“The Most Disastrous and Fatal Epidemic”

During the Russian influenza pandemic, which reached the United States in late 1889, US public health officials attempted to document the number of deaths associated with this disease outbreak. A historical perspective illuminates the complex categories used to classify deaths from influenza-associated diseases; substantial changes in weekly, monthly, and yearly death totals; and thoughtful efforts by health officials to measure the epidemic as it happened. The 1114 influenza deaths reported by the Connecticut State Board of Health in the 3 years after the January 1890 outbreak must be supplemented by the notable increases in the number of deaths from respiratory diseases, which elevates the likely toll to more than 7000 deaths during the epidemic. Whereas historians of public health have primarily examined efforts to control communicable diseases, this case study of mortality statistics reported by town officials and analyzed by the Connecticut State Board of Health demonstrates how officers of the local boards of health also responded to unexpected outbreaks of a familiar disease such as influenza. Understanding how organizations measured influenza-associated mortality illustrates an important stage in the development of American public health and also makes an important contribution to studying pandemics in history.

Strategic Leadership

The purpose of this chapter is to discuss the process of building and developing ethnic studies courses, particularly the Mexican American and African American Studies Curriculum for Texas high schools. Dr. Lawrence Scott and the Honorable Marisa Perez-Diaz will discuss their contributions in the passage and implementation of Ethnic Studies courses, particularly as it relates to the African American Studies and Mexican American Studies Courses now offered for high schools around the State of Texas. This chapter explores the inception of both courses, the development, and the process of gaining consensus and concessions for both courses. Both courses were unanimously passed by the Texas State Board of Education (SBOE), but did see some challenges throughout the process. Dr. Lawrence Scott and Texas State Board of Education Member Marisa Perez-Diaz will also discuss how they employed varying leadership styles, in collaboration with stakeholders from around Texas to help establish, pass, and implement the Mexican American and African American Studies Courses in Texas.

PENTINGNYA DIAGNOSA KEPERAWATAN DALAM ASUHAN KEPERAWATAN

Sebagai suatu aspek yang terpenting dalam proses keperawatan, perumusan diagnosa keperawatan ini sangatlah vital untuk dilakukan. Pernahkan kita mendengar beberapa diagnosa keperawatan pada pasien. Diagnosis Keperawatan merupakan keputusan klinik tentang respon individu, keluarga dan masyarakat tentang masalah kesehatan aktual atau potensial, dimana berdasarkan pendidikan dan pengalamannya, perawat secara akontabilitas dapat mengidentifikasi dan memberikan intervensi secara pasti untuk menjaga, menurunkan, membatasi, mencegah dan merubah status kesehatan klien. Diagnosis keperawatan ditetapkan berdasarkan analisis dan interpretasi data yang diperoleh dari pengkajian keperawatan klien. Diagnosis keperawatan memberikan gambaran tentang masalah atau status kesehatan klien yang nyata (aktual) dan kemungkinan akan terjadi, dimana pemecahannya dapat dilakukan dalam batas wewenang perawat. Proses keperawatan telah diidentikan sebagai metoda ilmiah keperawatan untuk para penerima tindakan keperawatan. Kebanyakan sekolah-sekolah keperawatan sekarang memasukkan proses keperawatan sebagai sautu komponen dari konsep kerja konsepatual mereka. National Council of State Broads of Nursing menggunakan proses keperawatan sebagai dasar untuk Registered Nurse State Board Test Pool Examination (NCSBN). Pertanyaan –pertanyaan yang berhubungan dengan tindakan keperawatan dalam menangani kedaan pasien yang bervariasi disajikan sesuai dengan lima langkah dari proses keperawatan.

Education

This chapter studies Article IX of the Colorado Constitution, on public schools. Sections 1 and 15 establish the basic structure for administration of the state’s schools. Section 1 provides for an elected State Board of Education. Section 15 authorizes the general assembly to create school districts “of convenient size” and provides for an elected board of education for each, which “have control of instruction in the public schools of their respective districts.” Section 16 forbids the legislature and the State Board of Education from prescribing public school textbooks. Section 2 requires free public schools open to all residents between ages six and twenty-one. Sections 3, 4, 5, 9, and 10 concern the state public school fund and trust lands. Section 17 sets minimum levels of financial support for schools. Section 8 bans the teaching of sectarian tenets or doctrines in public schools and the use of religious criteria in hiring teachers or admitting students. Section 11 empowers the general assembly to require school attendance or education by other means.

Great Outdoors Colorado

This chapter explores Article XXVII of the Colorado Constitution, titled “Great Outdoors Colorado.” The article was added in 1992 to earmark all state lottery proceeds for wildlife, parks, and outdoor recreation. It was adopted in reaction to legislative allocations of lottery proceeds to other purposes. Section 1 established and defined the program. Section 2 created the Great Outdoors Trust Fund with detailed rules for its revenues. Section 3 allocates lottery proceeds among the Trust Fund, the Division of Parks and Recreation, and the Conservation Trust Fund. Section 5(1) vests exclusive control of the Trust Fund in the State Board of the Great Outdoors Colorado Trust Fund, established and defined by Section 6.

Cuneiform Tablets from Shmet from the Excavation Season of 2001

In 2001–2002, the Iraqi State Board of Antiquities and Heritage undertook excavations at the site of Shmet in the Umma region, thereby uncovering a large residential quarter. This article presents the first six cuneiform tablets from the first excavation season at the site, dating to the Presargonic and Ur III periods. The god names mentioned support the identification of Shmet with the ancient city of Ki.anki.