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  • Case Study: Pulmonary Continued

    Patient: S.J. is a 35 year old female presents to the primary care office with complaints of sharp chest pain localized to the left side, exacerbated by breathing deeply or coughing. Pain started abruptly 2 days ago and has persisted since. Denies shortness of breath, wheezing, or coughing up blood. No recent upper respiratory tract infections or fever. Medical History: Asthma (well-controlled), no history of lung infections Current Medications: Albuterol inhaler as needed for asthma Social History: Non-smoker, no history of substance abuse. Vital Signs: Blood pressure 120/80 mmHg, heart rate 75 bpm, respiratory rate 16 breaths/min, temperature 98.6F. Respiratory Examination: Reduced breath sounds over the left lower chest area. Pleuritic chest pain reproduced upon palpation of the chest wall. Cardiovascular Examination: Normal heart sounds, no murmurs or irregularities detected. Discussion Questions: What are your top differential diagnoses for this patients pleuritic chest pain, and what clinical findings support each? Diagnostic workup (if any) Pharmacologic and Non-pharmacologic management plan Peer Response: What red flag symptoms would prompt urgent reevaluation? Are there any psychosocial stressors that could contribute to chest wall pain that should be explored? If so, what screenings could you use?
  • Homework 1 – Staffing Plan Creation

    Download the attached documents. The Word document has the instructions, the Excel has the needed information and a tab to enter the schedule. Please reference Chapter 3 in Penner. Please do in excel

    Attached Files (PDF/DOCX): Homework 1 – Staffing Scheduling-2 (5).docx

    Note: Content extraction from these files is restricted, please review them manually.

  • Kaligiran ng pag aaral (inverted triangle) Epekto ng mga Pat…

    make a kaligiran ng pag aaral using general to specific

    title: Epekto ng mga Patakaran ng Paaralan sa Disiplina ng mga Mag-aaral sa Trinity Polytechnic College

  • Module 6 PowerPoint Presentation

    Module 6 PowerPoint Presentation Clinical Case Presentation: Adult or Geriatric Patient with Hematologic, Cardiovascular, or Pulmonary Condition Each student will select a patient encountered during their clinical rotation to present a comprehensive, evidence-based case analysis. The chosen patient must have a primary concern related to the hematologic, cardiovascular, or respiratory system. The presentation should demonstrate advanced clinical reasoning, application of diagnostic and management strategies. Content of Presentation: 1. Patient Profile (De-identified) Age, gender, race, ethnicity Relevant medical, surgical, social, and family history Allergies and Medications Presenting complaint (HPI) 2. Clinical Encounter Summary Subjective and objective findings (brief SOAP format) Diagnostics ordered (labs, imaging, etc.) Differential diagnosis (with rationale and ICD-10 codes) 3. Final Diagnosis & Pathophysiology Discuss the confirmed (or suspected) diagnosis Include a concise pathophysiological explanation appropriate for graduate-level peers. 4. Management Plan Pharmacologic and non-pharmacologic interventions Patient education provided Follow-up or referral considerations Evidence-based guidelines used (cite sources) 5. Health Promotion & Prevention Risk factors identified Age-appropriate vaccines and health screenings 6. Systems and Population Health Considerations Address social determinants of health (e.g., access to care, health literacy, housing) Cultural, ethical, or age-specific considerations in care planning Submission Instruction: Use Canvas Studio to create a 5 to 10-minute PowerPoint presentation with voiceover. The presentation must be original work and logically organized, formatted, and cited in the current APA style, including citation of references. Incorporate a minimum of 4 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. Your submission will be reviewed with Turnitin.
  • Ivy

    JINA LA KAMPUNI AgroLink Technology (Startup ya teknolojia ya kilimo digital platform inayowaunganisha wakulima, masoko, pembejeo na taarifa) Now answer only number 8 thoroughly and with depth following the needed instructions from the qn
  • 5702 Module 6 Discussion: Understanding the Concept of Famil…

    • Provide constructive feedback and share any additional insights.
    • Responses should be at least 150 words each.

    respond to Kendra’s post

    When I think about the word family, my definition is very different from what many people probably picture. I grew up in a very dysfunctional family, and because of that, my understanding of family has changed a lot over time. As a kid, I often felt different because my family did not look like the families around me. I was raised by my Pentecostal grandparents, who truly believed that if we prayed hard enough, my parents would be healed. My parents struggled with substance use and were rarely present at school events or activities. I learned at a young age how to hide what was really happening at home. We were very poor because of my parents drug use, and I carried a lot of shame around that. At school and church, I just wanted to fit in. There were so many times I wanted to talk about what was going on in my life, but instead I stayed quiet and pretended everything was okay.

    As I got older, I started to realize that I did not grow up with examples of healthy communication, emotional safety, or stable relationships. That realization was hard, but it also helped shape how I define family now. Today, I do not spend holidays with my biological family Instead, I spend them with people I have chosen, including close friends, my partner, and my dog. These are the people who show up for me, support me, and make me feel safe. Because of that, I define family as the people who provide care, consistency, and support, not just those you are related to by blood.

    My definition of family has been shaped by my life experiences and my education in social work. I believe families are meant to meet basic needs like support, belonging, and connection, but those needs do not have to come from biological relatives. Families can look very different, and that should not be judged. This connects with anti-oppressive social work, which focuses on understanding peoples lived experiences rather than forcing everyone into one idea of what family should look like (Morgaine & Capous-Desyllas, 2021).

    Anti-oppressive practice is especially important in family work because social workers can easily make assumptions about what a good or healthy family is. In real practice, this means asking clients how they define family and respecting chosen family. It also means understanding how addiction, poverty, trauma, and systemic barriers affect families. Too often, families like mine are judged instead of truly understood.

    Self-reflection matters a lot in this work because our own experiences can influence how we view clients. My background reminds me how quickly families can be judged from the outside. Because of that, I try to stay open, respectful, and curious when working with families whose lives may look very different from my own. I also try to help clients see that they get to decide who they want in their lives and what support looks like for them.

    When I think about how I would want my own family treated by a social worker, I would want empathy instead of judgment. I would want someone who understands addiction and poverty without reducing my family members to those struggles alone. One positive experience I had was with my dads social worker. She worked with him for over fifteen years, helped educate me about his medications, and treated our family with respect. We still talk today, and she is about to retire. That relationship showed me what meaningful, anti-oppressive social work can look like.

    Overall, my experiences have taught me that families do not need to be perfect or traditional to matter. Anti-oppressive social work means honoring peoples realities and allowing families to define themselves on their own terms.

    Reference

    Morgaine, K., & Capous-Desyllas, M. (2021). Anti-oppressive social work practice: Putting theory into action (2nd ed.). Oxford University Press.

  • art history

    Yesterday and Today in the Visual Arts

    Think about these early 20th C periods in the development of modern art…How are they alike or dislike our social and creative time period today in technique or content? Respond with 180 words no plagiarism, no a i. no chat bots. original response please

    Requirements: art history

  • DiscussionModule 6 Discussion

    Clinical Discussion 5 Attention: Look for a patient that meets criteria or zero points will be given. Category Response Clinical Experience Briefly describe a situation where you encountered an STI test in a clinical setting with an adult patient. What were the presenting symptoms or concerns? Diagnostic Test What specific STI test(s) were performed (e.g., Chlamydia PCR, HIV antibody test)? Normal Results What are considered normal results for the specific STI test(s) used? Differential Diagnoses If the test results were positive, what are some other possible conditions (differentials) that could explain the symptoms, particularly in adult-gerontology patients? Age-Related Considerations How might the presentation and diagnosis of STIs differ in older adults compared to younger adults? Are there any specific considerations related to aging that might influence the testing approach or interpretation of results? Guidelines Briefly discuss the guidelines you are using to base your treatment plan on a positive STI test result. Are there any specific management considerations for STIs in adult-gerontology patients? Challenges (Optional – Ideas for peer replies) You can also discuss any challenges you faced in discussing STIs, testing procedures, or treatment options with adult-gerontology patients.

    Attached Files (PDF/DOCX): Module6DiscussionTemplate.docx

    Note: Content extraction from these files is restricted, please review them manually.

  • Explaining/Informative Speech Response Paper

    After your speech, reflect on the entire project, then write a response paper to your speech and attach it here.

    Note: All criteria for this assignment i.e. formatting and what to write, is in the “Explaining/Informative Speech Assignment Instructions” at the top of this Module.

    Note 2: This is in the “Explaining/Informative Speech Assignment Instructions,” but I’m adding here in case you forgot after reading: It is to be 1 1/2 to 2 pages long double spaced.

    All criteria is in the “Explaining/Informative Speech Assignment Instructions” in this Module.

    You are to write this response essay after you complete the delivery of your speech.

    Attached Files (PDF/DOCX): 5Traffic Light Speech.docx, 2Informative Speech Response Outline.docx, 4Traffic Lights Informative Speech Outline.docx, 3Explaining_Informative Speech Response Paper-Rubrics.pdf

    Note: Content extraction from these files is restricted, please review them manually.

  • music in a america

    Please choose 1 of the following prompts to create a discussion thread. Once you have created your post, please comment on two of your peers’ posts in order to receive full credit. Be sure to use productive language as well as appropriate grammar in your posts and responses. Your original post must contain at least 300 words minimum. Use only the material provided . Please no plagiarism no ai. no chat bots original response please.

    • John Cage said that fear in life is the fear of change. Do you agree? Can change be avoided? Should art (of any kind) be a fixed idea?
    • Do you imagine that women entering such traditionally male professions as orchestral conductor face obstacles their male colleagues do not experience? If so, what might those obstacles be? How might they be addressed (by both men and women)?

    Supplemental Avante-Garde and Recent Mainstream

    Requirements: music in a america