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  • Title: Differential Diagnosis: Identifying the Cause of Abdominal Pain in a Middle-Aged Male with a History of Diabetes and Hypertension Introduction: Abdominal pain is a common complaint among patients seeking medical care. It can be

    In the assay must Present a differential diagnosis and include reasoning of inclusion/exclusion​
    Include identifiers, populations typically affected, and demographics including applicable patient health history and medications contributions.​
    Please include citations from known scientific journals
    All citations must be in AMA format

  • “Maximizing Impact: The Importance of Needs Assessments and Pilot Studies in Grant Projects” Maximizing Impact: The Importance of Needs Assessments and Pilot Studies in Grant Projects Introduction: When embarking on a grant project, it is

    Needs Assessment and Pilot Study
    There are specific goals and/or objectives that can be demonstrated with the inclusion of a needs assessment or pilot study. 
    Again, building on your initial grant project, which of the 2 (needs assessment or pilot study) would you use, why, and which goals and/or objectives would you hope to demonstrate?

  • “Reconstructing Drafts: Bringing Consistency to the Writing Process”

    Please reconstruct drafts two and three to coincide with draft one and draft 4 that you are currently creating. If you look in the document section of the last order you have draft one there

  • Title: Exploring Gender Divisions in Baby X: A Look at Three Stores

    Introduction
    Earlier in the course you read The Story of X, which is a clever exploration of perceptions, stereotypes, prejudice, and sexism. Lois Gould published Baby X in Ms. Magazine in 1972 and expanded it to a book in 1978. Has anything changed in 30+ years? Let’s find out. Pretend you are a friend of the Jones’ and you just found out about the wonderful new addition to their family. So you head out to shop for Baby X.
    Activity Instructions
    Select three stores. They can be any department store, e.g., WalMart, Target, etc. and/or clothing or toy store. Stroll down the clothes and toys aisles. Prepare a PowerPoint presentation that describes your experiences and includes photos. Do the gender divisions that Jones’ encountered in the story still exist today?
    Your presentation should be 15-20 slides, not including the title and reference slides. Include both photos and text. Speaker notes should be included for each content slide and include extra details.
    At the end of your submission, include a brief Design Statement explaining the process and tools you used to develop your work. Your statement should be about a paragraph or so, in your own words (rather than formally written), and unique to this assignment.
    Why are we asking for this? Find out more about Design Statements.
    Writing and Submission Requirements
    15-20 slides, not including title and reference slides
    Speaker notes (for explanatory details as needed)
    Title slide
    Reference slide in APA format (as applicable)
    For standard requirements, review the Discussion and Written Assignment Expectations.
    Include your Design Statement.

  • “The Paradox of Life and Death: Analyzing Damien Hirst’s Conceptual Art Piece ‘The Physical Impossibility of Death in the Mind of Someone Living’”

    Damien Hirst D5 Watch this Video: https://youtu.be/uDuzy-t7GDA
    After watching this video, please discuss your opinion of this piece and issues encountered when analyzing conceptual art.
    How does the title impact your understanding of the image?
    Remember with all Discussions: In order to receive full credit you must respond to at least two other postings.
    Post addresses all Discussion prompts and provides opinion and utilizes information from various sources
    Respond to two other postings, engaging in agreement or Debate
    REPLY 1)
    D5 John Rosselot posted Jun 21, 2024 12:56 PM
    In my opinion, Hirst’s piece is both unsettling and fascinating. Seeing a real shark suspended in a tank makes us confront the reality of death in a very direct way. It’s a stark reminder of something we all face but often try not to think about. The realism of the shark makes the piece even more impactful, forcing us to reflect on our own mortality.
    The title of Hirst’s piece plays a significant role in how we understand it. “The Physical Impossibility of Death in the Mind of Someone Living” makes us think about how we struggle to truly grasp the concept of death. It adds depth to the artwork, turning it from just a preserved shark into a powerful statement about our fears and thoughts about mortality. Without the title, we might see it just as a preserved shark, but with the title, it becomes a profound commentary on life and death.
    Reply 2)
    D5 Brooklyn Cuthbertson posted Jun 18, 2024 5:13 PM
    “The Physical Impossibility of Death in the Mind of Someone Living” by Damien Hirst is a thought-provoking and polarizing work that questions conventional ideas about art and death. A preserved shark floating in formaldehyde forms the centerpiece of the striking artwork, which compels viewers to acknowledge the impermanence and transience of life. The visceral impact of seeing such a powerful creature in such an unnatural state is striking. The conflict produced by the shark’s enormous size, motionless state, and display inside a glass tank is both frightening and thought-provoking. Hirst’s work, raises questions about the role of shock and spectacle in conceptual art. I believe that the work puts shock value above content, emphasizing the shark’s spectacular display over a more in-depth examination of philosophy or the arts. This addresses the difficulty in interpreting the artist’s aim and meaning in conceptual art, where the message can occasionally be unclear or susceptible to different interpretations.
    The title asks viewers to think about a paradox right away: how can a living person understand that death is physically impossible? It implies that people find it difficult to completely understand death in a concrete or emotional sense, even when they are conscious of their mortality and are living. The contrast between “in the mind of someone living” and “physical impossibility” encourages reflection on existential issues. It forces viewers to face both their own mortality and the boundaries of human comprehension regarding the end of life. The title also raises philosophical questions about the nature of life, death, and human awareness by emphasizing the contrast between the preserved state of the shark and the inability of properly comprehending death in mental perception.

  • Evaluation of the Impact and Response to the Dengue Outbreak in Brazil Paragraph 1: The case study focuses on the Dengue outbreak in Brazil in 2007. Dengue is a mosquito-borne viral disease that causes flu-like symptoms

    General directions:
    Your evaluation should be a minimum of 750 words (most will take more words), using APA formatting and citations. You may need to do some additional research to answer the questions fully. Include the sources in your reference list and at least one in-text citation. 
    These evaluations will be graded based on your critical thinking about the case, how your evaluation is organized, grammar, correct spelling/punctuation, etc., and APA citations and reference list. I will make comments on your case study. Check the comments so you do not make the same mistakes on the second and third ones.
    Include a word count (not including title or references.) Evaluations will be submitted to turnitin.com for plagiarism checking. 
    Specific directions:
    Answer the following questions in your evaluation. Answer each question in a separate paragraph and number each paragraph – one per question. You may need to do additional research to answer some of the questions, depending on the case. All 10 questions need to be fully answered. 
    Paragraph 1. Provide a short summary of the issue/incident being addressed in the case study – what is it about, what happened, when, where, etc. 
    Paragraph 2. Who are the stakeholders and how are they affected? Stakeholders are not just the ‘victims’ but also anyone who could be impacted by the issue/incident. This may include the health care workers, emergency personnel, friends, neighbors, families, governmental agencies, etc. 
    Paragraph 3. Explain the background science: What are the technical issues of the case? Technical issues are things like the chemistry of a toxin and it’s toxicity, the lifecycle of a vector and the parasite it carries, the persistence and breakdown chemistry of a pollutant, etc. Whatever is needed to understand why it is a problem. 
    Paragraph 4. What is the regulatory framework? These are regulations that relate to the issue (eg Safe Drinking Water standards, disposal permits, etc.), that may or may not have been violated. The regulations could be local, state, national or international.
    Paragraph 5. Is this a problem normally monitored for? Who does the monitoring? How was the problem found? By whom and when was it determined to be a problem? Government? Public? Scientist? Doctor? Who first exposed the problem? If not monitored, should it be? How and by who?
    Paragraph 6. When was the public notified, if at all? How were they notified? By whom? 
    Paragraph 7. What was the response to the problem? Who made the response? When did they respond, and what was the timeline of the response (what were the immediate actions, the long-term actions, ongoing actions, etc).
    Paragraph 8. What was the resolution to the problem? How did the problem get fixed, if at all? Is it still a problem? For how long is it projected to continue?
    Paragraph 9. Was the response adequate? What else could have been done? What else should have been done? 
    Paragraph 10. What measures are being taken to prevent a re-occurrence? What else can be done or should be done to prevent it happening again? 
    Note that some of these questions may not be answerable directly from the materials provided. You may have to do some additional research to find the answers. 
    Include a reference list of the case and any other resources you used to answer the questions. Use APA format for citations and references. 
    CASE STUDIES for Unit 2: select ONE to evaluate (either “Dengue” or “Black Lung”)
    Dengue:
    https://ehp.niehs.nih.gov/doi/10.1289/ehp.116-a382
    Black Lung:
    https://ehp.niehs.nih.gov/doi/10.1289/ehp.124-a13

  • “Disaster Recovery Plan: Addressing Health Disparities and Improving Access to Community Services” “Disaster Recovery Plan for Community Health: Reducing Disparities and Improving Access to Services” Disaster Recovery Plan: Addressing Health Disparities and Improving Access to Services Slide 1: Title Slide Disaster Recovery Plan: Addressing Health Disparities and Improving Access to Services Slide 2: Recovery Plan Title Title: “Enhancing Interprofessional Collaboration and Overcoming Communication Barriers in Disaster Recovery Efforts: Strategies for Effective Relief Team Coordination and Community Engagement”

    Develop a disaster recovery plan to reduce health disparities and improve access to community services after a disaster. Then develop and record a 10–12 slide presentation (please refer to the PowerPoint tutorial) of the plan with audio and speaker notes for the local system, city officials, and the disaster relief team.
    Professional Context
    Nurses perform a variety of roles and their responsibilities as health care providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. In the event of a major accident or natural disaster, many issues can complicate decisions concerning the needs of an individual or group, including understanding and upholding rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness and recovery to safeguard those in your care. As an advocate, you are also accountable for promoting equitable services and quality care for the diverse community.
    Nurses work alongside first responders, other professionals, volunteers, and the health department to safeguard the community. Some concerns during a disaster and recovery period include the possibility of death and infectious disease due to debris and/or contamination of the water, air, food supply, or environment. Various degrees of injury may also occur during disasters, terrorism, and violent conflicts.
    To maximize survival, first responders must use a triage system to assign victims according to the severity of their condition/prognosis in order to allocate equitable resources and provide treatment. During infectious disease outbreaks, triage does not take the place of routine clinical triage.
    Trace-mapping becomes an important step to interrupting the spread of all infectious diseases to prevent or curtail morbidity and mortality in the community. A vital step in trace-mapping is the identification of the infectious individual or group and isolating or quarantining them. During the trace-mapping process, these individuals are interviewed to identify those who have had close contact with them. Contacts are notified of their potential exposure, testing referrals become paramount, and individuals are connected with appropriate services they might need during the self-quarantine period (CDC, 2020).
    An example of such disaster is the COVID-19 pandemic of 2020. People who had contact with someone who were in contact with the COVID-19 virus were encouraged to stay home and maintain social distance (at least 6 feet) from others until 14 days after their last exposure to a person with COVID-19. Contacts were required to monitor themselves by checking their temperature twice daily and watching for symptoms of COVID-19 (CDC, 2020). Local, state, and health department guidelines were essential in establishing the recovery phase. Triage Standard Operating Procedure (SOP) in the case of COVID-19 focused on inpatient and outpatient health care facilities that would be receiving, or preparing to receive, suspected, or confirmed COVID- 19 victims. Controlling droplet transmission through hand washing, social distancing, self-quarantine, PPE, installing barriers, education, and standardized triage algorithm/questionnaires became essential to the triage system (CDC, 2020; WHO, 2020).
    Preparation
    When disaster strikes, community members must be protected. A comprehensive recovery plan, guided by the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework, is essential to help ensure everyone’s safety. The unique needs of residents must be assessed to reduce health disparities and improve access to equitable services after a disaster. Recovery efforts depend on the appropriateness of the plan, the extent to which key stakeholders have been prepared, the quality of the trace-mapping, and the allocation of available resources. In a time of cost containment, when personnel and resources may be limited, the needs of residents must be weighed carefully against available resources.
    In this assessment, you will assume the role of the senior nurse at a regional hospital who has been assigned to develop a disaster recovery plan for the community using MAP-IT and trace-mapping, which you will present to city officials and the disaster relief team.
    Review the full scenario and associated data in the Assessment 03 Supplement: Disaster Recover Plan [PDF] Download Assessment 03 Supplement: Disaster Recover Plan [PDF]resource.
    You are also encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.
    Begin thinking about:
    Community needs.
    Resources, personnel, budget, and community makeup.
    People accountable for implementation of the disaster recovery plan.
    Healthy People 2020 goals and 2030 objectives.
    A timeline for the recovery effort.
    You may also wish to:
    Review the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework, which you will use to guide the development of your plan:
    Mobilize collaborative partners.
    Assess community needs.
    Plan to lessen health disparities and improve access to services.
    Implement a plan to reach Healthy People 2020 goals or 2030 objectives.
    Track community progress.
    Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete.
    Note: Every 10 years, The U.S. Department of Health and Human Services and the Office of Disease Prevention and Health Promotion release information on health indicators, public health issues, and current trends. At the end of 2020, Healthy People 2030 was released to provide information for the next 10 years. Healthy People 2030 provides the most updated content when it comes to prioritizing public health issues; however, there are historical contents that offer a better understanding of some topics. Disaster preparedness is addressed in Healthy People 2030, but a more robust understanding of MAP-IT, triage, and recovery efforts is found in Healthy People 2020. For this reason, you will find references to both Healthy People 2020 and Healthy People 2030 in this course.
    Note: As you revise your writing, check out the resources listed on the Writing Center’s Writing Support page.
    Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact  to request accommodations.
    Note: Complete the assessments in this course in the order in which they are presented.
    Instructions
    First, review the full scenario and associated data in the Assessment 03 Supplement: Disaster Recover Plan [PDF] Download Assessment 03 Supplement: Disaster Recover Plan [PDF]resource.
    Then complete the following:
    Develop a disaster recovery plan for the community that will reduce health disparities and improve access to services after a disaster.
    Assess community needs.
    Consider resources, personnel, budget, and community makeup.
    Identify the people accountable for implementation of the plan and describe their roles.
    Focus on specific Healthy People 2020 goals and 2030 objectives.
    Include a timeline for the recovery effort.
    Apply the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework to guide the development of your plan:
    Mobilize collaborative partners.
    Assess community needs.
    Use the demographic data and specifics related to the disaster to identify the needs of the community and develop a recovery plan. Consider physical, emotional, cultural, and financial needs of the entire community.
    Include in your plan the equitable allocation of services for the diverse community.
    Apply the triage classification to provide a rationale for those who may have been injured during the train derailment. Provide support for your position.
    Include in your plan contact tracing of the homeless, disabled, displaced community members, migrant workers, and those who have hearing impairment or English as a second language in the event of severe tornadoes.
    Plan to reduce health disparities and improve access to services.
    Implement a plan to reach Healthy People 2020 goals and 2030 objectives.
    Track and trace-map community progress.
    Use the CDC’s Contract Tracing Resources for Health Departments as a template to create your contact tracing.
    Describe the plan for contact tracing during the disaster and recovery phase.
    Develop a slide presentation of your disaster recovery plan with an audio recording of you presenting your assessment of the scenario and associated data in the Assessment 03 Supplement: Disaster Recover Plan [PDF] Download Assessment 03 Supplement: Disaster Recover Plan [PDF]resource for city officials and the disaster relief team. Be sure to also include speaker notes.
    Presentation Format and Length
    You may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your slides and add your voice-over along with speaker notes. If you elect to use an application other than PowerPoint, check with your instructor to avoid potential file compatibility issues.
    Be sure that your slide deck includes the following slides:
    Title slide.
    Recovery plan title.
    Your name.
    Date.
    Course number and title.
    References (at the end of your presentation).
    Your slide deck should consist of 10–12 content slides plus title and references slides. Use the speaker’s notes section of each slide to develop your talking points and cite your sources as appropriate. Be sure to also include a transcript that matches your recorded voice-over. The transcript can be submitted on a separate Word document. Make sure to review the Microsoft PowerPoint tutorial for directions.
    The following resources will help you create and deliver an effective presentation:
    Record a Slide Show With Narration and Slide Timings.
    This Microsoft article provides steps for recording slide shows in different versions of PowerPoint, including steps for Windows, Mac, and online.
    Microsoft Office Software.
    This Campus page includes tip sheets and tutorials for Microsoft PowerPoint.
    PowerPoint Presentations Library Guide.
    This library guide provides links to PowerPoint and other presentation software resources.
    SoNHS Professional Presentation Guidelines [PPTX].
    This presentation, designed especially for the School of Nursing and Health Sciences, offers valuable tips and links, and is itself a PowerPoint template that can be used to create a presentation.
    Supporting Evidence
    Cite at least three credible sources from peer-reviewed journals or professional industry publications within the past 5 years to support your plan.
    Graded Requirements
    The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point:
    Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and recovery efforts in the community.
    Consider the interrelationships among these factors.
    Explain how your proposed disaster recovery plan will lessen health disparities and improve access to community services.
    Consider principles of social justice and cultural sensitivity with respect to ensuring health equity for individuals, families, and aggregates within the community.
    Explain how health and governmental policy impact disaster recovery efforts.
    Consider the implications for individuals, families, and aggregates within the community of legislation that includes, but is not limited to, the Americans with Disabilities Act (ADA), the Robert T. Stafford Disaster Relief and Emergency Assistance Act, and the Disaster Recovery Reform Act (DRRA).
    Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve the disaster recovery effort.
    Consider how your proposed strategies will affect members of the disaster relief team, individuals, families, and aggregates within the community.
    Include evidence to support your strategies.
    Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
    Slides are easy to read and error free. Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented.
    Develop your presentation with a specific purpose and audience in mind.
    Adhere to scholarly and disciplinary writing standards and APA formatting requirements.
    Additional Requirements
    Before submitting your assessment, proofread all elements to minimize errors that could distract readers and make it difficult for them to focus on the substance of your presentation.

  • “Overcoming Racism through Education: An Analysis of Setting, Symbols, and Narrative Voice in Toni Cade Bambara’s “The Lesson””

    For my topic I chose 2: An analysis of how Toni Cade Bambara uses setting, symbols, and narrative voice in “The Lesson” to showeducation as a way of overcoming the effects of racism in themid-twentieth-century U.S.  If you choose this topic, your thesis should answer these questions:  What is Bambara saying in “The Lesson” about how education can help people overcome the effects of racism?  How does she use setting, symbols, and the voice of her narrator to convey this message? 
    ​A.  Read “The Lesson” on pp. 260 – 265 of NIL.
    ​B.  Read pp. 75 – 78 of Chapter 3 on “Narration and Point of View” in NIL.
    C.  Read pp. 123 – 126 of Chapter 5 on “Setting” in NIL.
    ​D.  Read pp.  144 – 148 of Chapter 6 on “Symbolism and Figurative Language” in NIL.
    E.  Choose one of the articles linked on D2L/Brightspace under “Materials,” “Content,” and “Articles for Topic 2 of the Literary Analysis Paper” to use as an additional source of evidence in your essay.

  • The Effects of Childhood Trauma on Mental Health: A Psychological Perspective Introduction Childhood trauma is a pervasive issue that affects millions of individuals worldwide. According to the Office of Juvenile Justice and Delinquency Prevention (OJJDP), childhood

    Has to be APA style.
    Penn Foster student ID number
    24001836
    Part of the essay has to come from the 
    Essential of Psychology text book
    1 website www.ojp.gov
    2 www.verywellmind.com
    3 www.steamthing.com

  • Title: “Understanding the Symptoms, Signs, and Prognosis of Parkinson’s Disease: A Summary of Current Research” Citation: Deng, H., Yuan, L., & Zhang, Y. (2020). The clinical symptoms

    For this assignment, you will pick a disease or disorder that is of interest to you. You will then find an academic article and write a 1/2-page article summary of the article.  Your summary must include the following: 
    Find an academic article. Please note an academic article is not Google, WebMD, Mayo Clinic, or any other random internet search.  An academic article is from an academic database and has been peer reviewed.  You can find an academic article that is of interest to you at EBSCO Host
    Citation of an academic article. Your academic article must be cited in APA format.  There is an example of how to cite the article in APA format below. 
    Description of the disease. You must include symptoms, signs, and prognosis.  Please note this can NOT be copied and pasted from the internet as that is plagiarism and will result in a zero on the assignment.
    Summary of the academic article. You will need to read the academic article and summarize the article on one page.  Again, you can NOT copy the article word for word. If your writing is copied from the article, the assignment will be given a zero.