I need the following discussion questions in 120 words each. Please provide references at the end of each of question

MODULE 1

DQ1

Specify your major and identify your career plans. Explain how accounting might help you in your career if you are not planning to be an accountant. What information provided in financial reports would help you in your business?

DQ2

Accounting is often referred to as “the language of business.” Explain in your own words what that expression means.

MODULE 2

DQ1

Describe the major sections of the multistep income statement. Explain why it would be important for a company to break out its income in this manner.

DQ2

Describe what a classified balance sheet is. Also, explain why a classified balance sheet might be more advantageous to financial statement readers than the simple balance sheet. 

MODULE 3

DQ1

Not all events that occur in a business on a daily basis constitute financial transactions that are recorded. Give an example of a business transaction that would not be recorded and explain why it would not need to be recorded.

DQ2

Briefly describe each element of the accounting equation. Explain why it is necessary for the equation to remain in balance.

MODULE 4

DQ1

Describe the difference between gross profit and income from operations. Why would a company be concerned with gross profit rather than just overall income from operations? 

DQ2

Explain what is meant by the term “sustainable income.” Why is it important to distinguish between sustainable income and actual net income? Is one more important than the other? Please explain.

MODULE 5

DQ1

Explain the difference between fixed and variable costs and give two examples of each. Can a company budget for variable costs? Explain. 

DQ2

Explain the basic components of cost-volume-profit (CVP) analysis. Why is it important to determine a company’s break-even point?

MODULE 6

DQ1

In your own words, explain what a budget is and why it is important for a business to have a budget.

DQ2

Budgets are developed months before the end of the current year and are best guess estimates of future performance. What do you think might be some pitfalls of budgeting, and how can they be avoided? 

MODULE 7

DQ1

Incremental analysis is used to help companies make decisions involving a choice among alternative courses of action. People use incremental analysis in their own personal decision making as well. Provide a hypothetical example from your personal life of how you might use incremental analysis in making a decision.

DQ2

Making decisions often involves financial and nonfinancial factors. Provide a hypothetical example from your personal life of a situation in which you would consider both financial and nonfinancial factors. What factors would be considered?

Todd Patterson, a 33-year-old husband and father, is a proud gun owner who has multiple handguns, shotguns, and two automatic weapons. In this case an automatic weapon is defined as a firearm that continuously fires so long as the user presses the trigger and there is ammunition in the gun.

Todd has no criminal record. When he was 17 years old, after losing both his parents in a plane crash, he had a mental breakdown resulting in a six-month institutionalization. Todd lives in the fictitious state of Varneyland where he works as a social studies teacher and soccer coach at a local high school.

On a sunny morning in a neighboring state, a man with a history of mental illness enters an elementary school and kills 3 teachers and 10 students with an automatic assault rifle. In response to this shooting, many states across the country, including Varneyland, pass legislation requiring the registration of all automatic weapons. As part of the registration process, those seeking to register their automatic weapons are required to submit to a mental health background check.

In filling out the application to register his automatic weapon, Todd reveals his prior institutionalization, but also states that he has not had any mental health issues since he was a teenager. When the state of Varneyland conducts Todd’s mental health background check, it uncovers that Todd had a diagnosis of major depression with suicidal tendencies. Todd’s mental health records also reveal a history of self-harm.

Based on the review of Todd’s mental health records, Varneyland denies Todd’s application to register his automatic weapons and sends Todd a letter demanding that he forfeit his automatic weapons or risk criminal and civil penalties. Because Todd refuses to hand over his automatic weapons, the state police arrest him and charge him with possession of an unregistered automatic weapon (a felony crime under Varneyland law).

At his criminal trial, Todd argues that the registration requirements and his subsequent arrest are violations of his Second Amendment rights. 

Based on recent case law, do you think that Todd’s arguments possess any merit? Please be sure to specifically discuss recent case law and how it affects Todd’s case. 

Please note that the recent 2nd Amendment case law is described in the Week 4 Content section of the classroom. 

Please note that your answers have nothing to do with your personal feelings, thoughts or experiences with these issues. Your answers are to be based purely on the law, specifically precedent set by case law

need in 8-10 hours max est time 5/27/2022

Care of the Surgical
Patient
6NU547
May 2022
(T3, 21.22AY)
Assessment Brief
Care of the Surgical Patient 6NU547
Contents
Tutors 3
Introduction 3
Module Learning Outcomes 4
Description of the assessment 4
Key dates and details 5
Rubric guidance 6
Assessment Rubric 7
Anonymous Marking 8
Assessment Regulations 8
Assessment
Presentation………………………………………………………………
……………………………………………………………………………
9
Useful Links
……………………………………………………………………………
……………………………………………………………………………
……10
Tutors
• Sylwia Tichanow (Module Lead)
• Rukaiyya Muhammad
• Dr Sandie Bowden
• John Wilshaw
Introduction
A warm welcome to the University of Derby’s Care of the Surgical
Patient Module (6NU547). This module aims to enhance practitioners’
skills in caring for a perioperative patient undergoing surgical
intervention. The module content and peer discussion will contribute to
your knowledge and skills to deliver effective and efficient evidencebased care.
The care of surgical patients begins in the preoperative phase and is
continued into the perioperative and intraoperative phases through to
recovery and postoperative care. This continuing journey is complex
and involves many people and departments, underpinned by
interprofessional working and collaboration to provide the patient with
high-quality care.
This module adopts a wide approach to this surgical journey and is
suitable for anyone working with surgical patients or who may have an
interest in surgery as a health and social care practitioner. Students will
be encouraged not only to see their involvement in surgery and
perioperative practice as the application of a range of technical skills but
also to place the person undergoing surgery at the centre of their focus,
challenging existing techniques and practices.
Perioperative practice is considered in the rich multimedia content
provided; although there is no ‘hands-on’ practice element in this
module, we do hope that the critical commentary in our online materials
enables you to question, reflect on and refine your approach to promote
safer surgery in the perioperative setting. As with all aspects of clinical
practice, this would need to be agreed with your employer, in line with
regulatory body guidance and other national and local guidelines.
Module Learning Outcomes
On successful completion of this module, you will be able to:
1. Critically appraise their own role in relation to care of the surgical patient
2. Critically examine contemporary issues and challenges in surgical care
3. Synthesise theory and practice in relation to learning from incidents and implementing
solutions to minimise the likelihood of them reoccurring
Assessment Description
Formative assessment
Throughout the care of the surgical patient module there will be several
activities for you to complete. Your response to the activities forms
short pieces of writing that build up gradually week by week. When
sharing each posting with others in the Discussion Board it helps you to
self-question and explore your area of practice. Searching for literature,
in your short posts will develop your academic skills. Summative assessment
At the end of this module, you will have several discussion postings that
you can use to demonstrate a critical reflective 3,500-word narrative
about your practice. For example, you may select the discussion relating
to the WHO Surgical Safety Checklist and give a reflective perspective
on how you contribute to its use. Or you may work in a practice area
that has Standards of Practice, using literature to show you are using
evidence to underpin what you do for the care of the surgical patient.
Key dates and details
Assessment Type: Assignment
CW1
Assessment weighting: 100%
Word count/Length 3500
Learning Outcome/s: 1, 2 and 3
Submission Method: Turnitin.
Submission Date: Monday 8th August 2022, 23:59 UK time
Provisional Feedback Release Date: Monday 12th September 2022, 09:00 UK time
Check module timetable for sessions.
Rubric guidance
On the following page you will find the rubric that your marker will use
as a guidance for marking. The rubric will help identify different areas
of strength and those areas in need of further improvement. Your marker
will also provide personalised feedback and feedforward in relation to
the Learning Outcomes for this module.
6NU547 – ASSESSMENT BRIEF 2
Assessment Rubric
Level 6
Rubric
Exceptional
(100-80)
Excellent
(79-70)
Very Good
(69-60)
Good
(59-50)
Satisfactory
(49-40)
Unsatisfactory
(39-35)
Poor
(34-21)
Critical Analysis
and Evaluation
(25%)
Exceptional level
of critical
analysis &
evaluation
A high level of
critical analysis
& evaluation
A very good level
of critical
analysis &
evaluation
A good level
of critical
analysis &
evaluation
A fair level of
critical
analysis &
evaluation
Lack of critical
analysis and
evaluation
Significant
lack of critical
analysis &
evaluation
Originality of Ideas
(10%)
Exceptional
originality of
ideas
A high level
of originality in
ideas
Significant
originality
of ideas
Good
originality of
ideas
Some
originality of
ideas
Lack of originality
of ideas
Lack of
evidence of
originality of
ideas
Research Informed
(20%)
Exceptional
well researched
Very well
researched Well researched Quite well
researched
Adequately
researched
A lack of research
evidence
Significant
lack of
research
evidence
Knowledge and
Understanding of
Area
(25%)
Exceptional
Knowledge;
trivial errors
A high level of
knowledge;
trivial and
minor errors
Very good
knowledge and
understanding
demonstrated
Good
knowledge
and
understanding
demonstrated
Sufficient
knowledge
and
understanding
demonstrated
Misunderstandings
and errors in
knowledge and
understanding
Significant
lack of
knowledge &
understanding
Clarity and
Coherence
inc. structure and logical
flow
(10%)
Exceptional
clarity of ideas;
excellent
coherence &
logic
A high level
of clarity of
ideas coherence
& logic
Overall, the work i
s
clear & coherent
Generally
clear &
coherent
Fairly clear &
coherent
Work lacks some
clarity &
coherence
Poor clarity &
coherence to
work
Presentation
inc. grammar,
spelling and referencing
(10%)
Exceptional
presentation
High quality
presentation
A very good
standard of
presentation
A good
standard of
presentation
Acceptable
standard of
presentation
Presentation
requires
improvement
Significantly
requires
improvement

6NU547 – ASSESSMENT BRIE

Identify a systems or organizational performance problem in your current or previous workplace that may be helped by an innovation.
Search in the library databases for articles on healthcare innovations that may address the problem you have identified.
Select at least three research articles to use for this Assignment.
Innovation Presentation

Imagine that you are presenting on the identified problem at a staff meeting in your current or past workplace. For the meeting, develop an evidence-based narrated PowerPoint presentation to support application of an innovation drawing from the ones you have researched.

Your narrated presentation should be 8–10 slides long and include speaker’s notes. The narration should be no longer than 10 minutes. In your presentation, address the following:

Describe the problem you have identified and why it is important to address. Be specific.
Synthesize the three research articles you read and summarize the takeaways you can apply to your proposed innovation.
Explain your proposed innovation and how it would address the systems or organizational problem you have identified. Be specific and provide examples. NOTE: The response must synthesize and integrate at least two outside resources and two competency-specific resources that fully support the responses provided.
Describe the potential impact of the innovation on patient experience and outcomes. Be specific.
Explain how you would apply the innovation in the workplace, based on the research.
Explain how to address two types of implementation challenges:
those involving staff, leadership, administrators, or other stakeholders.
those involving systems, processes, or technology.

Desired Clinical Skills for Students to Achieve Confident (Can complete independently) Mostly confident (Can complete with supervision) Beginning (Have performed with supervision or needs supervision to feel confident) New (Have never performed or does not apply) Comprehensive psychiatric evaluation skills in:  Recognizing clinical signs and symptoms of psychiatric illness across the lifespan X       Differentiating between pathophysiological and psychopathological conditions   X     Performing and interpreting a comprehensive and/or interval history and physical examination (including laboratory and diagnostic studies)   X     Performing and interpreting a mental status examination     X   Performing and interpreting a psychosocial assessment and family psychiatric history   X     Performing and interpreting a functional assessment (activities of daily living, occupational, social, leisure, educational).   X     Diagnostic reasoning skill in: Developing and prioritizing a differential diagnoses list     X   Formulating diagnoses according to DSM 5-TR based on assessment data     X   Differentiating between normal/abnormal age-related physiological and psychological symptoms/changes     X   Pharmacotherapeutic skills in: Selecting appropriate evidence based clinical practice guidelines for medication plan (e.g., risk/benefit, patient preference, developmental considerations, financial, the process of informed consent, symptom management)   X     Evaluating patient response and modify plan as necessary   X     Documenting (e.g., adverse reaction, the patient response, changes to the plan of care)   X     Psychotherapeutic Treatment Planning: Recognizes concepts of therapeutic modalities across the lifespan   X     Selecting appropriate evidence based clinical practice guidelines for psychotherapeutic plan (e.g., risk/benefit, patient preference, developmental considerations, financial, the process of informed consent, symptom management, modality appropriate for situation)   X     Applies age appropriate psychotherapeutic counseling techniques with individuals and/or any caregivers X       Develop an age appropriate individualized plan of care X       Provide psychoeducation to individuals and/or any caregivers X       Promote health and disease prevention techniques X       Self-assessment skill: Develop SMART goals for practicum experiences   X     Evaluating outcomes of practicum goals and modify plan as necessary   X     Documenting and reflecting on learning experiences   X     Professional skills: Maintains professional boundaries and therapeutic relationship with clients and staff X       Collaborate with multi-disciplinary teams to improve clinical practice in mental health settings X       Identifies ethical and legal dilemmas with possible resolutions X       Demonstrates non-judgmental practice approach and empathy X       Practices within scope of practice X       Selecting and implementing appropriate screening instrument(s), interpreting results, and making recommendations and referrals: Demonstrates selecting the correct screening instrument appropriate for the clinical situation     X   Implements the screening instrument efficiently and effectively with the clients     X   Interprets results for screening instruments accurately     X   Develops an appropriate plan of care based upon screening instruments response   X     Identifies the need to refer to another specialty provider when applicable   X     Accurately documents recommendations for psychiatric consultations when applicable   X