Entries by Elias

Men & Women’s Health

Category : Bold Essays Writing

Men & Women’s Health

This module/week deals with men and women and their unique wellness characteristics. What are some differences in wellness approaches to both genders? What are some of the psychological aspects of coaching that will need to be aIDressed for each gender when coaching? Finally, aIDress some of the key factors involved in some of the barriers to living well for each of the genders. Use the lecture material and text for support.

Class,
While discussing some of the barriers to living well for each of the genders consider some of the possible similarities that can build bridges to living well for each of the genders.
In Him,

Please answer the whole question, not part of it. Thank you. And please use these books for references. Other references can be use, but make sure the writer use these books as well.

These are the books that are need for this topic are:
“Arloski, M. (2014). Wellness coaching for lasting lifestyle change (2nd ed.). Duluth, MN: Whole Person Associates Inc. ISBN: 9781570253218.

Travis, J. W. & Ryan, R. S. (2004). The Wellness workbook: How to achieve enduring health and vitality. (3rd ed.). New York, NY: Celestial Arts.
ISBN: 9781587612138

Men & Women’s Health Category : Bold Essays Writing Men & Women’s Health This module/week deals with men and women and their unique wellness characteristics. What are some differences in wellness approaches to both genders? What are some of the psychological aspects of coaching that will need to be aIDressed for each gender when coaching? […]

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Running Head: Rethinking Technology, Revitalizing Ethics

Introduction

            Patrick Feng sharply divides himself from the popular notion that technology is developing at a rate far much beyond the consideration of the unavoidable waves of ethics in our society. In agreement to the STS scholars’ argument, Feng also insists that ethical issues not only can but should be adequately aIDressed at the onset of a design. Just in the same angle (as cited in, Saffer, 2007, p. 7), design entails the process of creating more utility from the same commodities that we had before. It generally aims at making the commodity more pleasurable for the end-user. Although the end-user is never present during the design process that only involves the designer and the client, an ethical view of the whole scenario attempts to place the interests of the end-user as close as possible. A designer who is ethical therefore bears all the responsibility for the consequences that arise due to the design both from the client’s angle and from the end-user too.

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Running Head: Rethinking Technology, Revitalizing Ethics Introduction             Patrick Feng sharply divides himself from the popular notion that technology is developing at a rate far much beyond the consideration of the unavoidable waves of ethics in our society. In agreement to the STS scholars’ argument, Feng also insists that ethical issues not only can but […]

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Integrity in Writing

One of the chief principles which is general when it comes to the observation of ethical practices in writing is that an authors written work is a representation of a contract which remain implicit in relation to the author and a reader. This is regardless of whether the written work is a magazine’s manuscript, research paper or a scientific journal. The implicit contract works under an assumption that recognizes the author as the only originator of that piece of work. Consequently any idea or text borrowed from another source is clearly recognized as borrowed by existing scholarly conventions which treat the conveyed idea to be an accurate representation made to the utmost best abilities of the author. Ethical writing is therefore supposed to be clear, fair, honest and accurate which demonstrates a clear reflection in regard to ethical practices (John 2007).

In a nut shell human is to error and sometimes errors that violate the virtues of the contract defined above may come about while writing. This could vary from ignoring evidence or data that is not in support or contradict our own ideas, giving self credit to the originality of an idea which might have been an articulation of another person or falsification for that matter, fabrication and plagiarism. For a student of psychology who has lot of training on ethics here are some of the common guidelines that might help students from falling into temptations to engage in these vices that fall under the unethical practices in writing (Roig 2006).

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Integrity in Writing One of the chief principles which is general when it comes to the observation of ethical practices in writing is that an authors written work is a representation of a contract which remain implicit in relation to the author and a reader. This is regardless of whether the written work is a […]

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Learning Goals

 
The pedagogies of teaching chemistry in a New Jersey requires that every unit has learning goals that shall guide the deliverance of services that are in line with the state or national goals. It is the responsibility of teachers to ensure that these goals are inclined to their diverse Lerner’s population such that there are no categories of learners that shall be left out in the process of learning these goals (Meece and Eccles, 2009). National, state and local goals therefore provides the bedrock that individual teachers should base their goals to ensure that uniformity is achieved in learning and that the population of students is given the best quality of education

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Learning Goals   The pedagogies of teaching chemistry in a New Jersey requires that every unit has learning goals that shall guide the deliverance of services that are in line with the state or national goals. It is the responsibility of teachers to ensure that these goals are inclined to their diverse Lerner’s population such […]

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Application of the model of professional learning

The paper is based on an early childhood setting. The school context is based on an Early Childhood Centre.

Application of the model of professional learning to assisting a school to improve its teaching provision to match how students learn. You will prepare a project that synthesizes a range of concepts associated with successful professional learning. The project would target issues implementing pedagogy that is based on C 21st learning and curriculum frameworks. The criteria used to assess the project include

Use the steps to improve an Early Childhood Centre (Named ABC).

(1) a description of the challenge facing the school – the reason why the improvement is needed. Its conception of professional knowledge and professional learning at the individual, professional learning team and school levels, an understanding of pedagogic capital as necessary to scaffold directed school improvement and the processes associated with auditing professional knowledge at any time;

Explain: The changing nature of education in early childhood education (Curriculum and Frameworks and Policies, pedagogy and assessment)
1) National Quality Standard (NQS) (recently just applied nation wide)
• The role of an Educational Leader in Early Childhood Setting (as required in NQS)
• Qualities of an Educational Leader (Please explain the need for an educational and how it is going to affect the change in the school teachers in the changing of curriculum, framework, teaching and pedagogy in no.1 and further in the paper.)

2) Early Years Learning Frameworks (EYLF)
• Pedagogy (The educators now have to align their teaching to new framework and teaching)
• Educators draw on rich repertoires of pedagogical practices to promote children’s learning by
• Early Years Planning Cycle (EYLF)

*Explain how you would implement the change in framework, curriculum, teaching and pedagogy throughout the whole paper.

Early Childhood Setting:

Leaders of School – Principal
MiIDle Level leaders of learner (MLLsL) – Coordinator, Educational Leader
Professional Learning Teams (PLTs) – Lead Teacher
Teachers – The rest of the Teachers

THE EARLY CHILDHOOD CENTRE SETTING CONTEXT
The context of an early years setting of a children’s centre offers long-day programs for 74 children from its local surrounding community. The philosophy of the children’s centre is based on the principles of social justice and the recognition of every child as an individual within a family. The centre has adopted an emergent curriculum based on projects of interest that develop through the children’s play and interactions. Although the program is play-based, there are some structured activities, which would increase the length and complexity as the year progresses, to support and build children’s concentration span. The curriculum responds to the National Early Years Learning Framework, and acknowledges the needs and interests of children, teachers and families. The centre provides an inclusive environment, where diverse social and ethnic backgrounds and abilities are respected and celebrated.

(2) its identification of an explicit model of learning that targets professional knowledge enhancement as essential for school improvement
(Use Timperley/John Munro Model – Based on people knowing more, experiential knowledge, linking emotions)

(3) its conception of the school at a professional learning community with a focus on professional knowledge enhancement;
(Devise a way to decide on how to be a professional learning community. Make a checklist of how school will operate)

Enhance teachers knowledge and practice by introducing the National quality framework and EYLF.
Group Knowledge – how do we identify and capture it? Extend and build group knowledge in learning community. Consolidate and opportunities to practice? Evaluation in relation to school philosophy and goal?

(4) its treatment of the use of professional learning teams led by ‘miIDle leaders of professional learning as necessary for building a professional learning capacity in the school;
– Explain the different levels in professional learning in a Early Childhood Setting (Relate to the blueprint document and powerpoint slides)

Early Childhood Setting:

Leaders of School – Principal
MiIDle Level leaders of learner (MLLsL) – Coordinator, Educational Leader
Professional Learning Teams (PLTs) – Lead Teacher
Teachers – The rest of the Teachers
(How will you use professional learning team that are led by MiIDle leaders of professional learning. Need someone to bring in new knowledge, to plan and monitor)

*Explain how you would implement the change in EYLF and NQS, framework, curriculum, teaching and pedagogy throughout the whole paper as an educational leader point of view.

Professional learning capacity in the school – key factors influence professional learning capacity in school: the context for professional learning? The climate of the school? An understanding what learning actually looks like? What will staff, PLTs do learn? Learners of professional learning needs an explicit theory of learning to scaffold staff learning. Who will learn what:Different groups in the school have different goals for professional learning?

The goal of professional knowledge

(5) the steps taken for planning and monitoring professional learning ; this will include the implementation of action, professional learning and implementation pathways, professional goal setting and monitoring indicators of professional learning; (Term by term and week by week – Refer to the powerpoint slides for more info)

? Ongoing reflective practice
? EmbeIDing EYLF in daily practice
? Ongoing partnerships with families
? Connecting EYLF with other documents and initiatives
? Staff development in teams and as individuals – especially working collaboratively, including support and part-time staff in team development, clearly articulating roles
? Increased recognition of and response to children’s individuality

(6) the differentiation of professional learning roles in the school (classroom teacher, miIDle leader, school leadership roles), the professional knowledge associated with each and the relevant learning pathways
Educational leader role:
a. Examine the practices of educators as they relate to changes in practice and improved student outcomes
b. Talk to teachers to promote reflection through such means as making suggestion, giving feedback, modeling, using inquiry and soliciting advice and opinions and giving praise
c. Emphasized the study of teaching and supporting program redesign, applying principles of adult learning to al phrases of staff development, and implementing action research to inform instructional decision making
d. Motivate and Support to Educators (Level of Support)
e. Set up goals to achieve (short term and long term)
f. Articulate clearly what the roles and responsibilities are
g. Support chats on coordinators
h. Foster Positive Climate

(Make sure Leaders of School, MiIDle Level Leaders of Learners are relevant. They (leaders need to have an agenda of learning about the innovation of leading a early childhood school)

(7) building and maintaining the climate, conditions and climate for professional learning and change (this will include the demographic factors associated with school change, the student voice, opportunities for professional learning and teaching, a focus on monitoring and learning, dealing with chaos in professional learning, fostering creative thinking and problem solving, multiple ways of professional learning, fostering professional trust and respect). Including sustainability and maintaining.

* All the context should be in context of an australian early childhood setting/ school
* All the information on professional learning and models are in powerpoint slides and documents uploaded
*Please use the documents and powerpoint slides information as much as possible in the paper
*Please do a blueprint for the early childhood school context as information given.

Application of the model of professional learning The paper is based on an early childhood setting. The school context is based on an Early Childhood Centre. Application of the model of professional learning to assisting a school to improve its teaching provision to match how students learn. You will prepare a project that synthesizes a […]

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Topic: Role of cytokines in the pathogenesis and treatment of Rheumatoid Arthritis

Order Description

As far as you know after the dissertation writing, students need to make a poster presentation where present their work. Few days ago i took my dissertation from you and now i am interested in a premium level of poster presentation. Generally you
will need to organise this poster which consists of 1 slide only, into introduction, aims, materials and methods, results and conclusion all made in powerpoint.References of what you are saying are appropriate. There is no a specific word limit but you need to be precise, include all the info in a paragraph in order to be easy for me to explain a whole dissertation in one powerpoint slide. It needs to be CLEAR! In the results you can put the table 6. Also, i need a table showing how the cytokines react in plasma, synovium, blood (increase or decrease). I will upload some links of what they give me from the university in order to have an idea of what you need to do. Before you make the poster be sure that you have read the dissertation because i need a powerpoint based on THIS dissertation.

Topic: Role of cytokines in the pathogenesis and treatment of Rheumatoid Arthritis Order Description As far as you know after the dissertation writing, students need to make a poster presentation where present their work. Few days ago i took my dissertation from you and now i am interested in a premium level of poster presentation. […]

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past 6 weeks: Week Of Pints Used August 31 360 September 7 389 September 14 410 September 21 381 September 28 368 October 5 374 a) Forecast the demand for the week of October 12 using a 3-week moving average. b) Use a 3-week weighted moving average, with weights of .1, .3, and .6, using .6 for the most recent week. Forecast demand for the week of October 12. c) Compute the forecast for the week of October 12 using exponential smoothing with a forecast for August 31 of 360 and a= .2. 2. Income at the law firm Smith and Jones for the period February to July was as follows: Month February March April May June July Income (In $ Thousand) 70.0 68.5 64.8 71.7 71.3 72.8 Use trend-adjusted exponential smoothing to forecast the law firm’s August income. Assume that the initial forecast for February is $65 000 and the initial trend adjustment is 0. The smoothing constants selected are a=.1 and ß=.2. 3. Page Engineering designs and constructs air conditioning and heating systems for hospitals and clinics. Currently, the company’s staff is overloaded with design work. There is a major design project due in 8 weeks. The penalty for completing the design late is $14 000 per week, since any delay will cause the facility to open later than anticipated, and cost the client significant revenue. If the company uses its inside engineers to complete the design, it will have to pay them overtime for all work. Page has estimated that it will cost $12 000 per week (wages and overhead), including late weeks, to have company engineers complete the design. Page is also considering having an outside engineering firm do the design. A bid of $92 000 has been received for the completed design. Yet another option for completing the design is to conduct a joint design by having a third engineering company complete all electromechanical components of the design at a cost of $56 000. Page would then complete the rest of the design and control systems at an estimated cost of $30 000. Page has estimated the following probabilities of completing the project within various time frames when using each of the three options. Those estimates are shown in the following table: Probability of Completing the Design Option On Time 1 week Late 2 weeks Late 3 Weeks Late Internal Engineers .4 .5 .1 ”””- External Engineers .2 .4 .3 .1 Joint Design .1 .3 .4 .2 What is the best decision based on an expected monetary value criterion? (Note: You want the lowest EMV because we are dealing with costs in this problem.) 4. McBurger, Inc. wants to redesign its kitchens to improve productivity and quality. Three designs, called designs K1, K2, and K3, are under consideration. No matter which design is used, daily demand for sandwiches at a typical McBurger restaurant is for 500 sandwiches. A sandwich costs $1.30 to produce. Non-defective sandwiches sell, on the average, for $2.50 per sandwich. Defective sandwiches cannot be sold and are scrapped. The goal is to choose a design that maximizes the expected profit at a typical restaurant over a 300-day period. Designs K1, K2, and K3 cost $100 000, $130 000, and $180 000 respectively. Under design K1, there is a .80 chance that 90 out of each 100 sandwiches are non-defective and a .20 chance that 70 out of each 100 sandwiches are non-defective. Under design K2, there is a .85 chance that 90 out of each 100 sandwiches are non-defective and a .15 chance that 75 out of each 100 sandwiches are non-defective. Under design K3, there is a .90 chance that 95 out of each 100 sandwiches are non-defective and a .10 chance that 80 out of each 100 sandwiches are non-defective. What is the expected profit level of the design that achieves the maximum expected 300-day profit level? 44 Similar to the example in the Power of Place reading on pp. 27-29, I would like you to DRAW a cognitive map of your childhood neighborhood, as you remember it. Choose the most vivid memory of your childhood and draw a cognitive map of the place you live and the surrounding neighborhood. (Yes, get out your crayons, ink pens, colored pencils, etc. and a clean sheet of paper for this part of the assignment) 1. Place your house/apartment building/farm in the middle of the paper, and then draw the other important locations that you remember in relation to your home. For example, locate the corner store where you bought candy, the local school, where your best friend lived, the park where you played, the scary house with the angry neighbor and mean dog that chased you. This part is a creative exercise “ it does not have to be a precise map drawn to exact scale. Instead, I want you to think about this as œyour childhood world the social space in which you lived AS YOU REMEMBER IT. YOU WILL NOT BE TURNING THIS IN!!! 2. Your WRITTEN ASSIGNMENT, submitted thru Safe Assign is this: A. First write a detailed section (1-2 paragraphs) DESCRIBING your childhood world. Tell me WHERE (City/State/Country, etc.) this is and WHEN (1990s when you were 5, 2002 when you were 13, etc.) Was this an urban space, a rural space, a suburban space? Was your neighborhood a œsafe space or a œdangerous space? Explain how you felt œcomfortable, at home here. B. Now, write another detailed section about your childhood neighborhood from your contemporary, adult memory. Some of you may have moved far away from this childhood neighborhood; others may still be living in the same place. Still, this neighborhood has certainly changed over the years. Tell me about these changes. For example, is the playground, corner store still there, or has it been torn down? What œmeaning do you make from recalling your childhood past? What places/activities do you miss from your childhood? Is there anything that you are happy to œleave behind in your childhood past (Bullies, curfews, boring social life, etc.) Please type this up in your word processor program and submit it thru Safe Assign link by the stated time.

past 6 weeks: Week Of Pints Used August 31 360 September 7 389 September 14 410 September 21 381 September 28 368 October 5 374 a) Forecast the demand for the week of October 12 using a 3-week moving average. b) Use a 3-week weighted moving average, with weights of .1, .3, and .6, using […]

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Nursing Eyes and Ears Plan of Care OBJECTIVES ¢ Develop a plan of care for the eyes and ears ¢ Demonstrate documentation of the eyes and ears assessment findings ¢ Explain how to conduct a physical assessment of the eyes and ears ASSIGNMENT OVERVIEW In this writing assignment, you will review a case scenario and submit an assignment providing information on how you would conduct a focused physical assessment of the client based on the presenting complaints. You will document your findings from the focused history and physical assessment data elicited and develop a nursing plan of care for this client. Mrs. Young presents to the pediatric clinic with her son Marcus, who is a six-year-old African American male child. Marcus was sent home from school because the school nurse noticed he had discharge around his eye. You perform the following assessment: ¢ Onset: Mrs. Young tells you Marcus woke up that morning with some discharge around his right eye. She thought perhaps he had gotten something in his eye during the night. When you ask Marcus when his eye started itching, he tells you when he woke up this morning his eye was all œgunky and itchy, and his mom cleaned it up before he went to school. When asked how his eye feels, Marcus tells you his eye has been œitchy all day and he has been rubbing it œall day. ¢ Location: When asked which eye itches Marcus points to his right eye. When asked if his other eye itches, Marcus shakes his head œno. ¢ Characteristics: When asked to describe the discharge, Mrs. Young tells you it was dry and crusty in the morning, and his right eye was stuck shut. She said his eye also looked red, which is why she thought he had gotten something in it that night. ¢ Aggravating factors: When asked what makes his eye feel worse, Marcus tells you it itches all the time. ¢ Alleviating factors: When asked what makes his eye feel better, Marcus tells you it felt better right after his mom washed his eye, but by the time he got to school it was itchy again. ¢ Other background Information: Mrs. Angie Young is a married 30-year-old African American female who has a seven-year-old daughter at home in addition to Marcus and is currently pregnant with her third child. She is a stay-at-home mother but is very involved in school activities with her children. You also perform a physical assessment, with the findings below: ¢ Ear: Normal ¢ Eye: Right eye is red with some discharge. Left eye is clear with no discharge. Diagnosis and treatment: Marcus Young is diagnosed with bacterial conjunctivitis (pink eye) and started on antibiotic eye drops: Ciloxan ophthalmic ointment to his right eye three times a day for two days, then twice a day for five days. Step 2 Provide answers for the items below. You are precepting a student nurse today who is taking her assessment class. She is learning about focused history and assessment skills. In your paper, discuss the following items: ¢ Write a detailed explanation describing what you would say to the student, explaining the assessment conducted and the findings. Discuss the eye assessment you performed and any additional assessments you would perform. What are other factors related to the probable diagnosis you would be concerned about with this client? ¢ Explain how you would document your findings in the medical record. ¢ Develop your plan of care. Identify one to two nursing diagnoses and one to two nursing interventions related to those diagnoses. The interventions should be evidence based. Cite the references used in your plan in correct format. ¢ Identify what client education should be done for Marcus, given his background and presenting illness. Describe your teaching strategy and how you will evaluate the effectiveness of the educational intervention

Nursing Eyes and Ears Plan of Care OBJECTIVES ¢ Develop a plan of care for the eyes and ears ¢ Demonstrate documentation of the eyes and ears assessment findings ¢ Explain how to conduct a physical assessment of the eyes and ears ASSIGNMENT OVERVIEW In this writing assignment, you will review a case scenario and […]

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Order #    00012839 Short Story Explication Essay
Topic    Short Story Explication Essay
Type of document    Essay
Single spaced    No
Subject area    Literature and Language
Academic level    Undergraduate
Writing style    MLA
Writing language    English (U.S.)
Number of sources    2
Number of pages    3 page(s) / approximately 825 word(s)
Order deadline    2011-03-09 22:15:00
Order additional information
Assignment 1: Short Story Explication Essay (How I met my Husband by Alice Munro) & (Miss Brill by Katherine Mansfield) : 2 short stories write an essay which includes your explication (interpretation) of each poem. You must find connections or similarities which allow you to link the stories together. The following guidelines will help you plan and envision your essay. Ultimately, this essay will be three pages in length. The following can serve as a general outline for your explications. You will have to decide what your essay should include or not include. Just be sure your explication is thorough and organized. I.    Introduction a.    (Include such items as what are the titles of the short stories, the authors, and the themes which you think connect the stories.) II.    Body Paragraphs will include: Type of Stories (Is it a suspenseful story? Is it a tragic, comedic or historical allegory?) Paraphrasing of text/include direct quotes Traits and examples/explanations This is where you discuss and explain the connections between the stories. Be sure to only discuss one topic/main idea per paragraph. For instance, you might want to discuss the symbols in the stories or maybe the characters…but don’t try to focus and illustrate more than one idea per paragraph. Exploration of Theme (Propose what the theme is and support/defend your interpretation. The object is to show that you have reached a reasonable conclusion. What evidence supports your interpretation?) Evaluation (Make judgments about the story. SUGGESTIONS/EXAMPLES: How well did the author do at making his/her point or creating an intended mood or other impact? Which elements were the strongest or weakest and why? Were some symbols particularly interesting or effective and why? Conclusion/Personal reactions (SUGGESTIONS/EXAMPLES: What did you like or not like and why? How did you feel after reading the poem? Did it give you a new perspective or was it trite and why? Did it relate to you, or was it so foreign an idea that it did not seem to pertain to you, and why?) 1 How I met My Husband – Alice Munro How I Met My Husband Alice Munro We heard the plane come over at noon, roaring through the radio news, and we were sure it was going to hit the house, so we all ran out into the yard. We saw it come in over the treetops, all red and silver, the first close–up plane I ever saw. Mrs. Peebles screamed. “Crash landing,” their little boy said. Joey was his name. “It’s okay,” said Dr. Peebles. “He knows what he’s doing.” Dr. Peebles was only an animal doctor, but had a calming way of talking, like any doctor. This was my first job–working for Dr. and Mrs. Peebles, who had bought an old house out on the Fifth Line, about five miles out of town. It was just when the trend was starting of town people buying up old farms, not to work them but to live on them. We watched the plane land across the road, where the fairgrounds used to be. It did make a good landing field, nice and level for the old race track, and the barns and display sheds torn down now for scrap lumber so there was nothing in the way. Even the old grandstand bays had burned. “All right,” said Mrs. Peebles, snappy as she always was when she got over her nerves. “Let’s go back in the house. Let’s not stand here gawking like a set of farmers.” She didn’t say that to hurt my feelings. It never occurred to her. I was just setting the dessert down when Loretta Bird arrived, out of breath, at the screen door. “I thought it was going to crash into the house and kill youse all!” She lived on the next place and the Peebleses thought she was a country–woman, they didn’t know the difference. She and her husband didn’t farm, he worked on the roads and had a bad name for drinking. They had seven children and couldn’t get credit at the Hi Way Grocery. The Peebleses made her welcome, not knowing any better, as I say, and offered her dessert. Dessert was never anything to write home about, at their place. A dish of Jell–O or sliced bananas or fruit out of a tin. “Have a house without a pie, be ashamed until you die,” my mother used to say, but Mrs. Peebles operated differently. Loretta Bird saw me getting the can of peaches. “Oh, never mind,” she said. “I haven’t got the right kind of a stomach to trust what comes out of those tins, I can only eat home canning.” I could have slapped her. I bet she never put down fruit in her life. “I know what he’s landed here for,” she said. “He’s got permission to use the fairgrounds and take people up for rides. It costs a dollar. It’s the same fellow who was over at Palmerston last week and was up the lakeshore before that. I wouldn’t go up, ii you paid me.” “I’d jump at the chance,” Dr. Peebles said. “I’d like to see this neighbor–hood from the air.” Mrs. Peebles said she would just as soon see it from the ground. Joey said he wanted to go and Heather did, too. Joey was nine and Heather was seven. “Would you, Edie?” Heather said. I said I didn’t know. I was scared, but I never admitted that, especially in front of children I was taking care of. “People are going to be coming out here in their cars raising dust and trampling your property, if I was you I would complain,” Loretta said. She hooked her legs around the chair rung and I knew we were in for a lengthy visit. After Dr. Peebles went back to his office or out on his next call and Mrs. Peebles went for her nap, she would hang around me while I was trying to do the dishes. She would pass remarks about the Peebleses in their own house. “She wouldn’t find time to lay down in the middle of the day, if she had seven kids like I got.” She asked me did they fight and did they keep things in the dresser drawer not to have babies with. She said it was a sin if they did. I pretended I didn’t know what she was talking about. I was fifteen and away from home for the first time. My parents had made the effort and sent me to high school for a year, but I didn’t like it. I was shy of strangers and the work was hard, they didn’t make it nice for you or explain the way they do now. At the end of the year the averages were published in the paper, and mine came out at the very bottom, 37 percent. My father said that’s enough and I didn’t blame him. The last thing I wanted, anyway, was to go on and end up teaching school. It happened the very day the paper came out with my disgrace in it, Dr. Peebles was staying at our place for dinner, having just helped one of the cows have twins, and he said I looked smart to him and his wife was looking for a girl to help. He said she felt tied down, with the two children, out in the country. I guess she would, my mother said, being polite, though I could tell from her face she was wondering what on earth it would be like to have only two children and no barn work, and then to be complaining. When I went home I would describe to them the work I had to do, and it made everybody laugh. Mrs. Peebles had an automatic washer and dryer, the first I ever saw. I have had those in my own home for such a long time now it’s hard to remember how much of a miracle it was to me, not having to struggle with the wringer and hang up and haul down. Let alone not having to heat water. Then there was practically no baking. Mrs. Peebles said she couldn’t make pie crust, the most amazing thing I ever heard a woman admit. I could, of course, and I could make light biscuits and a white cake and dark cake, but they didn’t want it, she said they watched their figures. The only thing I didn’t like about working there, in fact, was feeling half hungry a lot of the time. I used to bring back a box of doughnuts made out at home, and hide them under my bed. The children found out, and I didn’t mind sharing, but I thought I better bind them to secrecy. The day after the plane landed Mrs. Peebles put both children in the car and drove over to Chesley, to get their hair cut. There was a rood woman then at Chesley for doing hair. She got hers done at the same place, Mrs. Peebles did, and that meant they would be gone a good whi
le. She had to pick a day Dr. Peebles wasn’t going out into the country, she didn’t have her own car. Cars were still in short supply then, after the war. I loved being left in the house alone, to do my work at leisure. The kitchen was all white and bright yellow, with fluorescent lights. That was before they ever thought of making the appliances all different colors and doing the cupboards like dark old wood and hiding the lighting. I loved light. I loved the double sink. So would anybody new­-come from washing dishes in a dishpan with a rag–plugged hole on an oilcloth–covered table by light of a coal–oil lamp. I kept everything shining. The bathroom too. I had a bath in there once a week. They wouldn’t have minded if I took one oftener, but to me it seemed like asking too much, or maybe risking making it less wonderful. The basin and the tub and the toilet were all pink, and there were glass doors with flamingoes painted on them, to shut off the tub. The light had a rosy cast and the mat sank under your feet like snow, except that it was warm. The mirror was three–way. With the mirror all steamed up and the air like a perfume cloud, from things I was allowed to use, I stood up on the side of the tub and admired myself naked, from three directions. Sometimes I thought about the way we lived out at home and the way we lived here and how one way was so hard to imagine when you were living the other way. But I thought it was still a lot easier, living the way we lived at home, to picture something like this, the painted flamingoes and the warmth and the soft mat, than it was anybody knowing only things like this to picture how ii was the other way. And why was that? I was through my jobs in no time, and had the vegetables peeled for supper and sitting in cold water besides. Then I went into Mrs. Peebles’ bedroom. I had been in there plenty of times, cleaning, and I always took a good look in her closet, at the clothes she had hanging there. I wouldn’t have looked in her drawers, but a closet is open to anybody. That’s a lie. I would have looked in drawers, but I would have felt worse doing it and been more scared she could tell. Some clothes in her closet she wore all the time, I was quite familiar with them. Others she never put on, they were pushed to the back. I was disappointed to see no wedding dress. But there was one long dress I could just see the skirt of, and I was hungering to see the rest. Now I took note of where it hung and lifted it out. It was satin, a lovely weight on my arm, light bluish–green in color, almost silvery. It had; fitted, pointed waist and a full skirt and an off–the–shoulder fold hiding the little sleeves. Next thing was easy. I got out of my own things and slipped it on. I was slimmer at fifteen than anybody would believe who knows me now and the fit was beautiful. I didn’t, of course, have a strapless bra on, which was what it needed, I just had to slid’ my straps down my arms under the material. Then I tried pinning up my hair, to get the effect. One thing led to another. I put on rouge and lipstick and eyebrow pencil from her dresser. The heat of the day and the weight of the satin and all the excitement made me thirsty, and I went out to the kitchen, got–up as I was, to get a glass of ginger ale with ice cubes from the refrigerator. The Peebleses drank ginger ale, or fruit drinks, all day, like water, and I was getting so I did too. Also there was no limit on ice cubes, which I was so fond of I would even put them in a glass of milk. I turned from putting the ice tray back and saw a man watching me through the screen. It was the luckiest thing in the world 1 didn’t spill the ginger ale down the front of mi then and there. “I never meant to scare you. I knocked but you were getting the ice out, you didn’t hear me.” I couldn’t see what he looked like, he was dark the way somebody is pressed up against a screen door with the bright daylight behind them. I only knew he wasn’t from around here. “I’m from the plane over there. My name is Chris Watters and what I was wondering was if I could use that pump.”” There was a pump in the yard. That was the way the people used to get their water. Now I noticed he was carrying a pail. “You’re welcome,” I said. “I can get it from the tap and save you pumping.” I guess I wanted him to know we had piped water, didn’t pump ourselves. “I don’t mind the exercise.” He didn’t move, though, and finally he said, “Were you going to a dance?” Seeing a stranger there had made me entirely forget how I was dressed. “Or is that the way ladies around here generally get dressed up in the afternoon?” I didn’t know how to joke back then. I was too embarrassed. “You live here? Are you the lady of the house?” “I’m the hired girl.” Some people change when they find that out, their whole way of looking at you and speaking to you changes, but his didn’t. “Well, I just wanted to tell you you look very nice. I was so surprised when I looked in the door and saw you. Just because you looked so nice and beautiful.” I wasn’t even old enough then to realize how out of the common it is, for a man to say something like that to a woman, or somebody he is treating like a woman. For a man to say a word like beautiful. I wasn’t old enough to realize or to say anything back, or in fact to do anything but wish he would go away. Not that I didn’t like him, but just that it upset me so, having him look at me, and me trying to think of something to say. He must have understood. He said good–bye, and, thanked me, and went and started filling his pail from the pump. I stood behind the Venetian blinds in the dining room, watching him. When he had gone, I went into the bedroom and took the dress off and put it back in the same place. I dressed in my own clothes and took my hair down and washed my face, wiping it on Kleenex, which I threw in the wastebasket. The Peebleses asked me what kind of man he was. Young, middle–aged, short, tall? I couldn’t say. “Good–looking?” Dr. Peebles teased me. I couldn’t think a thing but that he would be coming to get his water again, he would be talking to Dr. or Mrs. Peebles, making friends with them, and he would mention seeing me that first afternoon, dressed up. Why not mention it? He would think it was funny. And no idea of the trouble it would get me into. After supper the Peebleses drove into town to go to a movie. She wanted to go somewhere with her hair fresh done. I sat in my bright kitchen wondering what to do, knowing I would never sleep. Mrs. Peebles might not fire me, when she found out, but it would give her a different feeling about me altogether. This was the first place I ever worked but I already had picked up things about the way people feel when you are working for them. They like to think you aren’t curious. Not just that you aren’t dishonest, that isn’t enough. They like to feel you don’t notice things, that you don’t think or wonder about anything but what they liked to eat and how they liked things ironed, and so on. I don’t mean they weren’t kind to me, because they were. They had me eat my meals with them (to tell the truth I expected to, I didn’t know there were families who don’t) and sometimes they took me along in the car. But all the same. I went up and checked on the children being asleep and then I went out. I had to do it. I crossed the road and went in the old fairgrounds gate. The plane looked unnatural sitting there, and shining with the moon. Off at the far side of the fairgrounds where the bush was taking over, I saw his tent. He was sitting outside it smoking a cigarette. He saw me coming. “Hello, were you looking for a plane ride? I don’t start taking people up till tomorrow.” Then he looked again and said, “Oh, it’s you. I didn’t know you without your long dress on.” My heart was knocking away, my tongue was dried up. I had to say something. But I couldn’t. My throat was closed and I was like a deaf–and–dumb. “Did you want a ride? Sit down. Have a cigarette.” I couldn’t even shake my head t
o say no, so he gave me one. “Put it in your mouth or I can’t light it. It’s a good thing I’m used to shy ladies.” I did. It wasn’t the first time I had smoked a cigarette, actually. My girl–friend out home, Muriel Lowe, used to steal them from her brother. “Look at your hand shaking. Did you just want to have a chat, or what?” In one burst I said, “I wisht you wouldn’t say anything about that dress.” “What dress? Oh, the long dress.” “It’s Mrs. Peebles’.” “Whose? Oh, the lady you work for? She wasn’t home so you got dressed up in her dress, eh? You got dressed up and played queen. I don’t blame you. You’re not smoking the cigarette right. Don’t just puff. Draw it in. Did anybody ever show you how to inhale? Are you scared I’ll tell on you? Is that it?” I was so ashamed at having to ask him to connive this way I couldn’t nod. I just looked at him and he saw yes. “Well I won’t. I won’t in the slightest way mention it or embarrass you. I give you my word of honor.” Then he changed the subject, to help me out, seeing I couldn’t even thank him. “What do you think of this sign?” It was a board sign lying practically at my feet. SEE THE WORLD FROM THE SKY. ADULTS $1.00, CHILDREN 50¢. QUALIFIED PILOT. “My old sign was getting pretty beat up, I thought I’d make a new one. That’s what I’ve been doing with my time today.” The lettering wasn’t all that handsome, I thought. I could have done a better one in half an hour. “I’m not an expert at sign making.” “It’s very good,” I said. “I don’t need it for publicity, word of mouth is usually enough. I turned away two carloads tonight. I felt like taking it easy. I didn’t tell them ladies were dropping in to visit me.” Now I remembered the children and I was scared again, in case; one of them had waked up and called me and I wasn’t there. “Do you have to go so soon?” I remembered some manners. “Thank you for the cigarette.” “Don’t forget. You have my word of honor.” I tore off across the fairgrounds, scared I’d see the car heading home from town. My sense of time was mixed up, I didn’t know how long I’d been out of the house. But it was all right, it wasn’t late, the children were asleep. I got in my bed myself and lay thinking what a lucky end to the day, after all, and among things to be grateful for I could be’ grateful Loretta Bird hadn’t been the one who caught me. The yard and borders didn’t get trampled, it wasn’t as bad as that. All the same it seemed very public, around the house. The sign was on the fair–grounds gate. People came mostly after supper but a good many in the afternoon, too. The Bird children all came without fifty cents between them and hung on the gate. We got used to the excitement of the plane coming in and taking off, it wasn’t excitement anymore. I never went over, after that one time, but would see him when he came to get his water. I would be out on the steps doing sitting–down work, like preparing vegetables, if I could. “Why don’t you come over? I’ll take you up in my plane.” “I’m saving my money,” I said, because I couldn’t think of anything else. “For what? For getting married?” I shook my head. “I’ll take you up for free if you come sometime when it’s slack. I thought you would come, and have another cigarette.” I made a face to hush him, because you never could tell when the children would be sneaking around the porch, or Mrs. Peebles herself listening in the house. Sometimes she came out and had a conversation with him. He told her things he hadn’t bothered to tell me. But then I hadn’t thought to ask. He told her he had been in the war, that was where he learned to fly a plane, and how he couldn’t settle down to ordinary life, this was what he liked. She said she couldn’t imagine anybody liking such a thing. Though sometimes, she said, she was almost bored enough to try anything herself, she wasn’t brought up to living in the country. It’s all my husband’s idea, she said. This was news to me. “Maybe you ought to give flying lessons,” she said. “Would you take them?” She just laughed. Sunday was a busy flying day in spite of it being preached against from two pulpits. We were all sitting out watching. Joey and Heather were over on the fence with the Bird kids. Their father had said they could go, after their mother saying all week they couldn’t. A car came down the road past the parked cars and pulled up right in the drive. It was Loretta Bird who got Out, all importance, and on the driver’s side another woman got out, more sedately. She was wearing sunglasses. “This is a lady looking for the man that flies the plane,” Loretta Bird said. “I heard he inquire in the hotel coffee shop where I was having a Coke and I brought her out.” “I’m sorry to bother you,” the lady said. “I’m Alice Kelling, Mr. Watters’ fiancée.” This Alice Kelling had on a pair of brown and white checked slacks and a yellow top. Her bust looked to me rather low and bumpy. She had a worried face. Her hair had ha a permanent, but had grown out, and she wore a yellow band to keep it off her face. Nothing in the least pretty or even young–looking about her. But you could tell from how she talked she was from the city, or educated, or both. Dr. Peebles stood up and introduced himself and his wife and me and asked her to be seated. “He’s up in the air right now, but you’re welcome to sit and wait. He gets his water here and he hasn’t been yet. He’ll probably take his break about five.” “That is him, then?” said Alice Kelling, wrinkling and straining at the sky. “He’s not in the habit of running out on you, taking a different name?” Dr. Peebles laughed. He was the one, not his wife, to offer iced tea. Then she sent me into the kitchen to fix it. She smiled. She was wearing sunglasses too. “He never mentioned his fiancée,” she said. I loved fixing iced tea with lots of ice and slices of lemon in tall glasses. I ought to have mentioned before, Dr. Peebles was an abstainer, at least around the house, or I wouldn’t have been allowed to take the place. I had to fix a glass for Loretta Bird too, though it galled me, and when I went out she had settled in my lawn chair, leaving me the steps. “I knew you was a nurse when I first heard you in that coffee shop.” “How would you know a thing like that?” “I get my hunches about people. Was that how you met him, nursing?” “Chris? Well yes. Yes, it was.” “Oh, were you overseas?” said Mrs. Peebles. “No, it was before he went overseas. I nursed him when he was stationed at Centralia and had a ruptured appendix. We got engaged and then he went overseas. My, this is refreshing, after a long drive.” “He’ll be glad to see you,” Dr. Peebles said. “It’s a rackety kind of life, isn’t it, not staying one place long enough to really make friends.” “Youse’ve had a long engagement,” Loretta Bird said. Alice Kelling passed that over. “I was going to get a room at the hotel, but when I was offered directions I came on out. Do you think I could phone them?” “No need,” Dr. Peebles said. “You’re five miles away from him if you stay at the hotel. Here, you’re right across the road. Stay with us. We’ve got rooms on rooms, look at this big house.” Asking people to stay, just like that, is certainly a country thing, and maybe seemed natural to him now, but not to Mrs. Peebles, from the way she said, oh yes, we have plenty of room. Or to Alice Kelling, who kept protesting, but let herself be worn down. I got the feeling it was a temptation to her, to be that close. 1 was trying for a look at her ring. Her nails were painted red, her fingers were freckled and wrinkled. It was a tiny stone. Muriel Lowe’s cousin had one twice as big. Chris came to get his water, late in the afternoon just as Dr. Peebles had predicted. He must have recognized the car from a way off. He came smiling. “Here I am chasing after you to see what you’re up to,” called Alice Kelling. She got up and went to meet hi
m and they kissed, just touched, in front of us. “You’re going to spend a lot on gas that way,” Chris said. Dr. Peebles invited Chris to stay for supper, since he had already put up the sign that said: NO MORE RIDES TILL 7 P.M. Mrs. Peebles wanted it served in the yard, in spite of the bugs. One thing strange to anybody from the country is this eating outside. I had made a potato salad earlier and she had made a jellied salad, that was one thing she could do, so it was just a matter of getting those out, and some sliced meat and cucumbers and fresh leaf lettuce. Loretta Bird hung around for some time saying, “Oh, well, I guess I better get home to those yappers,” and,” It’s so nice just sitting here, I sure hate to get up,” but nobody invited her, I was relieved to see, and finally she had to go. That night after rides were finished Alice Kelling and Chris went off somewhere in her car. I lay awake till they got back. When I saw the car lights sweep my ceiling I got up to look down on them through the slats of my blind. I don’t know what I thought I was going to see. Muriel Lowe and I used to sleep on her front veranda and watch her sister and her sister’s boy friend saying good night. Afterward we couldn’t get to sleep, for longing for somebody to kiss us and rub against us and we would talk about suppose you were out in a boat with a boy and he wouldn’t bring you in to shore unless you did it, or what if somebody got you trapped in a barn, you would have to, wouldn’t you, it wouldn’t be your fault. Muriel said her two girl cousins used to try with a toilet paper roll that one of them was a boy. We wouldn’t do anything like that; just lay and wondered. All that happened was that Chris got out of the car on one side and she got out on the other and they walked off separately–him toward the fair–grounds and her toward the house. I got back in bed and imagined about me coming home with him, not like that. Next morning Alice Kelling got up late and I fixed a grapefruit for her the way I had learned and Mrs. Peebles sat down with her to visit and have another cup of coffee. Mrs. Peebles seemed pleased enough now, having company. Alice Kelling said she guessed she better get used to putting in a day just watching Chris take off and come down, and Mrs. Peebles said she didn’t know if she should suggest it because Alice Kelling was the one with the car, but the lake was only twenty–five miles away and what a good day for a picnic. Alice Kelling took her up on the idea and by eleven o’clock they were in the car, with Joey and Heather and a sandwich lunch I had made. The only thing was that Chris hadn’t come down, and she wanted to tell him where they were going. “Edie’ll go over and tell him,” Mrs. Peebles said. “There’s no problem.” Alice Kelling wrinkled her face and agreed. “Be sure and tell him we’ll be back by five!” I didn’t see that he would be concerned about knowing this right away, and I thought of him eating whatever he ate over there, alone, cooking on his camp stove, so I got to work and mixed up a crumb cake and baked it, in between the other work I had to do; then, when it was a bit cooled, wrapped it in a tea towel. I didn’t do anything to myself but take off my apron and comb my hair. I would like to have put some makeup on, but I was too afraid it would remind him of the way he first saw me, and that. would humiliate me all over again. He had come and put another sign on the gate: NO RIDES THIS P.M.APOLOGIES. I worried that he wasn’t feeling well. No sign of him outside and the tent flap was down. I knocked on the pole. “Come in,” he said, in a voice that would just as soon have said Stay out. I lifted the flap. “Oh, it’s you. I’m sorry. I didn’t know it was you.” He had been just sitting on the side of the bed, smoking. Why not at least sit and smoke in the fresh air? “I brought a cake and hope you’re not sick,” I said. “Why would I be sick? Oh–that sign. That’s all right. I’m just tired of talking to people. I don’t mean you. Have a seat.” He pinned back the tent flap. “Get some fresh air in here.” I sat on the edge of the bed, there was no place else. It was one of those fold up cots, really: I remembered and gave him his fiancée’s message. He ate some of the cake. “Good.” “Put the rest away for when you’re hungry later.’ “I’ll tell you a secret. I won’t be around here much longer.’ “Are you getting married?” “Ha ha. What time did you say they’d be back?” “Five o’clock.” “Well, by that time this place will have seen the last of me. A plane can get further than a car.” He unwrapped the cake and ate another piece of it, absentmindedly. “Now you’ll be thirsty.” “There’s some water in the pail.” “It won’t be very cold. I could bring some fresh. I could bring some ice from the refrigerator.” “No,” he said. “I don’t want you to go. I want a nice long time of saying good–bye to you.” He put the cake away carefully and sat beside me and started those little kisses, so soft, I can’t ever let myself think about them, such kindness in his face and lovely kisses, all over my eyelids and neck and ears, all over, then me kissing back as well as I could (I had only kissed a boy on a dare before, and kissed my own arms for practice) and we lay back on the cot and pressed together, just gently, and he did some other things, not bad things or not in a bad way. It was lovely in the tent, that smell of grass and hot tent cloth with the sun beating down on it, and he said, “I wouldn’t do you any harm for the world.” Once, when he had rolled on top of me and we were sort of rocking together on the cot, he said softly, “Oh, no,” and freed himself and jumped up and got the water pail. He splashed some of it on his neck and face, and the little bit left, on me lying there. “That’s to cool us off, miss.” When we said good-bye I wasn’t at all sad, because he held my face and said, “I’m going to write you a letter. I’ll tell you where I am and maybe you can come and see me. Would you like that? Okay then. You wait.” I was really glad I think to get away from him, it was like he was piling presents on me I couldn’t get the pleasure of till I considered them alone. No consternation at first about the plane being gone. They thought he had taken somebody up, and I didn’t enlighten them. Dr. Peebles had phoned he had to go to the country, so there was just us having supper, and then Loretta Bird thrusting her head in the door and saying, “I see he’s took off.” “What?” said Alice Kelling, and pushed back her chair. “The kids come and told me this afternoon he was taking down his tent. Did he think he’d run through all the business there was around here? He didn’t take off without letting you know, did he?” “He’ll send me word,” Alice Kelling said. “He’ll probably phone tonight. He’s terribly restless, since the war.” “Edie, he didn’t mention to you, did he?” Mrs. Peebles said. “When you took over the message?” “Yes,” I said. So far so true. “Well why didn’t you say?” All of them were looking at me. “Did he say where he was going?” “He said he might try Bayfield;” I said. What made me tell such a lie? I didn’t intend It. “Bayfield, how far is that?” said Alice Kelling. Mrs. Peebles said, “Thirty, thirty–five miles.” “That’s not far. Oh, well, that’s really not far at all. It’s on the lake, isn’t it?” You’d think I’d be ashamed of myself, setting her on the wrong track. I did it to give him more time, whatever time he needed. I lied for him, and also, I have to admit, for me. Women should stick together and not do things like that. I see that now, but didn’t then. I never thought of myself as being in any way like her, or coming to the same troubles, ever. She hadn’t taken her eyes off me. I thought she suspected my lie. “When did he mention this to you?” “Earlier.” “When you were over at the plane?” “Yes.” “You must’ve stayed and had a chat.” She smiled
at me, not a nice smile. “You must’ve stayed and had a little visit with him.” “I took a cake,” I said, thinking that telling some truth would spare me telling the rest. “We didn’t have a cake,” said Mrs. Peeble

Order #    00012839 Short Story Explication Essay Topic    Short Story Explication Essay Type of document    Essay Single spaced    No Subject area    Literature and Language Academic level    Undergraduate Writing style    MLA Writing language    English (U.S.) Number of sources    2 Number of pages    3 page(s) / approximately 825 word(s) Order deadline    2011-03-09 22:15:00 Order additional information Assignment […]

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Change is inevitable! Successful organizations thrive because they have a vision, a mission and a strategy, and when faced with change they are quick to take action. They are successful because they understand their clients’ needs, respond to their employees and react to the changing times. One sure way to success is the way organizational change is managed. Change is nearly unattainable without leadership support and a strong management team. Leaders are a foundation to the success of an organization. The purpose of this paper is to conduct an organizational assessment and analyze strategies to lead and manage organizational change through the lens of an Advanced Practice Nurse Leader.

Graduate education and Advanced Practice Nurse (APN) role development include independent inquiry and the development of effective communication and writing skills. This writing assignment is designed to assist the student in identifying and analyzing strategies to lead and manage organizational change.

1. Select a healthcare organization and conduct an organizational assessment; identify the structure, leadership and decision-making processes of the organization and the relationship among these three organizational characteristics.

2. Next, select one of the eight recommendations from the RWJF/IOM The Future of Nursing: Leading Change, Advancing Health report.

a. Recommendation #1: Remove scope-of-practice barriers. Advanced Practice Nurses should be able to practice to the full extent of their education and training

b. Recommendation #2: Expand opportunities for nurses to lead and diffuse collaborative improvement efforts. Private and public funders, health care organizations, nursing education programs, and nursing associations should expand opportunities for nurses to lead and manage collaborative efforts with physicians and other members of the health care team to conduct research and to redesign and improve practice environments and health systems. These entities should also provide opportunities for nurses to diffuse successful practices.

c. Recommendation #3: Implement nurse residency programs. State boards of nursing, accrediting bodies, the federal government, and health care organizations should take actions to support nurses’ completion of a transition-to-practice program (nurse residency) after they have completed a prelicensure or advanced practice degree program or when they are transitioning into new clinical practice areas.

d. Recommendation #4: Increase the proportion of nurses with a baccalaureate degree to 80 percent by 2020. Academic nurse leaders across all schools of nursing should work together to increase the proportion of nurses with a baccalaureate degree from 50 to 80 percent by 2020. These leaders should partner with education accrediting bodies, private and public funders, and employers to ensure funding, monitor progress, and increase the diversity of students to create a workforce prepared to meet the demands of diverse populations across the lifespan.

e. Recommendation #5: Double the number of nurses with a doctorate by 2020. Schools of nursing, with support from private and public funders, academic administrators and university trustees, and accrediting bodies, should double the number of nurses with a doctorate by 2020 to add to the cadre of nurse faculty and researchers, with attention to increasing diversity.

f. Recommendation #6: Ensure that nurses engage in lifelong learning. Accrediting bodies, schools of nursing, health care organizations, and continuing competency educators from multiple health professions should collaborate to ensure that nurses and nursing students and faculty continue their education and engage in lifelong

learning to gain the competencies needed to provide care for diverse populations across the lifespan.

g. Recommendation #7: Prepare and enable nurses to lead change to advance health. Nurses, nursing education programs, and nursing associations should prepare the nursing workforce to assume leadership positions across all levels, while public, private, and governmental health care decision makers should ensure that leadership positions are available to and filled by nurses.

h. Recommendation #8: Build an infrastructure for the collection and analysis of interprofessional health care workforce data. The National Health Care Workforce Commission, with oversight from the Government Accountability Office and the Health Resources and Services Administration, should lead a collaborative effort to improve research and the collection and analysis of data on health care workforce requirements. The Workforce Commission and the Health Resources and Services Administration should collaborate with state licensing boards, state nursing workforce centers, and the Department of Labor in this effort to ensure that the data are timely and publicly accessible.

3. The Organizational Assessment and Practice Issue Analysis should be conducted on an organization in which you are perhaps familiar with or one in which you have gathered information through interviews of organizational personnel. The organization selected should remain anonymous and should not be identified.

4. Summarize the impact of the recommendation organizationally by discussing its magnitude and the potential or actual impact on, for example, Advanced Practice Nursing, patient care, quality, satisfaction, morale, the practice environment and/or the organizational outcomes.

 


Change is inevitable! Successful organizations thrive because they have a vision, a mission and a strategy, and when faced with change they are quick to take action. They are successful because they understand their clients’ needs, respond to their employees and react to the changing times. One sure way to success is the way organizational […]

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