REQUIREMENTS

Introduction

Introduction includes the:

· Purpose of the presentation

· Age group

· Cultural focus

Current Menu Analysis

Analyze menus based on the following criteria & Provide rationales for your analysis.

Identify:

· Healthy/unhealthy menu selections

· Appropriate for nutritional requirements of age group

· Influence of cultural and regional food practices

Consider:

· Does the menu selected provide adequate amounts of protein, fats, carbohydrates, vitamins, and minerals?

· Over the course of a Lunch menu (Group Cronometer Report), are individuals provided with a balanced diet?

· Does this diet allow for differences in dietary patterns related to the culture or age group selected?

Create Sample Menu

Create a replacement menu providing healthier choices for each menu analyzed including the following:

· Age considerations

· Potential health concerns

· Cultural influences

· Regional patterns

· Nutritional components of your food choices

· Include two references that support your choices on the slides.

Assignment Content

1. Part A
   Complete the Information Systems Worksheet.

   Using complete sentences, define, describe, and provide an example of each term in the table within the worksheet. Use your textbooks or an outside source as references.  

   Cite any outside sources.

   Part B
   Write a 150- to 350-word response to each of the following questions based on this week’s readings and your personal experience. Use your own words and provide examples to support your answers.  

   • What is the difference between computer hardware and software?  
   • Why is the use of information systems in health care important? Explain your answer.  
   • Cite any references to support your assignment.

     Format your assignment according to APA guidelines.

 I NEED A RESPONSE TO THIS ASSIGNMENT

2 REFERENCES

Gender Dysphoria disorder

The main components of the DSM-5 diagnosis of gender dysphoria include longstanding discomfort with the incongruence between gender identity and external sexual anatomy at birth along with interference with social, school, or other areas of function (APA,2013). Children who have a gender identity or feeling that does not match or correspond with their designated gender (based upon genital anatomy or chromosomes) are referred to as transgender or gender-diverse (TGD) (Rafferty , 2018). Although not really clear how children learn gender, they are ware of differences as an infant, many experiment with expression of roles (Rafferty, 2018). Young (TGD) children may prefer clothing, hairstyles, toys, activities, and playmates that usually are stereotypically considered more appropriate for the opposite sex (Spack et al, 2012).  Studies show demonstration of gender-diverse behaviors and expression are not a choice they reflect an innate preference of the child (APA, 2013).  Strong social pressures to conform to same-sex gender stereotypes may suppress the child’s desire to express, and create the psychological issues related to this topic. Early identification permits psychosocial support for the child or adolescent and their family members and family rejection may have negative consequences for the youth physically and mentally (Ryan et al, 2021). There are many roles for treatment which is loosely defined, such as:

1. Assessing gender identity in the context of the youth’s psychosocial and family milieu and evaluating extent of gender dysphoria
2. Educating about and modeling acceptance of diversity and fluidity in gender and sexuality
3. Addressing the negative impact of gender dysphoria and stigma on mental health alleviating internalized transphobia (ie, fear of gender diversity)
4. Providing support and helping to build the resiliency/coping skills necessary to navigate difficult social, educational, and professional situations (see ‘Associated concerns’ above)
5. Evaluating and treating mental health symptoms or conditions that may diminish self-esteem or impede successful transition (eg, depression, anxiety, substance abuse)
6. Providing support to parents and family members who have difficulty adjusting to the child’s “new” identity
7. Providing information about gender diversity to parents, family members, teachers, schools, and other communities
8. Assisting in the development of a safety plan around disclosure (see ‘Disclosure’ above)
9. Assisting in transition preparation and planning (see “Management of transgender and gender-diverse children and adolescents”, section on ‘Social transition’)
10. RESOURCES – (WPATH, 2021).

Culturally it is noted that “How gender is presented to the outside world (eg, feminine, masculine, androgynous); gender expression does not necessarily correlate with birth-designated gender or gender identity. In addition, gender expression varies across geography, culture, and time. Some individuals may present their gender differently within different environments” ( Rafferty , 2018 , p.142).

References

American Psychiatric Association. Gender dysphoria. In: Diagnostic and Statistical Manual of

Mental Disorders, Fifth Edition, American Psychiatric Association, Arlington, VA 2013.

Rafferty J, COMMITTEE ON PSYCHOSOCIAL ASPECTS OF CHILD AND FAMILY

HEALTH, COMMITTEE ON ADOLESCENCE, SECTION ON LESBIAN, GAY,

 BISEXUAL, AND TRANSGENDER HEALTH AND WELLNESS. Ensuring

Comprehensive Care and Support for Transgender and Gender-Diverse Children and

Adolescents. Pediatrics 2018; 142.

Ryan C, Huebner D, Diaz RM, Sanchez J. Family rejection as a predictor of negative health

 outcomes in white and Latino lesbian, gay, and bisexual young adults. Pediatrics 2009.

 123:346. Retrieved February 10, 2021 from: https://www.uptodate.com/contents/gender-

development-and-clinical-presentation-of-gender-diversity-in-children-and-adolescents?

Spack NP, Edwards-Leeper L, Feldman HA, et al. Children and adolescents with gender identity

disorder referred to a pediatric medical center. Pediatrics 2012; 129:418.

World Professional Association for Transgender Health (WPATH). WPATH Standards of Care

for the Health of Transsexual, Transgender, and Gender Nonconforming People, 7th

 Version. Available at:

www.wpath.org/documents/Standards%20of%20Care_FullBook_1g-1.pdf

  

Grading Rubric for Comparative Health Systems

What are the key differences between national health service (NHS) and national health insurance (NHI) systems? How do NHI and NHS systems compare with the health care system in the United States? How do most countries with similar levels per capita income differ from and resemble the United States with respect to provider payments, coordination of care, workforce and information technology, and health system performance. 

Please answer the following questions with  a minimum of 250 words  

What are the key differences between national health service (NHS) and national health insurance (NHI) systems? 

How do NHI and NHS systems compare with the health care system in the United States?

How do most countries with similar levels per capita income differ from and resemble the United States   with respect to provider payments, coordination of care, workforce and information technology, and   health system performance?

At least 2 citations/references. References cannot be older than 5 years, must cite within the writing and also have a copy of a turnitin report.

thank you.

 

Directions:

1. Interview a nurse leader from a professional nursing organization to collect ideas for the project. 
2. Utilize your readings, research and resources to build the content. This should be a collaborative team process. Divide the workload for the project in an equitable manner among team members. 
3. Each group will design a voice- narrated Powerpoint or Prezi  to create a presentation and provide an overview of a grassroots policy challenge (present or past) that the identified organization supports. The policy challenge can  be a local, state or federal policy issue. Create a title slide or page with the full names of each group member. Include a final slide or page with key references cited in APA 6th ed. format.
4. Each presentation should be between 5-10 minutes in length. Rehearse and time the presentation in advance to ensure that the 10-min. time limit is not exceeded. 
5. One person from each assigned group will post the group signature assignment for his/her group as an attachment in the week seven discussion forum on or before Day 3, Week 7. 
6. Each team member will submit his or her group powerpoint presentation individually in the D2L assignment upload box for grading. 

Each presentation will need to include (but is not limited to):

• Brief description of the policy challenge the team has chosen and the nursing association that was identified.
• Describe the “Agenda” for the identified policy challenge. Include how the policy issue was identified, (Did the organization complete a review of the literature, an environmental scan and/or a SWOT analysis, etc.?)
• Brief description of key stakeholders (those who will be affected and those who can effect change), ie, interest groups, opposition groups/individuals or coalitions.
• List the different strategies that the organization plans to or has already used to inform/lobby legislators, ie, e-mail campaign, in-person visit, testimony, protest, etc.
• List and describe any non-legislative strategies that were used or plan to be used to support the initiative.
• Describe where this policy challenge is in the legislative process and its implications for the future.

FYI : i am not in a group, so i am by myself