PLEASE RESPOND TO THE FOLLOWING POSTS WITH 1-2 PARAGRAPHS
POST 1
Lisa is a 19-year-old female who presents to the clinic c/o abnormal vaginal discharge for one week after having unprotected vaginal intercourse with a new male partner she has been dating for a couple of weeks. Lisa’s pregnancy test is negative and her LMP was 2 weeks ago. As her health care provider, you will need to perform testing to determine if Lisa has contracted a sexually transmitted infection or other vaginal infection.
Chief Complaint: Abnormal vaginal discharge for one week
HPI: This is a 19 y/o F presenting to the clinic today with abnormal vaginal discharge for one week after having unprotected vaginal intercourse with a new male partner. The pregnancy test in the office is negative. She reported her LMP 2 weeks ago.
PMH:
Medical- no past medical history
Surgical- no past surgical history
Hospitalizations- no past hospitalizations
Allergies- NKDA
Immunizations- Up to date on Immunizations
Social History- She is currently sexually active with new partners with whom she has been seeing for two weeks.
Current Medications:
No current medications
Review of Systems (ROS):
Systemic: Negative for malaise, fever or chills
HEENT: Negative for headache, sinus congestion or vision changes.
GI: Positive for abdominal pain and tenderness.
GU/ Reproductive: Positive for dysuria, vaginal discharge, burning with urination, vaginal irritation. Patient denies history of STIs. Denies multiple sex partners.
Skin: Denies lesions, rash, and open wounds.
Neuro/psych: Denies mood changes and suicidal ideations.
Objective/Assessment
Temp: 98.5 F, Blood Pressure: 124/78 mm Hg, HR: 78/min, RR: 19/min, BMI: 25.42 Index, Ht: 62 in, Wt: 139 lbs, Oxygen sat %: 97 on room air
Systemic: Well-nourished and in no acute distress.
HEENT: Normocephalic, PERRLA
GI: Abdomen is soft and tender on palpation.
GU/ Reproductive: Internal genitalia with creamy thick and malodorous discharge.
(Diagnosis/ICD10 Code/Plan )
A64 Unspecified sexually transmitted disease
Plan: Wet prep, DNA probe to rule out STI. Urinalysis and culture to rule out UTI.
Treatment: Flagyl 500 mg PO BID for seven days of culture results come back positive for common STIs such as Trichomonas. Doxycycline 100mg orally BID for 7 days if positive for chlamydia.
Education: Educated patient on safe sex practices and using barrier methods for reducing the risk of STIs. Educated patient on potential complications associated with STIs such as the development of PID. Educated patient that her partner may need to be treated and tested for STI. Patient also educated on remaining abstinent during treatment course.
References:
A guide to taking a sexual history. (2023). https://www.cdc.gov/std/treatment/sexualhistory.ht…
Links to an external site.
FAAN, I.M.A.P.A.A. F. (2023). Women’s Healthcare in Advanced Practice Nursing (3rd ed.). Springer Publishing LLC. https://online.vitalsource.com/books/9780826167224
U.S. Centers for Disease Control and Prevention (CDC), California Department of Public Health (CDPH), & American College of Obstetricians and Gynecologists (ACOG). (2023). Screening guidelines for sexually transmitted infections (STIs), viral hepatitis, and tuberculosis (TB) in California Correctional/Detention Facilities [Report]. https://www.cdph.ca.gov/Programs/CID/DCDC/CDPH%20D…
POST 2
CC: Tina is a 27-year-old female who presents to the clinic complaining of a painful burning sensation in her left labial area for 3 days. She reports recently having unprotected vaginal intercourse with a new male partner. Upon examination, you note fluid-filled vesicles on the left labia minora that are painful to touch.
Write a brief SOAP note regarding this patient. Make sure to include your answers to these questions in your SOAP note.
Subjective:
ROS
CONSTITUTIONAL: denies fever, chills, fatigue
NECK: denies painful or swollen nodes.
ENDOCRINE: denies tremor/palpitations/heat or cold intolerance/unusual fatigue; denies polyuria/polydipsia/polyphagia
RESPIRATORY: denies cough/sputum/SOB/chest pain.
CARDIOVASCULAR: denies CP/SOB/palpitations/edema.
GASTROINTESTINAL: denies constipation/nausea/vomiting/diarrhea/blood in stool.
BREASTS: denies pain/tenderness/lumps/masses/nipple discharge.
GENITOURINARY: denies dysuria/frequency/vaginal bleeding/blood in urine/incontinence/abnormal vaginal discharge/vaginal dryness/dyspareunia
Confirms painful burning sensation in her left labial area for 3 days;
Ask about smoking, drinking, and drug use.
Ask about how many partners she has and sexual habits.
Ask about pattern of period.
Ask about STIs.
Ask about what she does for work.
Ask if she feels safe.
Ask when her last PAP smear was.
Ask if she has any kids.
Inquire about any recent weight changes, stressors, or lifestyle modifications that could contribute to irregular menstrual cycles.
Assess for any menstrual pain or discomfort associated with oligomenorrhea.
PSYCHIATRIC: denies depression/anxiety.
OBJECTIVE
Vitals:
WNL
EXAM
GENERAL: Well-developed, well-nourished, alert and cooperative, and appears to be in no acute distress.
NECK: Neck supple, non-tender without lymphadenopathy, masses or thyromegaly.
CARDIAC: Normal S1 and S2. No S3, S4 or murmurs. Rhythm is regular. There is no peripheral edema, cyanosis or pallor. Extremities are warm and well perfused. Capillary refill is less than 2 seconds. No carotid bruits.
LUNGS: Clear to auscultation and percussion without rales, rhonchi, wheezing or diminished breath sounds.
BREASTS: No masses, tenderness, asymmetry, nipple discharge or axillary lymphadenopathy.
PELVIC: Normally developed external female genitalia with fluid filled vesicles on the L labia painful to touch.
Explain what POCT you will you order and perform and discuss your rationale for ordering and performing each test.
- A direct swab of vesicular lesions (within 72 hours of onset) (Mathew & Sapra, 2023)
- HSV serotyping (Mathew & Sapra, 2023)
- Gonorrhea and chlamydia (Mathew & Sapra, 2023)
- HIV (Mathew & Sapra, 2023)
- Pregnancy test (Mathew & Sapra, 2023)
Rationale: A direct swab of the vesicular lesions can provide a more accurate result compared to HSV serotyping as the HSV serotyping detects for antibodies making it hard to create a timeline of the infection. It’s important to also test for G&C and HIV because it can co-exist.
Assessment/ Diagnosis:
Diagnosis: ICD 10 B00 Herpesviral infections
Rationale: The patient presents with what seems as a primary infection with painful genital ulcers and sores which are signs of HSV2. She also stated that she has a new partner, which increases risk of new STIs (Mathew & Sapra, 2023).
Any other diagnosis or differential diagnosis you would like to add?
Diffrential diagnosis:
Syphilis
Chancroid
Plan:
What will you prescribe for this patient? Why? (assume one of your lab test results is positive)
Primary herpes genitalis: 3 x 400 mg tablets PO daily for 7 to10 days (Mathew & Sapra, 2023).
This medication is an antiviral that has low side effecs and can be tolerated for long periods of time. This suppressive treatment can prevent or delay 80% of recurrences and reduce shedding by greater than 90% (Mathew & Sapra, 2023).
Explain treatment guidelines and side effects including any possible side effects of the medication and treatment(s), partner notification, and follow-up plan of care.
Educate the patient about potential side effects, including nausea, headache, and dizziness (Mathew & Sapra, 2023). Advise her to notify you if any adverse reactions occur. Partner notification: Encourage Tina to inform her recent sexual partner about her diagnosis, as they may also require testing and treatment.
Return to clinic if symptoms do not resolve with medication.
What patient education is important to include for this patient? (Consider when can the patient resume sexual activity)
Provide information about safe sex practices, including condom use to reduce the risk of transmission (Mathew & Sapra, 2023). Advise Tina to abstain from sexual activity until the lesions have healed completely and symptoms have resolved (Mathew & Sapra, 2023).
Explain complications that can occur if patient does not comply with treatment regimen.
Please refer to evidence-based guidelines to support your decision-making.
Tina should complete the full course of antivirals to prevent recurrent outbreaks and complications. Educate patient on safe sex practices to avoid spreading (Mathew & Sapra, 2023).
touchstone 4- persuasive speech outline
/0 Comments/in Writing /by bonniejecintaQUESTION
Touchstones are projects that illustrate your comprehension of the course material, help you refine skills, and demonstrate application of knowledge. You can work on a Touchstone anytime, but you must complete this unit’s assessments before you submit it. Once you’ve submitted a Touchstone, it will be graded and counted toward your final course score.
Touchstone 4: Persuasive Speech Outline
ASSIGNMENT: For this Touchstone, you will outline a 5–7 minute persuasive speech that you will present on a topic of your choice later in Touchstone 5. The speech can be for any context, but it must be persuasive. Below is a list of example speech occasions and purposes for inspiration, if needed.
Type of Persuasive SpeechPurposeExamplesOf FactPersuade the audience that a certain fact or truth is valid and accurate.
Eating a plant-based diet is healthier than a meat-based diet (or vice versa).
Too much screen time will impact sleep quality.
Renewable energy is more beneficial than nonrenewable energy.
Of ValueConvince the audience that something is right or wrong, moral or immoral, or better or worse than another thing.
The need for honesty and integrity in professional relationships.
The importance of education on personal and societal growth.
The benefits of forgiveness and letting go of grudges in terms of healing.
Of PolicyAdvocate a change or persuade the audience to support a particular course of action or policy.
The benefits or disadvantages of paid parental leave to support working families.
Why you should or shouldn’t drive an electric vehicle.
The benefits or disadvantages of increasing the minimum wage.
To prepare to deliver this persuasive speech on a topic of your choice, you will first create a 3–5 page outline of the main components of your speech.
Download the submission template below, which further breaks down the steps involved in this assignment. You will return the completed template as your Touchstone submission.
Touchstone 4 Template
Touchstone 4 Sample
In order to foster learning and growth, all work you submit must be newly written specifically for this course. Any plagiarized or recycled work will result in a Plagiarism Detected alert. Review Touchstones: Academic Integrity Guidelines for more about plagiarism and the Plagiarism Detected alert. For guidance on the use of generative AI technology, review Ethical Standards and Appropriate Use of AI.
Persuading Your Audience
Step 1: Select Persuasive Topic/Issue
Your speech should be consistently persuasive in nature. Identify your audience, purpose, and thesis.
Today, there are many different debates being had all around the world about topics that affect our personal, professional, civic, and/or academic lives. Some of these debates have been such hot topics for so long that it has become very difficult to add to the conversation with new and original ideas or stances to take. To move beyond this trend, we have created a list of topics that may not be used for this Touchstone. Feel free to access a tutor if you would like support choosing a topic for this essay.
Please AVOID choosing any of the following topics:
Abortion Rights
Climate Change
Fad Diets (e.g., Keto, etc.)
Funding/Defunding Law Enforcement
Gender Affirming Care
Immigration
Legal Alcohol/Tobacco Age
Legalization of Marijuana
Social Media’s Impact on Mental Health
Universal Healthcare
Vaccines
Choosing to write about any of the above topics will result in a non-passing score.
Refer to the following lessons for support:
Informative and Persuasive Speeches
Choosing and Developing a Good Topic
Definition and Goals of Persuasive Speeches
The Psychology and Ethics of Persuasion
Types of Persuasive Speeches
Sample Persuasive Speech
Step 2: Plan Speech
Plan your speech, considering what your introduction, main points, and conclusion will include. Gather information and evidence to support your main points and thesis. Determine what persuasive strategies you will use (ethos, pathos, and/or logos).
Type of AppealPurposeExampleEthosTo appeal to an audience by establishing one’s credibility or authority on a topicShare professional qualifications, research, or publications relating to your topic to create confidence in you as a speaker.PathosTo appeal to an audience by influencing their emotionsCreate empathy by sharing stories, showing pictures, or using analogies to illustrate a need or an impact.LogosTo appeal to an audience using logic, reasoning, or evidence that supports a claimProvide data, statistics, charts, and tables to support your point.
Refer to the following lessons for support:
Gathering Information
Sources of Information: The Library
Sources of Information: The Internet
Evaluating Sources
Components of a Speech
Using Appeals in Persuasive Speeches: Pathos
Using Appeals in Persuasive Speeches: Ethos
Using Appeals in Persuasive Speeches: Logos
Step 3: Outline Speech
Using the Touchstone 4 Template, outline your speech, which should include an introduction, body (main points), conclusion, and transitions. Your outline should be 3–5 pages, excluding the reference page.
3a. Develop General Premise
Constructing a presentation will require that you begin by developing your goal and translating it into a general premise you will state to your audience.
The Role of the Conclusion
3d. Fill In Transitions
Prior to delivering your presentation, your final step will be to develop transitions that lead your audience between parts of the presentation and between distinct main ideas. Take the final step of filling in transitions seriously. Transitions play an important role in the success of your speech.
The Role and Use of Transitions
Think of an effective way to incorporate at least one visual aid that will be relevant to your purpose and message and will enhance your speech, whether that is in the introduction, the body, the conclusion, or even in a transition.
Highlighting the Main Points
Be sure to include a reference list of sources you have used to prepare your speech. List these sources using APA style on the reference page in the template.
ESOC 211 COLLABORATING
/0 Comments/in Writing /by bonniejecintaQUESTION
eSoc 211 Unit 2 Project
Evaluative Book Review and Reflective Cover Memo
The Book Review Assignment
In 2015, Geoff Colvin posited that “humans are underrated” and there were things that “high achievers know that brilliant machines never will.” However, with the rapid expansion of artificial intelligence available to both the consumer and corporation, are Colvin’s theories still relevant today? We want you to weigh in! Book reviews are an excellent way to begin publishing and circulating your ideas with a wider audience. Working within the genre of the book review will help you to hone your abilities to summarize the overall arguments of Geoff Colvin’s book and to examine their claims to significance today. Model reviews, which I have provided from other reviewers, showcase the genre of the evaluative book review in action.
For any reviewer the primary task is to establish the criteria you will use to evaluate the object under examination (be it a restaurant, a movie, a car, a national park, or a technical product). If this is your first book review, perhaps it is best to frame your review as an extended Amazon review of Colvin’s book. Consider the audience for this review to be a general reader who may have taken an online collaboration class like ours, not necessarily an academic audience.
An invitation to Experience Collaboration
You are invited to work in pairs on your review. I will not assign you to groups or teams, but I do encourage you to pair together to work smarter and not harder on this assignment. I do ask that you let me know if you have found a collaborative partner for the book review project via the ‘Find a Collaborative Partner for Major Unit Assignments’ D2L discussion space. You and your partner will submit identical work to the D2L Dropbox and will receive identical grades.
Overview of the Book Review Assignment
Think of the body of the book review as two parts: 1) an intelligent summary of the content, and 2) your reaction to the content. The summary portion should be no more than 1/3 of the writing, You can structure the review as you see fit within the following expectations:
With an introduction which sets up the book review and summary of your reaction (i.e., your main point or thesis).
With a body summarizing the chapters, each followed by a reaction. An alternative organization for the body could be a summary of the whole book followed by a lengthier reaction to it.
With a well-written conclusion that does not introduce new information, but rather summarizes the main points of the review and leaves the reader thinking.
Book Review Assignment Specifics
Before the introduction you should include bibliographic information of the source (title, author, publisher, date, etc.). In the introduction you will include an explanation of the following:
The author’s main purpose in writing the book.
The intended audience for the book.
Further strategies for situating a book review introduction can include indications of your or the book’s point-of-view, commentary regarding the book’s overall style, or signposting commentary on how you will proceed with, outline, or approach your review of the book.
Your thesis must posit whether or not you would recommend this book to others and why.
The summary is an objective recalling of the main points of the chapters without your reaction focus instead on the techniques (e.g. QUESTION, case study presentation, narration, exposition, argument) that the author uses to support his thesis.
In the reaction portion of your review, you should describe how the book affected you. Focus on what you find convincing, interesting, surprising, well written, confusing, revealing, debatable, etc. Explain why you found it so, and try to relate it to your own life, school, and work experiences and understandings as support for these reactions. If you strongly disagree with the author’s points or arguments, you must try to provide factual counterevidence, not just a rant or your opinion. Always use evidence from the text under review or other texts and provide citations with specific page numbers.
The reflective cover memo is designed for easy reading and quick assessment. It should include the following five paragraphs in numbered Q&A format:
An abstract of your book review in one paragraph.
One paragraph on why you selected a specific book review you did as a model to imitate with details about that review and what specific moves you mimicked. Include all bibliographic information of the model review (title, author, publisher, date, etc.) that inspired your review.
One paragraph on how you have framed your review to appeal to the audience and the target venue that you have selected for publication. What are the submission and publication guidelines for the journal or venue to which you will submit your review of Colvin’s book?
One paragraph where you use the model review as a point of comparison for assessing the overall approach you adopted in your own review. Do you recommend mimesis as an invention strategy reviewers need in their toolkit? If you chose not to imitate another reviewer’s form closely, provide a rationale for why you structured your review the way you did.
A cover memo does not require a formal conclusion; however, please close your memo with an analysis on the overall effectiveness of your review. What do you think you did best in your review? What aspect of your review will you continue to develop before you send it out for publication?
Contemporary Issues in Asian American Communities
/0 Comments/in Humanities /by bonniejecintaQUESTION
1
Reflect on one of the following concepts
1. Orientalism
2. Migration
3. Transnationalism
4. Race
In your own words, explain what your chosen concept means. Why is it relevant or important to the study of Asian Americans? Use two quotes and cite at least 1 of the course readings.
Use approximately 500 words. Choose two quotes the readings that best support your argument. Correctly cite the quote in your response. Citations do not count toward the word count.
Post a short essay (600 words) in response to the thread prompt. Use academic language, proper citation, and good writing style in these short writing assignments.
Grading Rubric for Discussion Board (50 points total for both post and response)
Up to 40 points for Post
40 Excellent writing style, organization, argument, and support (with a well-chosen quote with proper citation of reading and page number). No more than 20% of post was quoted material. The essay was engaging and interesting, answered all prompt questions, incorporated terms and concepts from class, and free of typos, poor grammar, and lack of capitalization.
35 Good writing style, organization, argument, and support (with a well-chosen quote with improper citation of reading) but one or more elements missing.
30 Satisfactory writing style, organization, argument, and support (with a quote, could have been better selected)
25 Needs Improvement
0 No post
Up to 10 points Response to another student
10 Satisfactory completion, thoughtful and well-written
5 Needs improvement or unsatisfactory completion, not thoughtful or well-written
Paper 1: Book Review (2-3 pages, double-spaced, 12-point font)
Espiritu, Yen Le. Asian American Panethnicity: Bridging Institutions and Identities. Philadelphia: Temple University Press, 1993. https://csu-dh.primo.exlibrisgroup.com/permalink/01CALS_UDH/1vc4mkk/cdi_globaltitleindex_catalog_335945901Links to an external site.
Lowe, Lisa. The Intimacies of Four Continents. Durham: Duke University Press, 2015. https://csu-dh.primo.exlibrisgroup.com/permalink/01CALS_UDH/18hbp0r/alma991007556680002905Links to an external site.
Srinivasan, Priya. Sweating Saris: Indian Dance as Transnational Labor. Philadelphia: Temple University Press, 2012. https://csu-dh.primo.exlibrisgroup.com/permalink/01CALS_UDH/18hbp0r/alma991004733909702901Links to an external site.
Wu, Ellen. The Color of Success: Asian Americans and the Origins of the Model Minority. Princeton: Princeton University Press, 2014. https://csu-dh.primo.exlibrisgroup.com/permalink/01CALS_UDH/18hbp0r/alma991072204998402901Links to an external site.
Xiong, Yang Sao. Immigrant Agency: Hmong American Movements and the Politics of Racialized Incorporation. Newark: Rutger University Press, 2022. Contact Professor for a copy of the book.
Yuh, Ji-Yeon. Beyond the Shadow of Camptown: Korean Military Brides in America. New York: New York University Press, 2002. https://csu-dh.primo.exlibrisgroup.com/permalink/01CALS_UDH/18hbp0r/alma991067596330502901Links to an external site.
3
Preliminary Research Outline
Provide a tentative thesis statement for your research project. List the Digital Archives you will be using. Provide an outline of what each section of your research paper will include.
4
Final Research Essay
Paper 2 (Final Project): Research Essay: (5-6 pages, double-spaced, 12-point font)
Students will conduct a research project on a chosen Asian American community or a theme or framework from the course materials. The student must conduct a literature review of relevant works related to their chosen topic. Students must draw upon one or more of the provided Digital Archival Collections (see below) and utilize 4 different sources from the provided archives. Students must develop a clear and concise thesis statement, demonstrate that their argument is supported by the literature, and provide evidence which supports their thesis. Students are encouraged to draw on their Book Review essay to help frame their paper.
A Preliminary Research Outline describing what the students will discuss in their essay must be submitted to the Professor.
Please be sure to following the provided Guidelines for the Final Paper
List of Archival Collections:
Asian American Art Oral History ProjectLinks to an external site.
Calisphere: Asian AmericansLinks to an external site.
The Chinese American Experience: 1857-1892Links to an external site.
CSU Japanese American Digitization ProjectLinks to an external site.
Densho ProjectLinks to an external site.
Hmong Oral History Project Links to an external site.
Korean American Digital ArchiveLinks to an external site.
Texas Tech University: Vietnam Center & Sam Johnson Vietnam ArchiveLinks to an external site.
Viet Stories: Vietnamese American Oral History ProjectLinks to an external site.
A- to A+ Excellent effort and result. Includes a thesis statement with a strong, convincing argument that explains why and is supported by the course material. Demonstrates thoughtfulness of the student’s own analysis and of the main points of the course. Very clear, accurate statements, arguments, and summarization; university-level grammar and sentence structure; well-organized paper, meeting word requirement; conclusive language with active voice and relevant, specific vocabulary. Includes properly cited sources with a bibliography. Resources: Center for Learning and Academic Support Services and Chicago Manual of Style (Notes and Bibliography).
B- to B+ Very good to good. Clarity and accuracy need some improvement; sentence-level structure sometimes lacking, with a few grammatical mistakes; paper organized yet not entirely cohesive; unsure voice occasionally inconclusive, sometimes passive and in need of more appropriate, specific vocabulary.
D- to D+ Lack of clarity, statement and arguments inaccurate; poor, substandard grammar and sentence structure; poorly organized paper, perhaps not meeting word requirement; poor use of language without integral voice, some excess of non-essential ‘padding’ and predominance of non-specific vocabulary.
F Very little clarity with poor statements, weak and inaccurate arguments; unacceptably poor grammar and sentence structure; poorly organized paper perhaps not meeting word requirement; very poor use of language and with no consistent voice, dominated by non-essential ‘padding’ and lacking specific vocabulary.
public speaking topic 1 persuasive speech outline
/0 Comments/in Writing /by bonniejecintaQUESTION
Touchstone 4: Persuasive Speech Outline
ASSIGNMENT: For this Touchstone, you will outline a 5–7 minute persuasive speech that you will present on a topic of your choice later in Touchstone 5. The speech can be for any context, but it must be persuasive. Below is a list of example speech occasions and purposes for inspiration, if needed.
Type of Persuasive SpeechPurposeExamplesOf FactPersuade the audience that a certain fact or truth is valid and accurate.
Eating a plant-based diet is healthier than a meat-based diet (or vice versa).
Too much screen time will impact sleep quality.
Renewable energy is more beneficial than nonrenewable energy.
Of ValueConvince the audience that something is right or wrong, moral or immoral, or better or worse than another thing.
The need for honesty and integrity in professional relationships.
The importance of education on personal and societal growth.
The benefits of forgiveness and letting go of grudges in terms of healing.
Of PolicyAdvocate a change or persuade the audience to support a particular course of action or policy.
The benefits or disadvantages of paid parental leave to support working families.
Why you should or shouldn’t drive an electric vehicle.
The benefits or disadvantages of increasing the minimum wage.
To prepare to deliver this persuasive speech on a topic of your choice, you will first create a 3–5 page outline of the main components of your speech.
Download the submission template below, which further breaks down the steps involved in this assignment. You will return the completed template as your Touchstone submission.
Touchstone 4 Sample
Organizing Your Persuasive Speech
Persuading Your Audience
A. Directions
Step 1: Select Persuasive Topic/Issue
Your speech should be consistently persuasive in nature. Identify your audience, purpose, and thesis.
Today, there are many different debates being had all around the world about topics that affect our personal, professional, civic, and/or academic lives. Some of these debates have been such hot topics for so long that it has become very difficult to add to the conversation with new and original ideas or stances to take. To move beyond this trend, we have created a list of topics that may not be used for this Touchstone. Feel free to access a tutor if you would like support choosing a topic for this essay.
Please AVOID choosing any of the following topics:
Death Penalty / Capital Punishment
Euthanasia / Assisted Suicide
Fad Diets (e.g., Keto, etc.)
Funding/Defunding Law Enforcement
Gender Affirming Care
Immigration
Paying Student Athletes
Second Amendment Rights (i.e., Gun Control)
Social Media’s Impact on Mental Health
Universal Healthcare
Vaccines
Choosing to write about any of the above topics will result in a non-passing score.
Refer to the following lessons for support:
Informative and Persuasive Speeches
Choosing and Developing a Good Topic
Definition and Goals of Persuasive Speeches
The Psychology and Ethics of Persuasion
Types of Persuasive Speeches
Sample Persuasive Speech
Step 2: Plan Speech
Plan your speech, considering what your introduction, main points, and conclusion will include. Gather information and evidence to support your main points and thesis. Determine what persuasive strategies you will use (ethos, pathos, and/or logos).
Type of AppealPurposeExampleEthosTo appeal to an audience by establishing one’s credibility or authority on a topicShare professional qualifications, research, or publications relating to your topic to create confidence in you as a speaker.PathosTo appeal to an audience by influencing their emotionsCreate empathy by sharing stories, showing pictures, or using analogies to illustrate a need or an impact.LogosTo appeal to an audience using logic, reasoning, or evidence that supports a claimProvide data, statistics, charts, and tables to support your point.
Refer to the following lessons for support:
Gathering Information
Sources of Information: The Library
Sources of Information: The Internet
Evaluating Sources
Components of a Speech
Using Appeals in Persuasive Speeches: Pathos
Using Appeals in Persuasive Speeches: Ethos
Using Appeals in Persuasive Speeches: Logos
Step 3: Outline Speech
Using the Touchstone 4 Template, outline your speech, which should include an introduction, body (main points), conclusion, and transitions. Your outline should be 3–5 pages, excluding the reference page.
Establishing Credibility: Topic, Thesis, and Main Points
Introducing the Topic, Thesis, and Main Points
The Role of the Conclusion
Prior to delivering your presentation, your final step will be to develop transitions that lead your audience between parts of the presentation and between distinct main ideas. Take the final step of filling in transitions seriously. Transitions play an important role in the success of your speech.
The Role and Use of Transitions
Think of an effective way to incorporate at least one visual aid that will be relevant to your purpose and message and will enhance your speech, whether that is in the introduction, the body, the conclusion, or even in a transition.
Highlighting the Main Points
Be sure to include a reference list of sources you have used to prepare your speech. List these sources using APA style on the reference page in the template.
Review the rubric to ensure that you understand how you will be evaluated.
Step 5: Review Checklist and Requirements
Review the checklist and requirements to ensure that your Touchstone is complete.
Work part 2 EFAS
/0 Comments/in Business & Finance /by bonniejecintaQUESTION
Objective: Develop an External Factors Analysis Summary (EFAS)
What are external factors?
External factors are those the firm has NO control over. I will be doing reality checks when reading your work, asking, “Does the firm control this activity or not?” For instance, a firm has control over the price it chooses to charge, but they don’t have control over whether or not that price is acceptable to the ultimate consumer.
What do you have to do?
Fill in the table in TemplateSA-EXH 1-EFAS.docx available in this location and Course Resources. The table has five columns: External Factors, Weight, Rating, Weighted Score, and Comments.
Use short names for the factors, but flesh them out in the comments so they make sense when you approach them later on.
The textbook is clear enough to work on all columns but the Comments. Your comments make all the difference in the quality of the EFAS.
Use the template for Exhibit 1 – EFAS
Use the Template EFAS as the template for your work. Ensure that your format displays correctly and is readable. Do NOT copy from the text or from the Template EFAS text! Use your own critical analysis and critical thinking. The template is provided to assist you with the layout–i.e., make it easy for you to construct the chart. The template also gives you a good idea of the appropriate explanations required in the Comments blocks about the why an SF, potential quantified impact, how weighted, and how rated.
Comments Column
Comments are expected to be 4-5 sentences in length and depth and offer a clear explanation of the strategic factor (SF) in 4 aspects:
Why it is a strategic factor (SF); (1-2 sentences only)
A quantified estimate of the potential impact (QPI) of the SF; (1 sentence only)
How you assign the weight; (1 sentence only) and
How you assign the rating. (1 sentence only)
Keep the 4-5 sentences of your Comments in order for clarity and ease of understanding. The recommended order is: Why SF comments; QPI comments; Weight comments; and finally Rating comments.
How to write the Why SF and QPI comments: For the Why SF, explain WHY you selected this SF, WHY it is important to your firm, and WHAT is the potential impact on the firm in the future.
For the QPI comments, estimate the potential impact on the firm in the future in a quantitative manner using some metric: sales, revenues, costs, market share, profits, logistics pipeline, CSI, etc. Express the quantitative potential impact (QPI) in Dollars $$. If you express the potential impact in $$, that makes each strategic factor comparable against the other strategic factors. And expressing the impact in sales makes them even more easily comparable. Make sure you are making significant estimates based on the size of your company based on annual revenue values in your 5-Y financials. You develop this estimate.
The monetary value of the QPI is useful to compare the strategic factors and rank them in relevance. Ranking them will help you to assign the Weights (2nd column in the table) to each strategic factor. Use a positive analysis (quantitative) rather than a normative analysis (feelings, desires). Focus on what is the potential gain for your SF opportunities or the potential loss from an SF threat in the future. History lessons are not needed nor applicable. You should estimate and predict the impact in the future. Be creative.
Don’t develop future actions or alternatives here in the EFAS about how a firm may, or should take action on a particular SF. The brainstorming development of those alternative actions comes with the TOWS Analysis that we will start presenting in Module 4.
To assign ratings, provide an explanation of how well, or how badly, the firm is handling each specific external SF RIGHT NOW not in the future or not in the distant past but right now. Use the scale of 1 5, poor to outstanding; comparing the firm’s performance against the industry standard rating of 3. Give a logical explanation of why the rating you have assigned is what it is. Do they handle it well or are they lost? Are they performing in average way as other competitors are? Remember the industry average performance is rated at 3.
HINT: To focus your thinking on addressing how well your firm is handling each SF, understand what the 1-5 scale means and then use your rating number from the rating column with matching words (low, average, above average, high, etc) in your rating sentence.
Example of a good comments block:
SF – International Growth Opportunities in SE Asia, Japan, and Korea
This SF was selected because of its very significant potential impact on profit growth. Successful expansion into overseas markets could potentially result in doubling the size of OPC to a firm with $800M in sales per year and an increase in profits from $50M to $100M per year. This SF is weighted highest at .25 since expanding internationally is vital to the future survival of OPC in light of worldwide competitors and markets. I rated this low at 2.5 since OPC does not have any international experience or markets at this time.
Point of View
Remember to keep your decision-making at the strategic level –the Big Picture level. You are acting at the CEO/SVP level. But you are also acting at the lower levels to brainstorm, generate alternatives, perform critical analysis, and make recommendations to the CEO/SVP levels. The decision-maker CEO/SVP decides on the most important strategic factors.
Education & Teaching Question
/0 Comments/in Humanities /by bonniejecintaQuestion
Assignment one-It is beneficial to observe management styles in multiple classrooms as a teacher candidate and as a new teacher. Observing different management styles and student behaviors will help you develop effective classroom management.
Allocate at least 5 hours in the field to support this field experience.
In Clinical Field Experience B, you had the opportunity to observe and interview in birth to preschool environments. For this field experience, you will observe management styles and student behaviors in school-age classrooms. You will also work with your mentor teacher to get feedback on your classroom management plan.
For the first part of your field experience, share the rough draft of your Classroom Management Plan with your mentor teacher. Ask your mentor teacher to provide feedback on the strengths of your plan and any areas that could be improved or expanded upon.
Following your discussion, observe the classroom management strategies and routines of two K-3 grade classrooms. Consider observing an age/grade level different from that of your mentor teacher’s class. During your observations, take note of established rules, routines, and any other strategies the teachers use to help create a safe and supportive classroom environment. Observe student behavior and take note of any atypical behavior and how the teachers manage these behaviors.
Following the observations, interview each teacher about their management plan and philosophy. Interview questions could include:
How did you develop your classroom management plan?
Were you able to choose your own classroom management plan/model and behavior management system?
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.
Assignment two- Throughout this course, you have been completing assignments to create a classroom management plan. You will continue to add elements to and revise the rough draft you completed in Topic 3 to compile your final plan in Topic 7.
Ongoing observations and assessments provide the chance to gather real-time data pertaining to students’ behavior and social-emotional skills. It also allows educators the opportunity to model, guide, and shape the behaviors of young children. Determining the data to be collected and the most appropriate collection methods are the first steps in deciding what additional behavioral support students may need, and where instruction or practices may need to be modified. After the data is collected, the challenge becomes organizing and documenting the information gathered, and determining how to communicate the information gathered for possible interventions.
Research best practices regarding the different ways of gathering behavioral data, both formally and informally. Create a 3-5 minute video for early childhood special education professionals about behavioral data collection. Write a 250-word outline for your video to include the following information that would be valuable to your peers:
Describe how the collection and analysis of behavioral data can assist in maintaining a positive classroom environment for all students.
Describe the benefits of three different methods of documenting and organizing observed behavioral data with one method being a technology tool.
Explain the importance of collaborating with families in the process of collecting data about students’ home environment and family dynamics. Provide specific examples.
While APA Style format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
Assignment three-Functional behavior assessment is an approach to determining the reason behind a student’s behavior, also known as the function of the behavior. Behavioral data is collected and a hypothesis about the function that the behavior is serving for the student is made. Once the FBA is complete, interventions can be developed in a behavior intervention plan.
Allocate at least 5 hours in the field to support this field experience.
Work with your mentor teacher to identify a student who needs extra guidance and support with behavior in the classroom. Ask your mentor teacher to provide you with any documentation and information on the student’s behavioral concerns. Discuss what the teacher knows about the student’s family life, academic performance, cultural background, etc. Spend a minimum of two hours observing the student. Complete the “Functional Behavior Assessment Template” based on the data provided by your mentor teacher, discussion with your mentor teacher, and your observations. Remember to use a pseudonym when completing the template. Share your observations and template with your mentor teacher and ask for feedback on any areas you were unable to complete or need more information on.
Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class.
In 150-250 words, summarize the information collected in the “Functional Behavior Assessment Template.”
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.
Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form to the digital classroom in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.
art 100 fa
/0 Comments/in Writing /by bonniejecintaQUESTION
Assignment Goals:
Memento Mori, Remember Death will come.
Ok, Ok, I know no one likes to think about their own death too much, especially now after the recent global pandemic. It’s morbid right? Well, only sort of because death is something catches up with everyone eventually. After all, you just read an entire chapter in the textbook about how humans have dealt with the process of death through the creation of art.
The goal this week is to think about death a little bit and respond to they idea that we all will have to leave this plane of existence eventually. So, how would you deal with it? What kinds of things have you already experienced in your own experience that relate to death?
There is also one thing I do know about death for sure, those that love us will miss us. So, how do you want those that matter to you to remember you when you eventually, a really long time from now, die?
For example, I am a little older, so both my parents have already passed on. My mother died when I was very young, I was only thirteen when she passed away. My mother hid her cancer from everyone until it became impossible to ignore. My father died in 2019 (so in my 40’s). My father suffered from a prolonged series of illnesses related to a spinal surgery he had in 2014. So I had more time to prepare for his passing. They both chose cremation over burial, and celebrations of life over funerals. They wanted our family to remember them in a way that celebrated them in life and not focus on the events of their passing. But this is just one example, everyone will come to this assignment with experience that effect what you write a little differently.
I am aware that this is a sensitive topic, so please respond to each other in a respectful and empathetic manner.
Instructions:
Describe your ideas about your wish surround your death (how you would like to orchestrate your end of life ceremony) in 3 parts using illustrative images.
List a minimum of 3 specific ideas that are personal and individually tailored to your wishes and beliefs.
All of your ideas must be related to an example from the week’s chapter reading. Describe how something you learned this week relates to the three personalized ideas, plus image examples, remember to be specific.
Provide specific visual examples of how your ideas are related to the art of this specific section of the textbook.
Provide the a total of 3 image(s) embedded within your discussion.
Give feedback to your classmates by replying to a minimum of four peer posts. For more information see the Guide to Group Discussion Posting and Replies
Prompt Guidelines:
For this weeks’ topic, let’s imagine how we’d like to “leave this mortal coil,” to “make our exit,” or to “start pushing up the daisies.” The chapter reading(s) for this section give us ample examples and suggestions, a kind of blueprint, for how we could image this.
These range from the personally eccentric examples laid out in the “Going out BIG” section, to the monumental markers on an architectural scale laid out in the section on “Ego,” or would you prefer to be physically preserved forever for all to see?
Food for Thought:
Are there special items that you’d like to accompany your corpse? Maybe it’s that favorite light saber, lucky hat, wedding ring, your baseball card collection, an important religious object, or that 1967 Chevy Camero with white leather interior?
Or would you select a burial, in your favorite car perhaps, in a custom Kane Kwei-style coffin shaped like a chicken, or in a giant crypt with your favorite 60” television, with a full bar and a butler, or with any of the other things you need in the afterlife?
Do you want a ritualized celebration honor with fireworks, dancing, or the Pope, or any other religious figure’s, blessing?
These examples are all rooted in ancient traditions, the art of which, is covered in this chapter. These practices predate our contemporary traditions, but they inform many that exist today. Keep in mind that these scenarios are imaginary, so be as creative as possible.
Written Analysis – Essay Format:
All writing must utilize complete sentences that form coherent, organized thoughts and ideas, utilize proper grammar, and be completed at a college level to earn credit. I realize we live in a world of texts, emojis, and tweets and they are totally fine in other areas of your life, but in a college classroom, they just don’t provide enough information to fully explore ideas.
When preparing to post, please feel free to use the outline below help structure your essay:
Part A:
Textbook inspiration: Describe an example from the textbook that relates to your idea, based on your personal life experience. What you think matters to us, so don’t be afraid to share.
Image A (Not from the textbook): I want to see how something covered in the chapter inspired your ideas about your future planning. So if you want a crazy coffin shaped like a ship from Guardians of the Galaxy, share the image(s) that inspired you.
Part B:
Textbook inspiration: Describe an example from the textbook that relates to your idea, based on your personal life experience. What you think matters to us, so don’t be afraid to share.
Image B (Not from the textbook): I want to see how something covered in the chapter inspired your ideas about your future planning. So if you want a crazy coffin shaped like a ship from Guardians of the Galaxy, share the image(s) that inspired you.
Part C:
Textbook inspiration: Describe an example from the textbook that relates to your idea, based on your personal life experience. What you think matters to us, so don’t be afraid to share.
Image C (Not from the textbook): I want to see how something covered in the chapter inspired your ideas about your future planning. So if you want a crazy coffin shaped like a ship from Guardians of the Galaxy, share the image(s) that inspired you.
responses
/0 Comments/in Health Medical /by bonniejecintaQUESTION
PLEASE RESPOND TO THE FOLLOWING POSTS WITH 1-2 PARAGRAPHS
POST 1
Lisa is a 19-year-old female who presents to the clinic c/o abnormal vaginal discharge for one week after having unprotected vaginal intercourse with a new male partner she has been dating for a couple of weeks. Lisa’s pregnancy test is negative and her LMP was 2 weeks ago. As her health care provider, you will need to perform testing to determine if Lisa has contracted a sexually transmitted infection or other vaginal infection.
Chief Complaint: Abnormal vaginal discharge for one week
HPI: This is a 19 y/o F presenting to the clinic today with abnormal vaginal discharge for one week after having unprotected vaginal intercourse with a new male partner. The pregnancy test in the office is negative. She reported her LMP 2 weeks ago.
PMH:
Medical- no past medical history
Surgical- no past surgical history
Hospitalizations- no past hospitalizations
Allergies- NKDA
Immunizations- Up to date on Immunizations
Social History- She is currently sexually active with new partners with whom she has been seeing for two weeks.
Current Medications:
No current medications
Review of Systems (ROS):
Systemic: Negative for malaise, fever or chills
HEENT: Negative for headache, sinus congestion or vision changes.
GI: Positive for abdominal pain and tenderness.
GU/ Reproductive: Positive for dysuria, vaginal discharge, burning with urination, vaginal irritation. Patient denies history of STIs. Denies multiple sex partners.
Skin: Denies lesions, rash, and open wounds.
Neuro/psych: Denies mood changes and suicidal ideations.
Objective/Assessment
Temp: 98.5 F, Blood Pressure: 124/78 mm Hg, HR: 78/min, RR: 19/min, BMI: 25.42 Index, Ht: 62 in, Wt: 139 lbs, Oxygen sat %: 97 on room air
Systemic: Well-nourished and in no acute distress.
HEENT: Normocephalic, PERRLA
GI: Abdomen is soft and tender on palpation.
GU/ Reproductive: Internal genitalia with creamy thick and malodorous discharge.
(Diagnosis/ICD10 Code/Plan )
A64 Unspecified sexually transmitted disease
Plan: Wet prep, DNA probe to rule out STI. Urinalysis and culture to rule out UTI.
Treatment: Flagyl 500 mg PO BID for seven days of culture results come back positive for common STIs such as Trichomonas. Doxycycline 100mg orally BID for 7 days if positive for chlamydia.
Education: Educated patient on safe sex practices and using barrier methods for reducing the risk of STIs. Educated patient on potential complications associated with STIs such as the development of PID. Educated patient that her partner may need to be treated and tested for STI. Patient also educated on remaining abstinent during treatment course.
References:
A guide to taking a sexual history. (2023). https://www.cdc.gov/std/treatment/sexualhistory.ht…
Links to an external site.
FAAN, I.M.A.P.A.A. F. (2023). Women’s Healthcare in Advanced Practice Nursing (3rd ed.). Springer Publishing LLC. https://online.vitalsource.com/books/9780826167224
U.S. Centers for Disease Control and Prevention (CDC), California Department of Public Health (CDPH), & American College of Obstetricians and Gynecologists (ACOG). (2023). Screening guidelines for sexually transmitted infections (STIs), viral hepatitis, and tuberculosis (TB) in California Correctional/Detention Facilities [Report]. https://www.cdph.ca.gov/Programs/CID/DCDC/CDPH%20D…
POST 2
CC: Tina is a 27-year-old female who presents to the clinic complaining of a painful burning sensation in her left labial area for 3 days. She reports recently having unprotected vaginal intercourse with a new male partner. Upon examination, you note fluid-filled vesicles on the left labia minora that are painful to touch.
Write a brief SOAP note regarding this patient. Make sure to include your answers to these questions in your SOAP note.
Subjective:
ROS
CONSTITUTIONAL: denies fever, chills, fatigue
NECK: denies painful or swollen nodes.
ENDOCRINE: denies tremor/palpitations/heat or cold intolerance/unusual fatigue; denies polyuria/polydipsia/polyphagia
RESPIRATORY: denies cough/sputum/SOB/chest pain.
CARDIOVASCULAR: denies CP/SOB/palpitations/edema.
GASTROINTESTINAL: denies constipation/nausea/vomiting/diarrhea/blood in stool.
BREASTS: denies pain/tenderness/lumps/masses/nipple discharge.
GENITOURINARY: denies dysuria/frequency/vaginal bleeding/blood in urine/incontinence/abnormal vaginal discharge/vaginal dryness/dyspareunia
Confirms painful burning sensation in her left labial area for 3 days;
Ask about smoking, drinking, and drug use.
Ask about how many partners she has and sexual habits.
Ask about pattern of period.
Ask about STIs.
Ask about what she does for work.
Ask if she feels safe.
Ask when her last PAP smear was.
Ask if she has any kids.
Inquire about any recent weight changes, stressors, or lifestyle modifications that could contribute to irregular menstrual cycles.
Assess for any menstrual pain or discomfort associated with oligomenorrhea.
PSYCHIATRIC: denies depression/anxiety.
OBJECTIVE
Vitals:
WNL
EXAM
GENERAL: Well-developed, well-nourished, alert and cooperative, and appears to be in no acute distress.
NECK: Neck supple, non-tender without lymphadenopathy, masses or thyromegaly.
CARDIAC: Normal S1 and S2. No S3, S4 or murmurs. Rhythm is regular. There is no peripheral edema, cyanosis or pallor. Extremities are warm and well perfused. Capillary refill is less than 2 seconds. No carotid bruits.
LUNGS: Clear to auscultation and percussion without rales, rhonchi, wheezing or diminished breath sounds.
BREASTS: No masses, tenderness, asymmetry, nipple discharge or axillary lymphadenopathy.
PELVIC: Normally developed external female genitalia with fluid filled vesicles on the L labia painful to touch.
Explain what POCT you will you order and perform and discuss your rationale for ordering and performing each test.
Rationale: A direct swab of the vesicular lesions can provide a more accurate result compared to HSV serotyping as the HSV serotyping detects for antibodies making it hard to create a timeline of the infection. It’s important to also test for G&C and HIV because it can co-exist.
Assessment/ Diagnosis:
Diagnosis: ICD 10 B00 Herpesviral infections
Rationale: The patient presents with what seems as a primary infection with painful genital ulcers and sores which are signs of HSV2. She also stated that she has a new partner, which increases risk of new STIs (Mathew & Sapra, 2023).
Any other diagnosis or differential diagnosis you would like to add?
Diffrential diagnosis:
Syphilis
Chancroid
Plan:
What will you prescribe for this patient? Why? (assume one of your lab test results is positive)
Primary herpes genitalis: 3 x 400 mg tablets PO daily for 7 to10 days (Mathew & Sapra, 2023).
This medication is an antiviral that has low side effecs and can be tolerated for long periods of time. This suppressive treatment can prevent or delay 80% of recurrences and reduce shedding by greater than 90% (Mathew & Sapra, 2023).
Explain treatment guidelines and side effects including any possible side effects of the medication and treatment(s), partner notification, and follow-up plan of care.
Educate the patient about potential side effects, including nausea, headache, and dizziness (Mathew & Sapra, 2023). Advise her to notify you if any adverse reactions occur. Partner notification: Encourage Tina to inform her recent sexual partner about her diagnosis, as they may also require testing and treatment.
Return to clinic if symptoms do not resolve with medication.
What patient education is important to include for this patient? (Consider when can the patient resume sexual activity)
Provide information about safe sex practices, including condom use to reduce the risk of transmission (Mathew & Sapra, 2023). Advise Tina to abstain from sexual activity until the lesions have healed completely and symptoms have resolved (Mathew & Sapra, 2023).
Explain complications that can occur if patient does not comply with treatment regimen.
Please refer to evidence-based guidelines to support your decision-making.
Tina should complete the full course of antivirals to prevent recurrent outbreaks and complications. Educate patient on safe sex practices to avoid spreading (Mathew & Sapra, 2023).
Aquifer Groin Pain
/0 Comments/in Health Medical /by bonniejecintaQuestion
Essay Elements:
One to three pages of scholarly writing in paragraph format, not counting the title page or reference page
Brief introduction of the case
Identification of the main diagnosis with supporting rationale
Diagnostic plan with supporting rationale or references
Please refer to the rubric for point value and requirements. In general, these elements must be covered as per the rubric.
Dr. Nayar tells you, “Andrew is the third child of Ms. Deborah Hailey, a single mother who works as a home attendant and is also a patient of mine. Before you go into the room, let’s look at the chart to review his history. I have known him since his birth and have been seeing him regularly for health care maintenance. His last visit was more than a year ago for a sports preparticipation physical. He has been a good student but had behavioral issues during his early teenage years. His mother really struggled with this as Andrew is quite different from her other two children. I provided some counseling to the family to help them adjust to and manage Andrew’s issues.”
Problem list:
You enter the exam room and find Andrew lying down looking very uncomfortable on the exam table. His mother, Ms. Hailey, is sitting next to her son, visibly worried and anxious.You introduce yourself and say, “I understand you are not feeling well. Would it be okay if I get some information about how you’re feeling? First, I would like to talk with you and your mom; then I would like to talk to you by yourself for a bit.
Andrew does not have increased urinary frequency, dysuria, urethral discharge, abdominal pain, or vomiting.
You respond, “Well, I have to ask Andrew a few more questions and then examine him before we can make a reasonable assessment. Can you please excuse us for now and I will call you back as soon as we are done.”
After obtaining information about his pain you want to inquire whether he is sexually active. He tells you he has one partner and uses condoms most of the time. He reports no penile discharge.
You ask him if he would like to have his mother in the room while he is being examined. He tells you that he is fine without her being there.
HPI:
Andrew is a 17-year-old male, sexually active with one female partner, who presents with a four-hour history of severe right groin pain with radiation to the right scrotum and associated nausea but no vomiting, fever, or urinary symptom. The patient reports a similar episode six to nine months ago that resolved spontaneously. Physical exam finds a swollen, erythematous right scrotum with an exquisitely tender right testicle, no masses, a negative Prehn sign, an absent cremasteric reflex on the right, absent blue dot sign, and no transillumination of the scrotum.
The ideal summary statement concisely highlights the most pertinent features without omitting any significant points. The summary statement above includes:
Epidemiology and risk factors: 17-year-old well male, sexually active with a female partner
Key clinical findings about the present illness using qualifying adjectives and descriptive language:
Acute onset four hours ago
Severe right groin pain with radiation to right scrotum
Associated nausea but no vomiting, fever, or urinary symptoms
Previous similar episode that resolved spontaneously
Sexually active
Swollen, erythematous right scrotum
Exquisitely tender right testicle
No masses
Negative Prehn sign
Absent cremasteric reflex on the right
Absent blue dot sign
Vital signs:
Abdomen: No distension. Active bowel sounds; There is no guarding or rebound tenderness. No rigidity. No palpable masses or hepatosplenomegaly.
Back: No costovertebral angle or spine tenderness.
Extremities: Femoral and pedal pulses are strong and equal.
Genitourinary: Swollen and erythematous right scrotum. His right testicle is exquisitely tender, swollen, and has no palpable masses. Elevation of the testis results in no reduction in pain (negative Prehn sign). The left scrotum and the testicle are normal. Epididymis and other scrotal contents were within normal limits. The scrotum does not transilluminate. Cremasteric reflex is present on the left side but absent on the right. There is no penile discharge, inguinal lymphadenopathy, or hernias.
DIFFERENTIAL DIAGNOSIS:Trauma (H), testicular torsion (F), epididymitis (A), and torsion of the testicular appendages (G) are the four most likely diagnoses at this point.
Andrew displays all the classic physical findings for testicular torsion.
Absence of a cremasteric reflex, Prehn sign, and the lack of systemic signs of infection makes epididymitis unlikely in Andrew’s case.
Treatment of Testicular TorsionThere are two approaches to treating torsion of the testis.Nonsurgical approachManual detorsion of the torsed testis may be attempted, but it is usually difficult because of acute pain during the manipulation. This nonoperative distortion is not a substitute for surgical exploration.If the maneuver is successful, orchiopexy (surgical fixation of both testes to prevent retorsion) must still be performed. This should be done in the immediate future, preferably before the patient leaves the hospital.If full manual reduction of torsion cannot be performed or if there is doubt about the diagnosis and reason to suspect torsion, the scrotum must be explored.Surgical approachThe testis must be unwound at operation and inspected for viability. If it is not viable, it should be removed. If the testis is viable then orchiopexy should be performed to prevent recurrence. Whether the affected testis is removed or conserved, the contralateral one should undergo orchiopexy as the risk of recurrence on the other side is otherwise high.
SWRK 6204 social determinants of health
/0 Comments/in Health Medical /by bonniejecintaQUESTION
THE PAPER HAS TO BE THE SAME TOPIC AS MY DISCUSSION POST WHICH IS RIGHT BELOW.
Social determinants of health (SDOH) are non-medical factors that influence health outcomes (NEJM Catalyst, 2017). They include conditions in which people are born, grow, live, work, and age; including factors and systems that shape our daily lives (NEJM Catalyst, 2017). Some factors include political systems, social policies, social norms, development agendas, and economic policies and systems. These factors may be influenced by socioeconomic factors, environmental conditions, cultural norms, and access to resources. Medical Social Work practice acknowledges the significance of these determinants in shaping health outcomes and seeks to address them to improve overall health and well-being.
As far as intervention goes, Medical Social Workers address social determinants by helping patients connect to appropriate services and supports. This may involve providing information about available community resources, assisting with applications for social assistance programs, coordinating with housing agencies, or facilitating access to mental health services. By addressing these determinants, Medical Social Workers aim to improve patients’ overall well-being and reduce health disparities.
In my opinion, the underserved population is individuals with developmental disabilities (IDD). According to Slashcheva, et al., 2016, “patients with IDD will experience a patchwork form of uncoordinated health care that leaves them without adequate access to essential health care services.” Individuals with developmental disabilities are four times more likely to report poor health and healthcare services than any other population (Slashcheva, et al., 2016). This population is underserved in many ways, for example: medically, dental care, lack of service providers, and residential facilities get backlash from the communities in which homes exist to care for medically fragile patients. Some individuals are also taken advantage of by primary caretakers and providers, often clients cannot even advocate for themselves. According to Slashcheva, et al., 2016, and according to the Health Resources and Services Administration (HRSA), “populations can be considered medically underserved if its Medical Indes Underservice score is less than 62.0.” The score also takes into account the various features of a population, including age, poverty, mortality rate, and clinical density, which means how many clinicians in a specific practice such as mental health, primary care, or dentistry exist in a given geographical area or patient population (Slashcheva, et al., 2016).
Advocacy is vital in Medical Social Work practice, especially when addressing systemic problems that contribute to health inequalities (Bullock, K., et. al., 2021). It is imperative job for Medical Social Workers to advocate for policy changes, improved access to healthcare services, and increased funding (Bullock, K., et. al., 2021). Advocacy efforts may help Medical Social Workers to strive and create a more equitable healthcare system for patients with IDD and may help address the underlying causes of health and healthcare disparities (Bullock, K., et. al., 2021).
In conclusion, by addressing social determinants such as socioeconomic status, access to healthcare, and social support networks, Medical Social Workers may help patients eliminate barriers to health and well-being, with the result of possibly reducing disparities among underserved populations.
Resources:
Gehlert, S., & Browne, T. (Eds.). (2019). Handbook of health social work (3rd ed.). Wiley.
Bullock, K., Damiano, S., & Sinclair, S. (2021, April 24). Social workers can lead the way in addressing health inequities.Links to an external site. Center to Advance Palliative Care. https://www.capc.org/blog/social-workers-can-lead-…
NEJM Catalyst. (2017, December 1). Social determinants of health (SDOH).Links to an external site. Innovations in Care Delivery. https://catalyst.nejm.org/doi/full/10.1056/CAT.17.0312 Links to an external site.
Slashcheva, L., Rader, R., & Sulkes, S. B. (2016). Would People with Intellectual and Developmental Disabilities Benefit from Being Designated “Underserved”?. AMA Journal of Ethics, 18(4), 422–429. https://doi.org/10.1001/journalofethics.2016.18.4.pfor1-1604.
U.S. Department of Health and Human Services. (n.d.). Social determinants of health.Links to an external site. https://health.gov/healthypeople/priority-areas/so…
BY DAY 7
Submit a 4- to 5-page paper in which you:
Use the Learning Resources and additional research to support your Assignment. Make sure to provide APA citations and a reference list.