Episodic/Focused SOAP Note Template
Patient Information:
Initials, Age, Sex, Race
S.
CC (chief complaint) a BRIEF statement identifying why the patient is here - in the patient’s own words - for instance "headache", NOT "bad headache for 3 days”.
HPI: This is the symptom analysis section of your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis. Paint a picture of what is wrong with the patient. Use LOCATES Mnemonic to complete your HPI. You need to start EVERY HPI with age, race, and gender (e.g., 34-year-old AA male). You must include the seven attributes of each principal symptom in paragraph form not a list. If the CC was “headache”, the LOCATES for the HPI might look like the following example:
Location: head
Onset: 3 days ago
Character: pounding, pressure around the eyes and temples
Associated signs and symptoms: nausea, vomiting, photophobia, phonophobia
Timing: after being on the computer all day at work
Exacerbating/ relieving factors: light bothers eyes, Aleve makes it tolerable but not completely better
Severity: 7/10 pain scale
Current Medications: include dosage, frequency, length of time used and reason for use; also include OTC or homeopathic products.
Allergies: include medication, food, and environmental allergies separately (a description of what the allergy is ie angioedema, anaphylaxis, etc. This will help determine a true reaction vs intolerance).
PMHx: include immunization status (note date of last tetanus for all adults), past major illnesses and surgeries. Depending on the CC, more info is sometimes needed
Soc Hx: include occupation and major hobbies, family status, tobacco & alcohol use (previous and current use), any other pertinent data. Always add some health promo question here - such as whether they use seat belts all the time or whether they have working smoke detectors in the house, living environment, text/cell phone use while driving, and support system.
Fam Hx: illnesses with possible genetic predisposition, contagious or chronic illnesses. Reason for death of any deceased first degree relatives should be included. Include parents, grandparents, siblings, and children. Include grandchildren if pertinent.
ROS: cover all body systems that may help you include or rule out a differential diagnosis You should list each system as follows: General: Head: EENT: etc. You should list these in bullet format and document the systems in order from head to toe.
Example of Complete ROS:
GENERAL: No weight loss, fever, chills, weakness or fatigue.
HEENT: Eyes: No visual loss, blurred vision, double vision or yellow sclerae. Ears, Nose, Throat: No hearing loss, sneezing, congestion, runny nose or sore throat.
SKIN: No rash or itching.
CARDIOVASCULAR: No chest pain, chest pressure or chest discomfort. No palpitations or edema.
RESPIRATORY: No shortness of breath, cough or sputum.
GASTROINTESTINAL: No anorexia, nausea, vomiting or diarrhea. No abdominal pain or b.
Case Study 1 Headaches Neurological system and continue practicing .docxdewhirstichabod
Case Study 1 Headaches: Neurological system and continue practicing documentation of a focused/episodic SOAP note for Assignment
A 20-year-old male complains of experiencing intermittent headaches. The headaches diffuse all over the head, but the greatest intensity and pressure occurs above the eyes and spreads through the nose, cheekbones, and jaw.
Episodic/Focused SOAP Note Template
Patient Information:
Initials, Age, Sex, Race
S.
CC
(chief complaint) a BRIEF statement identifying why the patient is here - in the patient’s own words - for instance, "headache", NOT "bad headache for 3 days”.
HPI
: This is the symptom analysis section of your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis. Paint a picture of what is wrong with the patient. Use LOCATES Mnemonic to complete your HPI. You need to start EVERY HPI with age, race, and gender (e.g., 34-year-old AA male). You must include the seven attributes of each principal symptom in paragraph form, not a list. If the CC was “headache”, the LOCATES for the HPI might look like the following example:
Location: head
Onset: 3 days ago
Character: pounding, pressure around the eyes and temples
Associated signs and symptoms: nausea, vomiting, photophobia, phonophobia
Timing: after being on the computer all day at work
Exacerbating/ relieving factors: light bothers eyes, Aleve makes it tolerable but not completely better
Severity: 7/10 pain scale
Current Medications
: include dosage, frequency, length of time used and reason for use; also include OTC or homeopathic products.
Allergies:
include medication, food, and environmental allergies separately (a description of what the allergy is ie angioedema, anaphylaxis, etc. This will help determine a true reaction vs intolerance).
PMHx
: include immunization status (note date of
last tetanus
for all adults), past major illnesses and surgeries. Depending on the CC, more info is sometimes needed
Soc Hx
: include occupation and major hobbies, family status, tobacco & alcohol use (previous and current use), any other pertinent data. Always add some health promo question here - such as whether they use seat belts all the time or whether they have working smoke detectors in the house, living environment, text/cell phone use while driving, and support system.
Fam Hx
: illnesses with possible genetic predisposition, contagious or chronic illnesses. The reason for the death of any deceased first degree relatives should be included. Include parents, grandparents, siblings, and children. Include grandchildren if pertinent.
ROS
: cover all body systems that may help you include or rule out a differential diagnosis You should list each system as follows:
General:
Head
:
EENT
: etc. You should list these in bullet format and document the systems in order from head to toe.
Example of Complete ROS:
GENERAL: No weight loss, fever, chills, weakness or fatigue.
HEENT: Eyes: No visu.
ENC 1101 Definition-Concept Essay The purpose of this essay .docxgidmanmary
ENC 1101 Definition-Concept Essay
The purpose of this essay is to give you the opportunity to develop a viewpoint on a word and its representation within a particular context or situation. First, you will closely observe different representations of the word and consider several viewpoints and perspectives. After considering those various perspectives, you will develop and articulate your own unique interpretation and definition of a word, and then support your definition with explanation, description, and research.
Characteristics of the Definition Essay
A successful essay
provides an engaging introduction of the example to prepare the context for the word itself with respect to your audience
narrows the definition of the word by providing a specific thesis at the end of your introduction
makes use of description and examples through close observation in supporting paragraphs to support the thesis
includes specific details and evidence from secondary sources
creates an objective stance by the use of third-person voice
integrates quotations from secondary sources
conforms to MLA guidelines for source documentation and format.
Topic: Please define one of the below terms:
Beauty
Courage
Femininity
Friendship
Greed
Happiness
Leadership
Love
Masculinity
Patriotic
Smart
Successful
As you define your selected term, consider the following questions:
What is an appropriate definition of the term?
What are characteristics society often associates with the term?
Is there a characteristic you think should not be associated with the term?
How does the media (e.g., television, movies, news, social media, etc.) often portray the “term”?
Are there positive connotations of the term?
Are there any negative connotations of the term?
Is the term defined differently in other cultures?
Should society rethink the use of the term?
Is the term overused?
Are there instances in which another term should be used to articulate a point?
As you write your essay, do not try to answer all of the questions in your essay. I suggest that you consider these questions as you define your term (concept).
Length of Paper: at least 3 pages
Important Reminders
Do not write a personal narrative about yourself or someone you know. The focus of this essay should be on the term, concepts, and characteristics.
Reference and cite at least three secondary sources in your essay. One of your sources should come from the TCC database. You may reference and cite a dictionary, but you should count a dictionary as a fourth source. Also, do not cite Wikipedia as a source.
Do not write in second person (e.g., you, your, yourself, or imperative sentence).
MAKE SURE YOUR PAPER HAS A TITLE. YOUR TITLE IS NOT THE REWORDING OF THE PROMPT. YOUR TITLE SHOULD REFLECT YOUR THESIS, OR THE PREMISE OF YOUR ESSAY!!!!!!!
Submission:
Please do not email your final papers!
Please remember to attach all rough drafts with your submissions.
Please remember to save an electronic version of t ...
Name Pt. Encounter Number Date Age Sex SUBJ.docxmayank272369
Name: Pt. Encounter Number:
Date: Age: Sex:
SUBJECTIVE
CC:
Reason given by the patient for seeking medical care “in quotes”
HPI:
Describe the course of the patient’s illness, including when it began, character of symptoms, location
where the symptoms began, aggravating or alleviating factors, pertinent positives and negatives, other
related diseases, past illnesses, and surgeries or past diagnostic testing related to the present illness.
Medications: (List with reason for med )
PMH
Allergies:
Medication Intolerances:
Chronic Illnesses/Major traumas
Hospitalizations/Surgeries
“Have you ever been told that you have diabetes, HTN, peptic ulcer disease, asthma, lung disease, heart
disease, cancer, TB, thyroid problems, kidney problems, or psychiatric diagnosis?”
Family History
Does your mother, father, or siblings have any medical or psychiatric illnesses? Is anyone diagnosed with:
lung disease, heart disease, HTN, cancer, TB, DM, or kidney disease?
Social History
Education level, occupational history, current living situation/partner/marital status, substance use/abuse,
ETOH, tobacco, and marijuana. Safety status
ROS
General
Weight change, fatigue, fever, chills, night sweats,
and energy level
Cardiovascular
Chest pain, palpitations, PND, orthopnea, and
edema
Skin
Delayed healing, rashes, bruising, bleeding or skin
discolorations, and any changes in lesions or moles
Respiratory
Cough, wheezing, hemoptysis, dyspnea, pneumonia
hx, and TB
Eyes
Corrective lenses, blurring, and visual changes of
any kind
Gastrointestinal
Abdominal pain, N/V/D, constipation, hepatitis,
hemorrhoids, eating disorders, ulcers, and black,
tarry stools
Ears
Ear pain, hearing loss, ringing in ears, and
discharge
Genitourinary/Gynecological
Urgency, frequency burning, change in color of
urine.
Contraception, sexual activity, STDs
Female: last pap, breast, mammo, menstrual
complaints, vaginal discharge, pregnancy hx
Male: prostate, PSA, urinary complaints
Nose/Mouth/Throat
Sinus problems, dysphagia, nose bleeds or
discharge, dental disease, hoarseness, and throat
pain
Musculoskeletal
Back pain, joint swelling, stiffness or pain, fracture
hx, and osteoporosis
Breast
SBE, lumps, bumps, or changes
Neurological
Syncope, seizures, transient paralysis, weakness,
paresthesias, and black-out spells
Heme/Lymph/Endo
HIV status, bruising, blood transfusion hx, night
sweats, swollen glands, increase thirst, increase
hunger, and cold or heat intolerance
Psychiatric
Depression, anxiety, sleeping difficulties, suicidal
ideation/attempts, and previous dx
OBJECTIVE
Weight BMI Temp BP
Height Pulse Resp
General Appearance
Healthy-appearing adult female in no acute distress. Alert and oriented; answers questions appropriately.
Slightly somber affect at first and then brighter later.
Skin
Skin.
CASE STUDY 2 Focused Throat Exam Lily is a 20-year-old student .docxmoggdede
CASE STUDY 2: Focused Throat Exam Lily is a 20-year-old student at the local community college. When some of her friends and classmates told her about an outbreak of flu-like symptoms sweeping her campus during the past 2 weeks, Lily figured she shouldn't take her 3-day sore throat lightly. Your clinic has treated a few cases similar to Lily's. All the patients reported decreased appetite, headaches, and pain with swallowing. As Lily recounts these symptoms to you, you notice that she has a runny nose and a slight hoarseness in her voice but doesn't sound congested.
To Prepare
· By Day 1 of this week, you will be assigned to a specific case study for this Case Study Assignment. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.
· Also, your Case Study Assignment should be in the Episodic/Focused SOAP Note format rather than the traditional narrative style format. Refer to Chapter 2 of the Sullivan text and the Episodic/Focused SOAP Template in the Week 5 Learning Resources for guidance. Remember that all Episodic/Focused SOAP Notes have specific data included in every patient case.
With regard to the case study you were assigned:
· Review this week's Learning Resources and consider the insights they provide.
· Consider what history would be necessary to collect from the patient.
· Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient's condition. How would the results be used to make a diagnosis?
· Identify at least five possible conditions that may be considered in a differential diagnosis for the patient.
The Assignment
Use the Episodic/Focused SOAP Template and create an episodic/focused note about the patient in the case study to which you were assigned using the episodic/focused note template provided in the Week 5 resources. Provide evidence from the literature to support diagnostic tests that would be appropriate for each case. List five different possible conditions for the patient's differential diagnosis and justify why you selected each.
Episodic/Focused SOAP Note Template
– (delete information on this template and input one related to the patient in the case study above).
Patient Information:
Initials, Age, Sex, Race
S.
CC
(chief complaint) a BRIEF statement identifying why the patient is here - in the patient’s own words - for instance "headache", NOT "bad headache for 3 days”.
HPI
: This is the symptom analysis section of your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis. Paint a picture of what is wrong with the patient. Use LOCATES Mnemonic to complete your HPI. You need to start EVERY HPI with age, race, and gender (e.g., 34-year-old AA male). You must include the seven attributes of each principal symptom in paragraph form not a list. If the CC was “headache”, the LOCATES for the HPI might look like the following example:
Location: h.
Case Study 1 Headaches Neurological system and continue practicing .docxdewhirstichabod
Case Study 1 Headaches: Neurological system and continue practicing documentation of a focused/episodic SOAP note for Assignment
A 20-year-old male complains of experiencing intermittent headaches. The headaches diffuse all over the head, but the greatest intensity and pressure occurs above the eyes and spreads through the nose, cheekbones, and jaw.
Episodic/Focused SOAP Note Template
Patient Information:
Initials, Age, Sex, Race
S.
CC
(chief complaint) a BRIEF statement identifying why the patient is here - in the patient’s own words - for instance, "headache", NOT "bad headache for 3 days”.
HPI
: This is the symptom analysis section of your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis. Paint a picture of what is wrong with the patient. Use LOCATES Mnemonic to complete your HPI. You need to start EVERY HPI with age, race, and gender (e.g., 34-year-old AA male). You must include the seven attributes of each principal symptom in paragraph form, not a list. If the CC was “headache”, the LOCATES for the HPI might look like the following example:
Location: head
Onset: 3 days ago
Character: pounding, pressure around the eyes and temples
Associated signs and symptoms: nausea, vomiting, photophobia, phonophobia
Timing: after being on the computer all day at work
Exacerbating/ relieving factors: light bothers eyes, Aleve makes it tolerable but not completely better
Severity: 7/10 pain scale
Current Medications
: include dosage, frequency, length of time used and reason for use; also include OTC or homeopathic products.
Allergies:
include medication, food, and environmental allergies separately (a description of what the allergy is ie angioedema, anaphylaxis, etc. This will help determine a true reaction vs intolerance).
PMHx
: include immunization status (note date of
last tetanus
for all adults), past major illnesses and surgeries. Depending on the CC, more info is sometimes needed
Soc Hx
: include occupation and major hobbies, family status, tobacco & alcohol use (previous and current use), any other pertinent data. Always add some health promo question here - such as whether they use seat belts all the time or whether they have working smoke detectors in the house, living environment, text/cell phone use while driving, and support system.
Fam Hx
: illnesses with possible genetic predisposition, contagious or chronic illnesses. The reason for the death of any deceased first degree relatives should be included. Include parents, grandparents, siblings, and children. Include grandchildren if pertinent.
ROS
: cover all body systems that may help you include or rule out a differential diagnosis You should list each system as follows:
General:
Head
:
EENT
: etc. You should list these in bullet format and document the systems in order from head to toe.
Example of Complete ROS:
GENERAL: No weight loss, fever, chills, weakness or fatigue.
HEENT: Eyes: No visu.
ENC 1101 Definition-Concept Essay The purpose of this essay .docxgidmanmary
ENC 1101 Definition-Concept Essay
The purpose of this essay is to give you the opportunity to develop a viewpoint on a word and its representation within a particular context or situation. First, you will closely observe different representations of the word and consider several viewpoints and perspectives. After considering those various perspectives, you will develop and articulate your own unique interpretation and definition of a word, and then support your definition with explanation, description, and research.
Characteristics of the Definition Essay
A successful essay
provides an engaging introduction of the example to prepare the context for the word itself with respect to your audience
narrows the definition of the word by providing a specific thesis at the end of your introduction
makes use of description and examples through close observation in supporting paragraphs to support the thesis
includes specific details and evidence from secondary sources
creates an objective stance by the use of third-person voice
integrates quotations from secondary sources
conforms to MLA guidelines for source documentation and format.
Topic: Please define one of the below terms:
Beauty
Courage
Femininity
Friendship
Greed
Happiness
Leadership
Love
Masculinity
Patriotic
Smart
Successful
As you define your selected term, consider the following questions:
What is an appropriate definition of the term?
What are characteristics society often associates with the term?
Is there a characteristic you think should not be associated with the term?
How does the media (e.g., television, movies, news, social media, etc.) often portray the “term”?
Are there positive connotations of the term?
Are there any negative connotations of the term?
Is the term defined differently in other cultures?
Should society rethink the use of the term?
Is the term overused?
Are there instances in which another term should be used to articulate a point?
As you write your essay, do not try to answer all of the questions in your essay. I suggest that you consider these questions as you define your term (concept).
Length of Paper: at least 3 pages
Important Reminders
Do not write a personal narrative about yourself or someone you know. The focus of this essay should be on the term, concepts, and characteristics.
Reference and cite at least three secondary sources in your essay. One of your sources should come from the TCC database. You may reference and cite a dictionary, but you should count a dictionary as a fourth source. Also, do not cite Wikipedia as a source.
Do not write in second person (e.g., you, your, yourself, or imperative sentence).
MAKE SURE YOUR PAPER HAS A TITLE. YOUR TITLE IS NOT THE REWORDING OF THE PROMPT. YOUR TITLE SHOULD REFLECT YOUR THESIS, OR THE PREMISE OF YOUR ESSAY!!!!!!!
Submission:
Please do not email your final papers!
Please remember to attach all rough drafts with your submissions.
Please remember to save an electronic version of t ...
Name Pt. Encounter Number Date Age Sex SUBJ.docxmayank272369
Name: Pt. Encounter Number:
Date: Age: Sex:
SUBJECTIVE
CC:
Reason given by the patient for seeking medical care “in quotes”
HPI:
Describe the course of the patient’s illness, including when it began, character of symptoms, location
where the symptoms began, aggravating or alleviating factors, pertinent positives and negatives, other
related diseases, past illnesses, and surgeries or past diagnostic testing related to the present illness.
Medications: (List with reason for med )
PMH
Allergies:
Medication Intolerances:
Chronic Illnesses/Major traumas
Hospitalizations/Surgeries
“Have you ever been told that you have diabetes, HTN, peptic ulcer disease, asthma, lung disease, heart
disease, cancer, TB, thyroid problems, kidney problems, or psychiatric diagnosis?”
Family History
Does your mother, father, or siblings have any medical or psychiatric illnesses? Is anyone diagnosed with:
lung disease, heart disease, HTN, cancer, TB, DM, or kidney disease?
Social History
Education level, occupational history, current living situation/partner/marital status, substance use/abuse,
ETOH, tobacco, and marijuana. Safety status
ROS
General
Weight change, fatigue, fever, chills, night sweats,
and energy level
Cardiovascular
Chest pain, palpitations, PND, orthopnea, and
edema
Skin
Delayed healing, rashes, bruising, bleeding or skin
discolorations, and any changes in lesions or moles
Respiratory
Cough, wheezing, hemoptysis, dyspnea, pneumonia
hx, and TB
Eyes
Corrective lenses, blurring, and visual changes of
any kind
Gastrointestinal
Abdominal pain, N/V/D, constipation, hepatitis,
hemorrhoids, eating disorders, ulcers, and black,
tarry stools
Ears
Ear pain, hearing loss, ringing in ears, and
discharge
Genitourinary/Gynecological
Urgency, frequency burning, change in color of
urine.
Contraception, sexual activity, STDs
Female: last pap, breast, mammo, menstrual
complaints, vaginal discharge, pregnancy hx
Male: prostate, PSA, urinary complaints
Nose/Mouth/Throat
Sinus problems, dysphagia, nose bleeds or
discharge, dental disease, hoarseness, and throat
pain
Musculoskeletal
Back pain, joint swelling, stiffness or pain, fracture
hx, and osteoporosis
Breast
SBE, lumps, bumps, or changes
Neurological
Syncope, seizures, transient paralysis, weakness,
paresthesias, and black-out spells
Heme/Lymph/Endo
HIV status, bruising, blood transfusion hx, night
sweats, swollen glands, increase thirst, increase
hunger, and cold or heat intolerance
Psychiatric
Depression, anxiety, sleeping difficulties, suicidal
ideation/attempts, and previous dx
OBJECTIVE
Weight BMI Temp BP
Height Pulse Resp
General Appearance
Healthy-appearing adult female in no acute distress. Alert and oriented; answers questions appropriately.
Slightly somber affect at first and then brighter later.
Skin
Skin.
CASE STUDY 2 Focused Throat Exam Lily is a 20-year-old student .docxmoggdede
CASE STUDY 2: Focused Throat Exam Lily is a 20-year-old student at the local community college. When some of her friends and classmates told her about an outbreak of flu-like symptoms sweeping her campus during the past 2 weeks, Lily figured she shouldn't take her 3-day sore throat lightly. Your clinic has treated a few cases similar to Lily's. All the patients reported decreased appetite, headaches, and pain with swallowing. As Lily recounts these symptoms to you, you notice that she has a runny nose and a slight hoarseness in her voice but doesn't sound congested.
To Prepare
· By Day 1 of this week, you will be assigned to a specific case study for this Case Study Assignment. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.
· Also, your Case Study Assignment should be in the Episodic/Focused SOAP Note format rather than the traditional narrative style format. Refer to Chapter 2 of the Sullivan text and the Episodic/Focused SOAP Template in the Week 5 Learning Resources for guidance. Remember that all Episodic/Focused SOAP Notes have specific data included in every patient case.
With regard to the case study you were assigned:
· Review this week's Learning Resources and consider the insights they provide.
· Consider what history would be necessary to collect from the patient.
· Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient's condition. How would the results be used to make a diagnosis?
· Identify at least five possible conditions that may be considered in a differential diagnosis for the patient.
The Assignment
Use the Episodic/Focused SOAP Template and create an episodic/focused note about the patient in the case study to which you were assigned using the episodic/focused note template provided in the Week 5 resources. Provide evidence from the literature to support diagnostic tests that would be appropriate for each case. List five different possible conditions for the patient's differential diagnosis and justify why you selected each.
Episodic/Focused SOAP Note Template
– (delete information on this template and input one related to the patient in the case study above).
Patient Information:
Initials, Age, Sex, Race
S.
CC
(chief complaint) a BRIEF statement identifying why the patient is here - in the patient’s own words - for instance "headache", NOT "bad headache for 3 days”.
HPI
: This is the symptom analysis section of your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis. Paint a picture of what is wrong with the patient. Use LOCATES Mnemonic to complete your HPI. You need to start EVERY HPI with age, race, and gender (e.g., 34-year-old AA male). You must include the seven attributes of each principal symptom in paragraph form not a list. If the CC was “headache”, the LOCATES for the HPI might look like the following example:
Location: h.
Ashford 6 - Week 5 - Final PaperIntegrative Personality Theory .docxlauricesatu
Ashford 6: - Week 5 - Final Paper
Integrative Personality Theory
For your final paper, you will complete the rest of the assignment which you began in week three and create your own theory of personality development by synthesizing the concepts and constructs of all the theories that seem most accurate and appropriate to you and by using those concepts to reflect on your own personality and development. Remember to use
the template
provided to guide you through the steps.
Research a minimum of eight scholarly sources related to these concepts in the Ashford University Library to support your statements in the paper. Popular websites and your textbook may augment, but they will not count toward, the minimum number of sources needed for the paper. The following content and headings must be included in your paper.
Please visit the Ashford Writing Center for guidance on how to format headings in APA Style. Also, please take note of the suggestions provided for the length for each section in the instructions below.
Instructions:
Provide a general introduction to the topic of theories of personality. Explain what you plan to cover and describe the direction your paper will take. This section will not feature a heading, and it will be approximately two to three paragraphs.
Major Concepts
In this section, you will present the seven specific concepts identified from the seven models you think best apply to the study of personality in distinct subheadings. For each concept, identify the major personality model from which the concept was taken as well as the theorist associated with that model. This completed section will be approximately four to five pages.
Excluded Concepts
In this section, present the concepts you have chosen to exclude in your theory of personality development. Reflect on the basic assumptions that define personality and identify three specific excluded concepts from any of the theories studied in the course. For each of the excluded concepts, provide a rationale explaining the various aspects of the concept that make it unsuitable for your use. This section will be approximately one to two pages.
The Differences between Healthy and Unhealthy Personalities
Describe the basic differences between healthy and unhealthy personality, based on the concepts that you have chosen to include and exclude from your theory. This completed section will be approximately one page.
The Roles of Heredity, the Environment, and Epigenetics
Provide your analysis of the roles heredity, the environment, and epigenetics play in the development of personality. Discuss how heredity and the environment might affect personality disorders. This completed section will be approximately one page.
Assessment and Measurement of the Theory
Reflect on the major concepts you have selected for inclusion and provide a brief description about how those concepts are measured and/or assessed. Review the assessment sections of each chapter and .
Essay Instructions What are three of the most .docxdebishakespeare
Essay
Instructions
What are three of the most defining events or eras in African American History? Please
keep in mind that there are no strictly “right” or “wrong” answers to this question.
However, to maintain an adequate amount of historical distance from the present, no
event should be more recent than the 1990s. Keep in mind that the purpose of this essay
is to demonstrate that you can defend your choices using a clearly constructed argument
and supporting evidence.
Your essay must be at least 2000 words (approximately 8 pages) with an introduction,
conclusion, and at least three body paragraphs. The essay must be typed, double-spaced,
and written in clear, concise prose. Cite all sources used for direct quotations. In-text
citations are acceptable for this assignment, but please be mindful of how they falsely
inflate your word count.
Some Guidelines:
Sources and Citations
A formal research paper relies heavily on the evidence you use to support your argument.
Your opinion means nothing without this evidence. For this paper, you must use at least
SIX (6) sources. At least three of these must be primary sources. Failure to cite sources
is plagiarism, which will result in a failing grade.
For the love of all that is good and scholarly, please do NOT use history.com,
biography.com, wikipedia.com, about.com, or any such basic website. At this point you
should be skilled enough to seek a better source. This is college. Step up your game or go
home. Seriously, if you cite any of these sources, there will be a steep deduction from
your grade.
Purdue University has an excellent writing lab with an online guide for research and
citations. It contains instructions for Chicago, MLA, and APA formatting.
I strongly recommend using the Purdue OWL guide.
You may also use Citation Machine or a comparable website to help format your
citations.
Plagiarism
The use of another individual's ideas or words without proper citation constitutes
plagiarism. This is the worst form of academic misconduct and will result in a failing
grade on the assignment. If you are still unsure about what plagiarism is, please speak
with me after reviewing TSU’s policy online.
Quick suggestions:
Avoid using too many quotations, and quote only when absolutely necessary. Do
not use long quotes (more than a sentence or two). Do not use block quotations.
Be sure to mention who you are quoting. Failure to cite your source is plagiarism
and will be handled through the appropriate channels.
Organize your paper into discrete paragraphs. Avoid overwriting (using several
sentences when a single, short sentence will make your point). Avoid the passive
voice. Avoid using phrases such as "seems to," "may be," "appears to," and
similar phrases that weaken your writing. Write with confidence.
Keep a copy of your paper for your own records.
Do not play games with fonts and margins. I will count words if I must.
Learning ResourcesRequired Readings (click to expandreduce) .docxcroysierkathey
Learning Resources
Required Readings (click to expand/reduce)
Note: To access this week's required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel's guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.
· Chapter 7, “Mental Status”
This chapter revolves around the mental status evaluation of an individual’s overall cognitive state. The chapter includes a list of mental abnormalities and their symptoms.
· ·Chapter 23, “Neurologic System”
The authors of this chapter explore the anatomy and physiology of the neurologic system. The authors also describe neurological examinations and potential findings.
Dains, J. E., Baumann, L. C., & Scheibel, P. (2019). Advanced health assessment and clinical diagnosis in primary care (6th ed.). St. Louis, MO: Elsevier Mosby.
Credit Line: Advanced Health Assessment and Clinical Diagnosis in Primary Care, 6th Edition by Dains, J.E., Baumann, L. C., & Scheibel, P. Copyright 2019 by Mosby. Reprinted by permission of Mosby via the Copyright Clearance Center.
Chapter 4, “Affective Changes”
This chapter outlines how to identify the potential cause of affective changes in a patient. The authors provide a suggested approach to the evaluation of this type of change, and they include specific tools that can be used as part of the diagnosis.
Chapter 9, “Confusion in Older Adults”
This chapter focuses on causes of confusion in older adults, with an emphasis on dementia. The authors include suggested questions for taking a focused history as well as what to look for in a physical examination.
Chapter 13, “Dizziness”
Dizziness can be a symptom of many underlying conditions. This chapter outlines the questions to ask a patient in taking a focused history and different tests to use in a physical examination.
Chapter 19, “Headache”
The focus of this chapter is the identification of the causes of headaches. The first step is to ensure that the headache is not a life-threatening condition. The authors give suggestions for taking a thorough history and performing a physical exam.
Chapter 31, “Sleep Problems”
In this chapter, the authors highlight the main causes of sleep problems. They also provide possible questions to use in taking the patient’s history, things to look for when performing a physical exam, and possible laboratory and diagnostic studies that might be useful in making the diagnosis.
Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). Philadelphia, PA: F. A. Davis.
· Chapter 2, "The Comprehensive History and Physical Exam" ("Cranial Nerves and Their Function" and "Grading Reflexes") (Previously read in Weeks 1, 2, 3, and 5)
Note: Download the Physical Examination Objective Data Checklist to use as you complete the Comprehensive (Head-to-Toe) Physical Assessment assignment.
...
Bacterial Vaginosis Zahavah is a 16 years Gender Female Race .docxrobert345678
Bacterial Vaginosis
Zahavah is a 16 years Gender: Female Race: non-Hispanic White Diagnosis: bacterial vaginosis Subjective Data: HJ is a 16-year-old Hispanic female patient who presented to the office with her mother with a two week history of severe irritation and soreness of her vulva. The patient reported of having a two-week history of burning sensation on passing urine without increased urinary frequency. In addition, the patient complained of having a thick, creamy-white vaginal discharge. She had normal and regular menstrual periods. She agreed to having multiple sexual partners for the last one year since breaking up with her high school boyfriend. She denied taking medications in the management of the issue of concern. Objective Data: Vital signs; BP 110/76, HR 78, RR 26, temperature 98, and an oxygen saturation of 99 percent on room air. In general, HJ was a healthy lad who was well oriented to place, time, and person, without obvious distress. HEENT without issues of concern. On respiratory assessment, the patient had a clear and normal lung sounds bilaterally without crackles and wheezes. Cardiovascular assessment showing normal heart sound without murmurs and gallops. Normal bowel sounds on all quadrants on gastrointestinal examination. Patient denied to have a physical examination on the perineal area. Assessment: History of presenting illness indicating a possible bacterial vaginosis. Positive Whiff test indicating bacterial vaginosis. Plan of care: Clindamycin 300 mg orally twice daily for 7 days was prescribed to help in the management of the issues. Patient educated on the need to avoid multiple sexual partners to avoid reoccurrence of the issue as well as possible sexually transmitted diseases.
Answer below QUESTION
· Subjective: What details did the patient or parent provide regarding the personal and medical history? Include any discrepancies between the details provided by the child and details provided by the parent as well as possible reasons for these discrepancies.
· Objective: What observations did you make during the physical assessment? Include pertinent positive and negative physical exam findings. Describe whether the patient presented with any growth and development or psychosocial issues.
· Assessment: What were your differential diagnoses? Provide a minimum of three possible diagnoses. List them from highest priority to lowest priority and include their ICD-10 code for the diagnosis. What was your primary diagnosis and why?
· Plan: What was your plan for diagnostics and primary diagnosis? What was your plan for treatment and management? Include pharmacologic and non-pharmacologic treatments, alternative therapies, and follow-up parameters as well as a rationale for this treatment and management plan.
· Reflection notes: What was your “aha” moment? What would you do differently in a similar patient evaluation?
Note: Your Focused Note Assignment must be signed by Day 7 of Week 3.
PRAC 6541:
.
DSL 301 Paper OutlineINSTRUCTIONSThe outline frames anAlyciaGold776
DSL 301 Paper Outline
INSTRUCTIONS
The outline frames and organizes your thinking to prepare for your final written paper. It is not a manuscript; it is not a draft of your paper. It provides clear, concise ideas and a visual framework for your thoughts. This includes your introduction, conclusion, 3+ main points, support for the main points, transitions, internal citations, and source list.
You may have more numbers/letters than the ones listed, but you may not have less. If you have a 1, you must have a 2 and an A must have a B. You may add another level to any main point (see main point 1 for an example; adjust as appropriate).
Outlines do not have to be in complete sentences or not complete thoughts. However, the statements on this outline require additional verbiage to be a comprehensive paper. Keep in mind, that the more developed your outline is, the more likely you are to receive constructive feedback. Remember, if you are vague, I cannot provide you with much feedback for your paper.
Begin this process by developing your thesis statement and the main points that will support that statement. Then, support those points and develop your introduction and conclusion. Don’t forget to add in transitions, these are often overlooked by students and their exclusion leads to choppy writing. At the end of your outline, there is an additional source list. Here you may revise/submit new sources after receiving feedback. I also ask that you provide your parenthetical citations, just as you will when referring to your sources in the text of your paper.
You may delete out the above text and fill in the outline below. This is a rough template, you may move aspects of this outline to fit your needs. Be sure to consult the paper description, rubric, and checklist when organizing your thoughts.
TEMPLATE
Name:
Title:
Introduction
I. Introduction of scientific subject:
II. Relationship of scientific subject to your life:
III. Thesis or goal of paper:
Transition into body
Body
I. (Main point 1/study 1):
a. Introduction of scientific study
b. Observations that led to the study
c. Conclusions of study
d. Relationship to your thesis/goal
Transition into main point 2
II. (Main point 2/study 2):
a. Introduction of scientific study
b. Observations that led to the study
c. Conclusions of study
d. Relationship to your thesis/goal
Transition into main point 3
III. (Main point 3/study 3):
a. Introduction of scientific study
b. Observations that led to the study
c. Conclusions of study
d. Relationship to your thesis/goal
Transition into main point 4
IV. (Main point 4/study 4):
a. Introduction of scientific study
b. Observations that led to the study
c. Conclusions of study
d. Relationship to your thesis/goal
Transition into main point 5
V. (Main point 5/study 5):
a. Introduction of scientific study
b. Observations that led to the study
c. Conclusions of study
d. Relationship to your thesis/goal
Transition into conclusion
Conclusion
...
Pamphlet addressing non-scientific community and presentationAdd.docxhoney690131
Pamphlet addressing non-scientific community and presentation
Addresses Learning Outcome:
Recognize risk factors leading to disease and identify preventive measures and treatments.
This assignment is designed for you to demonstrate your ability to communicate your knowledge of a disease to the lay (non-scientific and non-medical) public.
The disease or disorder should not be a common disease that has already addressed in our course. Common diseases include coronary artery disease, Alzheimer disease, arthritis, diabetes, AIDS, hypo- and hyper-thyroidism, hypertension, psoriasis, sleep apnea, Lyme’s Disease, sinusitis, allergic rhinitis, mononucleosis, asthma, urinary tract infections, many STDs (check with your instructor), irritable bowel disease, strep throat, MRSA, polio, tuberculosis, Lockjaw, anorexia nervosa, autism, Down syndrome, and many cancers (check with your instructor). For any additions to this list, check with your instructor.
In this assignment, you will develop good working knowledge of unique (uncommon) chronic disease or a unique preventable disease. Check with your instructor for approval of your topic selection.
Process
You will choose a unique chronic or preventable disease during the first two weeks of the course.
Seek approval for your topic from your instructor.
Create an informative pamphlet about the chosen chronic or preventable disease for a non-scientific community. Ideally, the pamphlet should be in the form of a six-page pamphlet.
Content
The pamphlet should contain the following:
Content and language that targets a lay audience. All terms should be explained and diagrams and graphics should be provided to clarify concepts and ideas.
A brief description of the disease, including its symptoms and signs
Explanation of the effects of the disease on healthy body function including cellular, tissue, organ and organ system levels
Risk factors contributing to the onset of the disease
Description of preventive steps to avoid the disease (if avoidable)
Available diagnostic and therapeutic tools
Outcomes of the disease (such as prognosis or recovery potential)
Information about how a person suffering from the disease can maintain a desirable quality of life, minimize or slow the progress of the disease
Format of the pamhlet
Single-spaced
Tri-fold
All content written in your own words
Reference citations included in APA format (not part of the tri-fold; should be provided on a separate page)
Grading Rubric
This project has three phases:
1. Select a Topic.
By the end of the second week of the course (see Course Schedule for due date), you will be required to post your chosen topic and information about why you chose it in a designated area in the Conferences. The information you present should include sufficient detail to demonstrate that you have completed some preliminary research and should present a clear rationale for your choice.
2. Develop a reference list and outline.
.
This week, you will analyze a neuropsychological disorder that is di.docxadkinspaige22
This week, you will analyze a neuropsychological disorder that is different from the topic you chose for your Final Project. Select a neuropsychological disorder from the following list, which is based on the
DSM-5
:
1. Schizophrenia
2. Major depressive disorder
3. Bipolar disorder
4. Anxiety - Choose and focus on one of the anxiety disorders, e.g., generalized anxiety disorder or social anxiety disorder.
5. Post-traumatic stress disorder
6.
Obsessive-compulsive disorder
7. Substance use disorder (substance abuse and addiction) - Provide both an overview of this topic plus a focus on a single drug of your choice.
8. Neurodevelopmental disorder (autism spectrum disorder or attention-deficit hyperactivity disorder)
9. Neurocognitive disorder - Choose and focus on one of the neurocognitive disorders, e.g., one of the dementias.
10. Neurological disorder - Choose and focus on one neurological disorder, e.g., multiple sclerosis, spina bifida.
11. Sleep-wake disorder - Choose and focus on one of the sleep-wake disorders.
12. Feeding and eating disorder - Choose and focus on one of the feeding and eating disorders.
13. Sexual dysfunction or gender dysphoria - Choose and focus on one of the conditions in these categories
After choosing a disorder, your assignment should include an examination of the following factors as they relate to your selected disorder:
· A description of the pathological features and clinical criteria for diagnosis
· The biopsychological theories of the pathology
· Nervous system structure(s), neurotransmitter(s), receptor(s), and pathways implicated in the disorder
· Possible causes (etiology), including genetic, environmental, familial, lifestyle, and other identifiable risk factors
· Epidemiology of the disorder (demographics of those affected)
· Clinical presentation and natural history of the condition
· Potential complications (neurologic, psychiatric, and other medical or nonmedical)
· Current treatment options (pharmacologic and nonpharmacologic)
· Future directions for research and clinical management
In keeping with the focus of this class, the emphasis of your paper will be on the following neuroscience aspects of the disorder:
· Theories of etiology (causes)
· Associated factors in development of the disorder (genetic, environmental, familial, lifestyle)
· Pathology (abnormalities of physical structure and function, including genetic and biochemical aspects)
· Treatment options (pharmacologic and nonpharmacologic, with rationales for use based on current understanding of the disorder)
· Diagnostic and research technologies employed in clinical diagnosis, care, and basic science research
Your assignment must include an introductory paragraph that has a succinct thesis statement as well as a conclusion summarizing your synthesis of the above issues relating to the disorder. Your paper must be three to four double-spaced pages (excluding title and reference pages) a ...
Make a SOAP Note Not a narrative essay Assessing Neurological Sympt.docxeubanksnefen
Make a SOAP Note Not a narrative essay: Assessing Neurological Symptoms
Note:
Your Discussion post should be in the SOAP Note format, rather than the traditional narrative style Discussion posting format. Refer to the Comprehensive SOAP Template in the attachments below for guidance.
CASE: Numbness and Pain
A 47-year-old obese female complains of pain in her right wrist, with tingling and numbness in the thumb and index and middle fingers for the past 2 weeks. She has been frustrated because the pain causes her to drop her hair-styling tools.
To prepare:
With regard to the case study you were assigned:
·
Review this week's Learning Resources, and consider the insights they provide about the case study.
·
Consider what history would be necessary to collect from the patient in the case study you were assigned.
·
Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient's condition. How would the results be used to make a diagnosis?
·
Identify
at least five
possible conditions that may be considered in a differential diagnosis for the patient.
Address all these in the SOAP Note not an Narrative Essay (Follow the SOAP Note Template on the attachment):
1.
A description of the health history you would need to collect from the patient in the case study to which you were assigned.
2.
Explain what physical exams and diagnostic tests would be appropriate and how the results would be used to make a diagnosis.
3.
List
five
different possible conditions for the patient's differential diagnosis, and justify why you selected each.
REMINDER:
Please make a SOAP NOTE for this case. Make your own patient’s data, applicable health history, review of systems, P.E., labs, differential diagnosis, final diagnosis etc. Incorporate the data from the case in the SOAP note that you will do… This is not a narrative essay ok…. I need SOAP note (Nurse Practitioner/RN/MD makes SOAP note)… Be guided with the SOAP Note in the template… Don’t copy paste. Formulate your own… Don’t forget to cite the Five Differential diagnosis and have Reference lists too. Rank the differential diagnosis from most to least likely… Expand more your ideas in explaining the diagnosis not only one or two sentences. Justify them correctly and briefly.
Resources:
·
Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2015).
Seidel's guide to physical examination
(8th ed.). St. Louis, MO: Elsevier Mosby.
o
Chapter 5, “Mental Status” (64-78)
This chapter revolves around the mental status evaluation of an individual’s overall cognitive state. The chapter includes a list of mental abnormalities and their symptoms.
o
Chapter 22, “Neurologic System” (pp. 544-580)
The authors of this chapter explore the anatomy and physiology of the neurologic system. The authors also describe neurological examinations and potential findings.
·
Dains, J. E., Baumann, L. C., & Scheibel, P. (2016).
Advanced health ass.
1
SAMPLE PREPARATION OUTLINE
STUDENT:
INSTRUCTOR:
COURSE: COMM 2200-XX
DATE:
TITLE:
Specific Purpose: To inform my audience about the nature, extent, and symptoms of panic
attacks.
Central Idea: Panic attacks are serious medical conditions whose fearful symptoms affect
millions of people.
Introduction
I. Attention: I can't breathe, my arms are tingling, I'm really dizzy, and it feels as if
my heart is about to fly out of my chest. When this happened to me three years ago
at an outdoor concert, I was really frightened. At the time, I had no idea what was
going on.
II. Topic: My doctor told me later that I had experienced a panic attack.
III. Credibility: I have learned a lot about my condition during the past three years, and
I did additional research for this speech from sources such as the National Institute
of Mental Health and the American Psychiatric Association as well as others.
IV. Preview: Today I would like to inform you about the nature of panic attacks, the
people affected most often by them, and the options for treatment.
(Transition: Let's start with the nature of panic attacks.)
I. Panic attacks are a severe medical condition with a number of physical and mental
symptoms.
2
A. As defined by the National Institute of Mental Health, panic attacks involve
"unexpected and repeated episodes of intense fear accompanied by physical
symptoms."
1. The attacks usually come out of nowhere and strike when least
expected.
2. Their length can vary from a few minutes to several hours.
B. There are a number of symptoms common to most panic attacks.
1. Physical symptoms include a pounding heart, shortness of breath,
lightheadedness, and numbness or tingling sensations in the arms
and legs. (Baskin)
2. Mental symptoms include acute fear, a sense of disaster or
helplessness, and a feeling of being detached from one's own body.
(Transition: Now that you know something about the nature of panic attacks, let's look at
how widespread they are.)
II. Panic attacks affect millions of people.
A. According to the American Psychiatric Association, six million Americans
suffer from panic attacks.
B. Some groups have a higher incidence of panic attacks than do other groups.
1. The National Institute of Mental Health reports that panic attacks
strike women twice as often as men.
2. Half the people who suffer from panic attacks develop symptoms
before the age of 24. (National Institutes of Health)
3. Presentation aid (United)
(Transition: Given the severity of panic attacks, I'm sure you are wondering how they can
be treated.)
III. There are two major options for treating panic attacks.
A. One option is medication.
1. Antidepressants are the most frequently prescribed medication for
panic attacks.
2. They rearrange the brain's chemical levels so as to get rid of
unwanted fear responses. (Choy)
B. Another option is cognitive-behavioral therapy. ...
Essay #3 – CompareContrastDue Jan 2Typed, academic format + s.docxelbanglis
Essay #3 – Compare/Contrast Due: Jan 2 Typed, academic format + special
For our final essay in class, please write a comparison of you to ONE OF your parents.
You may interpret this assignment very widely or very narrowly. Think about all the essays we’ve read in class: in “Salvation,” the young child was raised by his aunt. In “Shame,” the child was raised by his mother with an absent father. In “The Death of Horatio Alger,” children and parents were compared in terms of money and jobs. And finally, in “I Have A Dream,” Martin Luther King Jr, compared the generation of his day to his slave ancestors one hundred years prior. Are you better off than your parents? Will you be better off than those who came before you? Are you similar or different than your parents? Be specific. The format is normal academic standards, except all topic sentences must be bolded and must be the first sentence of each paragraph. -10% for improperly formatted papers.
Paragraph 1: Topic sentence must be
My (choose one parent or parent figure) looks/looked like _____________.
Paragraph 2: Topic sentence must be
We are really different with respect to _____________.
Paragraph 3: Topic sentence must be
We are similar in the way that ______________.
Paragraph 4: Topic sentence must be
An incident that shows how we compare is ______________.
Paragraph 5: Topic sentence must be
That incident taught me _______________________________.
Paragraph 6:
Must contain a topic sentence, quote and attributive tag for EITHER Paul Krugman’s essay or Martin Luther King, Jr’s speech. For your conclusion, use the quote to analyze the difference or similarity between generations in your family and relate it back to your essay.
Comprehensive SOAP Template
Patient Initials: _______ Age: _______ Gender: _______
Note: The mnemonic below is included for your reference and should be removed before the submission of your final note.
O = onset of symptom (acute/gradual)
L= location
D= duration (recent/chronic)
C= character
A= associated symptoms/aggravating factors
R= relieving factors
T= treatments previously tried – response? Why discontinued?
S= severity
SUBJECTIVE DATA: Include what the patient tells you, but organize the information.
Chief Complaint (CC): In just a few words, explain why the patient came to the clinic.
History of Present Illness (HPI): This is the symptom analysis section of your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis. Paint a picture of what is wrong with the patient. You need to start EVERY HPI with age, race, and gender (i.e. 34-year-old AA male). You must include the 7 attributes of each principal symptom:
1. Location
2. Quality
3. Quantity or severity
4. Timing, including onset, duration, and frequency
5. Setting in which it occurs
6. Factors that have aggravated or relieved the symptom
7. Associated manifestations
Medications: Include over the counter, vitamin, and herbal supplements. ...
Medical TerminologyBasic Word Structure Cha.docxbuffydtesurina
Medical Terminology
Basic Word Structure
Chapter One.
Chapter objectives
To divide medical terms into component parts.
To analyze, pronounce, and spell medical terms using common combining forms, suffixes, and prefixes.
2
Medical Language
You decided to pursue a career in the health care field and you will know so many new sights and sounds, also you want to embrace the medical culture and become part of it.
Your first attempts at interacting with other healthcare professionals are successful because you know medical language.
Immediately, you are immersed in interesting medical activities and important conversations, and you understand what is going on.
Your future in the healthcare is certain because you took the time to study medical language.
Medical language is the language of the healthcare profession, and medical words are the tools of the trade!
Learning medical language is your key to a successful career in the healthcare field.
Medical Language and communication.
Communication in any language consists of five language skills. You need to master all five skills in order to communicate on the job with other healthcare professional.
Reading
Listening
Thinking, analyzing, and understanding.
Writing (or typing) and spelling
Speaking and pronouncing.
- These skills are critical in the communication of medical language, and you will develop all five skills by given you many opportunities to practice until you have mastered all of them.
Word Analysis
If you work in a medical setting, you use medical words every day.
In addition, you hear medical terms spoken in your doctor’s office, read about health issues, and make daily decisions about your own health care and the health care of your family.
Terms such as: arthritis, electrocardiogram, hepatitis, and anemia describe conditions and tests that are familiar.
Other medical words are more complicated, but as you work in this course, you will begin to understand them even if you have never studied biology or science.
Medical words are like individual jigsaw puzzles. Once you divide the terms into their components and learns the meaning of the individual parts, you can use that knowledge to understand many other new terms.
For example, the term HEMATOLOGY is divide into three parts:
HEMAT/O/LOGY
Root
(Blood)
Combining
vowel
Suffix
(study of)
Hematology
When you analyze a medical term, begin at the END of the word. The ending is called a SUFFIX.
All Medical terms contain suffixes. The suffix in Hematology is –LOGY, which means study of.
Next, look at the beginning of the term. HEMAT- is the word root. The root gives the essential meaning of the term. The root HEMAT- means blood.
The third part of this term, which is the letter 0, has no meaning of its own but is an important connector between the root (HEMA-) and the suffix (-LOGY). It is called a combining vowel.
The lett.
Essay for ENG 213 21st century and e.docxrusselldayna
Essay for ENG 213: 21st century and everything before
Source Material:
Reading resources in Units 1
through 5 Viewing resources in
Units 1 through 5
Background:
You have read, viewed, and discussed resources on different genres and eras of
poems and poets as well as resources on how compare and contrast topics
effectively. Now, it is time to combine those two subjects into one assignment.
Prompt:
Choose a poet from the 21st century and compare his/her poems and writing
styles to a poet that was presented in Units 1 through 4.
Task:
Choose a poet that is presented in Unit 5 (Miranda, Angelou, Heaney, Collins).
Choose a poet in that is presented in Units 1 through 4.
Use the resources available in all the units on writing styles, devices,
imagery, and history to create a plan for similarities and differences in your
chosen authors’ poems and in their writing styles.
You will be writing a 2-3 page essay that analyzes these similarities and
differences. Be sure to include a supporting section that addresses similarities
and differences in the poems (theme, subjects, structure, rhyme scheme) as
well as a section that addresses the writing styles (use of imagery and poetic
devices).
Instructions:
Analyze the two poets and their poems for similarities and differences in the
poems and in the authors’ writing styles.
Write a 2-3 page essay with a thesis statement that asserts your main
answer to the prompt.
Use ideas, paraphrases, and quotes from both stories to support your own
ideas. Be sure to format these citations according to APA formatting
guidelines.
Your audience for this response will be people who have read the poems but
not compared and contrasted the elements. This will eliminate the need to
summarize or add plot-heavy detail.
Compare & Contrast: 21st Century and Everything Before
ENG213—Poetry
Requirements:
Your response should be 2-3 pages.
Your response should have a properly APA formatted title page.
Your response should have properly formatted in-text citations.
Your response should have a properly formatted reference page
It should also be double spaced, written in Times New Roman, in 12 point font
and with 1 inch margins.
Use the third-person, objective voice, avoiding personal pronouns such as
“I,” “you,” “we,” etc.
Please be cautious about plagiarism. Make sure to use internal citations
for direct quotes, paraphrases, and new information.
Students: Be sure to read before you write, and again after you write.
Rubric for Compare and Contrast of Poets and Poems
Does Not
Meet
Expectatio
ns 0-11
Below
Expectatio
ns 12-13
Needs
Improveme
nt 14-15
Satisfactory
16-17
Meets
Expectatio
ns 18-20
Thesis
Statement
(Controlling
Idea)
Thesis is
not
present.
Thesis is
confusing,
vague or
unclear.
Thesis is
loosely
related to the
paper or not
present.
Thesis is
attempted with
little .
Essay for ENG Unit 3 Breaking out Poe.docxrusselldayna
Essay for ENG Unit 3: Breaking out Poet Study
Source Material:
Resources in Unit
3 Research
sources
Background:
In Unit 3, you have read, viewed, and discussed resources on authors who have
broken out of their traditional styles and formats.
Prompt:
Choose one of the authors from Unit 3 and research how your author “broke
away” from his/her previously accepted norms of poetry writing.
You will need to have at least two outside sources (in addition to the poetry
sources) that you will incorporate into your response. These sources must be
valuable and reliable.
Task:
Choose a poet that is presented in Unit 3 (Whitman, Emerson, Thoreau, or Dickenson)
Use the resources available and at least two research resources and analyze
how your chosen author’s writing style and poems break away from the norms
that were followed prior to his/her break out poetry
You will be writing a 2-3 page essay that analyzes this prompt. Be sure to
include information on
o The structures, themes, and writing styles that were the norm prior
to your author.
o How your chosen author broke away from this norm. Use both your
resources and text examples from the poems to support your
response.
Instructions:
Write a 2-3 page essay with a thesis statement that asserts your main
answer to the prompt.
Use ideas, paraphrases, and quotes from researched sources and poetry
sources to support your own ideas. Be sure to format these citations according
to APA formatting guidelines. Remember that these sources need to be valid
and reliable.
Your audience for this response will be people who are familiar with the
author and his/her poems, but have not researched how the author broke
away from the prior norms. This will eliminate the need to summarize or
add plot-heavy detail.
Literary Analysis Essay: Breaking out Poet Study
ENG213—Poetry
Requirements:
Your response should be 2-3 pages.
Your response should have a properly APA formatted title page.
Your response should have properly formatted in-text citations.
Your response should have a properly formatted reference page
It should also be double spaced, written in Times New Roman, in 12 point font
and with 1 inch margins.
Use the third-person, objective voice, avoiding personal pronouns such as
“I,” “you,” “we,” etc.
Please be cautious about plagiarism. Make sure to use internal citations
for direct quotes, paraphrases, and new information.
Students: Be sure to read before you write, and again after you write.
Rubric for the Literary Analysis Essay: Breaking Out Poet Study
Does Not
Meet
Expectation
s 0-11
Meet
Expectation
s 12-13
Needs
Improveme
nt 14-15
Satisfactor
y
16-17
Meets
Expectation
s 18-20
Approach/Struct
ure
The essay
does not have
a clear
approach and
the structure is
varied so that
the essay
information
cannot be
understood.
The essay’s
approach is
confu.
essay I wrote need to be fixedHEADING-should write Essay One S.docxrusselldayna
essay I wrote need to be fixed:HEADING?-should write Essay One: Sedaris and Anzaldua
INDENTThe process of learning is an inevitable one for every human being as he/she goes about doing his./her daily tasks. Many are the occasions when we find ourselves compelled to learn new things whether formally or informally so as to fit in to a given situation. Learning of languages is one example of a very common learning process undertaken by many people. Whatever one is learning, he/she may end up enjoying it and doing it as fun rather than a punishment if the teacher is friendly. However, the experience will be a complete opposite if the teacher is disgusting. Disgusting hung? You give a lot of power to other people, and very little to learners. I wonder students who get through 12-14 years of school are able to complete their studies if they delineate power this way. Learning languages, especially foreign ones, can be quite a costly affair and affect humans negatively by lowering confidence in their abilities to do everyday activities. Your thesis is arguing that humans should not learn foreign languages because it is costly and lowers confidence? Wouldn’t that also be the cost of learning anything… or going to college? Maybe something to think of moving forward.
INDENTLearning languages can be an avenue for one to be humiliated and scolded by those who are supposed to teach him/her. When we embark on learning a second, third, or even forth language, we often hope that this would earn us additional experience, skills, and the aptitude COMMA which increases our chances of getting a job. Some educators may be hell-bent to discourage you or they may be simply seeing you as a nuisance because of your lack of knowledge in that language. CIRCUMSTANIAL…. MAYLEAVES THIS ARGUMENT WISHY WASHY. IT ALSO IMPLIES YOU KNOW INTENT, WHICH YOU NEED TO PROVE. This is demonstrated by David Sedaris in his story "Me Talk Pretty One Day" when he says what his French teacher told him. The teacher said to him "I hate you...I really hate you" (Sedaris par. 20). GOOD MLA APPLICATION. The teacher hated Sedaris because, according to her, he was lazy. This is very insensitive of the teacher and can make the student lose self-esteem.BUT THIS SELF ESTEEM ISSUE WAS ONE STRENTHENED BY HIS EXPERIENCE IN THE END. Low self esteem may have a negative impact not only on his class performance, but also affect his everyday interactions with others. Whenever he goes out in the course of his daily activities, Sedaris may findit HERE IS THAT MAY AGAIN….hard to start conversations because he feels he is not up to the task of communicating in French.
INDENTOften, some people may be compelledto learn a second language for the single reason that they are doubtful of the legitimacy of their first language. Such fellows feel that their language is MORE backward and unsophisticated than the language they want to learn or are in the process of learning. In the story "How To Tame a Wild Toungue" by.
Essay help on congressional committesslegislation assignmentI.docxrusselldayna
Essay help on congressional committess/legislation assignment
Identify and choose two
congressional committees (Links to an external site.)
. Identify one from the House and one from the Senate
that are the same committee
, for example: the House Armed Services Committee and the Senate Armed Services Committee.
Please note, some committees that perform the same function have different names in the House and Senate. The
House Ways and Means Committee
relates to the
Senate Finance Committee
for example.
Write a full research/informative essay using the below format:
Provide a complete and detailed background of each committee (leadership, composition, subcommittees, scope, history, etc)
Briefly compare and contrast the two committees.
Identify what each committee is working on currently.
Explain why a Representative/Senator would want to be on each respective committee. How can they exercise power? What decisions can they influence?
Notes
You can emphasize different aspects of this assignment to your own style:
Maybe give in depth biographies of each member
or detail all the work they did in a given time frame
Be sure to cover each aspect, and always err on the side of more detail than less
organize the content. avoid mashing together members, history, and subcommittees, etc all in the same paragraph
GovTrack (Links to an external site.)
is a good website for committees. Use multiple sources
Avoid plagiarism
Essay is graded on structure, clarity of writing, and completeness of analysis
SAMPLE THESIS:
In order to understand the importance of Congressional committees, in-depth research presents an overview of two similar committees in the United States Congress. By informing on the _______ committee in the Senate and the ________ committee in the House, curious readers learn about the leadership, history, composition, function, and overall purpose of the committees and Congress as a whole.
.
Essay Format-Persuasive EssayIntroduction Paragraph with Thesis .docxrusselldayna
Essay Format-Persuasive Essay
Introduction Paragraph with Thesis Statement (Remember, the thesis statement will be the last line in this paragraph.)
What could make this invention any better? It is free for most shoppers, it is convenient for carrying materials, it is lightweight, and it has multiple purposes. These are some benefits of plastic shopping bags. According to Kinnelon Conserves.net, plastic bags are made from crude oil, which is heated and releases ethylene gas, leaving polyethylene as a byproduct (2018). This gel-like material is what makes plastic bags. Ever since its beginnings in the 1960s, plastic shopping bags can be seen in many places: in shopping carts, in trunks of cars, and in kitchens. Katherine Mangu-Ward states, “In 2010, Guinness World Records named plasticbagsthe most ubiquitous consumer item in the world” (2015). But, the problem is that we also see plastic bags floating in oceans and trapped inside aquatic organisms. So, the question becomes, do we ban plastic bags in all fifty states, or do we continue using them in shopping centers?
________________________________________________________________________
(Thesis)_Considering many factors, plastic bags should be banned from stores in all fifty states due to the negative effect they have on the environment when they are produced and after they are produced, along with the fact that many countries and cities have already successfully banned them and reaped the positive environmental benefits of doing so. __
Body Paragraph # 1
Topic Sentence : One reason lawmakers should ban plastic bags in all fifty states, is due to the negative environmental ramifications, when they are produced.
Major Supporting Detail # 1: __Plastic bags are made from an already depleting fossil fuel: oil, which takes thousands of years to form. Oil already has many uses, including being used for gasoline and diesel in vehicles and homes, jet fuel, and for roads and roofs, among many other uses. Eliminating plastic bags will make better use of this limited oil resource.
Evidence/Quote/Paraphrase—“Quotation Sandwich”
_ The Kinnelon Conserves website states that “five trillion plastic bags are produced each year, which accounts for .2% of the earth’s oil consumption each year…it takes 12 million barrels of oil just to make enough plastic bags for America!” That is a lot of wasted oil on a product we usually only use one time for about 15 minutes. Oil is already being used up at an alarming rate for energy, construction, and other types of plastics like for toys and many household items, so we should not waste it on one-use plastic bags, and further negatively affect our environment.
Major Detail # 2: _When we extract oil from our land to make plastic bags, we also release methane into the atmosphere, which traps heat, and increases global warming. So, oil extraction, also induces air pollution. __________________
Evidence/Quote/Paraphr.
Essay format APA Style of Writing. No less than 150 words per answ.docxrusselldayna
Essay format APA Style of Writing.
No less than 150 words per answer.
Need to be done by 8:00pm Oct. 14, 2013
Answer questions 1 through 4.
1) Why is it necessary to plan? How is most planning conducted?
2) Describe the differences between objectives, policies, procedures, and rules.
3) What are the three stages in the decision-making process?
4) Should a manager make planning decisions on the basis of gut instinct? Why or why not?
.
More Related Content
Similar to EpisodicFocused SOAP Note TemplatePatient InformationIniti.docx
Ashford 6 - Week 5 - Final PaperIntegrative Personality Theory .docxlauricesatu
Ashford 6: - Week 5 - Final Paper
Integrative Personality Theory
For your final paper, you will complete the rest of the assignment which you began in week three and create your own theory of personality development by synthesizing the concepts and constructs of all the theories that seem most accurate and appropriate to you and by using those concepts to reflect on your own personality and development. Remember to use
the template
provided to guide you through the steps.
Research a minimum of eight scholarly sources related to these concepts in the Ashford University Library to support your statements in the paper. Popular websites and your textbook may augment, but they will not count toward, the minimum number of sources needed for the paper. The following content and headings must be included in your paper.
Please visit the Ashford Writing Center for guidance on how to format headings in APA Style. Also, please take note of the suggestions provided for the length for each section in the instructions below.
Instructions:
Provide a general introduction to the topic of theories of personality. Explain what you plan to cover and describe the direction your paper will take. This section will not feature a heading, and it will be approximately two to three paragraphs.
Major Concepts
In this section, you will present the seven specific concepts identified from the seven models you think best apply to the study of personality in distinct subheadings. For each concept, identify the major personality model from which the concept was taken as well as the theorist associated with that model. This completed section will be approximately four to five pages.
Excluded Concepts
In this section, present the concepts you have chosen to exclude in your theory of personality development. Reflect on the basic assumptions that define personality and identify three specific excluded concepts from any of the theories studied in the course. For each of the excluded concepts, provide a rationale explaining the various aspects of the concept that make it unsuitable for your use. This section will be approximately one to two pages.
The Differences between Healthy and Unhealthy Personalities
Describe the basic differences between healthy and unhealthy personality, based on the concepts that you have chosen to include and exclude from your theory. This completed section will be approximately one page.
The Roles of Heredity, the Environment, and Epigenetics
Provide your analysis of the roles heredity, the environment, and epigenetics play in the development of personality. Discuss how heredity and the environment might affect personality disorders. This completed section will be approximately one page.
Assessment and Measurement of the Theory
Reflect on the major concepts you have selected for inclusion and provide a brief description about how those concepts are measured and/or assessed. Review the assessment sections of each chapter and .
Essay Instructions What are three of the most .docxdebishakespeare
Essay
Instructions
What are three of the most defining events or eras in African American History? Please
keep in mind that there are no strictly “right” or “wrong” answers to this question.
However, to maintain an adequate amount of historical distance from the present, no
event should be more recent than the 1990s. Keep in mind that the purpose of this essay
is to demonstrate that you can defend your choices using a clearly constructed argument
and supporting evidence.
Your essay must be at least 2000 words (approximately 8 pages) with an introduction,
conclusion, and at least three body paragraphs. The essay must be typed, double-spaced,
and written in clear, concise prose. Cite all sources used for direct quotations. In-text
citations are acceptable for this assignment, but please be mindful of how they falsely
inflate your word count.
Some Guidelines:
Sources and Citations
A formal research paper relies heavily on the evidence you use to support your argument.
Your opinion means nothing without this evidence. For this paper, you must use at least
SIX (6) sources. At least three of these must be primary sources. Failure to cite sources
is plagiarism, which will result in a failing grade.
For the love of all that is good and scholarly, please do NOT use history.com,
biography.com, wikipedia.com, about.com, or any such basic website. At this point you
should be skilled enough to seek a better source. This is college. Step up your game or go
home. Seriously, if you cite any of these sources, there will be a steep deduction from
your grade.
Purdue University has an excellent writing lab with an online guide for research and
citations. It contains instructions for Chicago, MLA, and APA formatting.
I strongly recommend using the Purdue OWL guide.
You may also use Citation Machine or a comparable website to help format your
citations.
Plagiarism
The use of another individual's ideas or words without proper citation constitutes
plagiarism. This is the worst form of academic misconduct and will result in a failing
grade on the assignment. If you are still unsure about what plagiarism is, please speak
with me after reviewing TSU’s policy online.
Quick suggestions:
Avoid using too many quotations, and quote only when absolutely necessary. Do
not use long quotes (more than a sentence or two). Do not use block quotations.
Be sure to mention who you are quoting. Failure to cite your source is plagiarism
and will be handled through the appropriate channels.
Organize your paper into discrete paragraphs. Avoid overwriting (using several
sentences when a single, short sentence will make your point). Avoid the passive
voice. Avoid using phrases such as "seems to," "may be," "appears to," and
similar phrases that weaken your writing. Write with confidence.
Keep a copy of your paper for your own records.
Do not play games with fonts and margins. I will count words if I must.
Learning ResourcesRequired Readings (click to expandreduce) .docxcroysierkathey
Learning Resources
Required Readings (click to expand/reduce)
Note: To access this week's required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel's guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.
· Chapter 7, “Mental Status”
This chapter revolves around the mental status evaluation of an individual’s overall cognitive state. The chapter includes a list of mental abnormalities and their symptoms.
· ·Chapter 23, “Neurologic System”
The authors of this chapter explore the anatomy and physiology of the neurologic system. The authors also describe neurological examinations and potential findings.
Dains, J. E., Baumann, L. C., & Scheibel, P. (2019). Advanced health assessment and clinical diagnosis in primary care (6th ed.). St. Louis, MO: Elsevier Mosby.
Credit Line: Advanced Health Assessment and Clinical Diagnosis in Primary Care, 6th Edition by Dains, J.E., Baumann, L. C., & Scheibel, P. Copyright 2019 by Mosby. Reprinted by permission of Mosby via the Copyright Clearance Center.
Chapter 4, “Affective Changes”
This chapter outlines how to identify the potential cause of affective changes in a patient. The authors provide a suggested approach to the evaluation of this type of change, and they include specific tools that can be used as part of the diagnosis.
Chapter 9, “Confusion in Older Adults”
This chapter focuses on causes of confusion in older adults, with an emphasis on dementia. The authors include suggested questions for taking a focused history as well as what to look for in a physical examination.
Chapter 13, “Dizziness”
Dizziness can be a symptom of many underlying conditions. This chapter outlines the questions to ask a patient in taking a focused history and different tests to use in a physical examination.
Chapter 19, “Headache”
The focus of this chapter is the identification of the causes of headaches. The first step is to ensure that the headache is not a life-threatening condition. The authors give suggestions for taking a thorough history and performing a physical exam.
Chapter 31, “Sleep Problems”
In this chapter, the authors highlight the main causes of sleep problems. They also provide possible questions to use in taking the patient’s history, things to look for when performing a physical exam, and possible laboratory and diagnostic studies that might be useful in making the diagnosis.
Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). Philadelphia, PA: F. A. Davis.
· Chapter 2, "The Comprehensive History and Physical Exam" ("Cranial Nerves and Their Function" and "Grading Reflexes") (Previously read in Weeks 1, 2, 3, and 5)
Note: Download the Physical Examination Objective Data Checklist to use as you complete the Comprehensive (Head-to-Toe) Physical Assessment assignment.
...
Bacterial Vaginosis Zahavah is a 16 years Gender Female Race .docxrobert345678
Bacterial Vaginosis
Zahavah is a 16 years Gender: Female Race: non-Hispanic White Diagnosis: bacterial vaginosis Subjective Data: HJ is a 16-year-old Hispanic female patient who presented to the office with her mother with a two week history of severe irritation and soreness of her vulva. The patient reported of having a two-week history of burning sensation on passing urine without increased urinary frequency. In addition, the patient complained of having a thick, creamy-white vaginal discharge. She had normal and regular menstrual periods. She agreed to having multiple sexual partners for the last one year since breaking up with her high school boyfriend. She denied taking medications in the management of the issue of concern. Objective Data: Vital signs; BP 110/76, HR 78, RR 26, temperature 98, and an oxygen saturation of 99 percent on room air. In general, HJ was a healthy lad who was well oriented to place, time, and person, without obvious distress. HEENT without issues of concern. On respiratory assessment, the patient had a clear and normal lung sounds bilaterally without crackles and wheezes. Cardiovascular assessment showing normal heart sound without murmurs and gallops. Normal bowel sounds on all quadrants on gastrointestinal examination. Patient denied to have a physical examination on the perineal area. Assessment: History of presenting illness indicating a possible bacterial vaginosis. Positive Whiff test indicating bacterial vaginosis. Plan of care: Clindamycin 300 mg orally twice daily for 7 days was prescribed to help in the management of the issues. Patient educated on the need to avoid multiple sexual partners to avoid reoccurrence of the issue as well as possible sexually transmitted diseases.
Answer below QUESTION
· Subjective: What details did the patient or parent provide regarding the personal and medical history? Include any discrepancies between the details provided by the child and details provided by the parent as well as possible reasons for these discrepancies.
· Objective: What observations did you make during the physical assessment? Include pertinent positive and negative physical exam findings. Describe whether the patient presented with any growth and development or psychosocial issues.
· Assessment: What were your differential diagnoses? Provide a minimum of three possible diagnoses. List them from highest priority to lowest priority and include their ICD-10 code for the diagnosis. What was your primary diagnosis and why?
· Plan: What was your plan for diagnostics and primary diagnosis? What was your plan for treatment and management? Include pharmacologic and non-pharmacologic treatments, alternative therapies, and follow-up parameters as well as a rationale for this treatment and management plan.
· Reflection notes: What was your “aha” moment? What would you do differently in a similar patient evaluation?
Note: Your Focused Note Assignment must be signed by Day 7 of Week 3.
PRAC 6541:
.
DSL 301 Paper OutlineINSTRUCTIONSThe outline frames anAlyciaGold776
DSL 301 Paper Outline
INSTRUCTIONS
The outline frames and organizes your thinking to prepare for your final written paper. It is not a manuscript; it is not a draft of your paper. It provides clear, concise ideas and a visual framework for your thoughts. This includes your introduction, conclusion, 3+ main points, support for the main points, transitions, internal citations, and source list.
You may have more numbers/letters than the ones listed, but you may not have less. If you have a 1, you must have a 2 and an A must have a B. You may add another level to any main point (see main point 1 for an example; adjust as appropriate).
Outlines do not have to be in complete sentences or not complete thoughts. However, the statements on this outline require additional verbiage to be a comprehensive paper. Keep in mind, that the more developed your outline is, the more likely you are to receive constructive feedback. Remember, if you are vague, I cannot provide you with much feedback for your paper.
Begin this process by developing your thesis statement and the main points that will support that statement. Then, support those points and develop your introduction and conclusion. Don’t forget to add in transitions, these are often overlooked by students and their exclusion leads to choppy writing. At the end of your outline, there is an additional source list. Here you may revise/submit new sources after receiving feedback. I also ask that you provide your parenthetical citations, just as you will when referring to your sources in the text of your paper.
You may delete out the above text and fill in the outline below. This is a rough template, you may move aspects of this outline to fit your needs. Be sure to consult the paper description, rubric, and checklist when organizing your thoughts.
TEMPLATE
Name:
Title:
Introduction
I. Introduction of scientific subject:
II. Relationship of scientific subject to your life:
III. Thesis or goal of paper:
Transition into body
Body
I. (Main point 1/study 1):
a. Introduction of scientific study
b. Observations that led to the study
c. Conclusions of study
d. Relationship to your thesis/goal
Transition into main point 2
II. (Main point 2/study 2):
a. Introduction of scientific study
b. Observations that led to the study
c. Conclusions of study
d. Relationship to your thesis/goal
Transition into main point 3
III. (Main point 3/study 3):
a. Introduction of scientific study
b. Observations that led to the study
c. Conclusions of study
d. Relationship to your thesis/goal
Transition into main point 4
IV. (Main point 4/study 4):
a. Introduction of scientific study
b. Observations that led to the study
c. Conclusions of study
d. Relationship to your thesis/goal
Transition into main point 5
V. (Main point 5/study 5):
a. Introduction of scientific study
b. Observations that led to the study
c. Conclusions of study
d. Relationship to your thesis/goal
Transition into conclusion
Conclusion
...
Pamphlet addressing non-scientific community and presentationAdd.docxhoney690131
Pamphlet addressing non-scientific community and presentation
Addresses Learning Outcome:
Recognize risk factors leading to disease and identify preventive measures and treatments.
This assignment is designed for you to demonstrate your ability to communicate your knowledge of a disease to the lay (non-scientific and non-medical) public.
The disease or disorder should not be a common disease that has already addressed in our course. Common diseases include coronary artery disease, Alzheimer disease, arthritis, diabetes, AIDS, hypo- and hyper-thyroidism, hypertension, psoriasis, sleep apnea, Lyme’s Disease, sinusitis, allergic rhinitis, mononucleosis, asthma, urinary tract infections, many STDs (check with your instructor), irritable bowel disease, strep throat, MRSA, polio, tuberculosis, Lockjaw, anorexia nervosa, autism, Down syndrome, and many cancers (check with your instructor). For any additions to this list, check with your instructor.
In this assignment, you will develop good working knowledge of unique (uncommon) chronic disease or a unique preventable disease. Check with your instructor for approval of your topic selection.
Process
You will choose a unique chronic or preventable disease during the first two weeks of the course.
Seek approval for your topic from your instructor.
Create an informative pamphlet about the chosen chronic or preventable disease for a non-scientific community. Ideally, the pamphlet should be in the form of a six-page pamphlet.
Content
The pamphlet should contain the following:
Content and language that targets a lay audience. All terms should be explained and diagrams and graphics should be provided to clarify concepts and ideas.
A brief description of the disease, including its symptoms and signs
Explanation of the effects of the disease on healthy body function including cellular, tissue, organ and organ system levels
Risk factors contributing to the onset of the disease
Description of preventive steps to avoid the disease (if avoidable)
Available diagnostic and therapeutic tools
Outcomes of the disease (such as prognosis or recovery potential)
Information about how a person suffering from the disease can maintain a desirable quality of life, minimize or slow the progress of the disease
Format of the pamhlet
Single-spaced
Tri-fold
All content written in your own words
Reference citations included in APA format (not part of the tri-fold; should be provided on a separate page)
Grading Rubric
This project has three phases:
1. Select a Topic.
By the end of the second week of the course (see Course Schedule for due date), you will be required to post your chosen topic and information about why you chose it in a designated area in the Conferences. The information you present should include sufficient detail to demonstrate that you have completed some preliminary research and should present a clear rationale for your choice.
2. Develop a reference list and outline.
.
This week, you will analyze a neuropsychological disorder that is di.docxadkinspaige22
This week, you will analyze a neuropsychological disorder that is different from the topic you chose for your Final Project. Select a neuropsychological disorder from the following list, which is based on the
DSM-5
:
1. Schizophrenia
2. Major depressive disorder
3. Bipolar disorder
4. Anxiety - Choose and focus on one of the anxiety disorders, e.g., generalized anxiety disorder or social anxiety disorder.
5. Post-traumatic stress disorder
6.
Obsessive-compulsive disorder
7. Substance use disorder (substance abuse and addiction) - Provide both an overview of this topic plus a focus on a single drug of your choice.
8. Neurodevelopmental disorder (autism spectrum disorder or attention-deficit hyperactivity disorder)
9. Neurocognitive disorder - Choose and focus on one of the neurocognitive disorders, e.g., one of the dementias.
10. Neurological disorder - Choose and focus on one neurological disorder, e.g., multiple sclerosis, spina bifida.
11. Sleep-wake disorder - Choose and focus on one of the sleep-wake disorders.
12. Feeding and eating disorder - Choose and focus on one of the feeding and eating disorders.
13. Sexual dysfunction or gender dysphoria - Choose and focus on one of the conditions in these categories
After choosing a disorder, your assignment should include an examination of the following factors as they relate to your selected disorder:
· A description of the pathological features and clinical criteria for diagnosis
· The biopsychological theories of the pathology
· Nervous system structure(s), neurotransmitter(s), receptor(s), and pathways implicated in the disorder
· Possible causes (etiology), including genetic, environmental, familial, lifestyle, and other identifiable risk factors
· Epidemiology of the disorder (demographics of those affected)
· Clinical presentation and natural history of the condition
· Potential complications (neurologic, psychiatric, and other medical or nonmedical)
· Current treatment options (pharmacologic and nonpharmacologic)
· Future directions for research and clinical management
In keeping with the focus of this class, the emphasis of your paper will be on the following neuroscience aspects of the disorder:
· Theories of etiology (causes)
· Associated factors in development of the disorder (genetic, environmental, familial, lifestyle)
· Pathology (abnormalities of physical structure and function, including genetic and biochemical aspects)
· Treatment options (pharmacologic and nonpharmacologic, with rationales for use based on current understanding of the disorder)
· Diagnostic and research technologies employed in clinical diagnosis, care, and basic science research
Your assignment must include an introductory paragraph that has a succinct thesis statement as well as a conclusion summarizing your synthesis of the above issues relating to the disorder. Your paper must be three to four double-spaced pages (excluding title and reference pages) a ...
Make a SOAP Note Not a narrative essay Assessing Neurological Sympt.docxeubanksnefen
Make a SOAP Note Not a narrative essay: Assessing Neurological Symptoms
Note:
Your Discussion post should be in the SOAP Note format, rather than the traditional narrative style Discussion posting format. Refer to the Comprehensive SOAP Template in the attachments below for guidance.
CASE: Numbness and Pain
A 47-year-old obese female complains of pain in her right wrist, with tingling and numbness in the thumb and index and middle fingers for the past 2 weeks. She has been frustrated because the pain causes her to drop her hair-styling tools.
To prepare:
With regard to the case study you were assigned:
·
Review this week's Learning Resources, and consider the insights they provide about the case study.
·
Consider what history would be necessary to collect from the patient in the case study you were assigned.
·
Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient's condition. How would the results be used to make a diagnosis?
·
Identify
at least five
possible conditions that may be considered in a differential diagnosis for the patient.
Address all these in the SOAP Note not an Narrative Essay (Follow the SOAP Note Template on the attachment):
1.
A description of the health history you would need to collect from the patient in the case study to which you were assigned.
2.
Explain what physical exams and diagnostic tests would be appropriate and how the results would be used to make a diagnosis.
3.
List
five
different possible conditions for the patient's differential diagnosis, and justify why you selected each.
REMINDER:
Please make a SOAP NOTE for this case. Make your own patient’s data, applicable health history, review of systems, P.E., labs, differential diagnosis, final diagnosis etc. Incorporate the data from the case in the SOAP note that you will do… This is not a narrative essay ok…. I need SOAP note (Nurse Practitioner/RN/MD makes SOAP note)… Be guided with the SOAP Note in the template… Don’t copy paste. Formulate your own… Don’t forget to cite the Five Differential diagnosis and have Reference lists too. Rank the differential diagnosis from most to least likely… Expand more your ideas in explaining the diagnosis not only one or two sentences. Justify them correctly and briefly.
Resources:
·
Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2015).
Seidel's guide to physical examination
(8th ed.). St. Louis, MO: Elsevier Mosby.
o
Chapter 5, “Mental Status” (64-78)
This chapter revolves around the mental status evaluation of an individual’s overall cognitive state. The chapter includes a list of mental abnormalities and their symptoms.
o
Chapter 22, “Neurologic System” (pp. 544-580)
The authors of this chapter explore the anatomy and physiology of the neurologic system. The authors also describe neurological examinations and potential findings.
·
Dains, J. E., Baumann, L. C., & Scheibel, P. (2016).
Advanced health ass.
1
SAMPLE PREPARATION OUTLINE
STUDENT:
INSTRUCTOR:
COURSE: COMM 2200-XX
DATE:
TITLE:
Specific Purpose: To inform my audience about the nature, extent, and symptoms of panic
attacks.
Central Idea: Panic attacks are serious medical conditions whose fearful symptoms affect
millions of people.
Introduction
I. Attention: I can't breathe, my arms are tingling, I'm really dizzy, and it feels as if
my heart is about to fly out of my chest. When this happened to me three years ago
at an outdoor concert, I was really frightened. At the time, I had no idea what was
going on.
II. Topic: My doctor told me later that I had experienced a panic attack.
III. Credibility: I have learned a lot about my condition during the past three years, and
I did additional research for this speech from sources such as the National Institute
of Mental Health and the American Psychiatric Association as well as others.
IV. Preview: Today I would like to inform you about the nature of panic attacks, the
people affected most often by them, and the options for treatment.
(Transition: Let's start with the nature of panic attacks.)
I. Panic attacks are a severe medical condition with a number of physical and mental
symptoms.
2
A. As defined by the National Institute of Mental Health, panic attacks involve
"unexpected and repeated episodes of intense fear accompanied by physical
symptoms."
1. The attacks usually come out of nowhere and strike when least
expected.
2. Their length can vary from a few minutes to several hours.
B. There are a number of symptoms common to most panic attacks.
1. Physical symptoms include a pounding heart, shortness of breath,
lightheadedness, and numbness or tingling sensations in the arms
and legs. (Baskin)
2. Mental symptoms include acute fear, a sense of disaster or
helplessness, and a feeling of being detached from one's own body.
(Transition: Now that you know something about the nature of panic attacks, let's look at
how widespread they are.)
II. Panic attacks affect millions of people.
A. According to the American Psychiatric Association, six million Americans
suffer from panic attacks.
B. Some groups have a higher incidence of panic attacks than do other groups.
1. The National Institute of Mental Health reports that panic attacks
strike women twice as often as men.
2. Half the people who suffer from panic attacks develop symptoms
before the age of 24. (National Institutes of Health)
3. Presentation aid (United)
(Transition: Given the severity of panic attacks, I'm sure you are wondering how they can
be treated.)
III. There are two major options for treating panic attacks.
A. One option is medication.
1. Antidepressants are the most frequently prescribed medication for
panic attacks.
2. They rearrange the brain's chemical levels so as to get rid of
unwanted fear responses. (Choy)
B. Another option is cognitive-behavioral therapy. ...
Essay #3 – CompareContrastDue Jan 2Typed, academic format + s.docxelbanglis
Essay #3 – Compare/Contrast Due: Jan 2 Typed, academic format + special
For our final essay in class, please write a comparison of you to ONE OF your parents.
You may interpret this assignment very widely or very narrowly. Think about all the essays we’ve read in class: in “Salvation,” the young child was raised by his aunt. In “Shame,” the child was raised by his mother with an absent father. In “The Death of Horatio Alger,” children and parents were compared in terms of money and jobs. And finally, in “I Have A Dream,” Martin Luther King Jr, compared the generation of his day to his slave ancestors one hundred years prior. Are you better off than your parents? Will you be better off than those who came before you? Are you similar or different than your parents? Be specific. The format is normal academic standards, except all topic sentences must be bolded and must be the first sentence of each paragraph. -10% for improperly formatted papers.
Paragraph 1: Topic sentence must be
My (choose one parent or parent figure) looks/looked like _____________.
Paragraph 2: Topic sentence must be
We are really different with respect to _____________.
Paragraph 3: Topic sentence must be
We are similar in the way that ______________.
Paragraph 4: Topic sentence must be
An incident that shows how we compare is ______________.
Paragraph 5: Topic sentence must be
That incident taught me _______________________________.
Paragraph 6:
Must contain a topic sentence, quote and attributive tag for EITHER Paul Krugman’s essay or Martin Luther King, Jr’s speech. For your conclusion, use the quote to analyze the difference or similarity between generations in your family and relate it back to your essay.
Comprehensive SOAP Template
Patient Initials: _______ Age: _______ Gender: _______
Note: The mnemonic below is included for your reference and should be removed before the submission of your final note.
O = onset of symptom (acute/gradual)
L= location
D= duration (recent/chronic)
C= character
A= associated symptoms/aggravating factors
R= relieving factors
T= treatments previously tried – response? Why discontinued?
S= severity
SUBJECTIVE DATA: Include what the patient tells you, but organize the information.
Chief Complaint (CC): In just a few words, explain why the patient came to the clinic.
History of Present Illness (HPI): This is the symptom analysis section of your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis. Paint a picture of what is wrong with the patient. You need to start EVERY HPI with age, race, and gender (i.e. 34-year-old AA male). You must include the 7 attributes of each principal symptom:
1. Location
2. Quality
3. Quantity or severity
4. Timing, including onset, duration, and frequency
5. Setting in which it occurs
6. Factors that have aggravated or relieved the symptom
7. Associated manifestations
Medications: Include over the counter, vitamin, and herbal supplements. ...
Medical TerminologyBasic Word Structure Cha.docxbuffydtesurina
Medical Terminology
Basic Word Structure
Chapter One.
Chapter objectives
To divide medical terms into component parts.
To analyze, pronounce, and spell medical terms using common combining forms, suffixes, and prefixes.
2
Medical Language
You decided to pursue a career in the health care field and you will know so many new sights and sounds, also you want to embrace the medical culture and become part of it.
Your first attempts at interacting with other healthcare professionals are successful because you know medical language.
Immediately, you are immersed in interesting medical activities and important conversations, and you understand what is going on.
Your future in the healthcare is certain because you took the time to study medical language.
Medical language is the language of the healthcare profession, and medical words are the tools of the trade!
Learning medical language is your key to a successful career in the healthcare field.
Medical Language and communication.
Communication in any language consists of five language skills. You need to master all five skills in order to communicate on the job with other healthcare professional.
Reading
Listening
Thinking, analyzing, and understanding.
Writing (or typing) and spelling
Speaking and pronouncing.
- These skills are critical in the communication of medical language, and you will develop all five skills by given you many opportunities to practice until you have mastered all of them.
Word Analysis
If you work in a medical setting, you use medical words every day.
In addition, you hear medical terms spoken in your doctor’s office, read about health issues, and make daily decisions about your own health care and the health care of your family.
Terms such as: arthritis, electrocardiogram, hepatitis, and anemia describe conditions and tests that are familiar.
Other medical words are more complicated, but as you work in this course, you will begin to understand them even if you have never studied biology or science.
Medical words are like individual jigsaw puzzles. Once you divide the terms into their components and learns the meaning of the individual parts, you can use that knowledge to understand many other new terms.
For example, the term HEMATOLOGY is divide into three parts:
HEMAT/O/LOGY
Root
(Blood)
Combining
vowel
Suffix
(study of)
Hematology
When you analyze a medical term, begin at the END of the word. The ending is called a SUFFIX.
All Medical terms contain suffixes. The suffix in Hematology is –LOGY, which means study of.
Next, look at the beginning of the term. HEMAT- is the word root. The root gives the essential meaning of the term. The root HEMAT- means blood.
The third part of this term, which is the letter 0, has no meaning of its own but is an important connector between the root (HEMA-) and the suffix (-LOGY). It is called a combining vowel.
The lett.
Similar to EpisodicFocused SOAP Note TemplatePatient InformationIniti.docx (16)
Essay for ENG 213 21st century and e.docxrusselldayna
Essay for ENG 213: 21st century and everything before
Source Material:
Reading resources in Units 1
through 5 Viewing resources in
Units 1 through 5
Background:
You have read, viewed, and discussed resources on different genres and eras of
poems and poets as well as resources on how compare and contrast topics
effectively. Now, it is time to combine those two subjects into one assignment.
Prompt:
Choose a poet from the 21st century and compare his/her poems and writing
styles to a poet that was presented in Units 1 through 4.
Task:
Choose a poet that is presented in Unit 5 (Miranda, Angelou, Heaney, Collins).
Choose a poet in that is presented in Units 1 through 4.
Use the resources available in all the units on writing styles, devices,
imagery, and history to create a plan for similarities and differences in your
chosen authors’ poems and in their writing styles.
You will be writing a 2-3 page essay that analyzes these similarities and
differences. Be sure to include a supporting section that addresses similarities
and differences in the poems (theme, subjects, structure, rhyme scheme) as
well as a section that addresses the writing styles (use of imagery and poetic
devices).
Instructions:
Analyze the two poets and their poems for similarities and differences in the
poems and in the authors’ writing styles.
Write a 2-3 page essay with a thesis statement that asserts your main
answer to the prompt.
Use ideas, paraphrases, and quotes from both stories to support your own
ideas. Be sure to format these citations according to APA formatting
guidelines.
Your audience for this response will be people who have read the poems but
not compared and contrasted the elements. This will eliminate the need to
summarize or add plot-heavy detail.
Compare & Contrast: 21st Century and Everything Before
ENG213—Poetry
Requirements:
Your response should be 2-3 pages.
Your response should have a properly APA formatted title page.
Your response should have properly formatted in-text citations.
Your response should have a properly formatted reference page
It should also be double spaced, written in Times New Roman, in 12 point font
and with 1 inch margins.
Use the third-person, objective voice, avoiding personal pronouns such as
“I,” “you,” “we,” etc.
Please be cautious about plagiarism. Make sure to use internal citations
for direct quotes, paraphrases, and new information.
Students: Be sure to read before you write, and again after you write.
Rubric for Compare and Contrast of Poets and Poems
Does Not
Meet
Expectatio
ns 0-11
Below
Expectatio
ns 12-13
Needs
Improveme
nt 14-15
Satisfactory
16-17
Meets
Expectatio
ns 18-20
Thesis
Statement
(Controlling
Idea)
Thesis is
not
present.
Thesis is
confusing,
vague or
unclear.
Thesis is
loosely
related to the
paper or not
present.
Thesis is
attempted with
little .
Essay for ENG Unit 3 Breaking out Poe.docxrusselldayna
Essay for ENG Unit 3: Breaking out Poet Study
Source Material:
Resources in Unit
3 Research
sources
Background:
In Unit 3, you have read, viewed, and discussed resources on authors who have
broken out of their traditional styles and formats.
Prompt:
Choose one of the authors from Unit 3 and research how your author “broke
away” from his/her previously accepted norms of poetry writing.
You will need to have at least two outside sources (in addition to the poetry
sources) that you will incorporate into your response. These sources must be
valuable and reliable.
Task:
Choose a poet that is presented in Unit 3 (Whitman, Emerson, Thoreau, or Dickenson)
Use the resources available and at least two research resources and analyze
how your chosen author’s writing style and poems break away from the norms
that were followed prior to his/her break out poetry
You will be writing a 2-3 page essay that analyzes this prompt. Be sure to
include information on
o The structures, themes, and writing styles that were the norm prior
to your author.
o How your chosen author broke away from this norm. Use both your
resources and text examples from the poems to support your
response.
Instructions:
Write a 2-3 page essay with a thesis statement that asserts your main
answer to the prompt.
Use ideas, paraphrases, and quotes from researched sources and poetry
sources to support your own ideas. Be sure to format these citations according
to APA formatting guidelines. Remember that these sources need to be valid
and reliable.
Your audience for this response will be people who are familiar with the
author and his/her poems, but have not researched how the author broke
away from the prior norms. This will eliminate the need to summarize or
add plot-heavy detail.
Literary Analysis Essay: Breaking out Poet Study
ENG213—Poetry
Requirements:
Your response should be 2-3 pages.
Your response should have a properly APA formatted title page.
Your response should have properly formatted in-text citations.
Your response should have a properly formatted reference page
It should also be double spaced, written in Times New Roman, in 12 point font
and with 1 inch margins.
Use the third-person, objective voice, avoiding personal pronouns such as
“I,” “you,” “we,” etc.
Please be cautious about plagiarism. Make sure to use internal citations
for direct quotes, paraphrases, and new information.
Students: Be sure to read before you write, and again after you write.
Rubric for the Literary Analysis Essay: Breaking Out Poet Study
Does Not
Meet
Expectation
s 0-11
Meet
Expectation
s 12-13
Needs
Improveme
nt 14-15
Satisfactor
y
16-17
Meets
Expectation
s 18-20
Approach/Struct
ure
The essay
does not have
a clear
approach and
the structure is
varied so that
the essay
information
cannot be
understood.
The essay’s
approach is
confu.
essay I wrote need to be fixedHEADING-should write Essay One S.docxrusselldayna
essay I wrote need to be fixed:HEADING?-should write Essay One: Sedaris and Anzaldua
INDENTThe process of learning is an inevitable one for every human being as he/she goes about doing his./her daily tasks. Many are the occasions when we find ourselves compelled to learn new things whether formally or informally so as to fit in to a given situation. Learning of languages is one example of a very common learning process undertaken by many people. Whatever one is learning, he/she may end up enjoying it and doing it as fun rather than a punishment if the teacher is friendly. However, the experience will be a complete opposite if the teacher is disgusting. Disgusting hung? You give a lot of power to other people, and very little to learners. I wonder students who get through 12-14 years of school are able to complete their studies if they delineate power this way. Learning languages, especially foreign ones, can be quite a costly affair and affect humans negatively by lowering confidence in their abilities to do everyday activities. Your thesis is arguing that humans should not learn foreign languages because it is costly and lowers confidence? Wouldn’t that also be the cost of learning anything… or going to college? Maybe something to think of moving forward.
INDENTLearning languages can be an avenue for one to be humiliated and scolded by those who are supposed to teach him/her. When we embark on learning a second, third, or even forth language, we often hope that this would earn us additional experience, skills, and the aptitude COMMA which increases our chances of getting a job. Some educators may be hell-bent to discourage you or they may be simply seeing you as a nuisance because of your lack of knowledge in that language. CIRCUMSTANIAL…. MAYLEAVES THIS ARGUMENT WISHY WASHY. IT ALSO IMPLIES YOU KNOW INTENT, WHICH YOU NEED TO PROVE. This is demonstrated by David Sedaris in his story "Me Talk Pretty One Day" when he says what his French teacher told him. The teacher said to him "I hate you...I really hate you" (Sedaris par. 20). GOOD MLA APPLICATION. The teacher hated Sedaris because, according to her, he was lazy. This is very insensitive of the teacher and can make the student lose self-esteem.BUT THIS SELF ESTEEM ISSUE WAS ONE STRENTHENED BY HIS EXPERIENCE IN THE END. Low self esteem may have a negative impact not only on his class performance, but also affect his everyday interactions with others. Whenever he goes out in the course of his daily activities, Sedaris may findit HERE IS THAT MAY AGAIN….hard to start conversations because he feels he is not up to the task of communicating in French.
INDENTOften, some people may be compelledto learn a second language for the single reason that they are doubtful of the legitimacy of their first language. Such fellows feel that their language is MORE backward and unsophisticated than the language they want to learn or are in the process of learning. In the story "How To Tame a Wild Toungue" by.
Essay help on congressional committesslegislation assignmentI.docxrusselldayna
Essay help on congressional committess/legislation assignment
Identify and choose two
congressional committees (Links to an external site.)
. Identify one from the House and one from the Senate
that are the same committee
, for example: the House Armed Services Committee and the Senate Armed Services Committee.
Please note, some committees that perform the same function have different names in the House and Senate. The
House Ways and Means Committee
relates to the
Senate Finance Committee
for example.
Write a full research/informative essay using the below format:
Provide a complete and detailed background of each committee (leadership, composition, subcommittees, scope, history, etc)
Briefly compare and contrast the two committees.
Identify what each committee is working on currently.
Explain why a Representative/Senator would want to be on each respective committee. How can they exercise power? What decisions can they influence?
Notes
You can emphasize different aspects of this assignment to your own style:
Maybe give in depth biographies of each member
or detail all the work they did in a given time frame
Be sure to cover each aspect, and always err on the side of more detail than less
organize the content. avoid mashing together members, history, and subcommittees, etc all in the same paragraph
GovTrack (Links to an external site.)
is a good website for committees. Use multiple sources
Avoid plagiarism
Essay is graded on structure, clarity of writing, and completeness of analysis
SAMPLE THESIS:
In order to understand the importance of Congressional committees, in-depth research presents an overview of two similar committees in the United States Congress. By informing on the _______ committee in the Senate and the ________ committee in the House, curious readers learn about the leadership, history, composition, function, and overall purpose of the committees and Congress as a whole.
.
Essay Format-Persuasive EssayIntroduction Paragraph with Thesis .docxrusselldayna
Essay Format-Persuasive Essay
Introduction Paragraph with Thesis Statement (Remember, the thesis statement will be the last line in this paragraph.)
What could make this invention any better? It is free for most shoppers, it is convenient for carrying materials, it is lightweight, and it has multiple purposes. These are some benefits of plastic shopping bags. According to Kinnelon Conserves.net, plastic bags are made from crude oil, which is heated and releases ethylene gas, leaving polyethylene as a byproduct (2018). This gel-like material is what makes plastic bags. Ever since its beginnings in the 1960s, plastic shopping bags can be seen in many places: in shopping carts, in trunks of cars, and in kitchens. Katherine Mangu-Ward states, “In 2010, Guinness World Records named plasticbagsthe most ubiquitous consumer item in the world” (2015). But, the problem is that we also see plastic bags floating in oceans and trapped inside aquatic organisms. So, the question becomes, do we ban plastic bags in all fifty states, or do we continue using them in shopping centers?
________________________________________________________________________
(Thesis)_Considering many factors, plastic bags should be banned from stores in all fifty states due to the negative effect they have on the environment when they are produced and after they are produced, along with the fact that many countries and cities have already successfully banned them and reaped the positive environmental benefits of doing so. __
Body Paragraph # 1
Topic Sentence : One reason lawmakers should ban plastic bags in all fifty states, is due to the negative environmental ramifications, when they are produced.
Major Supporting Detail # 1: __Plastic bags are made from an already depleting fossil fuel: oil, which takes thousands of years to form. Oil already has many uses, including being used for gasoline and diesel in vehicles and homes, jet fuel, and for roads and roofs, among many other uses. Eliminating plastic bags will make better use of this limited oil resource.
Evidence/Quote/Paraphrase—“Quotation Sandwich”
_ The Kinnelon Conserves website states that “five trillion plastic bags are produced each year, which accounts for .2% of the earth’s oil consumption each year…it takes 12 million barrels of oil just to make enough plastic bags for America!” That is a lot of wasted oil on a product we usually only use one time for about 15 minutes. Oil is already being used up at an alarming rate for energy, construction, and other types of plastics like for toys and many household items, so we should not waste it on one-use plastic bags, and further negatively affect our environment.
Major Detail # 2: _When we extract oil from our land to make plastic bags, we also release methane into the atmosphere, which traps heat, and increases global warming. So, oil extraction, also induces air pollution. __________________
Evidence/Quote/Paraphr.
Essay format APA Style of Writing. No less than 150 words per answ.docxrusselldayna
Essay format APA Style of Writing.
No less than 150 words per answer.
Need to be done by 8:00pm Oct. 14, 2013
Answer questions 1 through 4.
1) Why is it necessary to plan? How is most planning conducted?
2) Describe the differences between objectives, policies, procedures, and rules.
3) What are the three stages in the decision-making process?
4) Should a manager make planning decisions on the basis of gut instinct? Why or why not?
.
essay format that discuss all three has to be 3-4 pagesDiscus.docxrusselldayna
essay format that discuss all three has to be 3-4 pages
Discuss the importance of the following in understanding foreign policy in the opening decades of the 20th century- Immigration and the issues concerning the millions who came to america- their hopes and the many issues and questions it created such as assimilation and the ghetto; imperialism and colonialism- include the Spanish American war and philippine insurrection in your essay
-Compare and contrast Teddy Roosevelt and Woodrow Wilson- their personalities; values, leadership world view, and issues they faced
- Discuss the issues that moved America into WWI
.
Essay Exponents and PolynomialsWrite an essay of at least t.docxrusselldayna
Essay: Exponents and Polynomials
Write an essay of at least two-three pages in which explain and illustrate examples of the four mathematical operations on polynomials. Include addition, subtraction, multiplication, and division (synthetic and long division).
Use APA to write the essay, include citations and references, and send the homework to NetTutor for feedback. The rubric of essays will be used to evaluate the task.
.
Essay Exam #3 The essays generated by this assignment will be co.docxrusselldayna
Essay Exam #3
The essays generated by this assignment will be collected to demonstrate satisfaction of
General Studies Attribute 8: Cultural Awareness. The attribute states that students will be
able to:
*Demonstrate a fundamental knowledge of world geography within specific global issues.
*Demonstrate knowledge of major historical and contemporary events affecting ones’ culture
and other cultures.
*Compare beliefs, belief systems, and ideologies that may be different from their own.
*Develop insight into the nature of language and culture.
*Investigate the variety of human cultures and demonstrate an understanding of the ways in
which cultures have changed.
*Analyze global and cultural arguments, identifying the underlying premises.
Choose one of the following questions and answer using your book/notes. Do not use outside
sources.
4. In Tayeb Salih’s “The Doum Tree of Wad Hamid,” Salih draws on Sudanese oral culture
and the Western literary tradition to write about the experiences of the Arab world in the
wake of colonialism. How does Salih use folklore to represent the conflict between
modernity and tradition?
.
Essay ElectionVoting ReformWrite a 4 page essay in which y.docxrusselldayna
Essay: Election/Voting Reform
Write a 4 page essay in which you explore and critically assess the topic of election reform in the
United States and/or California. The essay must address at least one proposed or alternative electoral
reform that would change current election and/or voting practices.
In deciding what reform you choose to write on, you should explore the websites of various policy
think tanks, organizations, political parties, interest groups, and/or news sources that address the
topic of election/voting reform. Select at least one proposed electoral reform policy and write a 3-4
page paper analyzing the main points of the policy (or policies). Compare the proposed policy to
current US or state election policy. Critically analyze and discuss how the new policy will change
current election practices. Provide arguments as to whether the new policies will enhance or hinder
current election/voting practices, such as the level of democracy or citizen representation.
Assignment Requirements
1. The essay must be between three to four pages, but no more than four.
2. The essay must analyze at least one election/voting reform and include an argument supporting or
opposing the reform(s).
3. The argument of the essay must be based upon research and evidence. The essay must include
references to at least four sources in its analysis.
4. All secondary sources must be cited, including the proper formatting for website sources.
5. The essay must follow the “Essay Requirements” below.
Possible Topics
• Changes in redistricting practices (gerrymandering)
• Same Day Voter Registration or automatic voter registration.
• Changes in FCC (Federal Communications Commission) policy
• Instant Runoff Voting (IRV) or Ranked Choice Voting
• Proportional representation
• Electoral college reform
• Campaign finance reform
• No-fault absentee voting
• Early voting
• Mail-in voting
• Election Day as a holiday or time off for voting
• Voter's Bill of Rights
• Changes in Presidential Debates to allow third parties.
• Increase the size of the U.S. Senate or the House of Representatives
Possible points to include in your analysis.
• How will such electoral reforms improve the level of democracy, representation or citizen
participation?
• What issues will such reforms resolve?
• How will such reforms be put into practice?
• What laws need to change? Will it be necessary to change either the California Constitution or the
U.S. Constitution?
• Compare U.S. voting practices with the practices of other countries.
• Will the implementation of a particular reform lively improve voter turnout? (compare with other
countries or voting systems)
• Will such electoral reforms provide more or less democracy, equality, justice, freedom, and/or
representation? (provide reasons why this would be the case)
• What politicians support and/or oppose the election reforms and why?
• What political parties support and/or oppose election ref.
Essay contentWhere did your storypoetry come from What specif.docxrusselldayna
Essay content:
Where did your story/poetry come from? What specific things did you use from your Alien Anthropology, Creator’s Subject, or other course writing to generate the idea or subject of your story/poetry? How did you move from those original snippets of writing to a story/poetry idea to the story/poetry itself?
What discourse community does your work speak to, or for? What subject, issue, or conversation might your work contribute to within that discourse community? What might your work add to that conversation? Be as specific as possible, here; I’m looking for detail and insight into how your work fits into a larger, already ongoing conversation within an established discourse community.
Describe the most significant revisions you made in your work, and the thinking behind those revisions (why you made the craft choices that you did, what you were experimenting with, or what you hoped to accomplish through your revisions). One thing you could do for this subtopic is look back at the workshop responses you received, and describe how/why you did/did not use those responses.
Describe the craft elements in your work that give it the most impact, and what you were trying to accomplish by using those craft elements the way you did. (Suggestion: This is where you show off your knowledge of writing craft, so use vocabulary terms you’ve learned, and be detailed with them. I encourage you to look at the discussion posts on craft elements to examine and reflect on how your knowledge and skills with writing craft have evolved, and how your knowledge/skills of craft elements are illustrated in your creative work. You might also cite any reading assignments that helped you learn about specific craft elements in your own work.)
In general, how did the writing process work for you? What challenges did you face as you wrote and revised? What risks did you take? What did you learn from any “mistakes” you made? What worked well for you? (Suggestion: This is where you might use vocabulary terms and concepts about creativity that we covered in this course, going all the way back to the beginning of the course.)
Explain the specific revisions you would/will make to your final draft in order to complete it, and why you think these revisions would make your story/poetry complete and effective.
Can you imagine situations where skills in creative thinking/innovation might be useful or necessary in your academic discipline or career field? What concepts or skills from ENG 226 might you apply in those situations to help you solve a problem, answer a complicated question, or innovate a new idea or solution? (Suggestion: look through the readings, etc., from our first unit to find specific ideas, skills, activities, etc., that can help you address this question.)
Final revision poem (add 500 words)
“Life as a teen”
Every chance I get,
I use it to look at the trends,
I do not pay attention to issues that are political,
Neither do I associate myself wit.
Essay contains at least six pages and includes an introduction, bo.docxrusselldayna
Essay contains at least six pages and includes an introduction, body
paragraphs and a conclusion. Essay includes in-text citations and
references formatted according to APA guidelines. Mechanical or
grammatical errors do not impede or disrupt overall meaning. Below
are the references to pull the essay from.
for kizangila only
.
Essay at least 1 page each paper, APA, with references. 1). Clif.docxrusselldayna
Essay at least 1 page each paper, APA, with references.
1). Clifford Stoll — lecturer, computer security expert, and author of
Silicon Snake Oil: Second Thoughts on the Information Superhighway
— notes a wide gap between data and information. “The Internet has great gobs of data,” Stoll maintains, “and little, little information.”
2).
A debate is raging at the IT consulting firm where you work. Some staff members believe that it is harder for experienced analysts to learn object-modeling techniques, because the analysts are accustomed to thinking about data and processes as separate entities. Others believe that solid analytical skills are easily transferable and do not see a problem in crossing over to the newer approach.
.
ESSAY CHOICE 1Develop a communication strategy to resolve confli.docxrusselldayna
ESSAY CHOICE 1
Develop a communication strategy to resolve conflict in the work environment.
One of the key challenges for managers is to find adaptive communication strategies that create an open, enabling work culture. Management have asked you to develop a communication strategy to improve staff morale following a meeting highlighting entrenched conflict in the workplace. Management is supportive of positive resolution and reluctant to lose staff members.
Management perceive that the conflict is the result of:
· discrimination issues due to diverse workplace
· harassment / bullying issues
· power issues.
The critical analysis of the work environment and the resultant communication strategy will demonstrate your understanding of:
· structural issues (mechanistic or organic structure or a hybrid of both)
· cultural ethos of the organisation (receptivity of management, acceptance of diversity, openness to innovation)
· characteristics of prevailing work culture of the organisation (e.g. embracive work culture and adaptivity of management)
· work relationship issues such as interpersonal and group communication
· ethical and legal best practice.
Select an organisation that you thoroughly investigated (minimum of twenty staff). This might be an organisation where you have worked. However, this organisation must be large enough and sufficiently complex to sustain a detailed analysis of these important conflict issues.
However, focus only on those elements that are most appropriate to the development of a communication strategy to improve staff morale.
At least six scholarly sources must be submitted. Referencing should be in either the Harvard or APA referencing system.
There is an excellent guide to referencing styles available through the Griffith University library website. Further guidelines and Criteria Sheet are available through the unit website.
Essays should be double spaced (or at least 1.5 minimum) using 12pt Times or the equivalent (eg. 11pt Arial) and presented as doc or docx files.
Always attach a completed Assignment Cover Sheet, available through the Assessment information on the course website.
BIZ102 Assessment 1 Brief Page 1 of 6
ASSESSMENT BRIEF
Subject Code and Title BIZ102 Understanding People and Organisations
Assessment Reflective Journal 1: Emotional Intelligence
Individual/Group Individual
Length 600 words (+/- 10%)
Learning Outcomes a) Explain the importance of self- awareness and
emotional intelligence, and analyse its impact on
professional competencies
b) Integrate strategies to effectively interact with
others in a diverse professional context
c) Identify and reflect on own strengths and their
application in the business context
d) Reflect on feedback to identify opportunities for
self-improvement and professional development
Submission By 11:55pm AEST/AEDT Sunday of module 2.2 (week 4)
Weighting 15%
Total Marks 100 marks
Context
A key to self-directed learning is r.
Essay Assignments Topic (How Should I be Governed d.docxrusselldayna
Essay Assignments
Topic: (How Should I be Governed during Ancient Greek Era)
ERA/Civilization:
The Classical Greek Period (Greek Political Thought: Plato and Aristotle)
"Great Question" to be answered and analyzed in the essay:
How should I be governed?
- The paper will argue how the people of the era/civilization (Ancient Greek)
answered the particular great question (How should I be governed?).
- All papers must carry a working thesis. This is not simply a report of different
historical perspectives, but a careful analysis and synthesis of the research you
conduct.
- Your final essay will include a title page and bibliography. The essay itself should
be no less than 2400 words and no more than 10 pages.
Note: introduction and Bibliography is already written, please see
attached file. Please continue writing the paper using this file.
ALL WRITTEN WORK TURNED IN FOR CORE HISTORY MUST FOLLOW THESE
BASIC RUBRICS:
• Typed work (word processor), neat and legible, 81/2” x 11” paper 1” margins
all sides
• Times New Roman font, 12 pt.
• Use Footnotes as opposed to endnotes
• All citations must conform to the Chicago Manual of Style
• Use only permitted sources.
- Papers must cite no fewer than FIVE scholarly sources, including at least THREE
primary sources approved by the instructor.
- Permitted secondary sources: Printed works that are scholarly (that is, peer-
reviewed) are the only permitted secondary sources. Peer-reviewed print journals
that are available electronically through library databases are included among
permitted sources. NO OTHER ELECTRONIC SOURCES are permitted Your
instructor may, at his/her discretion, reject or fail any paper that has used one or
more non-permitted sources.
Evidence of academic dishonesty or plagiarism on any part of the assignments will
result in failure of the course and referral to the dean for expulsion.
Essay Grading Rubric
1. Strong Thesis Statement - Is argued coherently and forcefully throughout
the paper. Includes appropriate introductory and concluding paragraphs. The
entire body of the paper is argument driven.
2. Use of Appropriate Scholarly Secondary Sources and Primary Sources -
There is depth and breadth to the research. No false citations. N0 fluff added
to bibliography.
3. Correct use of historical facts and examples to further the argument -
Paper does not give incorrect information, all facts serve the argument and
are not used as mere filler, historical context is maintained.
4. Mechanics and Grammar - No grammatical or spelling errors, proper
formatting, formality of language.
5. Adheres to assignment instructions - Chicago Manual of Style, Word
Count, etc.
Complex Regional Pain Disorder
White Male With Hip Pain
BACKGROUND
This week, a 43-year-old white male presents at the office with a chief complaint of pain. He is assisted in his ambulation with a set of crutches. At the b.
Essay Assignment Students are tasked with completing an e.docxrusselldayna
Essay Assignment
:
Students are tasked with completing an essay assignment from a list of 3 potential topics.
- Topic #1:
Culture
– Over the past couple of months, people all over the world have had to undertake ‘social distancing’ which has seen contact even between close family members seriously curtailed, if not prohibited, outside of their homes. This has meant that many of the cultural rituals that have historically punctuated and gave meaning to our lives have had to be delayed, modified or cancelled altogether. This has included birthdays, graduations, weddings and funerals in addition to various religious celebrations that happen daily, weekly, annually or otherwise. How have you had to modify, delay or cancel cultural activities over this time and what, if anything, have you learned about the meaning/significance of these events as a result? How might have ‘social distancing’ practices affected other groups or cultures differently from what you have experienced? To what extent do you feel virtual participation can replace physical presence at cultural events?
Topic #2:
political Economy
– The Covid-19 pandemic has forced governments around the world, including Canada’s, to make interventions into their economies in ways which may have never seemed possible just a few months ago. This has included paying most of the wages of workers in private enterprises, curtailing the legal rights of landlords to evict or punish their renters, and closing large parts of their economies altogether. This has happened in countries who perceive themselves to be in favour of a limited role of government, such as the United States, and others which are officially socialist, such as China. What have these actions taught you about the differences in the political and economic ideologies of countries? Have your opinions on what the role of the ‘state’ should be in the economies of countries?
Topic #3:
Trade
– The Covid-19 pandemic has illustrated how interconnected the world is with respect to the trade in goods and the flow of people. While countries, such as Canada, have closed their borders to all but essential travel by people, they have remained open to trade. While people have been required to ‘stay home’ and even ‘shelter in place’, Amazon has had to hire 100,000 workers to keep the flow of goods moving internationally. How has international trade assisted in the international response to the pandemic? Has this strengthened the arguments in favour of international trade? What, if any, weaknesses in the global trading system has the pandemic identified?
Marks for the essay assignment are awarded as followed:
Use of Course Materials and Additional Research - 5 marks
Students are required to support their arguments by referencing materials from both within and outside of the course
3500-3600 words (7 pages long single spaced with 1” margins and 12 point font) Students are expected to conduct a significant amount of research Per.
essay assignmentTechnology and Education”How have new tec.docxrusselldayna
essay assignment
“Technology and Education”
How have new technologies had an impact on education? What impact might they have the future? While change can always have both positive and negative effects, has the impact of specific technologies on education been
mostly
positive or
mostly
negative, and for whom? To have a more specific and focused paper, choose a specific type of technology
and
a specific level of education (primary, high school, college).
Sample Topics/Ideas for the Technology and Education Option:
Should more assistive/adaptive technology for people with disabilities be incorporated into schools? What schools would most benefit from greater assistive technologies? Why are these technologies important?
Should teachers incorporate social media/cell phones/computers into the classrooms? Are these new methods of communication a neglected and vital resource that most teachers are simply too old-fashioned to take advantage of? Or are they mostly a dangerous distraction?
How important is it for students to have technology in the classroom? Is it
essential
to a modern student’s education, or are there more important things on which we should spend our education budget?
Essay Structure:
Introduction: includes background and context—makes the reader interested in your topic
Thesis: your main claim
Body Paragraphs (as many as you need, but at least 3 or 4): research and support for each of your claims and reasons, explanation and support for your assumptions, answers to possible objections (counterarguments).
Conclusion: review major points, a summary of what you learned, and/or a call to action and possible solutions.
Essay Requirements:
4-5 pages in length, and at 1200 words (minimum). MLA format, 12 pt. Times New Roman font.
At least 3 different outside sources, all sources MUST be quoted and cited. No individual quotes may be longer than 4 lines. No block quotations are permitted.
.
Essay Assignment – A Textual Analysis of the Royal Proclamation of 1.docxrusselldayna
Essay Assignment – A Textual Analysis of the Royal Proclamation of 1763
Introduction
:
With the conclusion of the Seven Years War, Great Britain became the dominant power in North America. However, having taken over French colonial possessions, the British were not welcomed by many of the First Nations who had been allied with the French (review Pontiac’s War). In order to establish peaceful relationships with the First Nations (and the French settlers), the British negotiated with the First Nations that resulted in the Royal Proclamation of 1763 – which ended the hostilities, for the most part, between the British and the First Nations. This document, the Proclamation, is an enormously important document in Canadian history and its significance reverberates into modern days as First Nations continue to rely on the document when making legal claims about land ownership.
For this assignment, the Learning Objectives are:
• The Reading of excerpts of a primary document/historical document (the Proclamation)• The Contextualizing of said document, taking a British and First Nations’ perspective of the time and formulating your own stance/viewpoint• The Researching and incorporating of one secondary source related to this topic
Prompt Questions:
Write an essay that incorporates and answers the following questions:
Who benefited most from the issuance of the Royal Proclamation? European settlers or First Nations?
Why did the Proclamation of 1763 contribute to a “souring of the relationship” between Great Britain and her subjects (British settlers) in the thirteen colonies?
The document appears to show great concern for the welfare of First Nations. To what extent was this document designed with the intention of supporting and protecting the interests of the indigenous peoples?
Context
:
At the end of the Seven Years’ War in 1763, France surrendered Canada and much of the Ohio and Mississippi valleys—two-thirds of eastern North America—to England. The British Proclamation of 1763 "preserved to the said Indians" the lands west of the Appalachian Mountains and ordered white settlers "there forthwith to remove themselves from such Settlements," forbade white settlement, and restricted commerce with the American Indians to traders licensed by the British government, requiring settlers to "take out a License for carrying on such Trade from the Governor or Commander in Chief of any of Our Colonies respectively." Power over westward expansion was in the hands of British officials, outside the colonists’ control. By preventing the colonial population from moving inland the British ministry hoped to avoid costly wars, protect the western fur trade, and keep western land speculation under the control of the crown. To enforce the proclamation, Britain authorized positioning 10,000 troops along the frontier, with the costs of 250,000 pounds sterling per year to be paid by the colonists. The British settlers, who looked at the new land as an opportunit.
Essay Arugment on Julius Caesar play. essay question is 2In.docxrusselldayna
Essay Arugment on Julius Caesar play. essay question is:
2
In
Julius Caesar
, there are no moral absolutes: no character is entirely good or entirely bad.
Throughout the play, Julius Caesar, it is evident that Marcus Brutus is entirely good proving the statement there are no moral absolutes in the play to be false. The only action that Brutus does that is perceived as “bad” is justifiable, rendering it as “good.” With no other bad action or thing done by Brutus in the rest of the play, Brutus is irrefragably entirely good. The only action that Brutus does that was perceived as bad was the assassination of Julius Caesar. This action, however, is actually not bad and is a good action as it was justifiable. The reason that Brutus killed Julius Caesar was not for personal gain and was for the benefit of Rome. Brutus clearly exhibits that he did not kill Caesar for personal reasons in the line, “It must be by his death And for my part I know no personal cause to spurn at him…” Due to Brutus having a justifiable reason for killing Caesar that is “good” and is of benefit to others and not just Brutus, then the action of killing Caesar is a good one. The argument could be brought up that murder is never justifiable, and therefore Brutus is not entirely good. The argument that murder is never justifiable does not apply to more ancient times when the play is set and is thus not relevant to the play. This is to killing being more acceptable in ancient times than in modern times of which this notion originates from particularly due to a very violent 20
th
century. Therefore, as Brutus’ only action that is perceived as “bad” is actually good, and he has no other bad actions in the play, then Brutus is entirely good. Thus, the statement that there are no moral absolutes in Julius Caesar is incorrect as exhibited by Marcus Brutus.
.
Essay Assignment #3Required length 5-7 pages, not including th.docxrusselldayna
Essay Assignment #3
Required length: 5-7 pages, not including the Works Cited
This assignment requires students to use the ideas from our readings to develop a research project on the experiences of the children of immigrants and college in the United States. Your purpose in Assignment #3 is to devise your own argument about your chosen subject and to support your argument using various sources (and your own ethnographic research if you would like to). This assignment requires you to identify a specific topic on your own and to do library research (and ethnographic research) in developing your argument: you must include direct citations from at least one (1) course reading and at least three (3) sources from the library databases. It is optional to use your own ethnographic research. In your essay, you should formulate a clear and focused thesis and provide a detailed account of your evidence.
As mentioned earlier, this assignment is to be driven largely by your own research and thinking. You should be doing library research as you write, not after you’ve completed a first draft. Research and writing are thoroughly connected. Your research process will involve reading, thinking, taking notes, and perusing the databases and other sources until you have figured out what you want to write. Then, as you continue writing, you should go back into the research process again to get new ideas or to find additional sources. Sometimes your argument shifts or changes as you find new sources, and this is a good sign that you are doing research-based writing correctly. Don’t be afraid to change direction in writing the first draft—you can always improve or clarify your draft in your revision process.
Remember that, in a short paper like this, you cannot write something meaningful about all aspects of the experiences of the children of immigrants and college in the United States, but you can make a significant argument about one or two issues in connection with this topic.
In Essay 3, you need to develop your own argument in connection with the experiences of the children of immigrants and college in the United States. You may pursue any argumentative angle that you would like. You may want to consider some of the topics raised by the authors that we read:
· Parental expectations/influence regarding education, college major, career choice
· Other influences on students’ pursuit of a college degree, choice of major/career
· Connection between parents’ work situation/financial status/work ethic and the choice to pursue a college education Comment by Zahraa Alquraini: I choose this topic
· Differences in educational attainment among different second-generation immigrant populations
· Reasons for a particular second-generation immigrant population’s high (or low) educational attainment
· Obstacles some second-generation individuals experience regarding going to college (such as poor high school education, lack of parental educational attainment, lack of .
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Solid waste management & Types of Basic civil Engineering notes by DJ Sir.pptxDenish Jangid
Solid waste management & Types of Basic civil Engineering notes by DJ Sir
Types of SWM
Liquid wastes
Gaseous wastes
Solid wastes.
CLASSIFICATION OF SOLID WASTE:
Based on their sources of origin
Based on physical nature
SYSTEMS FOR SOLID WASTE MANAGEMENT:
METHODS FOR DISPOSAL OF THE SOLID WASTE:
OPEN DUMPS:
LANDFILLS:
Sanitary landfills
COMPOSTING
Different stages of composting
VERMICOMPOSTING:
Vermicomposting process:
Encapsulation:
Incineration
MANAGEMENT OF SOLID WASTE:
Refuse
Reuse
Recycle
Reduce
FACTORS AFFECTING SOLID WASTE MANAGEMENT:
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
This presentation provides an introduction to quantitative trait loci (QTL) analysis and marker-assisted selection (MAS) in plant breeding. The presentation begins by explaining the type of quantitative traits. The process of QTL analysis, including the use of molecular genetic markers and statistical methods, is discussed. Practical examples demonstrating the power of MAS are provided, such as its use in improving crop traits in plant breeding programs. Overall, this presentation offers a comprehensive overview of these important genomics-based approaches that are transforming modern agriculture.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
1. Episodic/Focused SOAP Note Template
Patient Information:
Initials, Age, Sex, Race
S.
CC (chief complaint) a BRIEF statement identifying why the
patient is here - in the patient’s own words - for instance
"headache", NOT "bad headache for 3 days”.
HPI: This is the symptom analysis section of your note.
Thorough documentation in this section is essential for patient
care, coding, and billing analysis. Paint a picture of what is
wrong with the patient. Use LOCATES Mnemonic to complete
your HPI. You need to start EVERY HPI with age, race, and
gender (e.g., 34-year-old AA male). You must include the seven
attributes of each principal symptom in paragraph form not a
list. If the CC was “headache”, the LOCATES for the HPI might
look like the following example:
Location: head
Onset: 3 days ago
Character: pounding, pressure around the eyes and temples
Associated signs and symptoms: nausea, vomiting, photophobia,
phonophobia
Timing: after being on the computer all day at work
Exacerbating/ relieving factors: light bothers eyes, Aleve makes
it tolerable but not completely better
Severity: 7/10 pain scale
Current Medications: include dosage, frequency, length of time
used and reason for use; also include OTC or homeopathic
products.
Allergies: include medication, food, and environmental allergies
separately (a description of what the allergy is ie angioedema,
anaphylaxis, etc. This will help determine a true reaction vs
intolerance).
PMHx: include immunization status (note date of last tetanus
2. for all adults), past major illnesses and surgeries. Depending on
the CC, more info is sometimes needed
Soc Hx: include occupation and major hobbies, family status,
tobacco & alcohol use (previous and current use), any other
pertinent data. Always add some health promo question here -
such as whether they use seat belts all the time or whether they
have working smoke detectors in the house, living environment,
text/cell phone use while driving, and support system.
Fam Hx: illnesses with possible genetic predisposition,
contagious or chronic illnesses. Reason for death of any
deceased first degree relatives should be included. Include
parents, grandparents, siblings, and children. Include
grandchildren if pertinent.
ROS: cover all body systems that may help you include or rule
out a differential diagnosis You should list each system as
follows: General: Head: EENT: etc. You should list these in
bullet format and document the systems in order from head to
toe.
Example of Complete ROS:
GENERAL: No weight loss, fever, chills, weakness or fatigue.
HEENT: Eyes: No visual loss, blurred vision, double vision or
yellow sclerae. Ears, Nose, Throat: No hearing loss, sneezing,
congestion, runny nose or sore throat.
SKIN: No rash or itching.
CARDIOVASCULAR: No chest pain, chest pressure or chest
discomfort. No palpitations or edema.
RESPIRATORY: No shortness of breath, cough or sputum.
GASTROINTESTINAL: No anorexia, nausea, vomiting or
diarrhea. No abdominal pain or blood.
GENITOURINARY: Burning on urination. Pregnancy. Last
menstrual period, MM/DD/YYYY.
NEUROLOGICAL: No headache, dizziness, syncope, paralysis,
ataxia, numbness or tingling in the extremities. No change in
bowel or bladder control.
MUSCULOSKELETAL: No muscle, back pain, joint pain or
4. Page 1 of 3
CLASSICS
OF
WESTERN PHILOSOPHY
2
CLASSICS
OF
WESTERN PHILOSOPHY
EIGHTH EDITION
Edited by
STEVEN M. CAHN
HACKETT PUBLISHING COMPANY, INC.
INDIANAPOLIS/CAMBRIDGE
3
To Marilyn
4
6. Classics of Western philosophy / edited by Steven M. Cahn. —
Eighth Edition.
pages cm
Includes bibliographical references.
ISBN 978-1-60384-743-8 (pbk.) — ISBN 978-1-60384-744-5
(cloth)
1. Philosophy. I. Cahn, Steven M.
B29.C536 2012
190 — dc23 2012007912
PRC ISBN: 978-1-62466-015-3
5
http://www.hackettpublishing.com
Contents
Preface
Plato
Laches
Euthyphro
Apology
Crito
Phaedo
Meno
Symposium
Republic (selections)
Aristotle
Categories (Chapters 1–5)
On Interpretation (selections)
7. Posterior Analytics (selections)
Physics (selections)
On the Soul (selections)
Metaphysics (selections)
Nicomachean Ethics (selections)
Epicurus
Letter to Menoeceus
The Principal Doctrines
Epictetus
Encheiridion
Sextus Empiricus
Outlines of Pyrrhonism (selections)
Augustine
On Free Choice of the Will (selections)
Confessions (Book XI)
Plotinus
Enneads (selections)
Boethius
Consolation of Philosophy (selections)
Anselm
Proslogion
Gaunilo’s Reply on Behalf of the Fool
Anselm’s Reply to Gaunilo
Moses Maimonides
The Guide of the Perplexed (selections)
6
8. Thomas Aquinas
Summa Theologiae (selections)
Levi Gersonides
The Wars of the Lord (selections)
William of Ockham
Summa Logicae (selections)
René Descartes
Discourse on Method
Meditations on First Philosophy
Thomas Hobbes
Leviathan (selections)
Baruch Spinoza
Ethics (Parts I, II)
Gottfried Leibniz
Discourse on Metaphysics
Monadology
John Locke
An Essay Concerning Human Understanding (selections)
George Berkeley
A Treatise Concerning the Principles of Human Knowledge
Three Dialogues between Hylas and Philonous
David Hume
An Enquiry Concerning Human Understanding
A Treatise of Human Nature (selections)
Dialogues Concerning Natural Religion
9. Immanuel Kant
Prolegomena to Any Future Metaphysics
Critique of Pure Reason (selections)
Grounding for the Metaphysics of Morals
G.W.F Hegel
Phenomenology of Spirit (selections)
Arthur Schopenhauer
The World as Will and Representation (selections)
Søren Kierkegaard
Concluding Unscientific Postscript (selections)
John Stuart Mill
Utilitarianism
On Liberty (selections)
Friedrich Nietzsche
7
Twilight of the Idols (selections)
Charles Sanders Peirce
The Fixation of Belief
How to Make Our Ideas Clear
William James
What Pragmatism Means
The Will to Believe
Bertrand Russell
10. The Problems of Philosophy (Chapters I–V)
Edmund Husserl
Paris Lectures (selections)
Jean-Paul Sartre
The Humanism of Existentialism
Ludwig Wittgenstein
Philosophical Investigations (selections)
J. L. Austin
Sense and Sensibilia (Chapters I–III, V)
8
Steven M. Cahn
Professor of Philosophy
The Graduate Center
The City University of New York
April 2012
Preface
Here in one volume are the complete texts or substantial
selections from sixty philosophical masterpieces.
Thirty-three of the world’s greatest philosophers are
represented, their writings spanning more than two
millennia. Crucial fields of philosophy are explored in depth:
metaphysics, epistemology, ethics, and
philosophy of religion. An introduction to each author contains
biographical data, philosophical commentary,
and bibliographical guides. Annotations are provided to clarify
textual references.
11. Marginal line numbers and references to them refer to the
original text and are only approximate in the
translations themselves. (In this ebook, the marginal numbers
are enclosed in square brackets and embedded
in the text.)
• • •
The eighth edition contains five major additions: Plato’s
Laches; Aristotle’s Nicomachean Ethics, III, 6–9;
Descartes’ Discourse on Method; Berkeley’s A Treatise
Concerning the Principles of Human Knowledge (previously
included only in part), and Kant’s Prolegomena to Any Future
Metaphysics.
I very much appreciate the assistance of Richard Bett, Meredith
Williams, and Michael Williams of Johns
Hopkins University; Kathleen Higgins of the University of
Texas; Ruth Anna Putnam of Wellesley College;
Sara Ahbel-Rappe of the University of Michigan; Israel
Scheffler of Harvard University; David Shatz of
Yeshiva University; David Sherman of the University of
Montana; Jonathan Vogel of Amherst College; and
past and present faculty members at the University of Vermont:
Charles Guignon (now of the University of
South Florida), Patricia Kitcher and Philip Kitcher (both now of
Columbia University), William E. Mann,
Derk Pereboom (now of Cornell University), and George Sher
(now of Rice University). They have
contributed most of the introductions, thereby providing expert
commentary on the writings of each
philosopher.
I benefited greatly from advice by Professor Guignon regarding
the selections from Nietzsche; Professor
12. Higgins regarding the selections from Schopenhauer; Professor
Pereboom regarding the selections from Kant
and Kierkegaard; Professor Ahbel-Rappe regarding the
selections from Plotinus; and Professor Meredith
Williams regarding the selections from Wittgenstein. I
especially appreciated the advice from Professor
Andrea Tschemplik of American University regarding the
selections from Hegel and her willingness and that
of James H. Stam to give permission for use of their translation
of sections from the Phenomenology of Spirit.
Professor Mann, with whom I consulted on a variety of editorial
matters, furnished many of the translations
of Latin textual references. For additional suggestions regarding
the contents of the book, I am grateful to my
friends of many years John O’Connor, David Rosenthal, and the
late James Rachels, as well as to the
numerous philosophers who have taken the time and effort to
write and offer counsel.
Editing and production of the eighth edition were overseen by
Brian Rak and Liz Wilson. I appreciate
their conscientiousness and sound judgment.
I also wish to thank Jay Hullett and the late Frances Hackett,
who have led Hackett Publishing Company
and remained true to the values of its late founder, William H.
Y. Hackett. Thirty-five years have passed since
this work first appeared, and the kind reception it continues to
enjoy is a testament to the power of William
Hackett’s publishing vision.
9
Plato
13. Plato (427–347 B.C.) is surely the most famous of all
philosophers. Little is known of his early life, except that
he was born into a noble Athenian family and at some time in
his late teens came under the philosophical
spell of Socrates (469–399 B.C.), about whom valuable
information is contained in Plato’s Apology. The events
leading up to and culminating in the Athenian government’s
trial and execution of Socrates, when Plato was
twenty-eight, soured Plato on the idea of embarking on a life in
politics and resulted in his leaving Athens to
travel for a number of years in the Mediterranean region. Plato
returned to Athens in 387 and founded his
school, the Academy, in the belief that such an institution was
necessary for the education of political leaders
who would be morally excellent. The Academy attracted many
of the finest contemporary minds, including
Aristotle. Plato twice visited Syracuse in a futile attempt to
inculcate his moral and political ideas in Syracuse’s
young tyrant, Dionysius II.
Socrates wrote nothing: It is fortunate that his most illustrious
follower did not follow that example. At
least twenty-six of Plato’s dialogues have survived, ranging in
length from the brief Crito to the voluble Laws,
which is longer than the Republic. The dialogues are
customarily divided into three periods of Plato’s literary
career: early, middle, and late. The early dialogues—of which
the Laches, Euthyphro, Apology, and Crito are
examples—are taken to be accurate if not verbatim portrayals of
Socrates in philosophical action. The middle
dialogues, represented here by the Meno, Phaedo, and Republic,
display Plato at the height of his literary
abilities, seeking to further the projects inspired by Socrates
while at the same time introducing doctrines that
are extremely unlikely to have been Socrates’ own. The late
14. dialogues are dialogues in name only, quite often
technically demanding in nature. They appear to represent
Plato’s efforts to grapple with the critical issues
raised by the doctrines enunciated in the middle dialogues and
most likely raised by others in the Academy.
As the Apology makes clear, Socrates professed to be ignorant
of all matters philosophical, although not
disputing the Delphic oracle’s pronouncement that he was the
wisest of all men. He concluded that his
“wisdom,” compared to the pretenses of others, lay in knowing
the extent of his ignorance. Taking his mission
to be to show others the magnitude of their ignorance about the
most important matters of their lives,
Socrates relentlessly grilled his fellow Athenian citizens, using
rigorous argumentation to demonstrate that
uncritically accepted opinions about philosophically important
matters could lead to logical catastrophe: The
Laches, Euthyphro and the early pages of the Meno provide
excellent examples of Socrates’ technique.
Yet for all his professed ignorance, Socrates clung to several
distinctive philosophical doctrines. First, one
cannot have genuine knowledge about moral matters unless one
can give a rationally defensible account of
such notions as courage (Laches), piety (Euthyphro), justice
(Republic), and virtue or human excellence in
general (Meno). Socrates thus pitted himself against the
Sophists, a contemporary group of itinerant
professional teachers, many of whom fostered the belief in their
students that no objective knowledge was to
be had in ethics. Socrates believed that moral knowledge is
possible but difficult to acquire, and that his
method of exposing ignorance in others was a necessary first
step to their acquiring it. Second, as the Meno
intimates, in some way or other virtue (or excellence in humans)
15. is knowledge. The Laches, for example,
probes the hypothesis that courage is knowledge. That the
dialogue’s participants do not succeed in
identifying what kind of knowledge courage might be illustrates
the difficulty in acquiring moral knowledge
and the importance of becoming aware of one’s ignorance The
remarkable corollary of the claim that virtue is
knowledge is the thesis that all wrongdoing is the result of
ignorance. Third, as illustrated in the Crito and
argued for in the Republic, Socrates believed that it is better for
one to suffer injustice than to do injustice.
Plato came to believe that, if ethics is something more than the
product of arbitrary convention, and if
moral judgments are objective, then ethics must be grounded in
objects that are unchanging in character and
accessible to human minds. These objects are the Forms, the
perfect, abstract objects discussed in the Phaedo,
Symposium, and Republic. Humans can have knowledge of the
Forms by recollection, a process that Plato
describes in the Meno, alludes to in the Phaedo, and
presupposes in the Republic. The importance Plato assigns
to the Form of the Good in the Republic is designed to show
how the acquisition of knowledge of the Forms
provides one with the motivation to be virtuous. The connection
between intellectual knowledge and moral
motivation is also underscored in the Symposium, where Plato
argues that love, rationally pursued, will lead
the lover to its ultimate object, the Form of Beauty. The
doctrine of Recollection in turn presupposes that
humans have existed before their present lives. From there it
seems a small step to the thesis that the soul is
immortal. In the Phaedo, whose dramatic setting is the day of
Socrates’ execution, Plato has Socrates present
10
16. several arguments for the immortality of the soul. If the soul is
immortal, then care for it should be more
important than care for the body: One of the major themes of
the Republic is that behaving justly is at least as
valuable for the care of the soul, as well as for the care of the
state, as physical health is for the care of the
body.
• • •
The amount of excellent philosophical writings on Socrates and
Plato is far too large to list here but
certainly includes the following. On Socrates in general, see
Gregory Vlastos, Socrates: Ironist and Moral
Philosopher (Ithaca, N.Y.: Cornell University Press, 1991)
along with two collections of essays, Hugh Benson,
ed., Essays on the Philosophy of Socrates (New York: Oxford
University Press, 1992) and Gregory Vlastos, ed.,
The Philosophy of Socrates (Garden City, N.J.: Doubleday,
1971). Two studies on early dialogues appearing
here are C. D. C. Reeve, Socrates in the Apology (Indianapolis,
Ind.: Hackett Publishing Company, 1989) and,
on the Crito, Richard Kraut, Socrates and the State (Princeton,
N.J.: Princeton University Press, 1984).
Although somewhat demanding, the following works on Plato
are superb: R. E. Allen, ed., Studies in
Plato’s Metaphysics (London: Routledge & Kegan Paul, 1965);
Gail Fine, ed., Plato 1: Metaphysics and
Epistemology, and Plato 2: Ethics, Politics, Religion, and the
Soul (Oxford: Oxford University Press, 1999);
Terence Irwin, Plato’s Ethics (New York: Oxford University
Press, 1995); Richard Kraut, ed., The Cambridge
17. Companion to Plato (Cambridge: Cambridge University Press,
1992); Gregory Vlastos, ed., Plato: A Collection
of Critical Essays: I: Metaphysics and Epistemology, and II:
Ethics, Politics, and Philosophy of Art and Religion
(Garden City, N.J.: Doubleday, 1970 and 1971); and Gregory
Vlastos, Platonic Studies, second edition
(Princeton, N.J.: Princeton University Press, 1981). Two books
devoted to the Republic are Julia Annas, An
Introduction to Plato’s Republic (Oxford: Clarendon Press,
1981) and Richard Kraut, ed., Plato’s Republic
(Lanham, Md.: Rowman & Littlefield, 1997).
William E. Mann
11
Laches*
LYSIMACHUS: You have seen the man fighting in [178a]
armor, Nicias and Laches. When Melesias and I
invited you to see him with us, we neglected to give the reason
why, but now we shall explain, because we
think it especially right to be frank with you. Now there are
some people who make fun of frankness and if
anyone asks their advice, they don’t say what they [b] think, but
they make a shot at what the other man
would like to hear and say something different from their own
opinion. But you we considered capable not
only of forming a judgment but also, having formed one, of
saying exactly what you think, and this is why we
have taken you into our confidence about what we are going to
communicate to you. Now the matter about
which I have been making such a long preamble [179a] is this:
we have these two sons here — this one is the
18. son of my friend Melesias here, and he is called Thucydides
after his grandfather, and this one is my son, who
also goes by his grandfather’s name—we call him Aristides
after my father. We have made up our minds to
take as good care of them as we possibly can and not to behave
like most parents, who, when their children
start to grow up, permit them to do whatever they wish. No, we
think that now is the time to [b] make a real
beginning, so far as we can. Since we knew that both of you had
sons too, we thought that you, if anyone,
would have been concerned about the sort of training that would
make the best men of them. And if by any
chance you have not turned your attention to this kind of thing
very often, let us remind you that you ought
not to neglect it, and let us invite you to care for your sons
along with ours. How we reached this conclusion,
Nicias and Laches, you must hear, even if it means my talking a
bit longer. Now you must know that Melesias
and I take our meals [c] together, and the boys eat with us. We
shall be frank with you, exactly as I said in the
beginning: each of us has a great many fine things to say to the
young men about his own father, things they
achieved both in war and in peace in their management of the
affairs both of their allies and of the city here.
But neither of us has a word to say about his own
accomplishments. This is what shames us in front of them,
and we blame [d] our fathers for allowing us to take things easy
when we were growing up, while they were
busy with other peoples’ affairs. And we point these same
things out to the young people here, saying that if
they are careless of themselves and disobedient to us, they will
turn out to be nobodies, but if they take pains,
perhaps they may become worthy of the names they bear. Now
the boys promise to be obedient, so we are
looking into the question what form of instruction or practise
would make them turn out best. Somebody
19. suggested [e] this form of instruction to us, saying that it would
be a fine thing for a young man to learn
fighting in armor. And he praised this particular man whom you
have just seen giving a display and proceeded
to encourage us to see him. So we thought we ought to go to see
the man and to take you with us, not only as
fellow-spectators but also as fellow-counsellors and partners, if
you should be willing, in the care of our sons.
This is what we wanted to share with you. So now is the [180a]
time for you to give us your advice, not only
about this form of instruction—whether you think it should be
learned or not—but also about any other sort
of study or pursuit for a young man which you admire. Tell us
too, what part you will take in our joint
enterprise.
NICIAS: I, for one, Lysimachus and Melesias, applaud your
plan and am ready to take part in it. And I
think Laches here is ready too.
LACHES: You are quite right, Nicias. As for what [b]
Lysimachus said just now about his father and
Melesias’ father, I think that what he said applied very well to
them and to us and to everyone engaged in
public affairs, because this is pretty generally what happens to
them—that they neglect their private affairs,
children as well as everything else, and manage them carelessly.
So you were right on this [c] point,
Lysimachus. But I am astonished that you are inviting us to be
your fellow-counsellors in the education of the
young men and are not inviting Socrates here! In the first place,
he comes from your own deme, and in the
second, he is always spending his time in places where the
young men engage in any study or noble pursuit of
the sort you are looking for.
20. LYSIMACHUS: What do you mean, Laches? Has our friend
Socrates concerned himself with any things of
this kind?
LACHES: Certainly, Lysimachus.
12
NICIAS: This is a point I can vouch for no less than Laches,
since he only recently recommended [d] a
man to me as music teacher for my son. The man’s name is
Damon, a pupil of Agathocles, and he is the most
accomplished of men, not only in music, but in all the other
pursuits in which you would think it worthwhile
for boys of his age to spend their time.
LYSIMACHUS: People at my time of life, Socrates, Nicias,
and Laches, are no longer familiar with the
young because our advancing years keep us at home [e] so much
of the time. But if you, son of Sophroniscus,
have any good advice to give your fellow-demesman, you ought
to give it. And you have a duty to do so,
because you are my friend through your father. He and I were
always comrades and friends, and he died
without our ever having had a single difference. And this
present conversation reminds me of something —
when the boys here are talking to each other at home, they often
mention Socrates and praise him highly, but
I’ve never though to ask if they were speaking [181a] of the son
of Sophroniscus. Tell me, boys, is this the
Socrates you spoke of on those occasions?
BOYS: Certainly, father, this is the one.
LYSIMACHUS: I am delighted, Socrates, that you keep up
21. your father’s good reputation, for he was the
best of men, and I am especially pleased at the idea that the
close ties between your family and mine will be
renewed.
LACHES: Don’t under any circumstances let the man get
away, Lysimachus—because I have seen him
elsewhere keeping up not only his father’s reputation [b] but
that of his country. He marched with me in the
retreat from Delium,1 and I can tell you that if the rest had been
willing to behave in the same manner, our
city would be safe and we would not then have suffered a
disaster of that kind.
LYSIMACHUS: Socrates, the praise you are receiving is
certainly of a high order, both because it comes
from men who are to be trusted and because of the qualities for
which they praise you. Be assured that I am
delighted to hear that you are held in such esteem, and please
consider me among those most kindly disposed
towards you. You yourself ought to have visited us long before
and considered us your [c] friends—that would
have been the right thing to do. Well, since we have recognized
each other, resolve now, starting today, to
associate both with us and the young men here and to make our
acquaintance, so that you may preserve the
family friendship. So do what I ask, and we in turn shall keep
you in mind of your promise. But what have you
all to say about our original question? What is your opinion? Is
fighting in armor a useful subject for young
men to learn or not?
SOCRATES: Well, I shall try to advise you about these things
as best I can, Lysimachus, in addition to [d]
performing all the things to which you call my attention.
22. However, it seems to me to be more suitable, since I
am younger that the others and more inexperienced in these
matters, for me to listen first to what they have to
say and to learn from them. But if I should have something to
add to what they say, then will be the time for
me to teach and persuade both you and the others. Come,
Nicias, why doesn’t one of you two begin?
NICIAS: Well, there is no reason why not, Socrates. I think
that knowledge of this branch of study is
beneficial for the young in all sorts of ways. [e] For one thing,
it is a good idea for the young not to spend
their time in the pursuits in which they normally do like to
spend it when they are at leisure, but rather in this
one, which necessarily improves [182a] their bodies, since it is
in no way inferior to gymnastic exercises and
no less strenuous, and, at the same time, this and horsemanship
are forms of exercise especially suited to a free
citizen. For in the contest in which we are the contestants and in
the matters on which our struggle depends,2
only those are practised who know how to use the instruments
of war. And again, there is a certain advantage
in this form of instruction even in an actual battle, whenever
one has to fight in line with a number of others.
But the greatest advantage of it comes when the ranks are
broken and it then becomes necessary for a man to
fight in [b] single combat, either in pursuit when he has to
attack a man who is defending himself, or in flight,
when he has to defend himself against another person who is
attacking him. A man who had this skill would
suffer no harm at the hands of a single opponent, nor even
perhaps at the hands of a larger number, but he
would have the advantage in every way. Then again, such a
study arouses in us the desire for another fine form
of instruction, since every man who learns to fight in armor will
want to learn the subject that comes next, that
23. is, the science of tactics; and when he has [c] mastered this and
taken pride in it, he will press on to the whole
art of the general. So it has already become clear that what is
connected with this latter art, all the studies and
pursuits which are fine and of great value for a man to learn and
to practise, have this study as a starting-point.
And we shall add to this an advantage which is not at all
negligible, that this knowledge will make every man
much bolder and braver in war that he was before. And let us
not omit to mention, even if to some it might
seem a point not worth making, that this art will give a man a
finer-looking appearance at the very moment
when he needs to have it, and [d] when he will appear more
frightening to the enemy because of the way he
13
looks. So my opinion, Lysimachus, is just as I say, that young
men should be taught these things, and I have
given the reasons why I think so. But if Laches has anything to
say on the other side, I would be glad to hear
it.
LACHES: But the fact is, Nicias, that it is difficult to maintain
of any study whatsoever that it ought not
to be learned, because it seems to be a good idea to learn
everything. So as far as this fighting in armor [e] is
concerned, if it is a genuine branch of study, as those who teach
it claim, and as Nicias says, then it ought to
be learned, but if it is not a real subject and the people who
propose to teach it are deceiving us, or if it is a real
subject but not a very important one, what need is there to learn
it? The reason I say these things about it is
that I consider that, if there were anything in it, it would not
24. have escaped the attention of the
Lacedaemonians, who have no other concern in life than to look
for and engage in whatever studies and
pursuits will increase their superiority in war. [183a] And if the
Lacedaemonians had overlooked the art, the
teachers of it would certainly not have overlooked this fact, that
the Lacedaemonians are the most concerned
with such matters of any of the Greeks and that anyone who was
honored among them in these matters would
make a great deal of money just as is the case when a tragic
poet is honored among us. The result is that
whenever anyone fancies himself as a good writer of tragedy, he
does not go about exhibiting [b] his plays in
the other cities round about Athens but comes straight here and
shows his work to our people, as is the
natural thing to do. But I observe that those who fight in armor
regard Lacedaemon as forbidden ground and
keep from setting foot in it. They give it a wide berth and prefer
to exhibit to anyone rather than the Spartans
—in fact they take pains to select people who themselves admit
that plenty of others surpass them in warfare.
Then again, [c] Lysimachus, I have encountered quite a few of
these gentlemen on the actual field of battle
and I have seen what they are like. This makes it possible for us
to consider the matter at first hand. In a
manner which seems almost deliberate, not a single practitioner
of the art of fighting in armor has ever
become renowned in war. And yet in all the other arts, those
who are well-known in each are those who have
practised the various ones. But the men who practise this art
seem to be those who have the worst luck at it.
For instance, this very man Stesilaus, whom you and I have
witnessed giving a display before such a large [d]
crowd and praising himself the way he did, I once saw in the
quite different circumstances of actual warfare
giving a much finer demonstration against his will. On an
25. occasion when a ship on which he was serving as a
marine3 rammed a transport-vessel, he was armed with a
combination scythe and spear, as singular a weapon
as he was singular a man. His other peculiarities are not worth
relating, but let me tell you how his invention
of a scythe plus a spear turned out. In the [e] course of the fight
it somehow got entangled in the rigging of
the other ship and there it stuck. So Stesilaus dragged at the
weapon in an attempt to free it, but he could not,
and meanwhile his ship was going by the other ship. For a time
he kept running along the deck holding fast
to the spear. But when the other ship was actually passing his
and was dragging him after it while he still held
onto the weapon, he let it [184a] slide through his hand until he
just had hold of the ferule at the end. There
was laughter and applause from the men on the transport at the
sight of him, and when somebody hit the
deck at his feet with a stone and he let go the shaft, then even
the men on the trireme could no longer keep
from laughing when they saw that remarkable scythe-spear
dangling from the transport. Now perhaps these
things may be of value, as Nicias maintains, but my own
experience has been of the sort I describe. So, as I
said in the [b] beginning, either it is an art but has little value,
or it is not an art but people say and pretend
that it is, but in any case it is not worth trying to learn. And
then it seems to me that if a cowardly man should
imagine he had mastered the art, he would, because of his
increasing rashness, show up more clearly the sort
of man he was, whereas in the case of a brave man, everyone …