Activity 4EconomicsA community assessment begins with a basic windshield survey where each community subsystem is explored. Explore how economics may influence health and develop economic prevention strategies in relation to community health levels of prevention. Click on the Enter Sentinel City® and continue your virtual experience by taking a bus tour of Sentinel City®. Since this is your second tour, feel free to choose any bus speed and/or get off the bus at any time to walk around. As you take the tour, write down your observations, specifically focused on the subsystem: economics, note sign that indicate if the city is “thriving” or “surviving”. Meet with Mayor Hill to discuss the subsystem: economics. Compile your observations and any demographic information addressing each item listed in the first column of the rubric. You are encouraged to add other relevant characteristics you observe that may not be listed in the first column as you complete this activity. Reading and ResourcesHarkness & DeMarco (2016) Read Chapters 18 & 19Visit Scorecard: The Pollution Information SiteVisit CDC Minority Health: Other At Risk PopulationsAdditional Instructions:All submissions should have a title page and reference page.Utilize a minimum of two scholarly resources.Adhere to grammar, spelling and punctuation criteria.Adhere to APA compliance guidelines.Adhere to the chosen Submission Option for Delivery of Activity guidelines.Submission Options:Choose One:Instructions:Paper1 to 2-page paper. Include title and reference pages.Microsoft PowerPoint Presentation4 to 6 slides. Add title and reference slides.Follow Rules of 7.Other media (Prezi, etc.) presentation4 to 6 slides with speaker notes. Add title and reference slides.Follow Rules of 7.Video Presentation3 to 5-minute video presentation.Attach reference page or include in video.Professional appearance and background.Video submissions must include a script in Word format, submitted TableTable with appropriate columns and headers.Include title and reference pages.Graphs or other illustrationsGraphs or illustrations with appropriate labels. Include title and reference pages.PosterPoster utilizing any applicable poster template. Include visual graphics/images/other formats for visual appeal. Include appropriate title and references on poster.Note: Title and reference pages/slides do not count towards the count requirements.Population Health - Economics Description: The baccalaureate graduate nurse will apply leadership concepts, skills, and decision making in providing care in a variety of settings. Course Competencies: 1) Examine community health nursing roles within the core functions and essential services of public health. 7) Conduct a windshield survey. 9) Examine the role of the nurse in disaster preparedness, response, and recovery. QSEN Competencies: 1) Patient-Centered Care 4) Quality Improvement BSN Essential II Area Gold Mastery Silver Proficient Bronze Acceptable Acceptable Mastery not Demonstrated Observations Occupational groups: retail, industrial, farming, service, government, or tourism Which section(s) of the city are the occupational groups found? Signs of high or low unemployment Do people work in the community or travel to outside communities? All of the listed observations are clearly addressed and discussed in a comprehensive and detailed manner with 2 or more specific examples. Additional issues, not listed are addressed. Three or more of the listed observations are not present or discussed in depth Two or less of the listed observations are not present or discussed in depth Does not include observations How can economics influence health? Provide examples. Using levels of prevention, primary, secondary, tertiary, chose one issue and explain how you would address or apply it to each level as a community health nurse. How can economics influence health? Provide examples. Using levels of prevention, primary, secondary, tertiary, chose one issue and explain how you would address or apply it to each level as a community health nurse. How can economics influence health? Does not provide examples. Using levels of prevention, primary, secondary, tertiary, chose one issue and explain how you would address or apply it to each level as a community health nurse. How can economics influence health? Provide examples. Does not address section APA, Grammar, Spelling, and Punctuation No errors in APA, Spelling, and Punctuation. One to three errors in APA, Spelling, and Punctuation. Four to six errors in APA, Spelling, and Punctuation. Seven or more errors in APA, Spelling, and Punctuation. References Provides two or more references. Provides two references. Provides one references. Provides no references.

Fill out document that is attached with this question. Note: It is suggested that you perform this experiment with a minimum of one and a maximum of seven assistants who are able to follow the exact directions you will give them. If no assistants are available, the lab may be performed alone.ProcedureRead each of the following steps before beginning.Locate the 8 clear plastic 9 oz. cups provided in your kit and place the cups in a line.Pour the entire 30-mL bottle of sodium hydroxide (NaOH) into the first cup. The NaOH will act as the disease-causing microorganism.Use the tablespoon-size measuring spoon to add exactly 2 tablespoons of distilled water to each of the remaining 7 cups.Warn your assistant(s) that any of the cups may contain a strong base, NaOH. They must be very careful in handling all solutions.Have an assistant rearrange the cups without anyone else watching. Rearrange the cups yourself so that no one knows which cup holds the pathogen.Form a hypothesis about the number of cups that will contain the “disease-causing microorganism” at the end of this experiment. Record the hypothesis in Data Table 3.Make the following announcement to the assistant(s):“The following activity will simulate the spread of a disease-causing microorganism at a luncheon. One individual at the luncheon has contracted the disease within the previous 24 hours. However, this individual is unaware of the disease because they have not begun to exhibit symptoms. During the luncheon, many individuals are sharing and tasting the beverages and food. To simulate sharing of beverages at the luncheon, you will mix the beverage I am about to hand you with 3 different people. To mix beverages, carefully pour all of the contents of your cup into another person’s cup. The person with the full cup will then pour ½of their cup’s contents back into your cup. Share drinks with a total of 3 people. It is very important that no one actually drinks any of the “beverages.”Note: If you have only 1 assistant or are performing the exercise alone, this activity can be simulated by randomly mixing each beverage 1 time with 3 other cups, until each cup has been switched. Have the assistant(s) begin the exercise, mixing the solutions.When all solutions have been mixed, use scissors to snip off the tip of the phenolphthalein pipet.Carefully dispense 3 drops of phenolphthalein into each cup.Phenolphthalein will act as a test for the disease; pink indicates a positive test result. Identify which solutions test positive for the disease.Note: Phenolphthalein is an acid-base indicator which will change from colorless to pink at a pH between 8.2 – 10.0. In other words, phenolphthalein will turn pink in the presence of bases, such as NaOH.Complete Data Table 3, answering each of the following:The number of beverages at the luncheon.The number of people who arrived at the luncheon with a contagious disease.The percent of people who began the luncheon with the infectious disease; this is the number of people who began the exercise with a contagious disease divided by the number of beverages.The number of people who contracted the contagious disease by the end of the luncheon.The percent of people who contracted the contagious disease; this is the number of people who ended the exercise with a contagious disease divided by the number of beverages.Cleanup: