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  • [Solved] Power point

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    – a year ago **files (3)** – ## ch-01-PPTaccessible.pptx – IMG_1160.png – IMG_1161.png **## ch-01-PPTaccessible.pptx** Architecture and Interior Design: An Integrated History to the Present First Edition Chapter 1 Cultural Precedents Copyright © 2012 Pearson Education, Inc. All Rights Reserved Cop…

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    – a year ago

    **files (3)**

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    Architecture and Interior Design: An Integrated History to the Present

    First Edition

    Chapter 1

    Cultural Precedents

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    If this PowerPoint presentation contains mathematical equations, you may need to check that your computer has the following installed:

    1) Math Type Plugin

    2) Math Player (free versions available)

    3) NVDA Reader (free versions available)

    1

    Cultural Precedents

    Buildings, interiors & furniture depend on functional & local aesthetic conditions

    Attitudes, influences, changes in behavior, social structure, environment, climate, materials, construction, technology, religion

    Materials define image & character

    Various forms are precursors or precedents for later ones

    Interiors follow architecture form

    Emphasis upon function over display

    Furniture rare or nonexistent

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    2

    Concepts

    Nature: form-giver & inspiration

    Survival more important than aesthetics, early

    Art more than decoration

    Belief system, social order, cultural imperatives, sciences

    Concepts of beauty

    Images, words, symbols

    Comfort, protection by gods

    World governed by spirits

    Daily life, tasks: spiritual connotation

    Worship, honor, appease, please

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    3

    1.2

    Motifs: Top row from left: plate with spiral, North American Indian basket with spiral/wave and swastika; Bottom row from left: pictograph, lizard bowl with animals and basket weave from Turkey.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    1.1

    Hall of Bulls, Paleolithic cave painting, 15,000-10,000 b.c.e.; Lascaux, near Sarlat, France.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    5

    Architecture

    Available materials, expedient construction methods

    Form: construction method, materials

    Permanent, impermanent materials

    Small, human proportions

    Some house many families

    Environmental & building considerations

    Natural shelters: wind breaks, caves

    People, location, climate, culture, economy

    Buildings grouped, face outward or inward

    Simplicity, informality, irregularity, comfort

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    1.3

    Stonehenge, c. 2600-1400 b.c.e., Wiltshire, England.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    7

    *1.4

    Teepees on the Columbia, c. 1922.

    *Substitute image.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    8

    1.6

    Machu Picchu, 15th and 16th centuries C.E., Peru.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    9

    1.7

    Temple at Teotihuacan, 1000 b.c.e. – 1525 c.e.; Central Mexico.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    10

    1.8

    Nunnery, Uxmal, 250-900 c.e.; Yucatan, Mexico

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    11

    1.9

    Native American pueblo houses, c. 1200 c.e.; Taos, New Mexico.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    12

    Interiors

    First, single multi-functional spaces

    Separate areas for specific uses

    Public areas separate from private ones

    Organization reflects social order

    Evolves into basic footprint of house, castle, palace

    Interior simple, basic

    Nearly all activities in single space

    Room types, designations unique to cultures

    Daily used items have spiritual symbols

    Protection & power

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    1.11

    Interior of Middle Eastern Bedouin tent; Turkey.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    14

    1.12

    Kyrgyz yurta of reed stems wrapped in colored wool with felt rugs on the floor, c. 1995; Kyrgyzstan; Mekenbeck Osmonaliyev.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    15

    1.13

    Textiles: Top row from left: mud cloth and molas, Panama; Bottom row from left: kente cloth, Africa; and Inca weaving, Peru.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Furnishings and Decorative Arts

    Simple, limited in number

    Utilitarian objects

    Subtle, sophisticated forms

    Simplicity

    Emphasis on portability, function, economy of material

    Specialized furniture responds to needs & increase in belongings

    Variations of two forms

    Platform: table, stool, chair, bed

    Box: chest, cupboard, wardrobe

    Crafts specialization more common as time passes

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    1.14

    Stool, c. 1900 c.e.; Africa.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    18

    1.15

    Decorative Arts: Top: Chalcolithic pottery, Turkey; Acoma pottery, New Mexico; and Bottom: Coloma pottery, Mexico.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Copyright

    This work is protected by United States copyright laws and is provided solely for the use of instructors in teaching their courses and assessing student learning. Dissemination or sale of any part of this work (including on the World Wide Web) will destroy the integrity of the work and is not permitted. The work and materials from it should never be made available to students except by instructors using the accompanying text in their classes. All recipients of this work are expected to abide by these restrictions and to honor the intended pedagogical purposes and the needs of other instructors who rely on these materials.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    20

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    **IMG_1160.png**

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    **IMG_1161.png**

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    **IMG_1161.png**

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    **## ch-01-PPTaccessible.pptx**

    Architecture and Interior Design: An Integrated History to the Present

    First Edition

    Chapter 1

    Cultural Precedents

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    If this PowerPoint presentation contains mathematical equations, you may need to check that your computer has the following installed:

    1) Math Type Plugin

    2) Math Player (free versions available)

    3) NVDA Reader (free versions available)

    1

    Cultural Precedents

    Buildings, interiors & furniture depend on functional & local aesthetic conditions

    Attitudes, influences, changes in behavior, social structure, environment, climate, materials, construction, technology, religion

    Materials define image & character

    Various forms are precursors or precedents for later ones

    Interiors follow architecture form

    Emphasis upon function over display

    Furniture rare or nonexistent

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    2

    Concepts

    Nature: form-giver & inspiration

    Survival more important than aesthetics, early

    Art more than decoration

    Belief system, social order, cultural imperatives, sciences

    Concepts of beauty

    Images, words, symbols

    Comfort, protection by gods

    World governed by spirits

    Daily life, tasks: spiritual connotation

    Worship, honor, appease, please

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    3

    1.2

    Motifs: Top row from left: plate with spiral, North American Indian basket with spiral/wave and swastika; Bottom row from left: pictograph, lizard bowl with animals and basket weave from Turkey.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    1.1

    Hall of Bulls, Paleolithic cave painting, 15,000-10,000 b.c.e.; Lascaux, near Sarlat, France.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    5

    Architecture

    Available materials, expedient construction methods

    Form: construction method, materials

    Permanent, impermanent materials

    Small, human proportions

    Some house many families

    Environmental & building considerations

    Natural shelters: wind breaks, caves

    People, location, climate, culture, economy

    Buildings grouped, face outward or inward

    Simplicity, informality, irregularity, comfort

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    1.3

    Stonehenge, c. 2600-1400 b.c.e., Wiltshire, England.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    7

    *1.4

    Teepees on the Columbia, c. 1922.

    *Substitute image.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    8

    1.6

    Machu Picchu, 15th and 16th centuries C.E., Peru.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    9

    1.7

    Temple at Teotihuacan, 1000 b.c.e. – 1525 c.e.; Central Mexico.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    10

    1.8

    Nunnery, Uxmal, 250-900 c.e.; Yucatan, Mexico

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    11

    1.9

    Native American pueblo houses, c. 1200 c.e.; Taos, New Mexico.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    12

    Interiors

    First, single multi-functional spaces

    Separate areas for specific uses

    Public areas separate from private ones

    Organization reflects social order

    Evolves into basic footprint of house, castle, palace

    Interior simple, basic

    Nearly all activities in single space

    Room types, designations unique to cultures

    Daily used items have spiritual symbols

    Protection & power

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    1.11

    Interior of Middle Eastern Bedouin tent; Turkey.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    14

    1.12

    Kyrgyz yurta of reed stems wrapped in colored wool with felt rugs on the floor, c. 1995; Kyrgyzstan; Mekenbeck Osmonaliyev.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    15

    1.13

    Textiles: Top row from left: mud cloth and molas, Panama; Bottom row from left: kente cloth, Africa; and Inca weaving, Peru.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Furnishings and Decorative Arts

    Simple, limited in number

    Utilitarian objects

    Subtle, sophisticated forms

    Simplicity

    Emphasis on portability, function, economy of material

    Specialized furniture responds to needs & increase in belongings

    Variations of two forms

    Platform: table, stool, chair, bed

    Box: chest, cupboard, wardrobe

    Crafts specialization more common as time passes

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    1.14

    Stool, c. 1900 c.e.; Africa.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    18

    1.15

    Decorative Arts: Top: Chalcolithic pottery, Turkey; Acoma pottery, New Mexico; and Bottom: Coloma pottery, Mexico.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Copyright

    This work is protected by United States copyright laws and is provided solely for the use of instructors in teaching their courses and assessing student learning. Dissemination or sale of any part of this work (including on the World Wide Web) will destroy the integrity of the work and is not permitted. The work and materials from it should never be made available to students except by instructors using the accompanying text in their classes. All recipients of this work are expected to abide by these restrictions and to honor the intended pedagogical purposes and the needs of other instructors who rely on these materials.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    20

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    **IMG_1160.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-1160-png)

    **IMG_1161.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-1161-png)

    **## ch-01-PPTaccessible.pptx**

    Architecture and Interior Design: An Integrated History to the Present

    First Edition

    Chapter 1

    Cultural Precedents

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    If this PowerPoint presentation contains mathematical equations, you may need to check that your computer has the following installed:

    1) Math Type Plugin

    2) Math Player (free versions available)

    3) NVDA Reader (free versions available)

    1

    Cultural Precedents

    Buildings, interiors & furniture depend on functional & local aesthetic conditions

    Attitudes, influences, changes in behavior, social structure, environment, climate, materials, construction, technology, religion

    Materials define image & character

    Various forms are precursors or precedents for later ones

    Interiors follow architecture form

    Emphasis upon function over display

    Furniture rare or nonexistent

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    2

    Concepts

    Nature: form-giver & inspiration

    Survival more important than aesthetics, early

    Art more than decoration

    Belief system, social order, cultural imperatives, sciences

    Concepts of beauty

    Images, words, symbols

    Comfort, protection by gods

    World governed by spirits

    Daily life, tasks: spiritual connotation

    Worship, honor, appease, please

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    3

    1.2

    Motifs: Top row from left: plate with spiral, North American Indian basket with spiral/wave and swastika; Bottom row from left: pictograph, lizard bowl with animals and basket weave from Turkey.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    1.1

    Hall of Bulls, Paleolithic cave painting, 15,000-10,000 b.c.e.; Lascaux, near Sarlat, France.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    5

    Architecture

    Available materials, expedient construction methods

    Form: construction method, materials

    Permanent, impermanent materials

    Small, human proportions

    Some house many families

    Environmental & building considerations

    Natural shelters: wind breaks, caves

    People, location, climate, culture, economy

    Buildings grouped, face outward or inward

    Simplicity, informality, irregularity, comfort

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    1.3

    Stonehenge, c. 2600-1400 b.c.e., Wiltshire, England.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    7

    *1.4

    Teepees on the Columbia, c. 1922.

    *Substitute image.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    8

    1.6

    Machu Picchu, 15th and 16th centuries C.E., Peru.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    9

    1.7

    Temple at Teotihuacan, 1000 b.c.e. – 1525 c.e.; Central Mexico.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    10

    1.8

    Nunnery, Uxmal, 250-900 c.e.; Yucatan, Mexico

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    11

    1.9

    Native American pueblo houses, c. 1200 c.e.; Taos, New Mexico.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    12

    Interiors

    First, single multi-functional spaces

    Separate areas for specific uses

    Public areas separate from private ones

    Organization reflects social order

    Evolves into basic footprint of house, castle, palace

    Interior simple, basic

    Nearly all activities in single space

    Room types, designations unique to cultures

    Daily used items have spiritual symbols

    Protection & power

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    1.11

    Interior of Middle Eastern Bedouin tent; Turkey.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    14

    1.12

    Kyrgyz yurta of reed stems wrapped in colored wool with felt rugs on the floor, c. 1995; Kyrgyzstan; Mekenbeck Osmonaliyev.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    15

    1.13

    Textiles: Top row from left: mud cloth and molas, Panama; Bottom row from left: kente cloth, Africa; and Inca weaving, Peru.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Furnishings and Decorative Arts

    Simple, limited in number

    Utilitarian objects

    Subtle, sophisticated forms

    Simplicity

    Emphasis on portability, function, economy of material

    Specialized furniture responds to needs & increase in belongings

    Variations of two forms

    Platform: table, stool, chair, bed

    Box: chest, cupboard, wardrobe

    Crafts specialization more common as time passes

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    1.14

    Stool, c. 1900 c.e.; Africa.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    18

    1.15

    Decorative Arts: Top: Chalcolithic pottery, Turkey; Acoma pottery, New Mexico; and Bottom: Coloma pottery, Mexico.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Copyright

    This work is protected by United States copyright laws and is provided solely for the use of instructors in teaching their courses and assessing student learning. Dissemination or sale of any part of this work (including on the World Wide Web) will destroy the integrity of the work and is not permitted. The work and materials from it should never be made available to students except by instructors using the accompanying text in their classes. All recipients of this work are expected to abide by these restrictions and to honor the intended pedagogical purposes and the needs of other instructors who rely on these materials.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    20

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    **IMG_1160.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-1160-png)

    **IMG_1161.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-1161-png)

  • [Solved] SLP4

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    Executive Solution Overview

    – What are the assumptions of the symbolic frame? – When and why is it useful? – What rituals, storytelling practices, and heroes exist within your educational settings? Bolman, L. G., & Deal, T. E. (2017). Chapter 12: Organizational symbols and culture. _Reframing organizations: Artistry, choice, a…

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    Assignment Prompt & Instructions

    – What are the assumptions of the symbolic frame?
    – When and why is it useful?
    – What rituals, storytelling practices, and heroes exist within your educational settings?

    Bolman, L. G., & Deal, T. E. (2017). Chapter 12: Organizational symbols and culture. _Reframing organizations: Artistry, choice, and leadership_ (6 ed.). (pp. 239 – 264). Wiley.

    – a year ago

  • [Solved] help

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    – [\ \ Screenshot_20250503_161040_SamsungInternet.jpg](https://www.sweetstudy.com/files/screenshot-20250503-161040-samsunginternet-jpg "Screenshot_20250503_161040_SamsungInternet.jpg") – a year ago

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    – [\
    \
    Screenshot_20250503_161040_SamsungInternet.jpg](https://www.sweetstudy.com/files/screenshot-20250503-161040-samsunginternet-jpg "Screenshot_20250503_161040_SamsungInternet.jpg")

    – a year ago

  • [Solved] Nursing Assignment

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    1. Describe the state educational requirements to become licensed as an NP. – a year ago

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    Assignment Prompt & Instructions

    1. Describe the state educational requirements to become licensed as an NP.

    – a year ago

  • [Solved] Infectious Disease and Natural Disaster

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – a year ago **files (1)** – ## WK11Discussion8310.docx **## WK11Discussion8310.docx** **Infectious Disease and Natural Disaster** ![A person holding a child AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/infectious-disease-and-natural-disaster-20903749) The earthquake …

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    Assignment Prompt & Instructions

    – a year ago

    **files (1)**

    – ## WK11Discussion8310.docx

    **## WK11Discussion8310.docx**

    **Infectious Disease and Natural Disaster**

    ![A person holding a child AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/infectious-disease-and-natural-disaster-20903749)

    The earthquake that struck Haiti in 2010 was one of the worst natural disasters in history. According to Peranteau et al. (2010):

    Immediately after the earthquake the need so vastly outstripped the resources that patients generally lacked basic identifiers and medical records […] Treatment plans were reduced to word of mouth. At first we used scraps of paper or cardboard taped to the patient … (p. 127)

    Nearly a quarter of a million people were killed with another quarter of a million injured, and millions of people were displaced from their homes (World Health Organization, 2010). In the ensuing months, a cholera epidemic ravaged the already traumatized country. The destruction of infrastructure, contamination of water supply, and increased human vulnerability from displacement create favorable conditions for the spread of infectious diseases following natural disasters. Respiratory infections and diarrheal diseases are also commonly found encountered after floods, tsunamis, and other types of meteorological and geophysical disasters.

    In the aftermath of such tragedies, priority is placed on implementing control measures to re-establish basic healthcare and prevent epidemics. Nurses often play important leadership roles in both domestic and international disaster response. For this Discussion, you consider disasters from an epidemiologic perspective and how nurses can address health outcomes following them.

    **References:**
    Peranteau, W. H., Havens, J. M., Harrington, S., & Gates, J. D. (2010). Re-establishing surgical care at Port-au-Prince General Hospital, Haiti.
    _Journal of the American College of Surgeons_,
    _211_(1), 126–130. https://doi.org/10.1016/j.jamcollsurg.2010.04.015

    World Health Organization. (2010, September). Letter from the editor.
    _Focus: Emergency and Humanitarian Action_,
    _5._ https://apps.who.int/iris/bitstream/handle/10665/205106/B4566.pdf;jsessionid=3C735D0DC06BD1C7497635EDF5928C93?sequence=1

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/161210/modules/items/6261316)

    **To prepare:**

    · Consider the role of epidemiologic methods in preparing for or responding to natural disasters.

    · Focus on global health initiatives, effects of natural disasters on health outcomes, and global health inequities and how they are magnified by natural disasters.

    · Select a recent (within past 10 years) natural disaster. You may choose an event that occurred in the U.S. or internationally.

    · Explore the current literature and identify the specific leadership roles that nurses have in mitigating negative health outcomes following disasters.

    **By Day 3 of Week 11**

    · Briefly describe your selected recent natural disaster.

    · Discuss the health consequences of the disaster at the population level.

    · Explain how the concepts of population health and epidemiology discussed in this course were or could have been used to assess the preparation and health outcomes after this disaster.

    · Explain how the concepts of population health and epidemiology discussed in this course were or could have been used to mitigate negative health effects following this disaster.

    · Describe the specific leadership roles that nurses have in mitigating negative health outcomes following disasters.

    ## image1.jpeg

    **## WK11Discussion8310.docx**

    **Infectious Disease and Natural Disaster**

    ![A person holding a child AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/infectious-disease-and-natural-disaster-20903749)

    The earthquake that struck Haiti in 2010 was one of the worst natural disasters in history. According to Peranteau et al. (2010):

    Immediately after the earthquake the need so vastly outstripped the resources that patients generally lacked basic identifiers and medical records […] Treatment plans were reduced to word of mouth. At first we used scraps of paper or cardboard taped to the patient … (p. 127)

    Nearly a quarter of a million people were killed with another quarter of a million injured, and millions of people were displaced from their homes (World Health Organization, 2010). In the ensuing months, a cholera epidemic ravaged the already traumatized country. The destruction of infrastructure, contamination of water supply, and increased human vulnerability from displacement create favorable conditions for the spread of infectious diseases following natural disasters. Respiratory infections and diarrheal diseases are also commonly found encountered after floods, tsunamis, and other types of meteorological and geophysical disasters.

    In the aftermath of such tragedies, priority is placed on implementing control measures to re-establish basic healthcare and prevent epidemics. Nurses often play important leadership roles in both domestic and international disaster response. For this Discussion, you consider disasters from an epidemiologic perspective and how nurses can address health outcomes following them.

    **References:**
    Peranteau, W. H., Havens, J. M., Harrington, S., & Gates, J. D. (2010). Re-establishing surgical care at Port-au-Prince General Hospital, Haiti.
    _Journal of the American College of Surgeons_,
    _211_(1), 126–130. https://doi.org/10.1016/j.jamcollsurg.2010.04.015

    World Health Organization. (2010, September). Letter from the editor.
    _Focus: Emergency and Humanitarian Action_,
    _5._ https://apps.who.int/iris/bitstream/handle/10665/205106/B4566.pdf;jsessionid=3C735D0DC06BD1C7497635EDF5928C93?sequence=1

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/161210/modules/items/6261316)

    **To prepare:**

    · Consider the role of epidemiologic methods in preparing for or responding to natural disasters.

    · Focus on global health initiatives, effects of natural disasters on health outcomes, and global health inequities and how they are magnified by natural disasters.

    · Select a recent (within past 10 years) natural disaster. You may choose an event that occurred in the U.S. or internationally.

    · Explore the current literature and identify the specific leadership roles that nurses have in mitigating negative health outcomes following disasters.

    **By Day 3 of Week 11**

    · Briefly describe your selected recent natural disaster.

    · Discuss the health consequences of the disaster at the population level.

    · Explain how the concepts of population health and epidemiology discussed in this course were or could have been used to assess the preparation and health outcomes after this disaster.

    · Explain how the concepts of population health and epidemiology discussed in this course were or could have been used to mitigate negative health effects following this disaster.

    · Describe the specific leadership roles that nurses have in mitigating negative health outcomes following disasters.

    ## image1.jpeg

  • [Solved] theatre

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    – a year ago **files (2)** – ## playreadingreport.docx – ## theatredue5-5.docx **## playreadingreport.docx** **Play Reading Report** **Title of Play:** **Playwright:** **Date Written/First Performed:** **Plot** Synopsis (write a brief, 5-7 sentence description of the plot): **Characters** (name and …

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    Assignment Prompt & Instructions

    – a year ago

    **files (2)**

    – ## playreadingreport.docx

    – ## theatredue5-5.docx

    **## playreadingreport.docx**

    **Play Reading Report**

    **Title of Play:**

    **Playwright:**

    **Date Written/First Performed:**

    **Plot** Synopsis (write a brief, 5-7 sentence description of the plot):

    **Characters** (name and brief description/relationship to other characters)

    **Theme**(discuss one major theme and how the playwright communicates this theme)

    **Diction**(give 3-5 lines of dialogue from the play that illustrate the playwright’s use of diction)

    **Music**(from your reading, what sounds do you imagine a production might include? These may be sound effects, literal music, qualities of the actors’ voices, etc.)

    **Spectacle**(from your reading, what sounds do you imagine a production might include? These may be visual effects, lighting, scenery, costumes, etc.)

    **Response**: What did you think of the play? Did you enjoy reading it? What specifically did you enjoy or not enjoy? (you may very well have aspects that you enjoyed, but others that you did not; include both here) Would you want to see a live performance of this play?

    **## theatredue5-5.docx**

    **Part ATop of Form**

    **Introduction**

    Read the article linked here:
    [9 Ways a Theatre Degree Trumps a Business Degree](https://changeagent.wordpress.com/2013/09/13/9-ways-a-theatre-degree-trumps-a-business-degree/) [https://changeagent.wordpress.com/2013/09/13/9-ways-a-theatre-degree-trumps-a-business-degree/](https://changeagent.wordpress.com/2013/09/13/9-ways-a-theatre-degree-trumps-a-business-degree/)

    ***Disclaimer: I am not trying to make everyone a theatre major, nor am I claiming that a degree in theatre is inherently superior to a degree in business, or any other degree. Don't be side-tracked by the headline, the content of the article is helpful.

    **The Assignment**

    After reading the article, create a thread that responds to the following questions:

    · Of the 9 points the writer makes about how a theatre background is a strength, not a weakness, which 2 or 3 do you think will be most beneficial to you in the career field you plan to pursue?

    · Would you add anything to this list? Would you remove anything from this list? Explain your answer.

    · Respond to at least three (3) other classmates' posts, discussing the perspective they shared in their threads. Make sure your responses are thoughtful and respectful; we do not have to agree on everything, but we do have to keep our discussions civil and respectful of other people's perspectives.

    **Grading Criteria**

    · In 150 words or more, respond to the prompt above. Post your opening response early in the assignment period so that others have time to respond to you. Make sure to use appropriate grammar, spelling, punctuation, etc.

    **## theatredue5-5.docx**

    **Part ATop of Form**

    **Introduction**

    Read the article linked here:
    [9 Ways a Theatre Degree Trumps a Business Degree](https://changeagent.wordpress.com/2013/09/13/9-ways-a-theatre-degree-trumps-a-business-degree/) [https://changeagent.wordpress.com/2013/09/13/9-ways-a-theatre-degree-trumps-a-business-degree/](https://changeagent.wordpress.com/2013/09/13/9-ways-a-theatre-degree-trumps-a-business-degree/)

    ***Disclaimer: I am not trying to make everyone a theatre major, nor am I claiming that a degree in theatre is inherently superior to a degree in business, or any other degree. Don't be side-tracked by the headline, the content of the article is helpful.

    **The Assignment**

    After reading the article, create a thread that responds to the following questions:

    · Of the 9 points the writer makes about how a theatre background is a strength, not a weakness, which 2 or 3 do you think will be most beneficial to you in the career field you plan to pursue?

    · Would you add anything to this list? Would you remove anything from this list? Explain your answer.

    · Respond to at least three (3) other classmates' posts, discussing the perspective they shared in their threads. Make sure your responses are thoughtful and respectful; we do not have to agree on everything, but we do have to keep our discussions civil and respectful of other people's perspectives.

    **Grading Criteria**

    · In 150 words or more, respond to the prompt above. Post your opening response early in the assignment period so that others have time to respond to you. Make sure to use appropriate grammar, spelling, punctuation, etc.

    **## playreadingreport.docx**

    **Play Reading Report**

    **Title of Play:**

    **Playwright:**

    **Date Written/First Performed:**

    **Plot** Synopsis (write a brief, 5-7 sentence description of the plot):

    **Characters** (name and brief description/relationship to other characters)

    **Theme**(discuss one major theme and how the playwright communicates this theme)

    **Diction**(give 3-5 lines of dialogue from the play that illustrate the playwright’s use of diction)

    **Music**(from your reading, what sounds do you imagine a production might include? These may be sound effects, literal music, qualities of the actors’ voices, etc.)

    **Spectacle**(from your reading, what sounds do you imagine a production might include? These may be visual effects, lighting, scenery, costumes, etc.)

    **Response**: What did you think of the play? Did you enjoy reading it? What specifically did you enjoy or not enjoy? (you may very well have aspects that you enjoyed, but others that you did not; include both here) Would you want to see a live performance of this play?

    **## theatredue5-5.docx**

    **Part ATop of Form**

    **Introduction**

    Read the article linked here:
    [9 Ways a Theatre Degree Trumps a Business Degree](https://changeagent.wordpress.com/2013/09/13/9-ways-a-theatre-degree-trumps-a-business-degree/) [https://changeagent.wordpress.com/2013/09/13/9-ways-a-theatre-degree-trumps-a-business-degree/](https://changeagent.wordpress.com/2013/09/13/9-ways-a-theatre-degree-trumps-a-business-degree/)

    ***Disclaimer: I am not trying to make everyone a theatre major, nor am I claiming that a degree in theatre is inherently superior to a degree in business, or any other degree. Don't be side-tracked by the headline, the content of the article is helpful.

    **The Assignment**

    After reading the article, create a thread that responds to the following questions:

    · Of the 9 points the writer makes about how a theatre background is a strength, not a weakness, which 2 or 3 do you think will be most beneficial to you in the career field you plan to pursue?

    · Would you add anything to this list? Would you remove anything from this list? Explain your answer.

    · Respond to at least three (3) other classmates' posts, discussing the perspective they shared in their threads. Make sure your responses are thoughtful and respectful; we do not have to agree on everything, but we do have to keep our discussions civil and respectful of other people's perspectives.

    **Grading Criteria**

    · In 150 words or more, respond to the prompt above. Post your opening response early in the assignment period so that others have time to respond to you. Make sure to use appropriate grammar, spelling, punctuation, etc.

    **## playreadingreport.docx**

    **Play Reading Report**

    **Title of Play:**

    **Playwright:**

    **Date Written/First Performed:**

    **Plot** Synopsis (write a brief, 5-7 sentence description of the plot):

    **Characters** (name and brief description/relationship to other characters)

    **Theme**(discuss one major theme and how the playwright communicates this theme)

    **Diction**(give 3-5 lines of dialogue from the play that illustrate the playwright’s use of diction)

    **Music**(from your reading, what sounds do you imagine a production might include? These may be sound effects, literal music, qualities of the actors’ voices, etc.)

    **Spectacle**(from your reading, what sounds do you imagine a production might include? These may be visual effects, lighting, scenery, costumes, etc.)

    **Response**: What did you think of the play? Did you enjoy reading it? What specifically did you enjoy or not enjoy? (you may very well have aspects that you enjoyed, but others that you did not; include both here) Would you want to see a live performance of this play?

    **## theatredue5-5.docx**

    **Part ATop of Form**

    **Introduction**

    Read the article linked here:
    [9 Ways a Theatre Degree Trumps a Business Degree](https://changeagent.wordpress.com/2013/09/13/9-ways-a-theatre-degree-trumps-a-business-degree/) [https://changeagent.wordpress.com/2013/09/13/9-ways-a-theatre-degree-trumps-a-business-degree/](https://changeagent.wordpress.com/2013/09/13/9-ways-a-theatre-degree-trumps-a-business-degree/)

    ***Disclaimer: I am not trying to make everyone a theatre major, nor am I claiming that a degree in theatre is inherently superior to a degree in business, or any other degree. Don't be side-tracked by the headline, the content of the article is helpful.

    **The Assignment**

    After reading the article, create a thread that responds to the following questions:

    · Of the 9 points the writer makes about how a theatre background is a strength, not a weakness, which 2 or 3 do you think will be most beneficial to you in the career field you plan to pursue?

    · Would you add anything to this list? Would you remove anything from this list? Explain your answer.

    · Respond to at least three (3) other classmates' posts, discussing the perspective they shared in their threads. Make sure your responses are thoughtful and respectful; we do not have to agree on everything, but we do have to keep our discussions civil and respectful of other people's perspectives.

    **Grading Criteria**

    · In 150 words or more, respond to the prompt above. Post your opening response early in the assignment period so that others have time to respond to you. Make sure to use appropriate grammar, spelling, punctuation, etc.

  • [Solved] Ethical Considerations

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – a year ago **files (1)** – ## Week11Dicussion8211.docx **## Week11Dicussion8211.docx** **Ethical Considerations** Throughout this course, you will have explored the importance of research, the impact of research, and the different types of research. During our final week, you will explore the impo…

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    Assignment Prompt & Instructions

    – a year ago

    **files (1)**

    – ## Week11Dicussion8211.docx

    **## Week11Dicussion8211.docx**

    **Ethical Considerations**

    Throughout this course, you will have explored the importance of research, the impact of research, and the different types of research. During our final week, you will explore the importance of ethical considerations in research.

    In this Discussion, you will focus on a specific study to explore ethics in research and consider the importance of the ethics pledge.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/163557/modules/items/6589998)

    **To prepare:**

    · Read and view the Learning Resources, focusing specifically on the Tuskegee study resources.

    · Read the ethics pledge.

    By Day 3 of Week 11

    **Post a response including the following:**

    · What are the characteristics of the research study (Tzeng & Yin, 2017), the quality improvement study (Khoja & Moosa, 2023), and the DNP project (Bangura, 2024) in terms of generalizability, sampling, and the nature of ethical protections?

    · Compare and contrast ethical considerations in research to ethics requirements for QI and/or for a DNP project.

    **## Week11Dicussion8211.docx**

    **Ethical Considerations**

    Throughout this course, you will have explored the importance of research, the impact of research, and the different types of research. During our final week, you will explore the importance of ethical considerations in research.

    In this Discussion, you will focus on a specific study to explore ethics in research and consider the importance of the ethics pledge.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/163557/modules/items/6589998)

    **To prepare:**

    · Read and view the Learning Resources, focusing specifically on the Tuskegee study resources.

    · Read the ethics pledge.

    By Day 3 of Week 11

    **Post a response including the following:**

    · What are the characteristics of the research study (Tzeng & Yin, 2017), the quality improvement study (Khoja & Moosa, 2023), and the DNP project (Bangura, 2024) in terms of generalizability, sampling, and the nature of ethical protections?

    · Compare and contrast ethical considerations in research to ethics requirements for QI and/or for a DNP project.

  • [Solved] Pet

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    [>Physiology homework help](https://www.sweetstudy.com/fields/biology-physiology) Dog – a year ago

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    Assignment Prompt & Instructions

    [>Physiology homework help](https://www.sweetstudy.com/fields/biology-physiology)

    Dog

    – a year ago

  • [Solved] practical nursing

    ✓ Verified Academic Solution Available

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    In-depth study guidance and analytical solution covering practical nursing.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Part 2

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    APA fortmat, in-text citation, PowerPoint 14 slides Please read the part 1 and Requirement carefully to do this in details. – [\ \ Part1.docx](https://www.sweetstudy.com/files/part1-docx-10282497 "Part1.docx") – [\ \ Part2Needed.docx](https://www.sweetstudy.com/files/part2needed-docx "Part2Neede…

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    Assignment Prompt & Instructions

    APA fortmat, in-text citation, PowerPoint 14 slides

    Please read the part 1 and Requirement carefully to do this in details.

    – [\
    \
    Part1.docx](https://www.sweetstudy.com/files/part1-docx-10282497 "Part1.docx")
    – [\
    \
    Part2Needed.docx](https://www.sweetstudy.com/files/part2needed-docx "Part2Needed.docx")

    – a year ago