Part 1

Competency
Formulate, express, and support individual perspectives on diverse works and issues.

For this assessment task, you are asked to act as a critic for one of the various subjects under the umbrella of the subject Humanities. Through a series of critiques, you will be demonstrating your background knowledge on these subjects and the themes studied in the Humanities. In general, a critic evaluates a work or piece based on a common language of a subject. For example, certain terminology is used in the film industry for aesthetic, whereas another terminology is used in architecture. Aside from a common language of art, each subject usually includes a history of influence-how a work was influenced by other works and how a work influence aspects of today’s art and culture. Critics use this common body of history and aesthetic to offer critiques, or judgements on the validity of the importance of aesthetic (it’s the representation of beauty).

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Please watch the video below (02:33 – 16:32) as a refresher on this deliverable’s content. The video will not tell you everything you need to know to pass this test-out, but it should serve as a refresher.

com.ezproxy.rasmussen.edu/video/humanities-approach-living-modern-world

part 2

Deliverable 03 – Humanities (Test-Out Sophia Replacement)

Competency

Formulate, express, and support individual perspectives on diverse works and issues.

Instructions

You will act as a critic for some of the main subjects covered in the humanities. You will conduct a series of short, evaluative critiques of film, philosophy, literature, music, and myth. You will respond to five different prompts, and each response should include an analysis of the topics using terminology unique to that subject area and should include an evaluation as to why the topic stands the test of time. The five prompts are as follows:

  1. Choose a film and offer an analysis of why it is an important film, and discuss it in terms of film as art. Your response should be more than a summary of the film.
  2. Imagine you had known Plato and Aristotle and you had a conversation about how we fall in love. Provide an overview of how Plato would explain falling in love, and then provide an overview of how Aristotle might explain falling in love.
  3. Compare and contrast the two poems below:

LOVE’S INCONSISTENCY

I find no peace, and all my war is done;
I fear and hope, I burn and freeze likewise
I fly above the wind, yet cannot rise;
And nought I have, yet all the world I seize on;
That looseth, nor locketh, holdeth me in prison, And holds me not, yet can I ’scape no wise;
Nor lets me live, nor die, at my devise,
And yet of death it giveth none occasion.
Without eyes I see, and without tongue I plain;
I wish to perish, yet I ask for health;
I love another, and yet I hate myself;
I feed in sorrow, and laugh in all my pain;
Lo, thus displeaseth me both death and life,
And my delight is causer of my grief.

Petrarch

After great pain a formal feeling comes—
The nerves sit ceremonious like tombs;
The stiff Heart questions—was it He that bore?
And yesterday—or centuries before?

The feet mechanical go round
A wooden way
Of ground or air or ought
Regardless grown,
A quartz contentment like a stone.

This is the hour of lead
Remembered if outlived
As freezing persons recollect
The snow—
First chill, then stupor, then
The letting go

Emily Dickinson. 

4. Compare and contrast these two pieces of music:
Beethoven’s Violin Romance No. 2
Scott Joplin’s Maple Leaf Rag

5. Explain in classical terms why a modern character is a hero. Choose from either Luke Skywalker, Indiana Jones, Bilbo Baggins, Harry Potter, Katniss Everdeen, or Ender Wiggins.

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 Details:
Rate yourself using the results from the “Nurse Manager Skills Inventory”:

http://www.aone.org/resources/nurse-manager-skills-inventory.pdf

Write a reflection of 750-1,000 words in which you identify your strengths and weaknesses related to the four content areas below:

  1. Personal and professional accountability
  2. Career planning
  3. Personal journey disciplines
  4. Reflective practice reference behaviors/tenets

Discuss how you will use your current leadership skill set to advocate for change in your workplace.

Identify one personal goal for your leadership growth and discuss your implementation plan to achieve that goal.

A minimum of Five scholarly references are required for this assignment. solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, an abstract is not required, CITE WEBSITE SOURCE

ASSESSMENT INFORMATION for students

Throughout your training we are committed to your learning by providing a training and assessment framework that ensures the knowledge gained through training is translated into practical on the job improvements.

You are going to be assessed for:

Your skills and knowledge using written and observation activities that apply to your workplace.

Your ability to apply your learning.

Your ability to recognise common principles and actively use these on the job.

All of your assessment and training is provided as a positive learning tool. Your assessor will guide your learning and provide feedback on your responses to the assessment materials until you have been deemed competent in this unit

Nola Pender: “Health Promotion Model” (University of Michigan – Deep Blue, 2011) I am not sure writing/saying this here is right or correct? University of Michigan?

HEALTH PROMOTION MODEL

I. BACKGROUND: OVERVIEW

A. Nola Pender (born August 16, 1941) is a nursing theorist, author, and academic. She is a professor emeritus of nursing at the University of Michigan. Nola Pender developed a nursing theory called the Health Promotion Model. This theory is aimed at helping patients prevent illness through their behaviors and choices (Butts et al., 2013).

B. She earned her Ph.D. degree from Northwestern University in 1969. During her doctoral degree, she met a doctoral advisor by the name James Hall who studied human thoughts in relation to how they influenced and shaped their behavior and motivation. From her interaction with James, Nola developed a keen interest in health promotion, which culminated in her, coming up with the health promotion model after seeing that health personnel only intervene when a patient has developed an acute or chronic health condition (Butts et al., 2013).

C. She believed that preventing a health complication before it occurred could improve a person’s quality of life and save them money. Pender’s model was published in 1982.

D. Overview of the Theory

• The purpose of Nola Pender’s theory is to aid nurses in helping their patients identify health risk factors as well as beneficial practices in order to help the patients actively determine which behaviors will result in achieving optimum health (Pender, 2011).

• The Health Promotion Model is based on eight assessment-nursing beliefs, all of which can be determined as points of potential nursing intervention (Petiprin, 2016).

• The key nursing concepts captured in the model include a consideration of the:

· Person

· Environment

· Nursing

· Health

· Illness (Pender, 2011)#

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 Assign CPT code(s) and appropriate modifiers to each statement.

The physician performed a complex repair during resection of the diaphragm and closed the residual defect with synthetic graft material.

2)      Mediastinotomy to remove foreign body using transthoracic approach, including median sternotomy.

3)      Patient underwent repair, laceration of diaphragm.

4)      Physician inserted a mediastinoscope through an incision in the sternal notch and performed a mediastinal lymph node biopsy.

5)      Physician  repaired an acute traumatic diaphragmatic hernia. 

    Patient underwent alveoloplasty to remove sharp areas or undercuts of alveolar bone, one quadrant.

      Surgeon used a scalpel to slice off a cancerous portion of the vermillion border of the patient’s lip: mucosal advancement was performed after excision.

      Surgeon made an incision through submucosal tissue and removed a lesion in the vestibule of the mouth. Wound repair was not required.

      Patient underwent simple incision of the lingual frenum to free the tongue.

      Patient underwent incision in the parotid gland to remove calcified stone.

    Surgeon repaired a tear at the pharyngeal esophageal junction.

      Physician drained and abscess near the tonsil.

     Surgeon removed an 8 year old patient’s tonsils and adenoids.

      Physician controlled secondary oropharyngeal hemorrhaging, status post tonsillectomy, by using cellulose sponges that expanded when placed in the tonsillar cavity.

  Physician performed a tonsillectomy on a 12 year old male patient.

    Physician inserted a flexible esophagoscope into the esophagus and destroyed a lesion, using snare technique.

   Surgeon made an incision in the left posterior chest wall into the esophagus to remove a foreign body from the esophagus.

  Physician inserted a balloon endoscopically for tamponade of bleeding esophageal varices.

    Dr. Smith performed a partial cervical esophagectomy while Dr. Jones performed a jejunum transfer with microvascular anastomosis.

   The physyician passed an endoscope through the patient’s mouth and visualized the entire esophagus, stomach, duodenum, and jejunum. One lesion was removed using biopsy forceps. Another was remove using snare.

      Patient underwent incision of the pyloric muscle.

      The physician performed an open revision of a previously performed gastric restrictive procedure and reversed the previously partitioned stomach to restore normal gastrointestinal continuity.

    Using fluoroscopic guidance, the physician repositioned a gastric feeding tube through the duodenum.

   The physician performed a laparoscopic surgical gastric restrictive procedure with gastric bypass and roux-en-Y gastroenterostomy.

 The physician percutaneously place a gastrostomy tube into the stomach under fluoroscopic guidance including contrast injection(s), image documentation.