Category: Health & Medical

Goal
A resume is very important. Everyone should have a resume and you should always be updating your resume. You will be creating and uploading your resume this week.
Instructions
Step One
First, review the resume website and video presentation on our Career website:
Cuyamaca Resume Assistance Website
Here are some additional websites and reading materials to help you
Resume Genius Guide with Templates and Samples
Excellent Resume and Cover Letter Tips
JobStar (Resume and Cover Letter Samples and more.)
Job Hunters Bible (Lots of research and help on resumes and cover letters.)
Here are resume templates that you can use to start your resume
These templates below are only examples and you can use them to help guide you and re-type yours onto the “Word” documents. Your resume is your own resume and should reflect what you need and want as headings, experience, etc. Resume Template in Word
Combination-Resume-Template in Word
Resume-Template in Word -2
Step Two
After reviewing the resume workshop video, websites and templates, you are now ready to create your resume. I suggest you make an appointment with our job developer to help you with this assignment and to get a second set of eyes on this assignment. Resume Appointments
Make sure you PDF your final resume before uploading it it here to Canvas. For 10 points extra credit, you can also create and upload a Cover Letter.

For your signature assignment, compose a 3- to 4-page case analysis (in addition to a title page, abstract, and reference list page) written in APA Style citing at least 3 references with one non-Internet reference. The following should be covered in the paper:
Title Page: Case Title, Full Name, Section, Date, Instructor, and Campus
Abstract: Summarize the case o One non-indented paragraph on a separate page. This will be page 2.
Introduction: The physiological importance of the liver, pancreas, and kidneys for the proper functioning of the human body
Body: Response to the prompts: Organize your analysis with headings that thoroughly answer the prompts (e.g., “Abnormal Glucose Levels” for question 1).Explain each prompt in depth with physiological concepts and provide sufficient evidence from the literature for each prompt. o Include normal physiological ranges (if it applies).
Maintain the order of questions when answering.
Conclusion: Summarize the paper in a paragraph.
(NO AI PERMITTED) Support your opinions with evidence from your readings and research. Review the rubric for complete grading criteria.
Case: End-Stage Kidney Disease
Cynthia, a 53-year-old female presented to the emergency room due to feeling constantly tired, hungry, thirsty, and with frequent urination. Her past medical history is significant for cirrhosis and end-stage kidney disease. Physical examination had revealed yellowish discoloration to the skin, multiple bruises, bilateral edema, and weakness lasting more than three weeks. Laboratory tests were ordered (results provided below) after which she was prescribed metformin and informed to contact a doctor if she starts experiencing nausea, vomiting, fast breathing, and/or lethargy, as metformin has been known to cause metabolic acidosis.
Complete Blood Count (CBC)
Sodium126 mEq/L
Glucose220 mmol/L
Calcium7.1 mg/dl
Red blood cell count3.9 cells/ul
Iron40 mcg/dL
Albumin2.5 g/dl
Vitals
Blood pressure92/64 mmHg
Hormone Panel
ReninLow
ADHElevated
AldosteroneLow
Vitamins
Vit DLow
Vit KLow
Vit ELow
Vit ALow
Urine and Stool Sample
Stool colorGray
Stool contentIncrease fat content
Urine colorClear
Complete Blood Count (CBC)
GlucosePresent
Answer the following questions regarding Cynthia’s case:
What hormone is not functioning properly causing Cynthia’s glucose levels to be abnormal? Furthermore, explain in depth how this hormone regulates blood glucose levels.
What other hormone(s) are responsible for maintaining normal glucose levels? Explain in depth how they work.
Explain why Cynthia is presenting with excessive thirst (polydipsia), tiredness and hunger (polyphagia), and frequent urination (polyuria).
Explain why Cynthia is experiencing hypotension. How does the body and its various organ systems bring the blood pressure back towards homeostasis?
What do you expect Cynthia’s heart rate and end-diastolic volume (EDV) to be (elevated, normal, or low) and justify your expectation with cardiovascular formulas such as cardiac output (CO) and stroke volume (SV).
What is the importance of iron in the body and the consequence of it being 40 mcg/dL?
Explain in detail what gluconeogenesis is and where in the body it occurs? Knowing that gluconeogenesis helps maintain blood glucose level, what is the effect of metformin on the management of diabetes mellitus type 2?
Looking at Cynthia’s albumin levels, what effect does it have on her (a) blood osmolarity (b) glomerular filtration rate (GFR) and (c) urine volume?
Explain how glucose is normally reabsorbed by the kidneys? What is happening in Cynthia’s kidneys resulting in glucosuria and what effect does glucosuria have on her blood pressure?
If Cynthia ends up developing metabolic acidosis, what would the levels of her pH, CO2, and HCO3 be in the blood? Furthermore, how would the body compensate and address both renal and respiratory compensation (optional: show the compensation via a flow chart)? Rubric
PHYS 261 Signature Assignment Rubric
PHYS 261 Signature Assignment Rubric
CriteriaRatingsPts
This criterion is linked to a Learning OutcomeContent/Information Prompt #1
5.6 to >4.76 ptsExceeds Expectations
Addresses the entire prompt correctly with great depth and details. Information is scientifically sound, thorough, necessary, and sufficient.
4.76 to >4.03 ptsMeets Expectations
Addresses the entire prompt correctly without depth or any details. Information is mostly scientifically sound, thorough, necessary, and sufficient.
4.03 to >3.3 ptsApproaches Expectations
Partially addresses the prompt correctly. Information is mostly insufficient and may not be scientifically sound.
3.3 to >0 ptsDoes Not Meet Expectations
Does not address any portion of the prompt correctly. Information is not scientifically sound, necessary, or sufficient.
5.6 pts
This criterion is linked to a Learning OutcomeContent/Information Prompt #2
5.6 to >4.76 ptsExceeds Expectations
Addresses the entire prompt correctly with great depth and details. Information is scientifically sound, thorough, necessary, and sufficient.
4.76 to >4.03 ptsMeets Expectations
Addresses the entire prompt correctly without depth or any details. Information is mostly scientifically sound, thorough, necessary and sufficient.
4.03 to >3.3 ptsApproaches Expectations
Partially addresses the prompt correctly. Information is mostly insufficient and may not be scientifically sound.
3.3 to >0 ptsDoes Not Meet Expectations
Does not address any portion of the prompt correctly. Information is not scientifically sound, necessary, or sufficient.
5.6 pts
This criterion is linked to a Learning OutcomeContent/Information Prompt #3
5.6 to >4.76 ptsExceeds Expectations
Addresses the entire prompt correctly with great depth and details. Information is scientifically sound, thorough, necessary, and sufficient.
4.76 to >4.03 ptsMeets Expectations
Addresses the entire prompt correctly without depth or any details. Information is mostly scientifically sound, thorough, necessary, and sufficient.
4.03 to >3.3 ptsApproaches Expectations
Partially addresses the prompt correctly. Information is mostly insufficient and may not be scientifically sound.
3.3 to >0 ptsDoes Not Meet Expectations
Does not address any portion of the prompt correctly. Information is not scientifically sound, necessary, or sufficient.
5.6 pts
This criterion is linked to a Learning OutcomeContent/Information Prompt #4
5.6 to >4.76 ptsExceeds Expectations
Addresses the entire prompt correctly with great depth and details.Information is scientifically sound, thorough, necessary, and sufficient.
4.76 to >4.03 ptsMeets Expectations
Addresses the entire prompt correctly without depth or any details.Information is mostly scientifically sound, thorough, necessary, and sufficient.
4.03 to >3.3 ptsApproaches Expectations
Partially addresses the prompt correctly. Information is mostly insufficient and may not be scientifically sound.
3.3 to >0 ptsDoes Not Meet Expectations
Does not address any portion of the prompt correctly.Information is not scientifically sound, necessary, or sufficient.
5.6 pts
This criterion is linked to a Learning OutcomeContent/Information Prompt #5
5.6 to >4.76 ptsExceeds Expectations
Addresses the entire prompt correctly with great depth and details.Information is scientifically sound, thorough, necessary, and sufficient.
4.76 to >4.03 ptsMeets Expectations
Addresses the entire prompt correctly without depth or any details.Information is mostly scientifically sound, thorough, necessary, and sufficient.
4.03 to >3.3 ptsApproaches Expectations
Partially addresses the prompt correctly. Information is mostly insufficient and may not be scientifically sound.
3.3 to >0 ptsDoes Not Meet Expectations
Does not address any portion of the prompt correctly.Information is not scientifically sound, necessary, or sufficient.
5.6 pts
This criterion is linked to a Learning OutcomeContent/Information Prompt #6
5.6 to >4.76 ptsAddresses the entire prompt correctly with great depth and details. Information is scientifically sound, thorough, necessary, and sufficient.
4.76 to >4.03 ptsAddresses the entire prompt correctly without depth or any details. Information is mostly scientifically sound, thorough, necessary, and sufficient.
4.03 to >3.3 ptsPartially addresses the prompt correctly. Information is mostly insufficient and may not be scientifically sound.
3.3 to >0 ptsDoes not address any portion of the prompt correctly. Information is not scientifically sound, necessary, or sufficient.
5.6 pts
This criterion is linked to a Learning OutcomeContent/Information Prompt #7
5.6 to >4.76 ptsAddresses the entire prompt correctly with great depth and details. Information is scientifically sound, thorough, necessary, and sufficient.
4.76 to >4.03 ptsAddresses the entire prompt correctly without depth or any details. Information is mostly scientifically sound, thorough, necessary, and sufficient.
4.03 to >3.3 ptsPartially addresses the prompt correctly. Information is mostly insufficient and may not be scientifically sound.
3.3 to >0 ptsDoes not address any portion of the prompt correctly. Information is not scientifically sound, necessary, or sufficient.
5.6 pts
This criterion is linked to a Learning OutcomeContent/Information Prompt #8
5.6 to >4.76 ptsAddresses the entire prompt correctly with great depth and details. Information is scientifically sound, thorough, necessary, and sufficient.
4.76 to >4.03 ptsAddresses the entire prompt correctly without depth or any details. Information is mostly scientifically sound, thorough, necessary, and sufficient.
4.03 to >3.3 ptsPartially addresses the prompt correctly. Information may not be scientifically sound, necessary, or sufficient.
3.3 to >0 ptsDoes not address any portion of the prompt correctly. Information is not scientifically sound, necessary, or sufficient.
5.6 pts
This criterion is linked to a Learning OutcomeContent/Information Prompt #9
5.6 to >4.76 ptsAddresses the entire prompt correctly with great depth and details. Information is scientifically sound, thorough, necessary and sufficient.
4.76 to >4.03 ptsAddresses the entire prompt correctly without depth or any details. Information is mostly scientifically sound, thorough, necessary and sufficient.
4.03 to >3.3 ptsPartially addresses the prompt correctly. Information is mostly insufficient and may not be scientifically sound.
3.3 to >0 ptsDoes not address any portion of the prompt correctly. Information is not scientifically sound, necessary or sufficient.
5.6 pts
This criterion is linked to a Learning OutcomeContent/Information Prompt #10
5.6 to >4.76 ptsAddresses the entire prompt correctly with great depth and details. Information is scientifically sound, thorough, necessary, and sufficient.
4.76 to >4.03 ptsAddresses the entire prompt correctly without depth or any details. Information is mostly scientifically sound, thorough, necessary, and sufficient.
4.03 to >3.3 ptsPartially addresses the prompt correctly. Information is mostly insufficient and may not be scientifically sound.
3.3 to >0 ptsDoes not address any portion of the prompt correctly. Information is not scientifically sound, necessary, or sufficient.
5.6 pts
This criterion is linked to a Learning OutcomeOrganization and Assignment Requirements
5.6 to >4.76 ptsDemonstrates a sophisticated understanding of the topic(s) and issue(s). Introduction, abstract, and conclusion serve to bring cohesion and clarity to the assignment topic. Presents coherently and logically organized ideas that are thoughtful and in-depth. Meets all length requirements and addresses all aspects of the assignment. Meets the required number of resources, and all sources meet the assignment specifications.
4.76 to >4.03 ptsDemonstrates an adequate understanding of the topic(s) and issue(s). Introduction, abstract, and conclusion generally serve to bring cohesion and clarity to the assignment topic, but there may be some redundancy or unnecessary information. Ideas are mostly coherent and organized. Meets all length requirements and addresses all aspects of the assignment. Meets the required number of resources, and all sources meet the assignment specifications.
4.03 to >3.3 ptsDemonstrates a vague or incorrect understanding of the topic(s) and issue(s). Introduction, abstract, and conclusion do not add cohesion and clarity to the assignment topic. Several ideas are incoherent and disorganized. Meets some length requirements and addresses some aspects of the assignment. Meets the required number of resources, and some meet the assignment specifications.
3.3 to >0 ptsDemonstrates little or no understanding of the topic(s) and issue(s). Introduction, abstract, and conclusion are missing or insufficient. Meets few, if any, assignment and reference criteria.
5.6 pts
This criterion is linked to a Learning OutcomeAPA and Mechanics
8.4 to >7.14 ptsThe assignment consistently follows current APA format and is free from errors in formatting, citation, and references. There are no grammatical, spelling, or punctuation errors. All sources are cited and referenced correctly.
7.14 to >6.05 ptsThe assignment consistently follows current APA format with only isolated and inconsistent mistakes and/or has a few grammatical, spelling, or punctuation errors. Most sources are cited and referenced correctly.
6.05 to >4.96 ptsThe assignment does not follow current APA format and/or has many grammatical, spelling, or punctuation errors. Many sources are cited and referenced incorrectly, or citations and references are missing where needed.
4.96 to >0 ptsNo attempt to follow APA format is indicated. Sources are not used and/or there is no reference page. Mechanical errors significantly interfere with the readability of the paper.
8.4 pts
Total Points: 70

see attached file to answer the question.
Make sure to write a soap note about this patient, and include 1 actual diagnosis and one potential diagnosis

Plan
You now have the tools to follow your interests while integrating the CA Health Standards into your classroom! You will use the skills you learned in the prior modules to create a lesson plan for the grade and area of interest you mentioned in the Prep Discussion. Preparation
1. Use each module to ensure you are covering each step correctly.
2. Return to the original discussion and recall your grade, content area and standard of interest. Can’t recall? Here is a link to the discussion to find your area of interest. Prep Discussion.
3. Follow the below exactly. Assignments submitted out of format will get a -50%. Assignments straight from AI will get -75%. If you use AI or the internet, make it your own, put it in the format so the work is yours.
Resources you may need: Go to: The California Health Education Content Standards
Assignment
Fill out the following lesson plan. Steps 1-3 are the same as Discussion 1 and 2.
1. Grade:
2. Content Area:
3. Standard (category, number and written): 4. Academic Subject: Coordinate an academic area into your activity that is age appropriate (math, science, history, english (aka language arts). 5. Concept Preparation: 3-5 sentences of an age-appropriate overview of the topic to say to your students. This should tell them the key learning points. For example, :Today you will learn about … “I want you to understand how to…”. “This is important because…” You can even work in questions such as “Who knows why ____ is important?” Have an idea for an instructional aid for 100% credit.
6. Activity: Describe a hands on or active learning experience that meets your goal as well as adds in an academic concept. This is like Discussion 3. If you got your idea online, share the link. You cannot use the same activity you already have used in an assignment or one that a peer has posted already.
7. Resources: This is similar to Discussion 2 on finding resources. Share a resource for your activity such as a worksheet, take home handout, poster to color, cut outs, readings etc. You must have a resource to share. 8. Learning Summary Conclusion: Write a short 3-5 sentence summary stating what the learning points and recap to the students. For example, “today we learned that…. The steps to accomplish this are… We also worked in a ____ lesson on.”
9. Supplies Needed:
Example
1. Grade: 4th
2. Content Area: Nutrition and Physical Activity
3. Standard (category, number and written): Essential Concepts: 1.5.N Explain how food can contain germs that cause illness
4. Academic Subject: Science
Concept Preparation: I would have a quick lesson about how germs spread. (Touching the face, eating/preparing food with unwashed hand, touching contaminated surfaces, sneeze/cough and then touch others or objects) I would have blown up photos to pass around of what germs look like magnified and talk about how they are invisible to the naked eye. Then I would explain dirty hands carry microbes that can grow mold just like viruses can spread and bacteria can make you sick.
Resources: I would review handwashing techniques and time as recommended by the CDC as well as print up some of these handouts for my classroom (https://www.cdc.gov/healthyschools/bam/child-Links to an external site.development/how-to-wash-hands.htm)Links to an external site.
Activity: Hands and Bread Experiment (20 mins) Have the kids touch several surfaces in the class (doorknob, table and lunchboxes). Then they rub their hands on plain white bread. The kids then wash their hands, clean the surfaces and do the same bread touching. They put the bread in individual bags, labeled and watch over time period for growth of mold. Hands and Bread Experiment
The academic portion would be they do steps 1 and 2 of the scientific method (devise a question and make a prediction) as well as learn about microbes.
Learning Summary Conclusion: After the students waited the required grow time, we would have a classroom discussion with the following questions. “Who had different growth on the bread?” “Which bread had more growth, the unwashed or washed”? “Who predicted that correctly”? “What is a good way to stop the spread of germs?” (answer handwashing). Then I would review the handwashing video and time. Supplies Needed: pictures of germs blown up, 2 loaves white bread, ziploc baggies
Rubric
Points 65Criteria
5Format (3) Used Stated Interest Area from Prep Discussion (2)
2Academic Subject
10Concept Preparation: 3-5 sentences clearly showing background of lesson and goal (6) age-appropriate (4)
5Resources: Include a supportive educational aid for preparation
25Activity: Age appropriate (5), Interactive (5), Meets health standard (5), Meets academic need (5), clarity (5)-we should be able to use this
5link or lesson aid
10Learning Summary Conclusion: Provide a lesson wrap up for the students
3Supplies
Rubric
Lesson Plan
Lesson Plan
CriteriaRatingsPts
This criterion is linked to a learning outcomeFormat and TopicFormat (3) Used Stated Interest Area from Prep Discussion (2)
5 pts
This criterion is linked to a learning outcomeAcademic Subject
2 pts
This criterion is linked to a learning outcomeConcept PreparationConcept Preparation: 3-5 sentences clearly showing background of lesson and goal (6) age-appropriate (4)
10 pts
This criterion is linked to a learning outcomeResourcesResources: Include a supportive educational aid for preparation
5 pts
This criterion is linked to a learning outcomeLesson ActivityActivity: Age appropriate (5), Interactive (5), Meets health standard (5), Meets academic need (5), clarity (5)-we should be able to use this
25 pts
This criterion is linked to a learning outcomeLesson AssestsLink or lesson aid
5 pts
This criterion is linked to a learning outcomeLearning Summary ConclusionLearning Summary Conclusion: Provide a lesson wrap up for the students. Reviews health and academic topic (8), age-appropriate (2), complete (2)
10 pts
This criterion is linked to a learning outcomeSuppliesList needed supplies.
3 pts
Total points: 65
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2 page notes/essay that can be used to make into slides on the topic of health care system in Singapore. Info need to include basic demographics, race, history of development of health care system, development of how insurance and government covered health care developed. Use table of content and cover: -health system model -country information

Please provide an answer that is 100% original and do not copy the answer to this question from any other website since I am already well aware of this. I will be sure to check this.
Please be sure that the answer comes up with way less than 18% on Studypool’s internal plagiarism checker since anything above this is not acceptable according to Studypool’s standards. I will not accept answers that are above this standard.
No AI or Chatbot! I will be sure to check this.
In a Microsoft Word document of 3-4 full pages formatted in APA style, describe the process of forming a team.
You have been asked by your nurse manager to establish a scheduling team for your nursing unit.
As you begin to think about developing this team how would you begin this process?What steps would you take?
What would you need to consider in building this team
Assess your strengths and skill gaps as a leader of the team.
When selecting members of the team – what specific characteristics/skills would you look for in team members?
Knowing the stages of team development, how would you plan your first meeting?
What would you need to consider
Requirements: 3-4 Full Pages Times New Roman Size 12 Font Double-Spaced APA Format Excluding the Title and Reference Pages
Please provide an answer that is 100% original and do not copy the answer to this question from any other website since I am already well aware of this. I will be sure to check this.
Please be sure that the answer comes up with way less than 18% on Studypool’s internal plagiarism checker since anything above this is not acceptable according to Studypool’s standards. I will not accept answers that are above this standard.
No AI or Chatbot! I will be sure to check this.
Please be sure to include an introduction paragraph with a clear thesis statement in the last sentence of the introduction paragraph and a conclusion paragraph.
Please be sure to carefully follow the instructions.
No plagiarism & No Course Hero & No Chegg. The assignment will be checked for originality via the Turnitin plagiarism tool.
Please be sure to include at least one in-text citation in each body paragraph.
Please be sure to use credible or scholarly sources published within the last 5 years.

Use the Walden library databases to search for quantitativeLinks to an external site., qualitativeLinks to an external site., and mixed methodsLinks to an external site. research articles from peer-reviewedLinks to an external site. journals on your topic of interest.
Before you read the full article and begin your annotation, locate the methodology section in the article to be sure that it describes the appropriate research design.For quantitative research articles, confirm that a quantitative research design, such as a quasi-experimental, casual comparative, correlational, pretest–posttest, or true experimental, was used in the study.
For qualitative research articles, confirm that a qualitative research design or approach, such as narrative, ethnographic, grounded theory, case study, or phenomenology, was used in the study.
For mixed methods research articles, confirm that a mixed methods research (MMR) design was used in the study. There are several design classifications in MMR; some examples of MMR types or families of design are parallel, concurrent, sequential, multilevel, or fully integrated mixed methods design.
Prepare an annotated bibliography that includes the following:A one-paragraph introduction that provides context for why you selected the six research articles you did: two quantitative, two qualitative, and two MMR.
A reference list entry in APA Style for each of the six articles that follows proper formattinLinks to an external site.. Follow each reference list entry with a three-paragraph annotation that includes An applicatio Links to an external site. as illustrated in this exampleLinks to an external site.
An analysisLinks to an external site.
A summaryLinks to an external site.
A one-paragraph conclusion that presents a synthesisLinks to an external site. of the six articles.
Format your annotated bibliography in Times New Roman, 12-point font, double-spaced. A separate References list page is not needed for this assignment.
Submit your Annotated Bibliography.

Week 6 Assignment – Group Practice Operations Plan Part 2
Due: Mon May 13, 2024 9:00amDue: Mon May 13, 2024 9:00am
Ungraded, 125 Possible Points125 Points Possible
Attempt
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3 Attempts Allowed
Available after Apr 22, 2024 12:00amAvailable after Apr 22, 2024 12:00am
Details
Overview
There has been concern about public health and medical preparedness for disasters because private physicians are not being integrated into disaster preparedness. If frontline medical and healthcare workers are not prepared it could affect the level of morbidity and mortality experienced during a large-scale disaster.
Scenario
While developing your operations plan you realized the practice did not have a strategy for disaster response.
Instructions
Part 2:
Develop an operations plan that is 1-2 pages in length and includes at least two quality academic resources in which you:
Propose a strategy that medical providers and public health agencies should include in a response plan that combines the efforts of both groups.
Outline a strategy for the practice that demonstrates how communication with employees and patients will be maintained, how to secure patient and financial records and ensure resources are available to care for patients before, during, and after a natural disaster or public health emergency.
Note: Include a cover page and reference page as required in the SWS Writing Standards.
Note: Incorporate the instructor feedback once you receive it to improve Part 2 of your operations plan to be used in the Week 9 Activity and Week 10 Assignment.
This course requires the use of Strayer Writing Standards (SWS). The library is your home for SWS assistance, including citations and formatting. Please refer to the Library site for all support. Check with your professor for any additional instructions.
The specific course learning outcome associated with this assignment is:
Create an operations plan for a physician group practice that promotes medical excellence, and includes organizational forms, organizational goals, HRM, marketing, health information technology, accounting and finance, disaster preparedness, laws, regulations, and compliance.
View Rubric
Week 6 Assignment – Group Practice Operations Plan Part 2
Week 6 Assignment – Group Practice Operations Plan Part 2
CriteriaRatingsPts
Propose a strategy that medical providers and public health agencies should include in a response plan that combines the efforts of both groups.56.25 to >50.61 pts
Exemplary
Proposed a strategy that medical providers and public health agencies should include in a response plan that combines the efforts of both groups.50.61 to >44.99 pts
Competent
Proposed a strategy that medical providers and public health agencies should include in a response plan that combines the efforts of both groups, but the proposal is incomplete.44.99 to >39.36 pts
Needs Improvement
Proposed a strategy that medical providers and public health agencies should include in a response plan that combines the efforts of both groups, but the proposal is incorrect.39.36 to >0 pts
Unacceptable
Did not propose a strategy that medical providers and public health agencies should include in a response plan that combines the efforts of both groups./ 56.25 pts
Outline a strategy for the practice that outlines how communication with employees and patients will be maintained, how to secure patient and financial records, and ensure resources are available to care for patients before, during, and after a natural disaster or public health emergency.
56.25 to >50.61 pts
Exemplary
Outlined a strategy for the practice that demonstrates how communication with employees and patients will be maintained, how to secure patient and financial records, and ensure resources are available to care for patients before, during, and after a natural disaster or public health emergency.50.61 to >44.99 pts
Competent
Outlined a strategy for the practice that demonstrates how communication with employees and patients will be maintained, how to secure patient and financial records, and ensure resources are available to care for patients before, during, and after a natural disaster or public health emergency, but the outline is incomplete.44.99 to >39.36 pts
Needs Improvement
Outlined a strategy for the practice that demonstrates how communication with employees and patients will be maintained, how to secure patient and financial records, and ensure resources are available to care for patients before, during, and after a natural disaster or public health emergency, but the outline is incorrect.39.36 to >0 pts
Unacceptable
Did not outline a strategy for the practice that demonstrates how communication with employees and patients will be maintained, how to secure patient and financial records, and ensure resources are available to care for patients before, during, and after a natural disaster or public health emergency./ 56.25 pts
Clarity, writing mechanics, and SWS formatting requirements. 
12.5 to >11.24 pts
Exemplary
Writing has very few spelling, punctuation, and grammatical errors; few fragments, comma splices, and run-ons. 0–2 errors present. 11.24 to >9.99 pts
Competent
Writing has spelling, punctuation, and grammatical errors that are distracting in a few places; few fragments, comma splices, and run-ons. 3–4 errors present. 9.99 to >8.74 pts
Needs Improvement
Writing has spelling, punctuation, and grammatical errors that are distracting in some places. 5–6 errors present. 8.74 to >0 pts
Unacceptable
Writing has spelling, punctuation, and grammatical errors, fragments, comma splices, and run-ons that distract from the message. More than 6 errors present./ 12.5 pts
Total Points: 0
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I agree to the tool’s End-User License AgreementThis assignment submission is my own, original work

1. Watch this 3 minute video:

2. Make a post that answers the following questions:
a.) What will you do with the time you have left?
b.) How can you tie the concept in the video (understanding our finite existence) with the chapter on substance use and abuse.
3. Then, reply to at least one of your classmates original post (hit the reply button below their original post). Do not reply to a reply.
—– 5 points for your original post and 5 points for replying to your classmates.
As a reminder on your replies:
5 points for your replies to a classmate original posts, not on a reply they left for another classmate. (Click “Reply” at the bottom of their main post):
Your reply to a classmate must be at least 3 substantial sentences. The items below are example of brief, vague or “throw-away” response statements and will not receive credit. It is okay to include them in addition to your 3 substantial sentences, but not instead of your 3 substantial sentences.

Outbreak investigations are an important and challenging component of epidemiology and public health. When undertaking an outbreak investigation, epidemiologists use a series of steps to answer three questions: What is the problem? What is the cause? What can we do about it?
In this Assignment, you will explore the 10 steps of an outbreak investigation by working through the CDC’s Solve the Outbreak interactive app.
The Assignment
Review Chapter 3 of The CDC Field Epidemiology Manual, “Conducting a Field Investigation,” and focus on the 10 steps in an outbreak investigation. Select one of the CDC Solve the Outbreak scenarios and complete the interactive activityLinks to an external site.. After completing the interactive activity, construct a 2- or 3-page response in which you: Summarize the outbreak scenario using the 10 steps in the outbreak investigation (as listed in The CDC Field Epidemiology Manual).
Ensure your summary provides a clear description of each step.
How was each step presented in the scenario?
Identify which concepts were covered in your scenario (incidence, prevalence, attack rate, etc.).
How did you apply what you learned in this course to assist you in the investigation?
What methods, practices, and/or techniques from this course helped you complete the investigation? Readings
King, M. E., Bensyl, D. M., Goodman, R. A., & Rasmussen, S. A. (2018). Conducting a field investigationLinks to an external site.. In S. A. Rasmussen & R. A. Goodman (Eds.), The CDC field epidemiology manual. https://www.cdc.gov/eis/field-epi-manual/chapters/Field-Investigation.html
Centers for Disease Control and Prevention. (n.d.). Solve the outbreakLinks to an external site.. https://www.cdc.gov/mobile/applications/sto/web-app.html https://www.cdc.gov/mobile/applications/sto/web-app.html
Rubric
PUBH_6035_Module5_Assignment_Rubric
PUBH_6035_Module5_Assignment_Rubric
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeSummarize the outbreak scenario using the 10 steps in the outbreak investigation (as listed in The CDC Field Epidemiology Manual). Describe each step and how each step was presented in the scenario.
25 to >21.6 pts
Outstanding
Includes a fully developed, exceptional, and accurate summary of the outbreak scenario using the 10 steps in the outbreak investigation and a fully developed and exceptional description of each of the steps and how each were presented.
21.6 to >19.2 pts
Very Good
Includes a generally thorough, adequate, and accurate summary of the outbreak scenario using the 10 steps in the outbreak investigation, and a generally thorough and adequate description of each of the steps and how each were presented.
19.2 to >16.8 pts
Meets Expectations
Includes a limited or somewhat inadequate or inaccurate summary of the outbreak scenario using the 10 steps in the outbreak investigation and a limited or somewhat inadequate description of each step or how each was presented.
16.8 to >0 pts
Does Not Meet Expectations
Missing, unoriginal, or does not adequately or accurately summarize the outbreak scenario using the 10 steps in the outbreak investigation, or does not adequately or accurately describe the steps or how each were presented.
25 pts
This criterion is linked to a Learning OutcomeIdentify which concepts were covered in the scenario and how you applied what you learned in this course to assist you.
25 to >21.6 pts
Outstanding
Includes a fully developed, exceptional, and accurate description of the concepts covered and how you applied concepts from this course in your investigation
21.6 to >19.2 pts
Very Good
Includes a generally thorough, adequate, and accurate description of the concepts covered and how you applied concepts from this course in your investigation.
19.2 to >16.8 pts
Meets Expectations
Includes a limited or somewhat inadequate or inaccurate description of the concepts covered and/or how you applied concepts from this course in your investigation.
16.8 to >0 pts
Does Not Meet Expectations
Missing, unoriginal, or does not adequately or accurately describe the concepts covered and/or how you applied concepts from this course in your investigation.
25 pts
This criterion is linked to a Learning OutcomeExplain how you applied particular methods, practices, and techniques from this course to complete the investigation.
25 to >21.6 pts
Outstanding
Includes a fully developed and exceptional explanation of how you applied specific methods, practices, and techniques from this course in your investigation.
21.6 to >19.2 pts
Very Good
Includes a generally thorough and adequate explanation of how you applied specific methods, practices, and techniques from this course in your investigation.
19.2 to >16.8 pts
Meets Expectations
Includes a limited or somewhat inadequate explanation of how you applied specific methods, practices, and techniques from this course in your investigation.
16.8 to >0 pts
Does Not Meet Expectations
Missing, unoriginal, or does not adequately explain how you applied specific methods, practices, and techniques from this course in your investigation.
25 pts
This criterion is linked to a Learning OutcomeWritten Communication:
Extent to which written communication demonstrates proper grammar, mechanics, and spelling as well as proper paragraph structure with a clear central idea
25 to >21.6 pts
Outstanding
Writing is fully developed, exceptionally well organized, synthesized, supported, scholarly, and free of writing errors.
21.6 to >19.2 pts
Very Good
Writing is generally sound, structurally and grammatically correct, and properly formatted, with minimal concerns. Synthesis is demonstrated and ideas are supported without reliance on quoting.
19.2 to >16.8 pts
Meets Expectations
Adequate writing, format, and synthesis, but with infrequent and minor issues.
16.8 to >0 pts
Does Not Meet Expectations
Writing does not meet basic expectations (e.g., clarity, tone, organization, grammar, spelling, punctuation, source citation, references, title page, synthesis of source material, insufficient originality, etc.).
25 pts
Total Points: 100