Gastrointestinal (GI) and hepatobiliary disorders affect the structure and function of the GI tract. Many of these disorders often have similar symptoms, such as abdominal pain, cramping, constipation, nausea, bloating, and fatigue. Since multiple disorders can be tied to the same symptoms, it is important for advanced practice nurses to carefully evaluate patients and prescribe a treatment that targets the cause rather than the symptom.

Once the underlying cause is identified, an appropriate drug therapy plan can be recommended based on medical history and individual patient factors. In this Assignment, you examine a case study of a patient who presents with symptoms of a possible GI/hepatobiliary disorder, and you design an appropriate drug therapy plan.

 

Conduct an Interview on School Improvement Planning

(CLOs 1-6)

Background

You will develop a presentation on the policy you developed in Lesson 6 that would be presented to internal and external stakeholders to include school board officials and community members to share information related to the policy and to garner support for its adoption. You will refer to this policy in the development of your Signature Assignment and turn in a final copy of your policy, incorporating any feedback from your instructor, as a part of the signature assignment. This policy will be used to develop an executive summary of the policy for leadership and a policy presentation for the internal and external stakeholders.

The Signature Assignment will have three parts:

Part 1: The Policy

• This will be the final draft of the policy in the required template that was submitted in Lesson 6.

Part 2: The Executive Summary 

• An executive summary is often provided to board members, executive cabinets, and those who make or approve policies.  It is a concise summary of a more detailed document, but also can stand on its own. An executive summary should be aimed at an audience that is interested in and wants to learn more about the report or, in this instance, a proposed policy.

Part 3: The Policy Presentation

• A PowerPoint presentation for public viewing, including internal stakeholders (board, members, administrators, teachers, students) and external stakeholders (parents, community members, news reporters) that discusses the proposed policy and its intended benefits in language that is understandable to the general public.

Instructions

Part 1.Review your policy that was submitted in Lesson 6 and make any needed revisions and edits. You will then use this policy as the foundation for your work in Parts 2 and 3.

Part 2.Develop an executive summary of the policy for board members that they will receive prior to the public presentation. This is an internal document for the board members. You should include the background on the local problem that led to the policy development and include a concise summary of the policy and its purpose, highlight major points, and describe any anticipated results. References are not required.

Part 3.Create a PowerPoint presentation file (including speaker’s notes) that could be used for public viewing, which will include internal stakeholders (board, members, administrators, teachers, students) and external stakeholders (parents, community members, news reporters). The presentation should describe the policy in language that is understandable to the general public and include the policy and the rationale, the need for the policy, and how the policy can effect positive change leading to improved school operations or practices. (Create an engaging and professional presentation following the tips and guidelines provided by the NU Academic Success Center’s writing resources for PowerPoint presentations).

This assignment must include Part 1: Policy (2-3 pages), Part 2: Executive Summary (1 page), and Part 3: Policy Presentation (6-8 slides) with speaker’s notes. These length requirements exclude the title and reference pages. Your submission must include at least 3 scholarly resources.

 

Miss Lucy begins her lesson by asking the students to share things they have done that they knew were wrong. After the children describe their experiences, the teacher asks why they did these things. She then tells the children that they are going to read the story Goldilocks and the Three Bears (2009) by Caralyn Buehner. Before reading, she has the children look at the pictures in the book to predict what the story is about. The teacher asks the class to think about who does bad things in the story while they read. The class then reads the story silently from beginning to end. Afterward, the teacher asks questions designed to elicit information about the students’ comprehension of the story theme. She asks, what are the main events in the story? Who are the good characters? Who are the bad ones, and why? Why were they good or bad? Was it okay for Goldilocks to go in the bears’ house uninvited? Why yes or why no? Children are asked to discuss favorite parts of the story and read these parts to the class. A discussion follows about the illustrations in the book. Are the pictures important to the story? Do they help tell parts of the story?

Miss Lucy asks the students what types of extended activities they would like to do related to the story, for example, draw a picture or make a felt story. The children decide to act out the story. The teacher helps the children discuss what the major scenes are and who the main characters are. The children volunteer for roles. They follow the content of the story, but without using the book. The children act out the scenes spontaneously. The class is asked to return to their seats, illustrate their favorite part of the story, and rewrite it in their own words.

After reading the scenario, use the following questions to guide a discussion:

• Are the teaching strategies appropriate? Why or why not?
• Do the questions posed by the teacher’s foster factual or interpretive thought?
• Is there an emphasis on specifics or understanding of questions raised?
• Is the plan flexible or predetermined?
• Is there time for problem solving in an interactive manner with peers?
• Is the atmosphere constricted, controlled, supportive, warm, or rewarding?
• Can children raise questions?

 

In a 500-750 w research-based discuss the importance of positive intervention strategies particular to children in a Birth to Pre-K setting. As an educator, what can you do to promote self-efficacy related to behavior management in young children? discuss:

1. Three to five positive and proactive intervention strategies.
2. How chosen intervention strategies positively support and guide children in the accessibility of the general curriculum and daily routines.
3. How to provide support to families in the decisions and priorities made regarding the development of goals and intervention strategies in place for young children.

Support your finding with 3-5 scholarly resources.