Advertising Management

1.How does Avon’s new strategy change the promotion mix? How do the elements of the new promotion mix support each other?

2. what are Avon’s objectives for its catalog, print,

and television campaigns?

3. what advertising message(s) should Avon communicate with its new programs, and what message

execution style(s) would you recommend? How would you measure the effect of the new campaigns?

4. What consumer or sales force promotions would you recommend to Avon?

5. Is the Women of Enterprise Award public relations activity appropriate for Avon?

5. In foreign markets, should Avon stick with its traditional personal-selling strategy, or should it

employ the newer strategy it is developing for the United States?

Identify three to five personal values or characteristics that you believe are critical components of a good leader, such as honesty, compassion, or fairness. How do you express those values in your professional life?

Identify three to five personal values or characteristics that you believe are critical components of a good leader, such as honesty, compassion, or fairness. How do you express those values in your professional life?

 

Assignment Leadership Journal: ExampleJournaling provides a valuable tool for recording, reflecting on, and reviewing your learning. This approach provides an opportunity for you to “connect the dots” and observe the relationships between and among activities, interactions, and outcomes.
Unlike a personal journal of thoughts and feelings, this Leadership Journal is a record of your activities, assessments, and learning related to this academic experience.
Journal entries should include a record of the number of hours spent with your nurse leader each week.
Write a journal entry of 750-1,500 words on the subject of example, including the following:
1. Provide observations and thoughts on the activities in Weeks 11-12.
2. Identify three to five personal values or characteristics that you believe are critical components of a good leader, such as honesty, compassion, or fairness. How do you express those values in your professional life?
3. Reflect on at least two things you learned from the “Issue of Example” video.
APA format is not required, but solid academic writing is expected.
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
Week 11 Topic 11 DQHow do you serve others in the profession of nursing? Explain how the way you serve others in the profession of nursing could become more closely aligned with the issue of serving as explained by the servant-leadership paradigm. How does the issue of serving differ from the secular view of power?
Week 12 Topic 12 DQChoose one provision from the ANA Code of Ethics. How is ethical behavior an integral part of being a nurse leader? How does one display the characteristics of a role model with this provision? Does a nurse leader have an ethical foundation to inject into business practice?Week 13 Topic 13 DQHave you ever worked with a leader that made you feel that you were more important than they? How did this make you feel? What were the circumstances? What was the outcome? If you have never experienced this kind of treatment from a leader, imagine what it would be like. Based on your response, explain how the displays of humility by a leader exemplify servant leadership. Are displays of humility required to make someone else feel more important than you? Explain your answer.Re:Topic 13 DQ From peerMy preceptor for this practicum is a leader who makes me feel that she is here for me, that my presence is more important than her. When I experience her world and fathom how intelligent she is I realize that her time with us in our organization is very short. She will be a CEO very soon. I ask myself, “how satisfied is she after coming to our institution under 2 years ago and realizing that we are soon to merge?” This is a very smart women who has accomplished the near impossible in a very short window.
Humility? Our course material refers to humility as “concern for the well-being of another” (Issue of Humility Video). The bible references the “Yoke” as the collar structure worn by a rookie ox and a veteran ox, ‘Take my yoke and learn from me” (Issue of humility video GCU 2015). With Elizabeth she makes me feel as though I could do her job. She asks me what I think and how I would react. It is a wonderful feeling for me to feel appreciated, honored and protected. The opposite of pride and arrogance as seen so many leaders in the hospital.
Integrity is sweating the small stuff according to DelHousaye & Brewer. I think of Elizabeth when she insists on the staff getting the supplies need and making sure they are well fed in times of staffing crises. She holds nightly Town Hall meetings and “breaking bread with the CNO” at 2am. She shows up and is present. This speaks to making the staff feel that they matter enough for her to come in at 2am to visit with them and hear their needs.
The “Issue of Humility” video retrieved from https://lc.gcumedia.com/zwebassets/courseMaterialPages/nur670_vpv01GUI.php

Apply key social science concepts to specific global environmental and resource issues.

Apply key social science concepts to specific global environmental and resource issues.

 

Managing the Global Environment Economics

integrate key concepts in economic
s with elements of political science,
sociology, psychology, philosophy, and biology to provide insight into several environmental
and natural resource issues of global importance. This interdisci
plinary approach will encourage
analysi
s of these issues fr
om many different perspectives.
A theoretical basis for different resource management systems will be presented including
various property right structures, government institutions, and cultural and ethical aspects.
Natural resource problems that have
been successfully resolved and those that remain in conflict
will be examined. Several case studies will be used as a mechanism for bringing the various
disciplines together, and to examine the nature of natural resource management.
We will examine reso
urce questions focused at different jurisdictional levels: local, regional and
global. Each of these scales will shed light on
some
resource management of global importance.
Local issues are specific to a localized area, but similar concerns exist in man
y areas. Or, local
issues may be a local issue with wide

reaching ramifications. Regional concerns include
resource issues that arise due in part to the trans

boundary nature of the issue. Many institutions
may share in the management of the resource.
Global issues include those concerns that affect
many regions, and require a global approach to management.
The primary academic goals of this course are to:
1.
Increase appreciation for the way economics interacts with the content and approaches
taken in
political science, sociology, psychology, philosophy, and biology, and how these
different fields investigate the policy, property rights assignment and management of
environmental and natural resource issues.
2.
Identify successful resource management situa
tions and resource conflicts and the aspects
that contribute to the definition and degree of successful management.
3.
Apply key social science concepts to specific g
lobal environmental and
resource issues.
2
The primary learning goals of this course are to:
1.
Improve critical thinking by identifying and using the multiple practical and disciplinary
frameworks to address environmental and natural resource issues of global interest.
2.
Strengthen verbal and written communication skills.
Poster:
Based on individual
research and the material presented in class each student will construct a
poster displaying a natural

Explain their own development in relation to the BACP Code of Ethics

Explain their own development in relation to the BACP Code of Ethics

 

Module guide index
What’s the module all about? Module and Programme Learning Outcomes Assessments Handing in your work Texts At-a-glance module calendar Assessment Workshops
Personal and professional development (PPD) are key elements that can facilitate your growth and is therefore an essential part of the counselling programme. The BACP (2009), in their professional standards document, strongly recommends that students develop their personal and professional awareness. It is therefore important that you become aware of your own boundaries, responsibilities, limitations and strengths in relation to others. The focus of this module is on the relational elements of being in a group, that is your engagement with your fellow colleagues in the group seminars, and your management of the group processes. The use of personal reflection and awareness is central to counselling, the aim of this module is to provide you with an opportunity to engage with the value of PPD and the role it has within the counselling profession. As part of this module you will also be introduced to the various methodologies used for reflective learning, and their application to personal and professional development. Attendance in seminars per semester is expected at a minimum of 80% i.e. 10 weeks out of a 12 week semester. This is in line with the BACP requirements for accreditation .
This module has its own specific aims, learning outcomes and also contributes to the programme learning outcomes. Aims of the module: That the student will: 1. Be introduced to reflective self-awareness techniques and interpersonal skills 2. Develop an understanding of interpersonal processes and their interpersonal skills 3. Gain greater understanding of themselves 4. Develop their reflective skills in relation to feedback they receive. Module Learning Outcomes On successful completion of this module you will be able to: 1. describe models of self-reflection 2. explain your development in relation to the BACP Code of Ethics 3. reflect upon experiences that have influenced your choice of career 4. reflect on feedback received and identify areas of growth 5. articulate your thoughts using written and presentation skills Programme Learning Outcomes On successful completion of this module you will have worked towards the following programme outcomes: 1. (B1) ability to be critically reflexive in the application of theories to counselling practice. 2. (B2) ability to integrate personal experience/personal development and research findings in the synthesis of counselling knowledge. 3. (C1) use counselling skills and knowledge effectively. 4. (C2) use supervision and consultation with colleagues effectively. 5. (D1) recognise the need to inform knowledge and skills through the use of evidence based practice. 6 (D2) communicate effectively, through a variety of mediums 7. (D3) to work independently, managing time, needs, professional boundaries and deadlines. 8. (D4) work effectively within a group.

Assessment task: In no more than 500 words describe your experience of being in your seminar group and identify how you might present this information in your summative 2 submission. Guidance on answering assessment questions: You may find it helpful to include the following: • Which model of reflection are you going to use to structure your thoughts about your experiences in the seminar group? • How are you going to structure your poster/PowerPoint presentation? • How will you ensure that you meet the module learning outcomes in your presentation? • What PPD theories have you learnt? NOTE: It is highly recommended that all students submit Assessment 1. The primary purpose of this assessment halfway through your module is to stimulate and focus your thinking regarding Assessment 2. This also allows you to receive feedback from your tutor regarding your focus on the assignment to ensure that you are on the right track. In addition, it acts as a warning that assessments will need to be submitted soon. It takes more than a single draft of an assessment to get good marks. This is the first step in the planning your assessment. Date assessment due: 20 June 2015 by 23:59. This is to be submitted on this date. The presentations will be scheduled from this date forward. If you do not present you will have deemed not to have submitted your work and you will get a grade of zero, even if you have uploaded your work. Assessment task: Oral presentation outlining your experience of the PPD groups, lectures and seminars Guidance on addressing the assessment tasks: • Your presentation needs to be no longer than 15 minutes, there will be an additional 5 minutes for questions and answers Assessment 2: Oral presentation 90% A

Oral presentation outlining your experience of the PPD groups, lectures and seminars Guidance on addressing the assessment tasks:
• Your presentation needs to be no longer than 15 minutes, there will be an additional 5 minutes for questions and answers Assessment 2: Oral presentation 90% Assessment 1: A written account of your experience of PPD so far. 10% 2015CHECK (500 words) Assessment description (e.g. Essay on…) (%) Section 3: Assessments Module: PPD 1 Level 4 15p1 Author: Joan Dallas and Stephan Dais 6
• Your poster or PowerPoint presentation needs to be converted to a pdf document
• Use a model of reflection to structure your summary
• Your summary needs to have academic support from the literature and theory e.g. what principles of giving and receiving feedback have you learnt that it would be useful to include in your summary? Presentations will begin the week beginning 20 June 2015 you will need to bring it in on USB and save it in your MyDay account and have uploaded this onto NewLearning. . Your assessment tasks are designed to show that you can meet the learning outcomes of the module: Learning outcome 1
A1: Describe models of selfreflection
2 B1: Explain their own development in relation to the BACP Code of Ethics
3 B2: Reflect upon experiences that have influenced their choice of career
4 C1:Reflect on feedback received and identify areas of growth
5 D1:Articulate their thoughts within written and presentation skills Assessment task Poster/PowerPoint Presentation X X X X X How assessment tasks map against module learning
These are the broad guidelines used by lecturers when grading your assignments. Please follow these to ensure you get good grades overall. Criteria Weighting % Grade 1 st 2.1 2.2 3 rd F Subject specific knowledge and understanding 25% Knowledge Authoritative handling of complex material Demonstrates sound knowledge Satisfactory general knowledge of main issues Limited knowledge of course material Factual knowledge inaccurate 15% Understanding Clear evidence of theory into practice Sound evidence of theory into practice Satisfactory evidence of theory into practice Little evidence of theory into practice No evidence of theory into practice 10% Information Excellent range of relevant information Good range of relevant information Adequate range of relevant information Superficial use of relevant information Information not wholly relevant Critical analysis and thought development 10% Analysis Attention to detail, precision of thought Logical, generally thorough Logical, but some lapses in attention to detail Lack of attention to detail, imprecise analysis Weak or little analysis 10% Synthesis Clear arguments, clear justification Good arguments, good justification Adequate arguments some justification Descriptive with undeveloped arguments Lacks synthesis, statements only, no justification 5% Sources Extensive and in depth Wide and in depth Adequate evidence of reading Limited evidence of reading Lacks evidence of relevant reading 5% Structure Well structured and lucid Coherent soundly structured Reasonably lucid adequate structure Imbalance in given information Lacks structure Presentation 5% Layout Sound organisation , correct use of guidelines Correct use of guidelines but with minor errors Adequate use of guidelines with minor errors Some major errors in use of guidelines Guidelines not followed 5% Editing No errors Minimal errors in proof reading Some minors errors in proof reading Some major errors in proof reading Inadequate proof reading 10% Referencing Referencing and annotation correct A few references and annotation incorrect
These are the reading materials
you will need to cover for your module. Extensive and wide reading is essential for your success in this module. Core Text: BACP (2013) Ethical Framework for Good Practice in Counselling Lutterworth: BACP Bor, R & Watts, M. (2012,) The Trainee Handbook: A guide for Counsellors and Psychotherapy Trainees. 3rd edition London: Sage. Gibbs, G. (1988) Learning by Doing: A Guide to Teaching and Learning Methods. Oxford: Oxford Further Educational Unit Johns, H. (2012) Personal Development in Counsellor Training (Counsellor Trainer and Supervisor) London: Sage. Mcleod, J & Mcleod, J (2014) Personal and Professional Development for Counsellors ,Psychotherapists and Mental Health Practitioners. Berkshire: Open University Press Schon, D. (1983) The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books Key additional texts: Bager-Charleson, S. (2012) Personal Development in Counselling and Psychotherapy London:Sage Etherington K. (2004) Becoming a Reflexive Researcher London. Jessica Kingsley: Johns, C. (2000) Becoming a Reflective Practitioner. Oxford: Blackwell Science Kolb, D. (1984) Experiential Learning London: Prentice Hall Further Reading Donati, M. and Watts, M. (2005) Personal development in counsellor training: towards a clarification of inter-related concepts. British Journal of Guidance & Counselling Nov Vol. 33 Issue 4, p475-484. Grafanaki, S. (2010) Counsellors in the making’: Research on counselling training and formative experiences of trainee counsellors. Counselling & Psychotherapy Research. Jun Vol. 10 Issue 2, p81-82 Section 5: Texts Module: PPD 1 Level 4 15p1 Author: Joan Dallas and Stephan Dais 10 Stedman, J. and Dallos, R. (2009) Reflective Practice in Psychotherapy and Counselling Berkshire: Open University Press Thompson S. and Thompson N. (2008) The Critically Reflective Practitioner London: Palgrave Macmillan. Journals Journal of Counselling Psychology Counselling and Psychotherapy Research Therapy Today (BACP) the leading story is available for non- members Websites BACP: https://www.bacp.co.uk/ BPS: https://www.bps.org.uk/ BAPCA: https://www.bapca.org.uk/ Ebscohost

(200 words and references) As a leader in designing a community health assessment- it is expected that you would develop an engagement approach. Define engagement approach. Discuss the steps you would

(200 words and references)

As a leader in designing a community health assessment, it is expected that you would develop an engagement approach. Define engagement approach. Discuss the steps you would take to designing an engagement approach with stakeholders when designing a community health assessment. Whom would you include? Define each step and roles of any individuals you may include in these steps. Finally, does a “one size fit all” method apply here? Why or why not?

In this Learnscape- you are presented a negligence case where a patient was given a treatment without expressly consenting to it. You will discuss with the radiologist who worked with the patient and 1

In this Learnscape, you are presented a negligence case where a patient was given a treatment without expressly consenting to it. You will discuss with the radiologist who worked with the patient and did not approve of the treatment, and then you will talk to the cardiologist who performed the treatment without the consent of the patient. You will work with Bright Road Chief Counsel to analyze the data and determine Bright Road’s liability in this case.Work through the simulation. Read Chapter 27 “Managing Patient Expectations Through Informed Consent”. Review the grading rubric.

  1. Recommendation Answer all the questions to help you make your recommendation.Submit your recommendation.Save the assessment “Informed_ConsentYourName” as a word document
  2. Write a paragraph that explains how informed consent can promote patient safety. Save this titled “YourNamePatientSafety” as a word document.

Hand Washing in Disease Prevention


Introduction

The most frequent way of germ spreading is by people’s hands. Most of the times germs are harmless but sometimes they can also be reason for illnesses like flu, cold and gastroenteritis.

Washing your hands thoroughly with soap and warm water is one of most important thing you can do to avoid spreading infections and it helps to protect you, your family members and people around you.

Specially every health-care worker or a person who concerned in direct or indirect patient care must be care about hand hygiene and must be able to perform it properly and at the correct time. It helps to prevent health care-associated infections [2].

“CDC (Centers for Disease Control and Prevention)” has estimated that every year almost 2,000,000 patients in the USA get an infection in hospitals, and about 90,000 of these patients die as a result of their infection [1].


History of hand washing

Hand washing with soap and water has been used as a measure of personal hygiene for a long time and has been generally implanted in religious and civilizing practices. However the relationship between hand washing and the spread of disease was confirmed only near 200 years ago.

Ignaz Semmelweis established that hospital-acquired diseases (HAD) been transmitted through the hands of health care workers by his studies in Austria, Vienna and Oliver Wendell Holmes in Boston & USA. In 1847, he was appointed as a house officer in an obstetric clinic at the University of Vienna Allgemeine Krankenhaus. He observed that maternal mortality rates, commonly reasonable to puerperal fever, were considerably higher in mentioned clinic compared with the other

.

He also identified that doctor as well as medical students usually went straight to the delivery suite after doing autopsies and had an unpleasant odor on their hands regardless of hand washing with soap and water earlier to entering the clinic. He introduced that “cadaverous particles” from the autopsy room, that transmitted through the hands of students and doctors to the delivery theatre caused the fever. As a result, Semmelweis

suggest

that hands be cleansed by a chlorinated lime solution before examine each patient and also after leaving the autopsy room. Following the administration of this measure, the mortality rate fell affectedly to 3% in the clinic remained low.

Apart from providing the 1st evidence that cleansing thoroughly contaminated hands with an antiseptic agent can decrease nosocomial transmission of germs more significantly than washing hands with plain soap and water, this method includes all the essential elements for successful contamination control interference: “recognize-explain-act”. Both Holmes and Semmelweis failed to examine a sustainable change in the behavior change of their colleagues’ behavior. In particular, Semmelweis experienced great difficulties in persuading his colleagues and directors of the benefits of this method. In the light of the ethics of social marketing in the present day, his key mistake was that he introduced a system change (administration of the chlorinated lime solution) without explaining the attitudes of his collaborators. In spite of these mistakes, the Semmelweis intervention has teach us many lessons; the “recognize-explain-act” approach has driven many investigators. Semmelweis’s intervention is also a type of epidemiologically obsessed strategies to avoid infection.

In 1980s concepts of hand hygiene in health care has been changed. The 1st national hand hygiene guidelines were in print in the 1980s. “The Healthcare Infection Control Practices Advisory Committee (HICPAC) in the USA” suggested that whichever antimicrobial soap or a antiseptic agent be used for cleaning hands while leaving the rooms of patients with drug-resistant pathogens in 1996.In recent past the HICPAC guidelines issued alcohol-based hand rubbing.[3]

With the time methods of hand washing and chemicals that use are change with research inventions.


Normal bacterial flora of the body

(1) Axilla, perineum and between the toes

(2) Hand, face and trunk

(3) Upper arms and legs.

Skin with partial occlusion like axilla, perineum and between the toes contain more microorganisms than less occluded areas as legs, arms, and trunk

The numbers of bacteria on the skin of a person remains relatively constant; Survival of the bacteria and the extent of colonization probably depend in part upon the contact of skin to a exact environment and partly due to the innate and species-specific bactericidal activity in skin. Most of the microorganisms live in the superficial layers of the stratum, corneum and the upper parts of the hair follicle. Some bacteria are located in the deeper areas of the hair follicles and are away from the reach of normal disinfection procedures. These bacteria are reservoirs for settlement after the surface of bacteria were removed.


Staphylococcus epidermidis


S. epidermidis

is an important microorganism that lives on the skin, and in some areas it makes more than 90% of the resident aerobic flora.


Staphylococcus aureus

The nasal area and perineum are the most familiar sites for

S. aureus

colonization.

S. aureus

is common to the vulva.

S. aureus

is very often (80% -100%) to the skin of patients with certain dermatological diseases such as atopic dermatitis.

Gram-negative bacteria

They occupy small portion of the skin flora.

Micrococci

Micrococci are not as frequent as staphylococci and diphtheroids; on the other hand, they are often present in normal skin.

Micrococcus luteus

, is the predominant species.

Diphtheroids

The term refers to diphteroid, a variety of bacteria belonging to the genus Corynebacterium common in the armpit and on open skin.

They like to be involved in the pathogenesis of acne.

Streptococci

β-hemolytic streptococci, are infrequently seen on normal skin. α-hemolytic streptococci, exist primarily in the mouth little spread on the skin.

Nail Flora

Dust particles and other foreign matter can accumulate under the nail. They can carry fungi and bacilli, such as Aspergillus, Penicillium, Cladosporium and Mucor wear.[4]


Transmission of pathogens by hand

There are two main routs of transmission of pathogens.

  1. Airborne transmission
  2. Contact transmission

Airborne transmission

They can be transmitted from the respiratory tract through talking coughing & sneezing, from the skin by natural cracking of skin scales, during wound dressing or bed making and by aerosols, also from equipment such as respiratory apparatus and air conditioning plants.

Contact transmission

The most frequent routes of transmission for infection are by direct contact spread from one to another or by indirect contact spread by unhygienic hands or equipment.

Staphylococcal & streptococcal sepsis, enteobacterial diarrhea &

Pseudomonas aeruginosa

sepsis are examples for diseases that can be arise due to contact transmission.

So hand washing is very important in preventing contact transmission of pathogens and so to avoid spreading diseases. [5]

Transmission of health care-associated (HCA) pathogens from one patient to another via health care workers’ (HCWs) hands requires five sequential steps,

  1. Micro-organisms to present on the patient’s skin, or have been shed onto dead objects instantly surrounding the patient.
  2. Micro-organisms should be transferred to the hands of HCWs.
  3. Micro-organisms should be able to survive for at least few minutes on HCWs’ hands.
  4. Amount of hand washing or antisepsis of hand by the HCW should be insufficient or entirely omitted, or the substance used for hand hygiene unsuitable.
  5. The unhygienic hand or hands of the caregiver must approach into direct contact with another patient or with an object that will come into direct contact with the patient.[3]


Steps of hand washing

Hands can cleanse with soap, alcohol, water etc.

Hand hygiene technique with alcohol-based formulation.

There are 8 steps & duration is nearly 20-30 seconds,

1st step – Apply a full palmed amount of the product in a cupped hand, to cover all surfaces.

2

nd

step – Rub hands palm to palm.

3

rd

step – Right palm over left dorsum with interlaced fingers and vice versa.

4

th

step – Palm to palm with fingers interlaced.

5

th

step – Backs of fingers to opposing palms with fingers interlocked.

6

th

step – Rotational rubbing of left thumb clasped in right palm and vice versa.

7

th

step – Rotational rubbing, backwards and forwards with clasped fingers of right hand in left palm and vice versa.

8

th

step – Dry.

8

Hand Hygiene Technique with Soap and Water.

It takes 40-60 seconds & there are 10 steps,

1

st

step- Wet hands with water; apply enough soap to cover all hand surfaces.

2

nd

step- Rub hands palm to palm.

3

rd

step- Right palm over left dorsum with interlaced fingers and vice versa.

4

th

step- Palm to palm with fingers interlaced.

5

th

step- Backs of fingers to opposing palms with fingers interlocked.

6

th

step- Rotational rubbing of left thumb clasped in right palm and vice versa.

7

th

step- Rotational rubbing, backwards and forwards with clasped fingers of right hand in left palm and vice versa.

8

th

step-Rinse hands with water.

9

th

step- Dry hands thoroughly with a single use towel.

10

th

step- Use towel to turn off faucet. [3]


Substances that used in hand washing

Soap and detergents

Reduce barriers to solution and increase solubility is the main action of soap and detergents. [6]

Water temperature

Hot, soapy water is more successful than cold, soapy water on removing the natural oils on hands which grasp soils and bacteria. [6]

Antibacterial soap

Antibacterial soaps have been greatly promoted to a health-conscious community. No evidence for that using recommended antiseptics or disinfectants selects for antibiotic-resistant organisms in nature. Although, antibacterial soaps contain general antibacterial chemicals such as Triclosan, which has a wide list of resistant strains of micro-organisms. [6]

Solid soap

Because of its reusable character, may hold bacteria acquired from previous uses. However as the micro-organisms are rinsed off with the foam, it is implausible that any bacteria are transferred to users of the soap. [6]

Hand antiseptic

A hand sterilizer or hand antiseptic is a non-aqua-based hand hygiene mediator. Most of them are based on isopropyl alcohol or ethanol formulate which mixed with a thickening agent such as Carbomer , or humectant such as glycerin, or foam for easiness of use and to diminish the drying result of the alcohol. [6]

Alcohol-based hand sanitizers

They are almost entirely ineffective against Norwalk type viruses, the most general reason for contagious gastroenteritis.[6]

Ash or mud

This is also a disinfecting agent. WHO suggested ash or sand as option for soap when soap is not available. [6]


Importance of hand washing & when to wash hands


Importance of hand washing

Hand washing is like a vaccine that someone can do it yourself, which consist of five simple steps (Wet, Lather, Scrub, Rinse, Dry).Important to reduce the spread of diarrheal and respiratory illness therefore you can stay well. Habitual hand washing, mainly before and after certain activities, is one of the best ways to remove microorganisms, keep away from illnesses, and to reduce the spread of germs [1].


When to wash hands in day today life

Always wash your hands before; cooking food or eating, taking or giving medicine, &Inserting or removing contact lenses. [8]

Also wash your hands after: preparing food, specially raw meat or poultry, changing a diaper or using the toilet, touching an animal or animal toy, leashes or waste, blowing your nose, coughing or sneezing into your hand, caring for a sick or injured person, handling trash, household or garden chemicals, or anything that could be contaminated like cleaning cloth or soiled shoes & shaking hands with others. [8]


When to wash hands for health care workers

Beforeperforming invasive procedures like taking care of particularly susceptible patients such as those who are severely immunocompromised and newborns. [9]

Before and after touching wounds traumatic, surgical or related with an invasive device. [9]

Aftersituations during which microbial contamination of hands is probable to occur, especially those involving contact with mucous membranes, blood or body fluids, and body secretions or excretions ,touching dead sources that are likely to be contaminated with virulent or epidemiologically significant microorganisms; these sources contain on urine-measuring devices or secretion collecting apparatuses, taking care of an infected patient or one who is likely to be colonized with microorganisms of special clinical or epidemiologic importance, for example multiple-resistant bacteria and between contacts with different patients in high-risk units.[9]


Diseases occur due to bad hand hygien

Infections that may be transmitted through this route include hepatitis A, salmonellosis, shigellosis, giardiasis, enterovirus, campylobacteriosis and amebiasis. As these diseases are spread through the intake of even the little particles of fecal material, hand washing after using the toilet cannot drop be take easily.

“Influenza,streptococcus, respiratory syncytial virus (RSV) and the common cold” are diseases spread through indirect contact. As these diseases can be spread indirectly by hands contaminated by respiratory discharges of infected people, illness may be reduced by washing hands after coughing or sneezing and after shaking hands with someone who has been coughing and sneezing.

Microorganisms transmitted by one or more body substances such as urine, saliva or other moist body substance include cytomegalovirus, typhoid, staphylococcal organisms, and Epstein-Barr virus. These organisms may be transmitted from person to person or indirectly by contamination of food or inanimate objects such as toys. [10]

Alcohol rub sanitizers kill bacteria, multi-drug resistant bacteria (MRSA and VRE), tuberculosis, and some viruses like HIV, herpes, RSV, rhinovirus, vaccinia, and fungus and stop diseases. [9]

Thus, hexachlorophene and quaternary ammonium compounds are valuable for prophylaxis of staphylococcal infection but not of infection by Pseudomonas pyocyanea.[12]

Antibiotics such as neomycin and bacitracin, which are rarely administered systemically, may be applied as topical antiseptics. They should be used in combinations, or mixed with synthetic agents such as chlorhexidine, in order to minimize the risk of producing resistant strains. [12]

Recurrent furunculosis is usually the result of re infection from a carrier site on the patient’s body. Many nurses become carriers of ‘hospital’ staphylococci, and the furunculosis which in some hospitals causes a good deal of minor ill-health, is often a consequence of cross-infection. [12]


World hand washing day

Global hand washing day is October 15.

Global hand washing day is an annual global encouragement day devoted to expanding knowledge and understanding about the importance of hand washing with soap as a successful and inexpensive way to prevent diseases. It is an opening to design, test, and reproduce creative ways to encourage society to wash their hands with soap at important times.

The day was founded by the Global Public-Private Partnership for Hand washing. [7]


Disadvantages of hand washing

There are some disadvantages of hand washing, some products that used in hand washing can be affect to generate bad effects in hand washing.

Triclosan is an antibacterial agent which also has some antifungal and antiviral properties that contain in hand washing agents, researchers have found that it causes to change hormone balance in animals, also can lead to the development of antibiotic-resistant germs and can be harmful to the immune system.[11]

Sodiumlaureth Sulfate (SLS) and triclosan are two commen ingredients contain in hand washes which are responsible for most cases of contact dermatitis.

The SLS is a foaming agent used in many personal care products. As well as hand washing products, it contains in shampoo, shower gel, toothpaste; potentially in shortly whatever thing that foams. A small number of people are sensitive to SLS and may lead to skin dryness or contact dermatitis. [11]

Avon Products

Avon Products or GE Money America Case Study

From the Goldsmith & Carter textbook, select either the Avon Products (Chapter 1) or GE Money Americas (Chapter 6) case study for this assignment.

 

Write a five to seven (5-7) page paper in which you:

 

1.Provide a brief description of the status of the company that led to its determination that a change was necessary.

2.Identify the model for change theory typified in the case study of your choice. Discuss what led you to identify the model that you did.

3.Illustrate the types of evaluation information that were collected and how they are used to benefit the company.

4.Speculate about success of the changes within the next five (5) years and how adjustments could be made if the results become less than ideal.

5.Use at least five (5) quality academic resources in this assignment. Note: Wikipedia and other Websites do not quality as academic resources.

Your assignment must follow these formatting requirements:

 

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA or school-specific format. Check with your professor for any additional instructions.
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date.
  • The cover page and the reference page are not included in the required page length.

The specific course learning outcomes associated with this assignment are:

 

  • Explore how to identify and develop high-potential talent.
  • Analyze behavior change theories and their impact on talent management processes.
  • Determine the effects of leadership in the management of talent pools and the talent review process.
  • Use technology and information resources to research issues in talent management.
  • Write clearly and concisely about talent management using proper writing mechanics.

Explain what areas you would include in your presentation and why they are important.

Explain what areas you would include in your presentation and why they are important.

You are a health information management student who has been asked to summarize and explain the concept of database management to your class. Your presentation should last no more than 20 minutes and must include discussion of significant areas within this topic. Explain what areas you would include in your presentation and why they are important. Explain what areas you would emphasize and examine why they should be emphasized.

Your report should be 2- to 3-pages long (excluding the cover page and reference page), supported by the readings from Module 5 and at least two additional scholarly sources. The CSU-Global Library is a great place to find these sources! Ensure your paper adheres to CSU-Glo

Determine criteria to evaluate alignment of research components Describe role of acquired research knowledge and skills in advancing positive social change Apply APA Style to writing

Determine criteria to evaluate alignment of research components
Describe role of acquired research knowledge and skills in advancing positive social change
Apply APA Style to writing

In this last week, you bring your skills in critically evaluating research to a final discussion of what it means for the components of a research study to be logically connected. As you recall from previous weeks, this connection refers to alignment.

You also consider the social change implications of research. Engendering positive social change is at the core of Walden University’s mission. As future researchers and scholar-practitioners in your fields, you have likely had, and will continue to have, opportunities to apply your Walden learning experiences to making a difference in the lives of others.

This week, you will revisit the interrelationship among research components to determine the criteria for evaluating alignment. You will also consider the relationship between research and social change as you reflect on your newly acquired research knowledge and skills.

Learning Objectives

Students will:

Determine criteria to evaluate alignment of research components
Describe role of acquired research knowledge and skills in advancing positive social change
Apply APA Style to writing
Photo Credit: [monkeybusinessimages]/[iStock / 360]/Getty

Learning Resources

Required Readings

Walden University. (2015b). Social change. Retrieved from http://www.waldenu.edu/about/social-change

Optional Resources

Vogt, W. P., Gardner, D. C., & Haeffele, L. M. (2012). When to use what research design. New York, NY: Guilford Press.

Discussion: Alignment and Social Change

In the context of research, alignment and social change will be important topics to return to as you prepare for the next courses in the research sequence and continue your development as a scholar-practitioner.

Consider, for example, what criteria are used in your discipline to evaluate alignment of research components. And in what way will your future research contribute to your identity as scholar-practitioner who is dedicated to positive social change?

For this Discussion, you will consider criteria for evaluating alignment among the various components of a research study. You will also reflect on your role as a positive social change agent through research.