Advanced Pathophysiology Across the Lifespan

MN551 Advanced Pathophysiology Across the Lifespan

Question 1                         

A nurse practitioner is educating a patient with a recent diagnosis of diabetes about the roles that glucose and insulin play in the disease pathology and the fact that glucose must enter the cell in order to provide energy for the patient. The nurse practitioner knows that which of the following processes allows glucose to enter body cells

Osmosis

Facilitated diffusion

Active transport

Diffusion

Question 2                         

A student nurse practitioner asks her preceptor about the origins of different tissues, and their cellular origins during the process of development. Which of the following statements by the preceptor best describes the process of cell differentiation?

“Cells of the hematopoietic system produce the appropriate body cells that are required at each stage of development.”

“A single stem cell differentiates into approximately 200 different types of cells.”

“A fertilized ovum undergoes a series of divisions, yielding many different cell types.”

“Cells differentiate into necessary body cells, peaking after conception, and ceasing near the time of birth.”

Question 3                         

The nurse practitioner is seeing a client who has an acute exacerbation of Crohn’s disease. The NP recognizes the fact that the disease involves the inflammation and irritation of the intestinal lining. Which of the following types of tissue is most likely involved in the patient’s pathology?

Simple columnar epithelium

Glandular epithelium

Simple cuboidal epthelium

Stratified epithelium

 

Question 4                         

A nurse practitioner employed in a hospitalist notices that a patient is experiencing muscle atrophy following 2 weeks in traction after a motor vehicle accident. Which of the following factors has most likely contributed to the atrophy of the patient’s muscle cells?

High levels of insulin and IGF-1 in the patient’s blood during immobilization

Denervation of the affected muscles during the time of traction

A reduction of skeletal muscle use secondary to the traction treatment

Reduced oxygen consumption and cellular function that ensures muscle cell survival

 

Question 5                         

A 7-year-old boy is admitted to the hospital with a suspected diagnosis of lead toxicity. Which of the following assessment findings is most congruent with the patient’s diagnosis?

Decreased deep tendon reflexes

Hemoglobin 9.9 g/dL

Diffuse muscle pain

White blood cells (WBC) 11,000/mm3

Question 6                         

The NP is teaching a group of older adults about the value of including foods containing antioxidants in their diet. Which of the following statements best captures the rationale underlying the NPs advice?

Antioxidants inhibit the actions of reactive oxygen species (ROS).

Antioxidants prevent the formation of superoxide dismutase.

Antioxidants react nonspecifically with molecules.

Antioxidants prevent the occurrence of cell dysplasia.

Question 7                         

Which of the following statements most accurately conveys an aspect of cell injury due to impaired calcium homeostasis?

Normal intracellular calcium ion levels are higher than extracellular levels.

Ischemia and certain toxins cause a decrease in cytosolic calcium.

Injured cells tend to accumulate calcium.

Low calcium levels cause an activation of damaging enzymes.

 

Question 8                         

The NP is providing care for a 21-year-old female patient with gas gangrene of a compound fracture in her arm. Which of the following assessment findings would the nurse most reasonably expect to find when caring for a patient with a diagnosis of gas gangrene?

Inflammation of the affected tissue

A positive culture for Staphylococcus

Spreading edema

Impaired alveolar gas exchange

Question 9                         

A 45-year-old patient who experienced exposure to radiation during an industrial accident several years prior is being assessed. Which of the following phenomena may underlie the genetic changes that have been noted in the patient?

Base pairs may have been rearranged by the radiation exposure.

Endonucleases may have influenced the DNA structure following exposure.

Two paired bases may have exchanged helical positions after the accident.

The radiation may have produced redundant or degenerate genetic code.

 

Question 10                      

A child possesses a trait that is the result of the interaction of two different genes, neither of which could have produced the trait independently. Which of the following explanations best captures the genetic explanation for this?

The trait is an expression of multiple alleles.

Epistasis has dictated the phenotypic outcome.

The phenomenon is an example of polygenic inheritance.

The outcome is the result of the interaction between collaborative genes.

 

Question 11                      

A group of researchers has identified that the prevalence of two particular genetic disorders share a statistical correlation. Which of the following statements best conveys the genetic rationale for this situation?

There is likely a cause-and-effect relationship between the two genes responsible.

The chromosomes containing each gene are likely closely situated.

The genes causing each disorder are likely in the same section of the same chromosome.

The disorders likely share the same locus.

Question 12                      

A researcher is involved in the production of insulin through recombinant DNA technology. Which of the following statements could the researcher best provide as a rationale for her work?

The gene fragment responsible for insulin production can be isolated and reproduced.

Particular bacteria are capable of insulin production.

It is possible to reproduce the chromosome responsible for insulin production.

Recombination of DNA base pairs can result in a gene that will produce insulin.

 

Question 13                      

An infant who is four days postpartum has been diagnosed with a single-gene disorder. The parents of the child have a number of questions about the etiology of the health problem, which the physician is attempting to address in detail. Which of the following teaching points most accurately captures an aspect of single-gene congenital disorders?

Affected genes are present on autosomal chromosomes rather than sex chromosomes.

The majority of single-gene disorders manifest near the time of puberty.

A particular defect can be caused by mutations at one of several different loci.

Single-gene disorders are associated with existing rather than new mutations.

 

 

Question 14                      

A male patient of a nurse practitioner has an autosomal dominant disorder. The patient and his partner are considering starting a family. Which of the patient’s following statements indicates the patient has an adequate understanding of the genetic basis of this health problem?

“I know there’s no way of accurately determining the chance that my child will inherit the disease.”

“My children who don’t have the disease still run the risk of passing it on to their children.”

“I know that new genetic mutations won’t occur between generations.”

“I know that a single mutant allele is to blame for the health problem.”

 

Question 15                      

A 6-year-old girl with a diagnosis of Marfan syndrome is being assessed at a community health clinic. Which of the following assessments would be the health care professional’s lowest priority?

A test of the child’s visual acuity

A musculoskeletal assessment

Tests of kidney function

Cardiovascular assessment

Question 16                      

A new older female patient at a long-term care facility has a diagnosis of type 1 neurofibromatosis (NF-1). As part of the intake assessment protocol for the facility, the clinical educator is teaching the care staff about the diagnosis. Which of the following statements most accurately conveys an aspect of neurofibromatosis?

“The neurofibroma lesions are unsightly for the patient, but they are not painful.

“Her diagnosis puts her at higher risk of developing a malignant neoplasm.”

“She is living with an example of an autosomal recessive disorder.”

“The patient is likely to be photosensitive as a result of the disease.”

 

Question 17                      

As part of an orientation to a genetic counseling practice, a group of medical students is differentiating between autosomal recessive disorders and autosomal dominant disorders. Which of the following statements is true of autosomal recessive disorders?

 

They can manifest when present in one or both gene pairs.

There is a one in two chance of an affected child in each pregnancy with an affected mother.

They tend to have a more uniform symptomatology than autosomal dominant disorders.

The associated disorders are usually attributable to abnormalities in structural proteins.

Question 18      

Which of the following pregnant women has most likely encountered the greatest increase in the risk that her child will have a fetal anomaly?

A woman with diagnoses of syphilis and cirrhosis of the liver

A woman who has herpes simplex and recently recovered from endocarditis

A woman with chronic obstructive pulmonary syndrome and tuberculosis

A woman with diagnoses of insulin-dependent diabetes mellitus and peripheral neuropathy

 

Question 19                     

A 77-year-old male patient with a diagnosis of stomach cancer has been found to have metastases in his liver. The patient and his family are surprised at this turn of events, stating that they don’t see how he could have developed cancer in his liver. Which of the following facts would underlie the reply that the care team provides?

The parenchymal tissue of the liver is particularly susceptible to secondary malignancies.

The portal circulatory system brings venous blood from the gastrointestinal tract into the liver.

Hepatic stromal tissue shares characteristics with cancerous cells, including lack of anchorage dependence.

The proximity of the liver to the stomach allows for direct spread of cancerous cells due to a lack of contact inhibition.

 

Question 20                      

A woman is surprised to read on the Internet that certain infections can cause cancer and has sought clarification from her nurse practitioner during an office visit. How can the NP best respond to the woman’s query?

“Though it’s not particularly common, it’s true that certain bacteria and viruses can lead to cancer.”

“Most cancers that cannot be attributed to family history or lifestyle are in fact associated with viruses.”

“There are many viruses, but only a very few of them have been shown to cause cancer in humans.”

“This is true; for example, HIV has been shown to cause cancer in some patients.”

 

Question 21      

The family of a 68-year-old man who is in the end stages of small cell lung cancer is distraught at his visible body wasting that has worsened in recent weeks. Which of the following phenomena best accounts for the patient’s anorexia and cachexia?

Inadequate cellular metabolism of glucose results from tumor factors

High fat losses coupled with preservation of muscle mass exaggerate the appearance of wasting

Products of the tumor itself as well as a hypermetabolic state cause cachexia

Inadequate food intake due to symptoms and treatment results in loss of both muscle and fat

 

Question 22                      

The nurse practitioner working in occupational health has been asked to speak to a group of factory workers about the importance of wearing gloves when working with strong chemicals such as turpentine and paint thinner. Which of the following characteristics of cell membranes underlies the nurse’s teaching?

Cell membranes are impermeable to all but lipid-soluble substances.

Cell membranes have lipids that have a hydrophilic head and a hydrophobic tail.

Cell membranes contain receptors for hormones and biologically active substances.

Transmembrane proteins can pass through the cell membrane into the intracellular environment.

 

Application Of The Problem-Solving Model And Theoretical Orientation

The problem-solving model was first laid out by Helen Perlman. Her seminal 1957 book, Social Casework: A Problem-Solving Process, described the problem-solving model and the 4Ps. Since then, other scholars and practitioners have expanded the problem-solving model and problem-solving therapy. At the heart of problem-solving model and problem-solving therapy is helping clients identify the problem and the goal, generating options, evaluating the options, and then implementing the plan.

Because models are blueprints and are not necessarily theories, it is common to use a model and then identify a theory to drive the conceptualization of the client’s problem, assessment, and interventions. Take, for example, the article by Westefeld and Heckman-Stone (2003). Note how the authors use a problem-solving model as the blueprint in identifying the steps when working with clients who have experienced sexual assault. On top of the problem-solving model, the authors employed crisis theory, as this theory applies to the trauma of going through sexual assault. Observe how, starting on page 229, the authors incorporated crisis theory to their problem-solving model.

In this Final Case Assignment, using the same case study of JAKE LEVY, you will use the problem-solving model AND a theory from the host of different theoretical orientations you have used for the case study.

You will prepare a PowerPoint presentation consisting of 11 to 12 slides

To prepare:

  • Review and focus on the case study of JAKE LEVY
  • Review the problem-solving model, focusing on the five steps of the problem-solving model formulated by D’Zurilla on page 388 in the textbook.
  • In addition, review this article (ATTACHED): Westefeld, J. S., & Heckman-Stone, C. (2003). The integrated problem-solving model of crisis intervention: Overview and application. The Counseling Psychologist, 31(2), 221–239.
  • Identify the theoretical orientation you have selected to use.
  • Describe how you would assess the problem orientation of the client in your selected case study (i.e., how the client perceives the problem). Remember to keep the theoretical orientation in mind in this assessment stage.
  • Discuss the problem definition and formulation based on the theoretical orientation you have selected.
  • Identify and describe two solutions from all the solutions possible. Remember, some of these solutions should stem from the theoretical orientation you are utilizing.
  • Describe how you would implement the solution. Remember to keep the theoretical orientation in mind.
  • Describe the extent to which the client is able to mobilize the solutions for change.
  • Discuss how you would evaluate whether the outcome is achieved or not. Remember to keep the theoretical orientation in mind.
  • Evaluate how well the problem-solving model can be used for short-term treatment of this client.
  • Evaluate one merit and one limitation of using the problem-solving model for this case.

Your 11- to 12-slide PowerPoint presentation should follow these guidelines:

  • Each slide should be written using bullet points, meaning no long paragraphs of written text should be in the slides.
  • Include a brief narration of less than 30 seconds for each slide (i.e., the narration takes the place of any written paragraphs, while the bullet points provide context and cues for the audience to follow along).

Be sure to:

  • Identify and correctly reference the case study you have chosen.
  • Use literature to support your claims.
  • Use APA formatting and style.
  • Include the reference list on the last slide.
  • attachment

    PracticeCaseStudies-JAKELEVY.pdf
  • attachment

    Integratedproblemsolving.pdf
  • attachment

    SocialProblemSOlving.pdf

Relationship Between Purpose of Study and Data Analysis Techniques

Discussion 1: Relationship Between Purpose of Study and Data Analysis Techniques

In order to make decisions about the value of any research study for practice, it is important to understand the general processes involved in analyzing research data. By now, you have examined enough research studies to be aware that there are some common ways that data are reported and summarized in research studies. For example, the sample is often described by numbers of participants and by certain characteristics of those participants that help us determine how representative the sample is of a population. The information about the sample is commonly reported in tables and graphs, making use of frequency distributions, measures of central tendency, and dispersion. Information about the variables (or concepts) of interest when quantified are also reported in similar manner.

Although the actual data analysis takes place after data have been collected, from the initial planning of a research study, the researcher needs to have an awareness of the types of questions that can be answered by particular data analysis techniques.

For this Discussion, review the case study entitled “Social Work Research: Measuring Group Success.” Consider the data analysis described in that case. Recall the information presented in the earlier chapters of your text about formulating research questions to inform a hypotheses or open-ended exploration of an issue.

By Day 3

Post an explanation of the types of descriptive and/or inferential statistics you might use to analyze the data gathered in the case study. Also explain how the statistics you identify can guide you in evaluating the applicability of the study’s findings for your own practice as a social worker. Please use the resources to support your answer.

By Day 5

Respond to a colleague’s post by raising questions about the value of the evidence based on the quantitative or qualitative data analysis described by the classmate. Please use the resources to support your post.

Submission and Grading Information
Grading Criteria

To access your rubric:
Week 9 Discussion 1 Rubric

Post by Day 3 and Respond by Day 5

To participate in this Discussion:
Week 9 Discussion 1

Discussion 2: Statistical Significance and Variables

Research studies often compare variables, conditions, times, and/or groups of participants to evaluate relationships between variables or differences between groups or times. For example, if researchers are interested in knowing whether an intervention produces change in the desired direction, they will want to know whether the change is due to chance (statistical significance) or possibly due to the intervention. In this case, researchers could use a pre and post measurement of the same participants on the condition being treated, or they could compare a group of individuals who receive the intervention to a group that does not receive the intervention. Researchers could also compare two groups of individuals who receive different interventions. The rigor of the research design helps control for other factors that might account for the changes (e.g., time, conditions, group differences in other factors, etc.). To prepare for this Discussion, consider the concept of statistical significance.

By Day 5

Post your explanation of how the difference between statistical significance and the true importance (clinical significance) of the relationship between variables or the degree of difference between groups affect your practice decision making. Be sure to include an explanation of what statistical significance means. Include an example from a quantitative study that found statistically significant differences. Discuss whether the results of the study would—or should—influence your practice as a social worker. Please use the resources to support your answer.

By Day 7

Respond to a colleague’s post by suggesting how statistical significance can be used in his or her research and practice. Consider practical issues such as whether a social worker is looking for a treatment approach that might be more effective than what he or she has been using, whether the participants in the study are similar or different from the client the social worker is treating, or decisions about whether to continue a program. Please use the resources to support your answer.

Colleagues response for Discussion 1

Post an explanation of the types of descriptive and/or inferential statistics you might use to analyze the data gathered in the case study. Also explain how the statistics you identify can guide you in evaluating the applicability of the study’s findings for your own practice as a social worker. Please use the resources to support your answer.

Diane Sharkey RE: Discussion 1 – Week 9

Post an explanation of the types of descriptive and/or inferential statistics you might use to analyze the data gathered in the case study.

I would use frequency distribution as descriptive statistics for the total scores on the pretest questionnaire. It would include a column for depression, anxiety, and stress (Yegidis, Weinbach, & Myers, 2018). Additionally, I would create a pie graph/chart using this data to compare cumulative percentages (Yegidis et al., 2018). I would also use measures of variability by creating a box plot indicating the interquartile range of the data from each participant.

Regarding inferential statistics, certain bivariate tests would be useful to analyze the data gathered in the study. A T-test for dependent samples would be helpful to compare the results from pre and post test for participants in the support group (Yegidis et al., 2018). Finally, I would look for correlations between the three measured symptoms for each participant. For example, I would predict a positive correlation between symptoms meaning if measures of depression decreased, so would anxiety and stress (Yegidis et al., 2018).

Explain how the statistics you identify can guide you in evaluating the applicability of the study’s findings for your own practice as a social worker.

First, I would want a larger sample size before considering the study applicable or multiple studies conducted using the same method with different groups of participants. However, the statistics I identified would give me a clear representation regarding the efficacy of the group as multiple analyses are relevant. Furthermore, there are many different analyses I can do with the data that was collected. As a social worker, I can use the study’s findings to complete further research and as a starting point for implementing a similar group in my practice.

Discussion 2 Response

Respond to a colleague’s post by suggesting how statistical significance can be used in his or her research and practice. Consider practical issues such as whether a social worker is looking for a treatment approach that might be more effective than what he or she has been using, whether the participants in the study are similar or different from the client the social worker is treating, or decisions about whether to continue a program. Please use the resources to support your answer.

Angelica Wiggins RE: Discussion 2 – Week 9

Statistical significance is the likelihood that a relationship between two or more variables is caused by something other than chance. In research there are so many aspects that play a significant role that is necessary for accurate results in research. Per Yegidis, Weinbach & Myers (2018), “Statistical analysis plays an important role in the design of research, summarizing the distribution of variables within research data, estimating the characteristics of the population from which a sample was drawn, and drawing conclusions and interpretations about answers to research questions and the presence or absence of support for hypotheses.” So, in other words, it plays a significant role in the makeup of the research and it guides us on how to make decisions significant to the research.

As social workers, we can utilize statistical analysis when we are trying or planning on implementing a service for our clients. On a clinical level, this is significant as well because you would want the focus to emphasize on what works best for each client. Certain medicines or even treatment plans may not work with every individual, so researching what is client specific is important.

A quantitative study has been identified that focuses on relationship between African Americans, suicide and help-seeking behaviors amongst African American youth. The choice of research put emphasis on focus groups however the makeup of the group was very particular. The information gathered for each participant consisted of schooling, household makeup, socioeconomic status, community type and religion and the group was broken into male and female between the ages of 12- 18 (Molock et al., 2007).

This study would definitely influence my practice as a social worker because it displays the importance of one’s experience and ensuring that all possible means of the research are covered. This study covered both genders which are the makeup of the topic at hand. It did not limit information that was being gathered and that is vital.

What is a worldview?

#1

A worldview can be defined in a variety of ways, but all definitions generally describe what a culture believes and how it perceives the world around it.  Worldviews are influenced by culture, beliefs, values, surroundings, and traditions, to name a few.  Lloyd Kwast discusses worldview by answering the question, “What is real?”  He goes on to say, “This understanding of worldview as the core of every culture explains the confusion many experience at the level of beliefs.  One’s own worldview provides a system of beliefs which are reflected in his actual values and behavior.” [1]

Considering the worldview of another culture is essential when sharing the gospel because that is how people will understand and apply the teaching and principles of the Bible to their own lives and the lives of those around them.  The Bible was written for all people, throughout all ages.  Although the Scriptures were written in specific places to specific people, the theological principles apply to everyone.  But they need to be communicated effectively, relevant to a specific culture.

A person who lives in Los Angeles, California and a person who lives in Savannah, Georgia have almost two different cultures although they both live in the United States.  Each person probably does not have the same values, beliefs, or ways of doing things although they both live in the same country and both speak English.  So a minister shares the message of Christ in a way that each person will understand and therefore apply the teaching.  Imagine how much harder it must be in a foreign country where people don’t speak English, and live entirely different than we do in the States.  That is why worldview is so important.  We have to know and understand our audience.

#2

 

I feel that while sharing the gospel it is very important to understand and consider the worldview of people of all cultures. In order to consider all world views we must first understand what worldview truly is, Webster defines worldview as “a comprehensive view of the world and human life”. To put explain it another way I would say it is what one believes about the world itself and the human race to include the creation, current life and surroundings as well as death and what comes after death.

Reflecting on the example of the Zanaki people in the Hesselgrave article (Article 68), it is important to consider the worldviewof a person from another culture when sharing the gospel because we must accurately communicate with the people that are sent to us. The best way too do this is a two step method. Step one is to look at the culture of the scripture. The scripture is its own culture because we where not around when it was written, and it was written in another language that was translated for us. We must always remember the gospel has been given to us and 2 Timothy 2:15 says “Study to shew thyself approved unto God, a workman that needethnot to be ashamed, rightly dividing the word of truth.” The second culture is that of the people sent to help us. The article says “It is the intermediary role between culture of the bible and the missionary’s target culture, that constitutes the unusual opportunity of the missionary as an ambassador of Christ. If we do not consider everyone’s worldview then we end up only going on our own world view with no regards to anyone else and not properly conveying the word of God therefore failing in the mission we are there for.

Each reply must be at least 150 words (maximum 300 words). Each thread must contain at least 2 citations (1 from the Bible), and each reply must contain at least 1 citation.

Assessment At The Micro And Macro Levels

Assessment is a structured approach to gathering and analyzing information about the client system and their story. How is the assessment process different when the client system is an individual or family versus a community made up of individuals and families?

Assessment involves gathering the needed information in order to determine appropriate intervention. Thorough assessment allows social workers to identify the problems that need to be addressed. Complex social problems often mean that both the micro and macro level factors contribute to social work cases.

In this Discussion, you compare differences in the assessment stage at different practice levels.

By Day 3

Post:

  • Describe the assessment process as related to individuals and families.
  • Briefly identify the types of information it is important to gather.
  • Compare how assessment is similar and dissimilar at the macro level.
  • Explain how you would gather the needed information at the macro level.
  • Identify a situation where a client system (micro or macro) may be reluctant to engage in the assessment process.

International statistics using IBM analysis

Some commonly employed statistical analyses include correlation and regression. In this assignment, you will practice correlation and regression techniques from an SPSS data set.

 

General Requirements:

 

Use the following information to ensure successful completion of the assignment:

 

  • Review “SPSS Access Instructions” for information on how to access SPSS for this assignment.
  • Access the document, “Introduction to Statistical Analysis Using IBM SPSS Statistics, Student Guide” to complete the assignment.
  • Download the file “Bank.sav” and open it with SPSS. Use the data to complete the assignment.
  • Download the file “Census.sav” and open it with SPSS. Use the data to complete the assignment.

 

Directions:

 

 

 

Perform the following tasks to complete this assignment:

 

  1. Locate the data set “Bank.sav” and open it with SPSS. Follow the steps in section 10.15 Learning Activity as written. Answer questions 1-3 in the activity based on your observations of the SPSS output.Type your answers into a Word document. Copy and paste the full SPSS output including any supporting graphs and tables directly from SPSS into the Word document for submission to the instructor. The SPSS output must be submitted with the problem set answers in order to receive full credit for the assignment.
  2. Locate the data set “Census.sav” and open it with SPSS. Follow the steps in section 11.16 Learning Activity as written. Answer questions 1, 2, 3, and 5 in the activity based on your observations of the SPSS output. Type your answers into a Word document. Copy and paste the full SPSS output including any supporting graphs and tables directly from SPSS into the Word document for submission to the instructor. The SPSS output must be submitted with the problem set answers in order to receive full credit for the assignment.

SPSSAccessInstructions.docx RES866.7P5CL_introduction_to_statistical_analysis_using_ibm_spss_statistics.pdf Census.sav Bank.sav 

  • attachment

    spssaccessinstructions.docx
  • attachment

    res866.7p5cl_introduction_to_statistical_analysis_using_ibm_spss_statistics3.pdf

Comparing And Contrasting Followership And Servant Leadership In The Army

Topic: Abortion Should be Legal in the US

Purpose: This goal of this speech is for you to deliver a persuasive speech that convinces your audience to accept your position on a current and controversial topic. You will use this skill in the workplace to persuade others to support your point of view (i.e. pitching a product, gaining a client).

Task: In this 5-7—minute speech, you will select a topic and persuade your audience to adopt your point of view on a current and controversial topic. You should use Monroe’s Motivated Sequence organizational pattern for this speech. Each of the 5 steps in Monroe’s Motivated Sequence should be identifiable in your speech. You will need to do research in order to prepare and develop this speech. You should back up your thoughts with supporting material. You should cite at least 5 sources using APA style both verbally in your speech and in your outline. Three sources should be academic and two can be non-academic. An outline is required for this speech. Please use the Persuasive Speech Outline Template to write your outline.

  • attachment

    SPC2608PersuasiveSpeechOutlineTemplate.pdf

    Topic: Abortion Should be Legal in the US

    Purpose: This goal of this speech is for you to deliver a persuasive speech that convinces your audience to accept your position on a current and controversial topic. You will use this skill in the workplace to persuade others to support your point of view (i.e. pitching a product, gaining a client).

    Task: In this 5-7—minute speech, you will select a topic and persuade your audience to adopt your point of view on a current and controversial topic. You should use Monroe’s Motivated Sequence organizational pattern for this speech. Each of the 5 steps in Monroe’s Motivated Sequence should be identifiable in your speech. You will need to do research in order to prepare and develop this speech. You should back up your thoughts with supporting material. You should cite at least 5 sources using APA style both verbally in your speech and in your outline. Three sources should be academic and two can be non-academic. An outline is required for this speech. Please use the Persuasive Speech Outline Template to write your outline.

    • SPC2608PersuasiveSpeechOutlineTemplate.pdf

Realism Impressionism And Modern World

 

 First Table:

  1. For each era, identify an artifact that depicts one of the characteristics provided.
  2. Explain which characteristic you think it represents, and why.

Second Table:

 

  1. In the first column, identify creators from the twentieth and twenty-first centuries who you think made important contributions to art and culture in the form of humanities artifacts that impacted society.
  2. Identify one of the artifacts they created (in the second column) and the medium of the artifact (in the third column). Recall from Fundamentals of Human Culture that mediums can include dance, literature, sculpture, visual arts, architecture, music, performance, and so forth. Then, explain why you believe the creator felt the need to express their ideas (in the fourth column).

For example, if one of the people you chose was John Lennon, you could identify one of his songs and discuss how the song relates to examples of his social activism.

Once you have completed the second table, answer the question presented at the bottom of the page: What differences do you notice between the artifacts from each era? Reflecting on what you have learned in this theme, where do you think those differences stemmed from?

  • attachment

    HUM100WorksheetRealismImpressionismandtheModernWorldRubric.pdf
  • attachment

    HUM100WorksheetRealismImpressionismandtheModernWorld.docx

Abdomen Male and Female Genitourinary

Unit 7: Abdomen, Male and Female Genitourinary, and Anus/Rectum

Assignment

Focus Exam- Abdominal Pain

Conduct a focused exam for Esther Park, a Digital Standardized Patient who presents with abdominal pain. Interview the patient, assess the related body systems, produce a differential diagnosis, and then report to your preceptor. Start to finish, this assignment takes an average of 45 minutes to complete.

Download a certificate of completion by clicking on “Lab Pass” on the results page for your chosen attempt, and then “Print Lab Pass.” You may need to change your destination printer to “Save as PDF.” Save the file to your computer. When you are ready to submit your Assignment, click the Dropbox tab and select this unit’s basket from the dropdown menu, then attach your file. Submit your work before midnight on the last day of the Unit.

Unit 7: Abdomen, Male and Female Genitourinary, and Anus/Rectum

Assignment

Focus Exam- Abdominal Pain

Conduct a focused exam for Esther Park, a Digital Standardized Patient who presents with abdominal pain. Interview the patient, assess the related body systems, produce a differential diagnosis, and then report to your preceptor. Start to finish, this assignment takes an average of 45 minutes to complete.

Download a certificate of completion by clicking on “Lab Pass” on the results page for your chosen attempt, and then “Print Lab Pass.” You may need to change your destination printer to “Save as PDF.” Save the file to your computer. When you are ready to submit your Assignment, click the Dropbox tab and select this unit’s basket from the dropdown menu, then attach your file. Submit your work before midnight on the last day of the Unit.

Development of organizational code of conduct

Around nine in the morning on April 24, 2013, Rana Plaza, an 8-story building in Savar, Bangladesh, collapsed catastrophically in a hail of twisted concrete, steel, and sewing machinery. At the time, more than three thousand garment workers were on duty in five separate factories, located on the building’s third to eighth floors. 1,134 workers, most of them young women, were killed, and more than 2,500 others were injured, many seriously. It was the worst industrial disaster in the history of the garment industry. Several dozen U.S. and European retailers and brands—including Walmart, Benetton, H&M, the Gap, Inditex, and Loblaw—were at the time or had recently sourced products from one of the Rana Plaza garment factories. In the wake of the collapse, these companies and others that had contracted production to suppliers in the low-wage, fast-growing, and notoriously unsafe Bangladeshi garment industry faced an urgent challenge: What should they do now, after Rana Plaza? This case enables students to explore the causes of and responsibility for the collapse of Rana Plaza and to evaluate various courses of action for Western apparel companies doing business in Bangladesh.

  1. Who was responsible for the      collapse of Rana Plaza, and why do you think so? In your answer, please      address the responsibility, if any, of the building owner, factory owners,      Bangladeshi government, U.S. and European governments, Bangladeshi workers      and their advocates, clothing customers, and apparel retailers and brands      in the United States, Canada, and Europe. 
  1. What could be taken now to      reduce the chances of a similar tragedy occurring in the future? In your answer, please consider what      actions, if any, the various individuals and groups mentioned in Question      1 could take. 
  1. Of the various options you mentioned in response to      Question 2, which do you think is most likely to be effective, and why?
  1. Develop a typology of corporate strategies to prevent worker abuse      by contractors in complex supply chains (e.g., put political pressure on      local governments to develop stronger regulations; develop codes of      conduct).