (MO 7, 8, 10)
    Reporting: Write a summary detailing AACN Essentials Alignment. Identify and explain which specific AACN essentials for nursing education and practice are addressed or met by this assignment.
    APA Format: Adhere to APA format guidelines for in-text citations and the reference list.

  • Close Reading of a Quotation from The Things They Carried by Tim O’Brien “The Things I Carry: A Personal Narrative”

    A)
    1- discuss * Share a quotation from the Tim O’Brien’s The Things They Carried that captured your attention. see the PDF attached * In a short paragraph (7-10 sentences), perform a close reading of the quotation by answering the following questions:
    What details of the text stand out to you? Are these details representative of a literary deviceLinks to an external site.? Why did these details stand out? What is the effect or impact of that textual detail and/or literary device?
    Does the detail connect to the overall themes or messages of the chapter?
    ———-
    2- Reply on star * and **
    *The quotation I selected is on page 9 of the chapter. It reads, “Afterward, when the firing ended, they would blink and peek up. They would touch their bodies, feeling shame, then quickly hiding it. They would force themselves to stand. As if in slow motion, frame by frame, the world would take on the old
    logic—absolute silence, then the wind, then sunlight, then voices. It was the burden of being alive” (O’Brien 9). This use of imagery appealed to many of the readers’ senses and painted the picture of the mental effects soldiers experience through war. The section that describes “They would touch their bodies, feeling shame, then quickly hiding it,” connects to the readers’ sense of touch as well as emotions of both sympathy and sorrow for the soldier. Once the firing ceases, we can visualize the solider coming back into self awareness and frantically touching his body to see if he is still alive. Furthermore, this demonstrates how the soldiers are conflicted with either wanting to be alive or dead, which is a terrible reality for the reader to ponder for the soliders who are in the midst of war. To end this quote, it reads, “the world would take on the old logic—absolute silence, then the wind, then sunlight, then voices. It was the burden of being alive.” This section appeals to the visual senses and continues to weigh heavily on the reader’s emotions by portraying how the soldiers must live with these horrible memories forever, yet nobody else will understand because the after effects of the battle will eventually be masked by the peaceful state of Earth. All aspects of this quote create a clear image for the reader, whether it is visual, touch, or emotional. It connects to the overall message of the chapter by demonstrating the hardships soldiers have to go through in the state of war as well as long after these horrible events are over because the memories will continue to haunt them.
    ——
    **This quote was on the bottom of the first column of page 3, all the first few sentences to the next column of the same page. I quoted Kiowa, he said Ted Lavender was always the one scared, the one who carried tranquilizer to calm himself down in the group, got shot. Kiowa said “It was like watching a rock fall, or a big sandbag or something—just boom, then down—not like the movies where the dead guy rolls around and does fancy spins and goes ass over teakettle—not like that. Kiowa said the poor bastard just flat-fuck fell. Boom. Down. Nothing else.”
    I find that Kiowa was an interesting character in the book. The author described Kiowa, as someone who carried a lot of things with him, both physically and emotionally attached to his heart. He was a devout Baptist, and carried an illustrated New Testament that had been presented to him by his father, who taught Sunday school in Oklahoma City, Oklahoma. He also carries his grandfather’s old hunting hatchet. Also, as a hedge against bad times, however, Kiowa also carried his grandmother’s distrust of the white man. These were the details from the text that stood out to me, which tells pretty much a lot of the person’s character with whom I’ve never met. In the quote that I took from Kiowa in the first paragraph, the words he used were so animated, to me, the Literary Device that closely describes his quote is Imagery. These details stood out, because of how detailed Kiowa describe the death of Ted Lavender, Kiowa describes the scenes as he was seeing it in live action, until the end of Ted Lavender. The effect or impact of that textual detail and/or literary device was so strong, that I could also literally imagine how it happened and seeing such a horrible thing must have caused a lot of sadness and a lot of stress. The detail connects to the overall themes or messages of the chapter most definitely throughout the chapter, with the title of “The things they carried. What Kiowa saw with his own bare eyes added to the many things he was carrying in the chapter and most likely for the rest of his life, that memory of Ted Lavender was so vivid, it was something very unforgettable that Kiowa actually repeated saying and telling everyone that same night that Ted Lavender died.
    —————————————————————————————————————————————————————–
    B)
    For this writing project, we will practice writing our own personal narratives. A personal narrative is a unique form of storytelling that recounts events from one’s life, often focusing on a particular experience or moment that holds significance. Unlike a traditional autobiography, personal narratives emphasize subjective experiences and emotions. This offers readers insight into the storyteller’s perspective.
    We will take inspiration from Tim O’Brien’s novel, The Things They Carried. In an interview, O’Brien noted that “the things we carry, the objects we carry, say things about the sorts of people we are…” Think about the sorts of things you carry. Consider objects that you always have in your bag, on your nightstand, or even in a secret place. These object may range from practical belongings to sentimental keepsakes– each with its own story to tell.——- Choose 1
    artifact/object to focus on for this project. Craft a short (600-850 word) personal narrative using that artifact as inspiration. Th artifact should function as a kind of centerpiece of your narrative.
    In your narrative you could tell the story of …
    -the artifact’s history and significance
    -the memories it evokes.
    —–
    Your chosen object could feature prominently in a pivotal moment from your past, symbolize a defining aspect of your identity, or serve as a catalyst for personal growth. Ultimately, your personal narrative will tell us something deeper about who you are.
    Here are some things to keep in mind when writing a narrative:
    * Include descriptive detail, giving attention to all of the senses, to recreate events rather than a summary of what happened.
    **Use time order effectively, including chronological, flashbacks, and flash-forward, omitting non-relevant events.
    ***Use selective dialogue, and avoid lengthy word-for-word dialogue that isn’t relevant.
    ****Let the narrative make the point without summarizing a “moral.” Trust your readers to draw their own conclusions from your story. Show rather than tell!! *****Explore the significance of the event by combining narration and reflection.
    ******Use characterization to depict the qualities, characteristics, and appearance of characters.
    *******Employ various literary devices such as imagery, metaphor, syntax, etc
    —————————————————-
    Assignment Requirements MLA formatted; 12 point font; times new roman 600 words minimum; 850 words maximum
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  • “Developing a Comprehensive Care Coordination Plan for a Hypothetical Patient with a Selected Health Care Problem: Incorporating Best Practices and Healthy People 2030” “Promoting Seamless Transitions of Care: The Role of Nurses in Patient-Centered Health Interventions”

    please read through, I am attaching an example
    Collapse All
    Introduction
    This assessment provides an opportunity to research the literature and apply evidence to support what communication, teaching, and learning best practices are needed for a hypothetical patient with a selected health care problem.
    NOTE: You are required to complete this assessment after Assessment 1 is successfully completed.
    Preparation
    You are encouraged to complete the Vila Health: Cultural Competence activity prior to completing this assessment. Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment.
    In this assessment, you will evaluate the preliminary care coordination plan you developed in Assessment 1 using best practices found in the literature.
    To prepare for your assessment, you will research the literature on your selected health care problem. You will describe the priorities that a care coordinator would establish when discussing the plan with a patient and family members. You will identify changes to the plan based upon EBP and discuss how the plan includes elements of Healthy People 2030.
    Instructions
    Note: You are required to complete Assessment 1 before this assessment.
    For this assessment:
    Build on the preliminary plan, developed in Assessment 1, to complete a comprehensive care coordination plan.
    Document Format and Length
    Build on the preliminary plan document you created in Assessment 1. Your final plan should be a scholarly APA-formatted paper, 5–7 pages in length, not including title page and reference list.
    Supporting Evidence
    Support your care coordination plan with peer-reviewed articles, course study resources, and Healthy People 2030 resources. Cite at least three credible sources.
    Grading Requirements
    The requirements, outlined below, correspond to the grading criteria in the Final Care Coordination Plan Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.
    Design patient-centered health interventions and timelines for a selected health care problem.
    Address three health care issues.
    Design an intervention for each health issue.
    Identify three community resources for each health intervention.
    Consider ethical decisions in designing patient-centered health interventions.
    Consider the practical effects of specific decisions.
    Include the ethical questions that generate uncertainty about the decisions you have made.
    Identify relevant health policy implications for the coordination and continuum of care.
    Cite specific health policy provisions.
    Describe priorities that a care coordinator would establish when discussing the plan with a patient and family member, making changes based upon evidence-based practice.
    Clearly explain the need for changes to the plan.
    Use the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to the Healthy People 2030 document.
    Use the literature on evaluation as guide to compare learning session content with best practices.
    Align teaching sessions to the Healthy People 2030 document.
    Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.
    Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
    Additional Requirements
    Before submitting your assessment, proofread your final care coordination plan to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your plan.
    Portfolio Prompt: Save your presentation to your ePortfolio. Submissions to the ePortfolio will be part of your final Capstone course.
    Context
    Care coordination is the process of providing a smooth and seamless transition of care as part of the health continuum. Nurses must be aware of community resources, ethical considerations, policy issues, cultural norms, safety, and the physiological needs of patients. Nurses play a key role in providing the necessary knowledge and communication to ensure seamless transitions of care. They draw upon evidence-based practices to promote health and disease prevention to create a safe environment conducive to improving and maintaining the health of individuals, families, or aggregates within a community. When provided with a plan and the resources to achieve and maintain optimal health, patients benefit from a safe environment conducive to healing and a better quality of life.
    Course Competencies
    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
    Competency 1: Adapt care based on patient-centered and person-focused factors.
    Design patient-centered health interventions and timelines for a selected health care problem.
    Competency 2: Collaborate with patients and family to achieve desired outcomes.
    Describe priorities that a care coordinator would establish when discussing the plan with a patient and family member, making changes based upon evidence-based practice.
    Competency 3: Create a satisfying patient experience.
    Use the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to the Healthy People 2030 document.
    Competency 4: Defend decisions based on the code of ethics for nursing.
    Consider ethical decisions in designing patient-centered health interventions.
    Competency 5: Explain how health care policies affect patient-centered care.
    Identify relevant health policy implications for the coordination and continuum of care.
    Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.
    Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.
    Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

  • Title: Exploring Inspiration: A Reflection on the Relationship between Art Production and the Inspiration Piece

    Part 1: Art Creation
    Select one of the visual art pieces from Chapters 1-6 or the lessons from Weeks 1-3 to use as a point of inspiration. Create a painting, sculpture, drawing, or work of architecture inspired by your selected art piece.
    Part 2: Reflection
    Write a reflection about the relationship between your art production and the inspiration piece. Include the following in the reflection paper:
    Introduction
    Inspiration Piece
    Include image.
    Record the title, artist, year, and place of origin.
    Briefly explain the background of the inspiration piece.
    Your Art Piece
    Include image.
    Provide a title.
    Explain the background of your piece.
    Connection
    Explain the thematic connection between the two pieces.
    How are they similar and different?
    Are they the same medium? How does the medium impact what the viewer experiences?
    How do the formal elements of design compare to one another?
    Original Artwork Requirements
    Methods: paint, watercolor, pencil, crayon, marker, collage, clay, metal, or wood (Check with your instructor about other methods you have in mind.)
    No computer-generated pieces
    Your assignment is not graded on your skill or ability as an artist. 
    Writing Requirements (APA format)
    Length: 1.5-2 pages (not including title page, references page, or image of artwork)
    1-inch margins
    Double spaced
    12-point Times New Roman font
    Title page
    References page (minimum of 1 scholarly source)

  • “Living by the Truth: Rules for Ethical Interactions”

    What rules can be followed by someone dedicated to the truth?
    This activity is designed to assist students in the process of developing personal and professional ethics as they become more adept and competent at communicating with individuals from diverse cultural backgrounds. Evaluate the following arbitrary rules of interaction: 
    First, never speak about a falsehood. 
    Second, bear in mind that the act of withholding the truth is always potentially a lie; and that in each instance in which the truth is withheld, a significant moral decision is required.  
    Third, the decision to withhold the truth should never be based on personal needs, such as a need for power, a need to be liked, or a need for protection from challenge.
    Fourth, and conversely, the decision to withhold the truth must always be based entirely upon the needs of the person or people from whom the truth is being withheld.
    Fifth, the assessment of another’s needs is an act of responsibility, which is so complex that it can only be executed wisely when one operates with genuine love for the other.
    Sixth, the primary factor in the assessment of another’s needs is the assessment of that person’s capacity to utilize the truth for his or her own spiritual growth.  
    Finally, in assessing the capacity of another to utilize the truth for spiritual growth, it should be borne in mind that our tendency is to underestimate rather than overestimate this capacity

  • “The Impact of Social Media on Mental Health: A Critical Analysis”

    All directions ate in uploaded document. Please make sure the second document is used as a source. Please ask any questions you may have freely. Thank you.

  • Title: “The Impact of Social Media on Mental Health: A Comprehensive Review” Introduction: Social media has become an integral part of our daily lives, allowing us to connect with others, share information, and access a vast array of content

    fREE OF PLAGIARISM.   Please make sure to provide citations and references (in APA, 7th ed. format) for your work.  

  • Title: “Addressing the Lack of Inclusive Education Policies in Public Schools”

    Each student will identify a particular school policy that is of interest to them that will serve as their “unit of analysis” for the remainder of the semester. The policy identification brief and problem statement should include the following:
    The title or topic of the policy
    Where and how it originated
    A description of the condition, include evidence
    A discussion of the consequences of not solving the condition
    A review of the underlying factors causing the problem