1
Figures title: 8Week 8 Assignment 3
Tyvesia Shingles
BUS499 Business Administration Capstone
Professor’s Name
Date
Template Instructions (delete this page before submitting)
This template is provided to help you meet the assignment requirements.
This page should NOT be submitted with your assignment, as it is not part of an academically written paper. Note the “Clarity, writing mechanics, and formatting requirements” section of the grading rubric.
HOW TO USE THIS TEMPLATE
· Read the explanations provided in the template for each section of your paper.
· The explanations are in blue font below.
· You should have already read the assignment instructions in Blackboard.
· Type your response to each of the assignment requirements within the designated sections.
· Each assignment requirement is identified using a section Heading that is in black font
· DO NOT add extra spaces between sections.
· DO NOT change the margins.
· You are required to have a heading for each of the sections in your paper.
· The required headings have been provided for you.
· DO NOT delete, alter, or add anything to the section Headings.
· DO NOT type the assignment instructions into the sections.
· After typing your responses, change the font color to black and make sure it is not in bold.
· Be sure to change the font color on the title page to black after typing your name, professor’s name, and date.
· Everything in blue font below should be deleted and replaced with your responses.
· DELETE this entire page before you submit your assignment to avoid losing points. Do not leave a blank page here.
REMINDERS
· The assignment is due in week 8. Late submissions negatively impact your grade.
· Use the same public corporation you used for assignments 1 and 2.
· Do not copy content from previous assignments in this class or others.
· Include at least 6 full and complete academically written pages that address the requirements. The title page, this instruction page, and the source page do not count.
· Use at least 3 quality sources, one of which MUST be the course textbook.
· Strayer uses SafeAssign – an automated plagiarism checker. It is advised that you do your own writing and use external resources to support what you have written in your own words.
Week 8 Assignment 3
Write your introduction to this 6-page paper here. Include one (1) paragraph (not more than 6 lines of text) that explains what your paper will discuss. Much of your introduction may be taken from the assignment instructions (in your own words). Read all assignment resources to understand what should be included in your paper. Be sure to review the assignment instructions in Blackboard, the grading rubric, and relevant course announcements to understand the requirements. Do not exceed 6 lines of text in this introduction. There should be no direct quotes in this section. After reading these instructions, replace this blue text with your introduction and change the font color to black.Business-Level .
1
Figures title: 8Week 8 Assignment 3
Tyvesia Shingles
BUS499 Business Administration Capstone
Professor’s Name
Date
Template Instructions (delete this page before submitting)
This template is provided to help you meet the assignment requirements.
This page should NOT be submitted with your assignment, as it is not part of an academically written paper. Note the “Clarity, writing mechanics, and formatting requirements” section of the grading rubric.
HOW TO USE THIS TEMPLATE
· Read the explanations provided in the template for each section of your paper.
· The explanations are in blue font below.
· You should have already read the assignment instructions in Blackboard.
· Type your response to each of the assignment requirements within the designated sections.
· Each assignment requirement is identified using a section Heading that is in black font
· DO NOT add extra spaces between sections.
· DO NOT change the margins.
· You are required to have a heading for each of the sections in your paper.
· The required headings have been provided for you.
· DO NOT delete, alter, or add anything to the section Headings.
· DO NOT type the assignment instructions into the sections.
· After typing your responses, change the font color to black and make sure it is not in bold.
· Be sure to change the font color on the title page to black after typing your name, professor’s name, and date.
· Everything in blue font below should be deleted and replaced with your responses.
· DELETE this entire page before you submit your assignment to avoid losing points. Do not leave a blank page here.
REMINDERS
· The assignment is due in week 8. Late submissions negatively impact your grade.
· Use the same public corporation you used for assignments 1 and 2.
· Do not copy content from previous assignments in this class or others.
· Include at least 6 full and complete academically written pages that address the requirements. The title page, this instruction page, and the source page do not count.
· Use at least 3 quality sources, one of which MUST be the course textbook.
· Strayer uses SafeAssign – an automated plagiarism checker. It is advised that you do your own writing and use external resources to support what you have written in your own words.
Week 8 Assignment 3
Write your introduction to this 6-page paper here. Include one (1) paragraph (not more than 6 lines of text) that explains what your paper will discuss. Much of your introduction may be taken from the assignment instructions (in your own words). Read all assignment resources to understand what should be included in your paper. Be sure to review the assignment instructions in Blackboard, the grading rubric, and relevant course announcements to understand the requirements. Do not exceed 6 lines of text in this introduction. There should be no direct quotes in this section. After reading these instructions, replace this blue text with your introduction and change the font color to black.Business-Level .
1
Figures title: 8Week 8 Assignment 3
Tyvesia Shingles
BUS499 Business Administration Capstone
Professor’s Name
Date
Template Instructions (delete this page before submitting)
This template is provided to help you meet the assignment requirements.
This page should NOT be submitted with your assignment, as it is not part of an academically written paper. Note the “Clarity, writing mechanics, and formatting requirements” section of the grading rubric.
HOW TO USE THIS TEMPLATE
· Read the explanations provided in the template for each section of your paper.
· The explanations are in blue font below.
· You should have already read the assignment instructions in Blackboard.
· Type your response to each of the assignment requirements within the designated sections.
· Each assignment requirement is identified using a section Heading that is in black font
· DO NOT add extra spaces between sections.
· DO NOT change the margins.
· You are required to have a heading for each of the sections in your paper.
· The required headings have been provided for you.
· DO NOT delete, alter, or add anything to the section Headings.
· DO NOT type the assignment instructions into the sections.
· After typing your responses, change the font color to black and make sure it is not in bold.
· Be sure to change the font color on the title page to black after typing your name, professor’s name, and date.
· Everything in blue font below should be deleted and replaced with your responses.
· DELETE this entire page before you submit your assignment to avoid losing points. Do not leave a blank page here.
REMINDERS
· The assignment is due in week 8. Late submissions negatively impact your grade.
· Use the same public corporation you used for assignments 1 and 2.
· Do not copy content from previous assignments in this class or others.
· Include at least 6 full and complete academically written pages that address the requirements. The title page, this instruction page, and the source page do not count.
· Use at least 3 quality sources, one of which MUST be the course textbook.
· Strayer uses SafeAssign – an automated plagiarism checker. It is advised that you do your own writing and use external resources to support what you have written in your own words.
Week 8 Assignment 3
Write your introduction to this 6-page paper here. Include one (1) paragraph (not more than 6 lines of text) that explains what your paper will discuss. Much of your introduction may be taken from the assignment instructions (in your own words). Read all assignment resources to understand what should be included in your paper. Be sure to review the assignment instructions in Blackboard, the grading rubric, and relevant course announcements to understand the requirements. Do not exceed 6 lines of text in this introduction. There should be no direct quotes in this section. After reading these instructions, replace this blue text with your introduction and change the font color to black.Business-Level .
12Week 3 Strategic Management and Strategic Competitiveness As.docxdurantheseldine
1
2Week 3 Strategic Management and Strategic Competitiveness Assignment
Student’s Full Name
Strayer University
BUS499 Business Administration Capstone
Professor’s Name
Date
Template Instructions (delete this page before submitting)
This template is provided to help you meet the assignment requirements.
This page should NOT be submitted with your assignment, as it is not part of an academically written paper. Note the “Clarity, writing mechanics, and formatting requirements” section of the grading rubric.
HOW TO USE THIS TEMPLATE
·
Read the explanations provided in the template for each section of your paper.
·
The explanations are in blue font below.
·
You should have already read the assignment instructions in Blackboard.
·
Type your response to each of the assignment requirements within the designated sections.
·
Each assignment requirement is identified using a section Heading that is in black font
·
DO NOT add extra spaces between sections.
·
DO NOT change the margins.
·
You are required to have a heading for each of the sections in your paper.
·
The required headings have been provided for you.
·
DO NOT delete, alter, or add anything to the section Headings.
·
DO NOT type the assignment instructions into the sections.
·
After typing your responses, change the font color to black and make sure it is not in bold.
·
Be sure to change the font color on the title page to black after typing your name, professor’s name, and date.
·
Everything in blue font below should be deleted and replaced with your responses.
·
DELETE this entire page before you submit your assignment to avoid losing points.
REMINDERS
·
The assignment is due in week 3.
·
Do not copy content from previous assignments in this class or others.
·
Late submissions negatively impact your grade.
·
Include at least 4 full and complete academically written pages that address the requirements. The title page, this instruction page, and the source page do not count.
·
Use at least 3 quality sources, one of which MUST be the course textbook.
·
Strayer uses SafeAssign – an automated plagiarism checker. It is advised that you do your own writing and use external resources to support what you have written in your own words.
Week 3 Strategic Management and Strategic Competitiveness Assignment
Write your introduction here. Include one (1) paragraph (
not more than 6 lines of text) that explains what your paper will discuss. Much of your introduction may be taken from the assignment instructions (in your own words). Read all assignment resources to understand what should be included in your paper. Be sure to review the
assignment instructions in Blackboard, the grading rubric, and the .
Week 3 Assignment - Contracting and the FAROverviewPart of the.docxtroutmanboris
Week 3 Assignment - Contracting and the FAR
Overview
Part of the role of the FAR is to ensure taxpayer funds are properly managed in a way that protects the collective buying power of the American people.
Instructions
Write a 2–3 page paper in which you:
1. Analyze the FAR, and conclude whether or not the FAR overall offers adequate protection of the collective buying power of the American people. Provide an example supporting your position.
2. Evaluate which branch of government is the proper branch to effectuate change that would provide checks and balances for the purchase of goods and services for the U.S. government. Provide a rationale for your answer.
3. Use two sources to support your writing. Choose sources that are credible, relevant, and appropriate. Most references will likely come from the sources listed in the preparation section. For help with research, writing, and citation, access the
library or review
library guides.
1
Week 3 Strategic Management and Strategic Competitiveness Assignment
Student’s Full Name
Strayer University
BUS499 Business Administration Capstone
Professor’s Name
Date
Template Instructions (delete this page before submitting)
This template is provided to help you meet the assignment requirements.
This page should NOT be submitted with your assignment, as it is not part of an academically written paper. Note the “Clarity, writing mechanics, and formatting requirements” section of the grading rubric.
HOW TO USE THIS TEMPLATE
•
Read the explanations provided in the template for each section of your paper.
o
The explanations are in blue font below.
o
You should have already read the assignment instructions in Blackboard.
•
Type your response to each of the assignment requirements within the designated sections.
o
Each assignment requirement is identified using a section Heading that is in black font
o
DO NOT add extra spaces between sections.
o
DO NOT change the margins.
•
You are required to have a heading for each of the sections in your paper.
o
The required headings have been provided for you.
o
DO NOT delete, alter, or add anything to the section Headings.
o
DO NOT type the assignment instructions into the sections.
•
After typing your responses, change the font color to black and make sure it is not in bold.
o
Be sure to change the font color on the title page to black after typing your name, professor’s name, and date.
•
Everything in blue font below should be deleted and replaced with your responses.
•
DELETE this entire page before you submit your assignment to avoid losing points.
REMINDERS
•
The assignment is due in week 3.
•
Do not copy content from previous assignments in this class or others.
•
Late submissions negati.
Case 1 – Preventing Child Abuse RubricExceeds ExpectationsMe.docxjasoninnes20
Case 1 – Preventing Child Abuse Rubric
Exceeds Expectations
Meets Expectations
Needs Some Revisions
Needs Significant Revisions
Missing
Introduction
Case summary and problem definition
The report clearly summarizes the case and identifies the problems that Patton must solve
(6 points)
The report summarizes the case but misses some minor points
(5 points)
The report either misses some important points in the case summary or misses important points regarding the problems that Patton must solve
(4 points)
The report misses the summary of the case and some important points regarding the problems that Patton must solve
(2 points)
Missing many or all of the important points
(0 points)
Identification of key actors and their roles/positions
The report identifies all key actors and their roles/positions
(6 points)
The report identifies almost all of the actors and their positions but misses a few minor actors or their roles/positions
(5 points)
The report does not identify some important actors or their roles/positions
(4 points)
The report does not identify several important actors and their roles/positions
(2 points)
The report does not identify most or all of the actors and their roles/positions
(0 points)
Explanation of the political and administrative environment
&
Politics of the Administrative Structure
The report explains the political and administrative environment clearly and completely.
&
It discusses the politics of the administrative structure.
(7 points)
The report explains the political and administrative environment & the politics of the administrative structure well; however, it misses some minor points and leaves some points unclear.
(6 points)
The report explains the political and administrative environment and the politics of the administrative structure somewhat incompletely.
(4 points)
The report misses several important points while explaining the political and administrative environment and politics of the admin structure.
(2 points)
No explanation of the political and admin environment and the politics of the admin structure
(0 points)
Evaluation of the reorganization decision
- The report discusses whether the reorganization decision was based on political or technical rationality
- Identifies accountability issues before and after the reorganization
- Evaluates the impact of the reorganization decision on street level bureaucrats
(6 points)
The report does a good job in evaluating the reorganization decision (see the Exceeds Expectations cell) but has some flaws
(5 points)
The report misses a major point (e.g. political vs technical rationality, accountability issues, or street level bureaucrats) while evaluating the reorganization decision.
(4 points)
The report misses several important points while evaluating the reorganization decision (2 points)
The report does not evaluate the reorganization decision
(0 points)
Recommendations
Making recommendations to Patton regarding the problems identified
The report mak ...
CIPD Assessment Report (AR1) FoundationTo be completed byVinaOconner450
CIPD Assessment Report:
(AR1)
Foundation
To be completed by candidate and assessor(s):
Centre name:
Victory Training and Development Institute
Candidate name:
1st/ 2nd/ 3rd Attempt
CIPD Membership/ registration No:
Unique Learner No (ULN) (if applicable):
Qualification title:
DHRP - Foundation
Unit title(s):
Supporting Good Practice in Performance and Reward Management
Unit code(s):
3PRM
Assignment
Assessment activity (and assignment title if applicable) and the learning outcomes addresses:
Activity 1 (AC 1.1, AC 1.2, AC 1.3, AC 2.1, AC 2.2, AC 3.1, AC 3.2, AC 4.1)
In pairs or small groups, research and discuss answers to the following. Then provide written individual responses, in your own words, to each question.
1. Explain at least 2 purposes of performance management and its relationship to business objectives.
2. Identify 3 components of performance management systems.
3. Explain the relationship between motivation and performance management, referring to at least 2 motivational theories.
4. Identify 2 purposes of reward within a performance management system.
5. Describe at least 3 components of a total reward system, 1 of which should be non-financial.
6. Explain the factors that should be considered when managing good and poor performance.
7. Describe at least 2 items of data, including 1 external to the organisation.
8. Explain the frequency, purpose and process of performance review.
.
To be completed by assessor(s):
Unit Code
Learning outcomes and Assessment criteria
Assessor comments
Provide rationale for judgements against each assessment criterion and identify areas for development
Pass/ Refer/Fail
3PRM
LO1
– Be able to explain the link between organisational success, performance management and motivation.
AC 1.1
- Describe the purpose of performance management and its relationship to business objectives.
Explain at least 2 purposes of performance management and its relationship to business objectives
AC 1.2
- Explain the components of performance management systems.
Identify 3 components of performance management systems.
AC 1.3
- Explain the relationship between motivation and performance management.
Explain the relationship between motivation and performance management, referring to at least 2 motivational theories.
3PRM
LO2
– Be able to explain the relationship between performance management and reward.
AC 2.1
- Explain the purpose of reward within a performance management system
Identify 2 purposes of reward within a performance management system.
AC2.2
- Identify and explain the components of an effective total reward system.
Describe at least 3 components of a total reward system, 1 of which should be non-financial.
3PRM
LO3
– Be able to contribute to effective performance and reward management in the workplace.
AC 3.1
· Identify and explain the factors that need to be considered when managing performance.
Explain the factors that should be considered w ...
1HRES 2170 – CompreheNsive Team AssignmentDue Date Novem.docxdrennanmicah
1
HRES 2170 – CompreheNsive Team Assignment
Due Date: November 14, 2018 at the start of class (6:00 PM - Refer to Course Outline for late policy)
Value: 25% of your final grade.
Project Details
Instructions: On the following pages, you will find the details for your comprehensive term project, which you will undertake in groups of 5. This forms a significant portion of your grade and requires your continuous commitment to be successful. The assignment is designed to fulfill multiple learning objectives to develop a range of skills for you, including working in a team.
You will see there are questions assigned to each of the topic areas. Although your writing may not be distributed equally amongst these questions for each topic area, you need to provide a maximum of 3 pages for each topic area (use double space, time new roman font). For each section you have to refer to at least one additional reference (beyond text book and class notes) to illustrate your point. You must follow APA standards and include a reference sheet outlining the additional reference(s) used at the end of each section. Failure to do so will result in reduction in 2 marks from the respective section. Please attach the grading scheme (last 3 pages) to your final submission (Failure to do so will result in 3 marks deduction).
Please make sure that you start this project early. You are in charge of your time and managing the work within your team. This process will be easier if you approach each topic area (chapter) as we are discussing it in class. I hope to provide some time in class for practice with your team, though the responsibility of this assignment is yours and there will be much work required with your team outside of class time to excel at this.
I will provide further clarity in class and always be available to answer questions. If you need clarifications and assistance with the project make sure to reach out (sooner than later). You can always book an appointment to meet me.
The assignment is purposefully designed with some ambiguity and also some leeway as these steps will look different depending on the job that you choose. The purpose is to get to a place of application with this material and this assignment models much of the realistic work of HR practitioners.
Please also be aware of the university policies with respect to Academic Dishonesty and also Plagiarism. This is taken very seriously at the university and even if the dishonesty or plagiarism is unintentional, my obligation to report it does not change. Please also know that taking credit for work you did not contribute to is also considered Academic Dishonesty and will be reported to the Office of Student Conduct as such. As such, all members of the group are expected to work on, review, read and contribute to each section. If your name is on the paper and you did not do so, this is considered grounds for plagiarism. Further, if you split up the assignment (i.e. assig.
Similar to 1 figures title7week 8 business level and corporate-level stra (9)
PART B Please response to these two original posts below. Wh.docxsmile790243
PART B
Please response to these two original posts below. When
responding to these posts, please either expand the
thought, add additional insights, or respectfully disagree
and explain why. Remember that we are after reasons
and arguments, and not simply the statement of
opinions.
Original Post 1
Are human lives intrinsically valuable? If so, in virtue of what? (Is
it our uniqueness, perhaps, or our autonomy, or something else?)
To begin, I would like to remind us that being intrinsically valuable
means having values for just being us and nothing else. I believe
that human lives are intrinsically valuable in virtue of our
uniqueness. As a bio nerd, I would like to state the fact that there
are a lot of crossover events during meiosis, which create trillions
of different DNA combinations. Hence, from a biological
standpoint, without considering other aspects, being you is
already valuable because you are that one sperm that won the
race and got fertilized. On a larger scale, there are hardly two
people whose look and behaviors are the same in the same
family, unless they are identical twins. However, identical twins
still act differently and have differences (such as fingerprints).
Since we are raised in different families, we are taught different
things and have different cultures. In general, we all have
different genetic information, appearances, personalities, senses
of humor, ambitions, talents, interests and life experiences. These
characteristics make up our “unique individual value” and make
us so unique and irreplaceable.
I would also love to discuss how our diversities enrich and
contribute to society, but that would be a talk about our extrinsic
values.
Original Post 2
Are human lives intrinsically valuable? If so, in virtue of what? (Is
it our uniqueness, perhaps, or our autonomy, or something else?)
I believe that human lives are intrinsically valuable due to a
number of reasons. Firstly, human lives aren’t replaceable. You
can’t replace a human being with another just like you can
replace a broken laptop with brand new one. Part of the reason
why we tend to think this way is that we were nurtured with the
notion that there is, indeed, a special value to human life. This
could be in virtue of our uniqueness-- the fact that we are
sentient and capable of complex thoughts and emotions
separates us from any other species on this planet. From a
scientific standpoint, this is also one of the reasons as to why
humans became the dominant species in today’s age.
Moreover, human lives aren’t disposable. I think this is largely due
to us humans having the ability to empathize with others. We
understand that it’s morally inappropriate to take the life of
another individual even if they’re complete strangers because
they’re another human being like us who has their own thoughts,
values, memories, and stories. In a way, we have a strong
emotional connection to our own species. As .
Part C Developing Your Design SolutionThe Production Cycle.docxsmile790243
Part C Developing Your Design
Solution
The Production Cycle
Within the four stages of the design workflow there are two distinct parts.
The first three stages, as presented in Part B of this book, were described
as ‘The Hidden Thinking’ stages, as they are concerned with undertaking
the crucial behind-the-scenes preparatory work. You may have completed
them in terms of working through the book’s contents, but in visualisation
projects they will continue to command your attention, even if that is
reduced to a background concern.
You have now reached the second distinct part of the workflow which
involves developing your design solution. This stage follows a production
cycle, commencing with rationalising design ideas and moving through to
the development of a final solution.
The term cycle is appropriate to describe this stage as there are many loops
of iteration as you evolve rapidly between conceptual, practical and
technical thinking. The inevitability of this iterative cycle is, in large part,
again due to the nature of this pursuit being more about optimisation rather
than an expectation of achieving that elusive notion of perfection. Trade-
offs, compromises, and restrictions are omnipresent as you juggle ambition
and necessary pragmatism.
How you undertake this stage will differ considerably depending on the
nature of your task. The creation of a relatively simple, single chart to be
slotted into a report probably will not require the same rigour of a formal
production cycle that the development of a vast interactive visualisation to
be used by the public would demand. This is merely an outline of the most
you will need to do – you should edit, adapt and participate the steps to fit
with your context.
There are several discrete steps involved in this production cycle:
Conceiving ideas across the five layers of visualisation design.
Wireframing and storyboarding designs.
Developing prototypes or mock-up versions.
219
Testing.
Refining and completing.
Launching the solution.
Naturally, the specific approach for developing your design solution (from
prototyping through to launching) will vary hugely, depending particularly
on your skills and resources: it might be an Excel chart, or a Tableau
dashboard, an infographic created using Adobe Illustrator, or a web-based
interactive built with the D3.js library. As I have explained in the book’s
introduction, I’m not going to attempt to cover the myriad ways of
implementing a solution; that would be impossible to achieve as each task
and tool would require different instructions.
For the scope of this book, I am focusing on taking you through the first
two steps of this cycle – conceiving ideas and wireframing/storyboarding.
There are parallels here with the distinctions between architecture (design)
and engineering (execution) – I’m effectively chaperoning you through to
the conclusion of your design thinking.
To fulfil this, Part C presents a detailed breakdown of the many design
.
PART A You will create a media piece based around the theme of a.docxsmile790243
PART A:
You will create a media piece based around the theme of “alternative facts.
Fake News:
Create a
series of 3
short, “fake news” articles or news videos. They should follow a specific theme. Make sure to have a clear understanding of WHY your fake news is being created (fake news is used by people, groups, companies, etc to convince an unsuspecting audience of something. It’s supposed to seem real, but the motivation behind it is to deceive. As part of this option, consider what your motivations are for your deception).
Part A: should be around 750 words for written tasks (or 250 for each 3 part task)
PART B:
The focus for this assignment is to demonstrate a
clear understanding of media conventions
, as well as
purpose
and
audience
. Therefore, along with your media product, you’ll also be required to submit a short
reflection
detailing why you created your product and for whom it was intended. You must discuss and analyze the elements within your media product (including why & how you used the persuasive techniques of ethos, logos and pathos) as well as the other elements of media you used and why.
.
Part 4. Implications to Nursing Practice & Implication to Patien.docxsmile790243
Part 4. Implications to Nursing Practice & Implication to Patient Outcomes
Provide a paragraph summary addressing the topics implications to nursing practice and patient outcomes. This section is NOT another review of the literature or introduction of new topics related to the PICOT question.
You may find if helpful to begin each topic with -
Nurses need to know …
Important patient outcomes include …
Example
– please note this is an older previous students work and so some references are older than 5 years.
Be sure to provide the PICOT question to begin this post.
PICOT Question:
P=Patient Population
I=Intervention
C=Comparison
O=Outcome
T=Time (duration):
In patients in the hospital, (P)
how does frequently provided patient hand washing (I)
compared with patient initiated hand washing (C)
affect hospital acquired infection (O)
within the hospital stay (T)
Implications to Nursing Practice & Patient Outcomes
Nurses need to know that they play a significant role in the reduction of hospital acquired infection by ensuring by health care workers and patients wash hands since nurses have the most interactions with patients. Implementing hand hygiene protocol with patients can enhance awareness and decrease healthcare associated infection (HAI). Both nurses and patients need to know that HAI is associated with increased morbidity and mortality as well cost of treatment and length of hospital stay. Nurses and patients also need to know that most HAI is preventable. Gujral (2015) notes that proper hand hygiene is the single most important, simplest, and least expensive means of reducing prevalence of HAI and the spread of antimicrobial resistance. Nurse and patient hand washing plays a vital role in decreasing healthcare costs and infections in all settings.
References
Gujral, H. (2015.) Survey shows importance of hand washing for infection prevention. American Nurse Today, 10 (10), 20. Retrieved from hEp://www.nursingworld.org/AmericanNurseToday
.
PART AHepatitis C is a chronic liver infection that can be e.docxsmile790243
PART A
Hepatitis C is a chronic liver infection that can be either silent (with no noticeable symptoms) or debilitating. Either way, 80% of infected persons experience continuing liver destruction. Chronic hepatitis C infection is the leading cause of liver transplants in the United States. The virus that causes it is blood borne, and therefore patients who undergo frequent procedures involving transfer of blood are particularly susceptible to infection. Kidney dialysis patients belong to this group. In 2008, a for-profit hemodialysis facility in New York was shut down after nine of its patients were confirmed as having become infected with hepatitis C while undergoing hemodialysis treatments there between 2001 and 2008.
When the investigation was conducted in 2008, investigators found that 20 of the facility’s 162 patients had been documented with hepatitis C infection at the time they began their association with the clinic. All the current patients were then offered hepatitis C testing, to determine how many had acquired hepatitis C during the time they were receiving treatment at the clinic. They were considered positive if enzyme-linked immunosorbent assay (ELISA) tests showed the presence of antibodies to the hepatitis C virus.
Health officials did not test the workers at the hemodialysis facility for hepatitis C because they did not view them as likely sources of the nine new infections. Why not?
Why do you think patients were tested for antibody to the virus instead of for the presence of the virus itself?
Ref.: Cowan, M. K. (2014) (4th Ed.). Microbiology: A Systems Approach, McGraw Hill
PART B
Summary:
Directions for the students: There are 4 essay questions. Please be sure to complete all of them with thorough substantive responses. Current APA Citations are required for all responses.
1. Precisely what is microbial death?
2. Why does a population of microbes not die instantaneously when exposed to an antimicrobial agent?
3. Explain what is wrong with this statement: “Prior to vaccination, the patient’s skin was sterilized with alcohol.” What would be a more correct wording?
4. Conduct additional research on the use of triclosan and other chemical agents in antimicrobial products today. Develop an opinion on whether this process should continue, providing evidence and citations to support your stance.
.
Part A post your answer to the following question1. How m.docxsmile790243
Part A post
your answer to the following question:
1. How might potential reactions to an adolescent’s questioning of their sexual identity, or gender role, impact their social environment, behavior and self-esteem?
2. As social workers, what role can we play in assuring the best outcomes for these adolescents?
Please use the Learning Resources to support your answer.
Part B
post
your answer to the following question:
1. How can social workers work toward assuring the best outcomes for adolescents questioning their sexual orientation or gender identity.
Please use the Learning Resources to support your answer.
.
PART BPlease response to these two original posts below..docxsmile790243
PART B
Please response to these two original posts below. When responding to
these posts, please either expand the thought, add additional insights, or
respectfully disagree and explain why. Remember that we are after reasons
and arguments, and not simply the statement of opinions.
Original Post 1
"What is moral relativism? Why might people be attracted to it? Is
it plausible?"
First of all, moral relativism is the view that moral truths are
subjective and depend on each individual's standpoints. Based
on this, everyone's moral view is legitimate. This can be attracted
because it sounds liberating and there is no need to argue for a
particular position. Moral relativism seems convincing in some
cases. For example, some people are okay with giving money to
homeless people, thinking that it's good to provide for the people
in need. Some people, on the other hand, claim that they can
work to satisfy their own needs. Moral relativism works well in
these cases because they all seem legitimate. However, there are
cases that moral relativism does not seem reasonable. For
example, child sacrifice in some cultures seems cruel and
uncivilized to most people. Hence, moral relativism is not
absolutely true.
Original Post 2
“Is your death bad for you, specifically, or only (at most) for others? Why
might someone claim that it isn’t bad for you?”
I'd start off by acknowledging what the two ancient philosophers,
Lucretius and Epicurus, outlined about death. They made the
point that death isn't necessarily bad for you since no suffering
takes place and that you yourself don't realize your own death. In
this way, one could make the claim that death isn't intrinsically
bad for you.
Another perspective I wanted to add was the influence of death
(both on you and others around you). Specifically, the event of
death itself may not be bad for you, but the idea of impending
death could impact one's life. Some may live freely, totally care-
free, accepting of death and enjoy life in the moment. Others may
be frightened by the idea of death that they live in constant fear
and hence death causing their mental health to take its toll. In
this way, I'd argue that death could, in fact, be bad for you. One
common reason for being afraid of death is the fear of being
forgotten. Not to mention the death of an individual certainly
affects others; death doesn't affect one's life but also all that is
connected to it. Focusing back to the point, it's clear that the
very idea of death directly affects the concerned individual. The
fact that those who live in fear of death are looking for legacies
and footprints to leave after they leave this world is telling of how
death could be arguably bad for you before it even happens.
PART A
Pick one or more questions below and write a substantive post
with >100 words. Please try to provide evidence(s) to support
your idea(s).
Questions:
• Do we have a duty to work out whe.
Part A (50 Points)Various men and women throughout history .docxsmile790243
Part A (50 Points):
Various men and women throughout history have made important contributions to the development of statistical science. Select any one (1) individual from the list below and write a 2 page summary of their influence on statistics. Be specific in detail to explain the concepts they developed and how this advanced our understanding and application of statistics.
Florence Nightingale
Francis Galton
Thomas Bayes
Part B (50 Points):
Select any one statistical concept you learned in this course and explain how it can be applied to our understanding of the Covid-19 pandemic (2 pages). You should use a specific example and include at least one diagram to illustrate your answer.
Please note: Your work must be original and not copied directly from other sources. No citations are needed. Be sure to submit this assignment in Blackboard on the due date specified.
.
Part A:
1. K
2. D
3. N
4. C
5. A
6. O
7. F
8. Q
9. H
10. M
11. S
12. Y
13. I
14. U
15. X
Part B:
1.
A. UTI is short form for Urinary tract infection. Means infection which affects organs of urinary tract. Such as urethra, urinary bladder and kidney. This are main organ for formation of urine and helps to expel it out of body.
B. Kidneys, urethra and urinary bladder gets affected during Urinary tract infection. Generally infection begins with urethra then travels to kidney.
When only lower part gets affected which is called lower UTI also cystitis because involves bladder
And when infection spread to upper side involving kidneys known as pyelonephritis.
2.
A. Microorganism in UTI
Escherichia coli
Klebsiella pneumoniae
B. Coli bacteria lives in intestine. So they also seen near anal canal. From which gets transferred to urethra.
C. Bacteria enters urinary tract from urethra. In very less cases kidney gets infected by blood stream.
3.
Signs and symptoms:
A) Pain with urination:
The infection cause inflammation of urinary tract, the urine from the inflammed urinary tract cause pain in urination.
B) orange or red colour urine:
The inflammation of urinary tract may cause a orange or red colour urine. It is common sign in UTI due to inflammation of urinary tract.
4.
UTI:
Urinary tract infection (UTI) any infection on the urinary tract causing difficult in urination. It most commonly affects the woman because thet are more prone to it.
Diagnosis And treatment:
A) The diagnostic test for UTI:
The two major diagnostic test for UTI are:
Urinalysis:
Urine is collected from the patient who came for test. This test shows the bacterial or any infectious organism in the urine.
The collected urine sample is added to the substance which promotes the growth of the organism in the urine.
If the growth is organism doesn't takes place then the test is negative.
If the organism growth in the urine takes place then the test is positive.
Ultra sound:
The sound waves from the transducer of ultra produce a imaging of the internal organs.
Patient lower abdomen is scanned by ultra sound to detect any abnormality in the organs and structures of urinary tract.
B) The medications for UTI are antibiotics or antimicrobial.
The two drugs are amoxicillin, sulfasulfamethaxazole.
Both of these drugs act on UTI by fighting against the microorganisms in the UTI. By assisting the immune system, it fight against the microorganisms and that relieves the symptoms of UTI.
5.
answer. a) In women at the time of pregnancy the drainage system from the kidney towards bladder become wide, hence, urine does not pass out as quickly. This makes it easier to get an infection. Similarly women has shorter urethra than a man have, the shorter distance make the way easy to bacteria to travel into the bladder.
b) There are no of ways by which women can reduce the risk of getting UTI. Like women should drink plenty of water this will help of getting rid from UTI, a women should protect their urethra .
Part A Develop an original age-appropriate activity for your .docxsmile790243
Part A:
Develop an original age-appropriate activity for your preschool class using
one
of the following.
Froebel’s cube gift
Froebel’s parquetry gift
Lincoln Logs
Describe the activity that you have developed.
Identify at least two (2) skills that the activity would help develop.
Part B:
Develop an original age-appropriate activity for your preschool class promoting the same skill(s) as the activity above, but develop the activity based on the Montessori method.
Describe the activity that you have developed.
What are at least two key differences between the two activities you developed?
.
Part 3 Social Situations2. Identify multicultural challenges th.docxsmile790243
Part 3: Social Situations
2. Identify multicultural challenges that your chosen individual may face as a recent
refugee.
• What are some of the issues that can arise for someone who has recently
immigrated to a new country?
• Explain how these multicultural challenges could impact your chosen individual’s
four areas of development?
3. Suggest plans of action or resources that you feel should be provided to this family to
assist them in proper develop
Part 3: Social Situations
• Proposal paper which identifies multicultural challenges that your chosen individual may face as a recent refugee.
• Suggested plan of action and/or resources which should be implemented to address the multicultural challenges.
• 2-3 Pages in length
• APA Formatting
• Submission will be checked for plagiaris
.
Part A (1000 words) Annotated Bibliography - Create an annota.docxsmile790243
Part A
(1000 words): Annotated Bibliography - Create an annotated bibliography that focuses on ONE particular aspect of current Software Engineering that face a world with different cultural standards. At least seven (7) peer-reviewed articles must be used for this exercise.
Part B
(3000 words):
Research Report
- Write a report of the analysis and synthesis using the
(Part A
) foundational
Annotated Bibliography
.
Part C (500 words): Why is it important to try to minimize complexity in a software system.
Part D (500 words): What are the advantages and disadvantages to companies that are developing software products that use cloud servers to support their development process?
Part E (500 words): Explain why each microservice should maintain its own data. Explain how data in service replicas can be kept consistent?
.
Part 6 Disseminating Results Create a 5-minute, 5- to 6-sli.docxsmile790243
Part 6: Disseminating Results
Create a 5-minute, 5- to 6-slide narrated PowerPoint presentation of your Evidence-Based Project:
· Be sure to incorporate any feedback or changes from your presentation submission in Module 5.
· Explain how you would disseminate the results of your project to an audience. Provide a rationale for why you selected this dissemination strategy.
Points Range: 81 (81%) - 90 (90%)
The narrated presentation accurately and completely summarizes the evidence-based project. The narrated presentation is professional in nature and thoroughly addresses all components of the evidence-based project.
The narrated presentation accurately and clearly explains in detail how to disseminate the results of the project to an audience, citing specific and relevant examples.
The narrated presentation accurately and clearly provides a justification that details the selection of this dissemination strategy that is fully supported by specific and relevant examples.
The narrated presentation provides a complete, detailed, and specific synthesis of two outside resources related to the dissemination strategy explained. The narrated presentation fully integrates at least two outside resources and two or three course-specific resources that fully support the presentation.
Written Expression and Formatting—Paragraph Development and Organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.
Points Range: 5 (5%) - 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity.
A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.
Written Expression and Formatting—English Writing Standards:
Correct grammar, mechanics, and proper punctuation.
Points Range: 5 (5%) - 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.
Evidenced Based Change
Leslie Hill
Walden University
Introduction/PurposeChange is inevitable.Health care organizations need change to improve.There are challenges that need to be addressed(Baraka-Johnson et al. 2019).Challenges should be addressed using evidence-based research.These changes enhance professionalism therefore improving quality of care and quality of life.The purpose of this paper is to identify an existing problem in health care and suggest a change idea that would be effective in addressing the problem. The paper also articulates risks associated with the change process, how to distribute the change information and how to implement change successfully.
Organizational CultureThe Organization is a hospice facilityOffers end of life care for pain and symptom managementThe health care providers cu.
Part 3 Social Situations • Proposal paper which identifies multicul.docxsmile790243
Part 3: Social Situations • Proposal paper which identifies multicultural challenges that your chosen individual may face as a recent refugee. • Suggested plan of action and/or resources which should be implemented to address the multicultural challenges. • 2-3 Pages in length • APA Formatting • Submission will be checked for plagiarism
Part 3: Social Situations 2. Identify multicultural challenges that your chosen individual may face as a recent refugee. • What are some of the issues that can arise for someone who has recently immigrated to a new country? • Explain how these multicultural challenges could impact your chosen individual’s four areas of development? 3. Suggest plans of action or resources that you feel should be provided to this family to assist them in proper development.
.
Part 3 Social Situations 2. Identify multicultural challenges that .docxsmile790243
Part 3: Social Situations 2. Identify multicultural challenges that your chosen individual may face as a recent refugee. • What are some of the issues that can arise for someone who has recently immigrated to a new country? • Explain how these multicultural challenges could impact your chosen individual’s four areas of development? 3. Suggest plans of action or resources that you feel should be provided to this family to assist them in proper development.
Part 3: Social Situations • Proposal paper which identifies multicultural challenges that your chosen individual may face as a recent refugee. • Suggested plan of action and/or resources which should be implemented to address the multicultural challenges. • 2-3 Pages in length • APA Formatting • Submission will be checked for plagiarism
.
Part 2The client is a 32-year-old Hispanic American male who c.docxsmile790243
Part 2
The client is a 32-year-old Hispanic American male who came to the United States when he was in high school with his father. His mother died back in Mexico when he was in school. He presents today to the PMHNPs office for an initial appointment for complaints of depression. The client was referred by his PCP after “routine” medical work-up to rule out an organic basis for his depression. He has no other health issues except for some occasional back pain and “stiff” shoulders which he attributes to his current work as a laborer in a warehouse. the “Montgomery- Asberg Depression Rating Scale (MADRS)” and obtained a score of 51 (indicating severe depression). reports that he always felt like an outsider as he was “teased” a lot for being “black” in high school. States that he had few friends, and basically kept to himself. He also reports a remarkably diminished interest in engaging in usual activities, states that he has gained 15 pounds in the last 2 months. He is also troubled with insomnia which began about 6 months ago, but have been progressively getting worse. He does report poor concentration which he reports is getting in “trouble” at work.
· Decision #1: start Zoloft 25mg orally daily
· Which decision did you select?
· Why did you select this decision? Support your response with evidence and references to the Learning Resources.
· What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
· Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?
· Decision #2: Client returns to clinic in four weeks, reports a 25% decrease in symptoms but concerned over the new onset of erectile dysfunction
*add Augmentin Wellbutrin IR 150mg in the morning
· Why did you select this decision? Support y our response with evidence and references to the Learning Resources.
· What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
· Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?
· Decision #3: Client returns to clinic in four weeks, Client stated that depressive symptoms have decreased even more and his erectile dysfunction has abated
· Client reports that he has been feeling “jittery” and sometimes “nervous”
*change to Wellbutrin XL 150mg daily
· Why did you select this decision? Support your response with evidence and references to the Learning Resources.
· What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
· Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
Explain how ethical considerations might impact your treatment plan and communication with clients.
Conclusion.
Part 2For this section of the template, focus on gathering deta.docxsmile790243
Part 2:
For this section of the template, focus on gathering details about common, specific learning disabilities. These disabilities fall under the IDEA disability categories you researched for the chart above. Review the textbook and the topic study materials and use them to complete the chart.
Learning Disability Definition Characteristics Common Assessments for Diagnosis Potential Effect on Learning and Other Areas of Life Basic Strategies for Addressing the Disability
Attention Deficit Hyperactivity Disorder (ADHD)
Auditory Processing Disorder (APD)
Dyscalculia
Dysgraphia
Dyslexia
Dysphasia/Aphasia
Dyspraxia
Language Processing Disorder (LPD)
Non-Verbal Learning Disabilities
Visual Perceptual/Visual Motor Deficit
.
Part 2 Observation Summary and Analysis • Summary paper of observat.docxsmile790243
Part 2: Observation Summary and Analysis • Summary paper of observation findings for each area of development and connection to the observed participant. • Comprehensive description of the observed participant. • Analyzed observation experience with course material to determine whetherthe participant is developmentally on track for each area of development. • 4 Pages in length • APA Formatting • Submission will be checked for plagiarism
Part 2: Observation Summary and Analysis 1. Review and implement any comments from your instructor for Part 1: Observation. 2. Describe the participant that you observed. • Share your participant’s first name (can be fictional name if participant wants to remain anonymous), age, physical attributes, and you initial impressions. 3. Analyze your observation findings for each area of development (physical, cognitive, social/emotional, and spiritual/moral). • Explain how your observations support the 3-5 bullets for each area of development that you identified in your Development Observation Guidefrom Part 1: Observation. • Explain whether or not your participant is developmentally on track for each area of development. 4. What stood out the most to you about the observation? 5. Include at least 2 credible sources
.
Part 2 Observation Summary and Analysis 1. Review and implement any.docxsmile790243
Part 2: Observation Summary and Analysis 1. Review and implement any comments from your instructor for Part 1: Observation. 2. Describe the participant that you observed. • Share your participant’s first name (can be fictional name if participant wants to remain anonymous), age, physical attributes, and you initial impressions. 3. Analyze your observation findings for each area of development (physical, cognitive, social/emotional, and spiritual/moral). • Explain how your observations support the 3-5 bullets for each area of development that you identified in your Development Observation Guidefrom Part 1: Observation. • Explain whether or not your participant is developmentally on track for each area of development. 4. What stood out the most to you about the observation? 5. Include at least 2 credible sources
Part 2: Observation Summary and Analysis • Summary paper of observation findings for each area of development and connection to the observed participant. • Comprehensive description of the observed participant. • Analyzed observation experience with course material to determine whetherthe participant is developmentally on track for each area of development. • 4-6 Pages in length • APA Formatting • Submission will be checked for plagiarism
.
Part 2Data collectionfrom your change study initiative,.docxsmile790243
Part 2:
Data collection
from your change study initiative, sample, method, display of the results of the data itself, process, and method of analysis (graphs, charts, frequency counts, descriptive statistics of the data, narrative)
Part 3: Interpretation of the results of the Data
Collection and
Analysis, address likely resistance, and provide recommendations for continuing
the study
or evaluating your change study/initiative.
.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
A Strategic Approach: GenAI in EducationPeter 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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
1 figures title7week 8 business level and corporate-level stra
1. 1
Figures title: 7Week 8 Business-Level and Corporate-Level
Strategies Assignment
Student’s Full Name
BUS499 Business Administration Capstone
Professor’s Name
Date
Template Instructions (delete this page before submitting)
This template is provided to help you meet the assignment
requirements.
This page should NOT be submitted with your assignment, as it
is not part of an academically written paper. Note the “Clarity,
writing mechanics, and formatting requirements” section of the
grading rubric.
HOW TO USE THIS TEMPLATE
· Read the explanations provided in the template for each
section of your paper.
· The explanations are in blue font below.
· You should have already read the assignment instructions in
Blackboard.
· Type your response to each of the assignment requirements
within the designated sections.
· Each assignment requirement is identified using a section
Heading that is in black font
· DO NOT add extra spaces between sections.
· DO NOT change the margins.
· You are required to have a heading for each of the sections in
your paper.
· The required headings have been provided for you.
· DO NOT delete, alter, or add anything to the section
Headings.
· DO NOT type the assignment instructions into the sections.
2. · After typing your responses, change the font color to black
and make sure it is not in bold.
· Be sure to change the font color on the title page to black after
typing your name, professor’s name, and date.
· Everything in blue font below should be deleted and replaced
with your responses.
· DELETE this entire page before you submit your assignment
to avoid losing points. Do not leave a blank page here.
REMINDERS
· The assignment is due in week 8. Late submissions negatively
impact your grade.
· Use the same public corporation you used for assignments in
Week 3 and 6.
· Do not copy content from previous assignments in this class or
others.
· Include at least 6 full and complete academically written
pages that address the requirements. The title page, this
instruction page, and the source page do not count.
· Use at least 3 quality sources, one of which MUST be the
course textbook.
· Strayer uses SafeAssign – an automated plagiarism checker. It
is advised that you do your own writing and use external
resources to support what you have written in your own words.
Week 8 Business-Level and Corporate-Level Strategies
Assignment
Write your introduction to this 6 page paper here. Include one
paragraph (not more than 6 lines of text) that explains what
your paper will discuss. Much of your introduction may be
taken from the assignment instructions (in your own words).
Read all assignment resources to understand what should be
included in your paper. Be sure to review the assignment
instructions in Blackboard, the grading rubric, and relevant
3. course announcements to understand the requirements. Do not
exceed 6 lines of text in this introduction. There should be no
direct quotes in this section. After reading these instructions,
replace this blue text with your introduction and change the font
color to black.Business-Level Strategies
Analyze the business-level strategies for the corporation you
chose to determine the business-level strategy you think is most
important to the long-term success of the firm. You will also
need to determine whether or not you judge this to be a good
choice (Note: in this step you need to choose and write about
only one business-level strategy from the text book (not
Google). Hint: See Figure 4.1 in the textbook. Include a
thorough justification for your choice that is backed by facts
and sound judgement. For background, be sure to research and
explain the industry in which your selected corporation
operates. You could also briefly (1 – 2 sentences) define the
business-level strategy (cite your sources) you are writing about
using the textbook/Learn, as an introduction to your analysis.
Read Chapter 4 in the course textbook. Review the Week 4
Learn Reading for supporting content. Your response here
should demonstrate that you understand the key concepts
regarding the selected business-level strategy and can apply
them to a real-world corporation. Keep in mind that this is a 6
page paper and as such your analysis should thoroughly address
the concepts discussed in the course. Avoid unsubstantiated
statements, extended introductory commentary, direct quotes,
and unrelated content. Strive for about 1 ½ to 2 pages of well -
constructed, in-depth analysis in this section.
In this section, you could research and identify the core
competencies your chosen firm uses to implement its business-
level strategies and discuss their effectiveness. You could also
demonstrate from your research how the firm uses its core
competencies to create and sell its products in the marketplace.
Consider the actions & choices your firm has made to compete
in individual product markets. Review Chapters 4-9 for
specifics on the business-level strategies. Your response should
4. clearly identify the one business-level strategy from the
textbook that you think is most important to the long-term
success of the corporation. Your response must also include a
clearly stated and justified judgement on whether that strategy
is a good choice. Include enough content and depth to
demonstrate a thorough analysis of your selected corporation’s
business-level strategy. Remember that this is a 6 page paper
and as such, you will need to dig deep. After reading these
instructions, replace this blue text with your analysis and
change the font color to black. Corporate-Level Strategies
Analyze the corporate-level strategies for the corporation you
chose to determine the corporate-level strategy you think is
most important to the long-term success of the firm. You will
also need to determine whether or not you judge this to be a
good choice. (Note: in this step you need to choose and wr ite
about only one corporate-level strategy from the text book (not
Google). Hint: See chapter 6 in the textbook. Include a thorough
justification for your choice that is backed by facts and sound
judgement. You could also briefly (1 – 2 sentences) define the
corporate-level strategy (cite your sources) you are writing
about using the textbook/Learn, as an introduction to your
analysis. Read Chapter 6 in the course textbook. Review the
Week 6 Learn Reading for supporting content. Your response
here should demonstrate that you understand the key concepts
regarding the selected corporate-level strategy and can apply
them to a real-world corporation. Keep in mind that this is a 6-
page paper and as such your analysis should thoroughly address
the concepts discussed in the course. Avoid unsubstantiated
statements, extended introductory commentary, direct quotes,
and unrelated content. Strive for about 1 ½ to 2 pages of well -
constructed, in-depth analysis in this section.
Your response should clearly identify the one corporate-level
strategy from the textbook that you think is most important to
the long-term success of the corporation. Your response must
also include a clearly stated and justified judgement on whether
that strategy is a good choice. Include enough content and depth
5. to demonstrate a thorough analysis of your selected
corporation’s corporate-level strategy. Remember that this is a 6
page paper and as such, you will need to dig deep. After reading
these instructions, replace this blue text with your analysis and
change the font color to black. Competitive Environment
Analyze the competitive environment to determine the
corporation's most significant competitor (this will require
research outside of the course material). Compare their
strategies at each level and evaluate which company you think
is most likely to be successful in the long term. Justify your
choice. Hint: read chapters 1 through 10 in the course textbook
as they provide a solid background for this section. Review the
Week 1 through 8 Learn readings for supporting content.
Remember that this is a 6 page paper and requires a thorough
competitive analysis. Strive for about a 1 ½ to 2 pages of well -
constructed, in-depth analysis in this section. Cite your sources
and avoid the use of direct quotes. After reading these
instructions, replace this blue text with your analysis and
change the font color to black.Market Cycles
Determine whether your choice from Question 3 (Competitive
Environment section above) would differ in slow-cycle and fast-
cycle markets. It would be a good idea to briefly explain what
the slow-cycle and fast-cycle markets are from the textbook
(cite your sources) as a short introduction to your
determination. Hint: read Chapter 5 in the course textbook.
Remember that this is a 6-page paper and therefore each section
requires a thorough response that demonstrates your
understanding of key concepts covered in the course and your
ability to apply them to a real-world corporation. Cite your
sources and avoid the use of direct quotes. After reading these
instructions, replace this blue text with your response and
change the font color to black.
Sources
1. Hitt, Ireland, & Hoskisson. 2020. Strategic management:
Concepts and cases: Competitiveness and globalization (13th
ed.). Mason, OH: South-Western Cengage Learning
6. 2. Author. Publication Date. Title. Page # (written as p. #). How
to Find (e.g. web address)
3. Author. Publication Date. Title. Page # (written as p. #). How
to Find (e.g. web address)
Name Illness or Condition:
Epidemiology
(Definition, Demographics, Risk Factors, Exposures)
Time Course
(Duration & Pattern of Prodrome or Symptoms)
Clinical Presentation with Classic S&S
(Key & Differentiating Features - Must have features, rejecting
features)
Mechanism of Disease Process
(Pathophysiology - known derangements in anatomy,
physiology, immunology, biochemical, genetics, metabolomics
AND environmental contributors)
FORM: Illness Script NURS612
Diagnostic Test(s) & Findings
(Common diagnostic tests used to support diagnostic impression
and their specific findings)
Illness or Disorder: Herpes Zoster
Epidemiology
Time Course
7. Clinical Presentation with Classic S&S
Mechanism of Disease Process
Define: Herpes zoster (HZ) or shingles, is the reactivation of
the latent varicella zoster virus (VZV) or chicken pox, in the
dorsal root ganglia (Sandy, 2005).
Demographics: People over the age of 60 who had the chicken
pox or varicella vaccine.
Risk Factors: Those who had the natural infection of varicella-
zoster virus, varicella vaccination, malignancies such as
lymphoma or leukemia, bone marrow and solid organ transplant,
HIV with CD4 count <200 cells/microL, cancer chemotherapy,
corticosteroid therapy, immune-modulatory therapy, or over the
age of 60.
Incidence: 4 cases per 1,000 U.S. population annually (Center
for Disease Control and Prevention [CDC], 2016).
Exposures: Close contact with ill persons
Duration of Prodromal Symptoms: The pre-eruptive phase can
last 1-10 days with an average of 48 hours (Sandy, 2005).
Pattern of Prodrome or Symptoms: The eruptive phase is next
marked by the emergency of vesicular eruptions resolves in 10-
15 days. The chronic phase is characterized by persistent or
recurring pain lasting 30 or more days after the lesions have
crusted, which occurs in 9-45% of all cases (Sandy, 2005).
Symptoms: Muscle or toothache like pain, fever, loss of
appetite, rash that is painful, itchy or tingly, headache,
sensitivity to light, malaise (CDC, 2016).
Signs: Itching or burning pain and paresthesia or puritis lasting
from one day to three weeks, followed by a maculopapular
vesicular rash on an erythematous base. The rash is most
commonly confined to the thoracic region at the fifth and sixth
dermatome levels in a belt like fashion and distributed in
irregular groupings of vesicles that vary in size and do not cross
the midline of the body (Sandy, 2005).
Must-Have Features: Rash appearance and distribution are
unilateral and vesicular on an erythematous base and confined
8. to the thoracic region.
Rejecting Features: Dermatomal pain without rash, rash
eruption affecting bilateral dermatomes (Sandy, 2005).
Diagnostics: Tzanck viral culture smear to differentiate VZV
from herpes simplex virus, fluid culture for VZV DNA by
polymerase chain reaction to differentiate wild type from
vaccine virus, or VZV immunohistochemistry by
immunoglobulin M and immunoglobulin G antibody testing to
differentiate the presence of acute or previous infection (Sandy,
2005).
Pathophysiology: VZV viral particles remain dormant in the
dorsal root and cranial sensory ganglia after infection or
vaccination. Immunologic mechanisms suppress replication of
the virus, but VZV reactivate when the host fails to contain the
virus. Once VZV is activated at the spinal root or cranial nerve
neurons, an inflammatory response occurs. This inflammation in
the dorsal root ganglion causes hemorrhagic necrosis of nerve
cells, leading to neuronal loss and fibrosis. The virus then
travels from the sensory ganglion back down the nerve to the
skin, where it produces the characteristic dermatomal rash of
herpes zoster (Sandy, 2005).
Known Derangements: Declining virus-specific cell mediated
immune responses due to aging causes the body to lack the
ability to suppress replication of the virus. With weakening of
VZV-specific cellular immunity due to immunosuppression the
virus may reactivate and travel peripherally along sensory
nerves to reach the mucocutaneous surface that is innervated by
the ganglia in which the virus is reactivated (Sandy, 2005).
Illness or Disorder: Inherited Ichthyosis Vulgaris
Epidemiology
Time Course
9. Clinical Presentation with Classic S&S
Mechanism of Disease Process
Define: Ichthyosis is a family of disorders characterized by dry
or scaly and thickened skin (National Institute of Arthritis and
Musculoskeletal and Skin Disease [NIAMS], 2012). There are
more than 20 types of ichthyosis, but Ichthyosis Vulgaris is the
most common type affecting 95% of patients who have this skin
disease.
Demographics: Presents in early childhood-usually from 3
months to 5 years of age and more common in Europeans.
Risk Factors: Inherited genes for ichthyosis from one or both
parents or develop a gene mutation for ichthyosis while in the
womb (American Academy of Dermatology, 2016).
Incidence: A common disease in the U.S., with a prevalence of
1 case in 300 persons (American Academy of Dermatology,
2016).
Exposure: Hereditary
Pattern of Symptoms: Absent at birth, typically appears within
the first year of life to five years, intensifying up until puberty
then decreases with age (NIAMS, 2012).
Symptoms: Dry skin, itchy skin, flaky scalp, tile-like small
scales, and deep, painful cracks in skin
Signs: Scales that are white, gray, or brown appearing on the
fronts of legs, backs of arms, scalp, or abdomen typically,
thickened skin on the palms and soles, deep cracks on the palms
and soles, puritis, keratosis pilaris, and decreased ability to
sweat causing temperature dysregulation (American Academy of
Dermatology, 2016).
Must-Have Features: Hyperkeratosis and onset in infancy or
early childhood
10. Rejecting Features: Skin takes on a “dry river bed” appearance
with inflammation, or fine, silvery scale.
Diagnostics: Genetic testing
Pathophysiology: Ichthyosis vulgaris is caused by a loss-of-
function mutation in the gene encoding the protein filaggrin.
This mutation leads to defection production of filaggrin.
Filaggrin is a filament-associated protein require for the binding
of keratin fibres in epidermal cells to form an effective skin
barrier. It helps to maintain the skin pH, retain moisture, and
reduce trans-epidermal water loss. Dryness results from the
reduced skin hydration due to the defective filaggrin. Excessive
scales are caused by the inability of the skin cells to remain
hydrated as they move upward through the stratum coreum.
Hyperkeratosis results from compensatory repair mechanisms
increasing cell proliferation (NIAMS, 2012).
Known Derangements: Autosomal dominant genetic disorder
leading to defective production of filaggrin. Symptoms worsen
in the winter months due to decreased moisture from the cold,
dry air.
Illness or Disorder: Erythema Multiforme
Epidemiology
Time Course
Clinical Presentation with Classic S&S
Mechanism of Disease Process
Define: Erythema multiforme is a skin condition considered to
be a hypersensitivity reaction associated with certain infections
and medications (Lamoreux, Sternbach, & Hsu, 2006).
Demographics: Typically occurs in adults 20 to 40 years of age,
but it can occur at any age.
Risk Factors: Herpes simplex virus infection, mycoplasma
pneumonia, hepatitis B virus infection, fungal infections, HIV
11. infection, lymphoma, hepatitis B vaccine, allergic response to
tattoos, syphilis, cytomegalovirus infection, Epstein-Barr virus,
and medications such as barbiturates, anticonv ulsants,
penicillin, phenothiazine, hydantoins, and NSAIDs (Lamoreux,
Sternbach, & Hsu, 2006).
Exposures: Close contacts with ill persons, tattoos, and
vaccinations.
Duration of Prodromal Symptoms: Typically, no prodromal
symptoms.
Pattern of Symptoms: Target lesions appear 7 days after the
onset of itching and/or burning at the site of eruption, and then
resolves spontaneously in three to five weeks.
Symptoms: Red spots, ridges, and sometimes blisters appear on
the tops of hands, forearms, face, neck, legs, or trunk, some
spots may evolve into concentric circles that resemble a target
with a grayish discoloration in the center, muscular stiffness,
fever, and malaise may occur.
Signs: The individual lesions begin acutely as numerous sharply
demarcated red or pink macules that then become papular. The
papules may enlarge gradually into plaques several centimeters
in diameter. The central portion of the papules gradually
becomes darker red, brown, dusky, or purpuric. Crusting or
blistering sometimes ensues in the center of the lesions. The
characteristic “target” or “iris” lesionhas a regular round shape
and three concentric zones: a central dusky or darker red area, a
paler pink or edematous zone, and a peripheral red ring. The
skin lesions of erythema multiforme usually appear
symmetrically on the distal extremities and progress proximally.
Lesions on the dorsal surfaces of the hands and extensor aspects
of the extremities are most characteristic. Palms and soles also
may be involved (Lamoreux, Sternbach, & Hsu, 2006).
Must Have Features: Individual lesions are present and in a
fixed location for at least one week and some evolve into target
lesions.
12. Rejecting Features: Lesions at the same site for less than 24
hours, center of the lesions appears normal, target lesions with
dusky or purpuric center, or bullous lesions.
Diagnostics: No specific laboratory tests or biopsies are
indicated to make the diagnosis of erythema multiforme.
Pathophysiology: The pathophysiology of erythema multiforme
is still not completely understood but it is thought to be
immunologically mediated and involves a hypersensitivity
reaction that can be triggered by stimuli such as bacterial, viral,
or chemical products (Lamoreux, Sternbach, & Hsu, 2006).
Known Derangements: Herpes associated erythema multiforme
is thought to be due to a delayed type hypersensitivity reaction.
The disease begins with the transport of viral DNA fragments to
distant skin sites by peripheral blood mononuclear cells. HSV
genes within DNA fragments are expressed on keratinocytes,
leading to the recruitment of HSV-specific CD4 helper T cells
involved in cell-mediated immunity. The CD4 cells react to
viral antigens with production of interferon-γ, starting an
inflammatory cascade (Lamoreux, Sternbach, & Hsu, 2006).
Patients taking medications such as barbiturates,
anticonvulsants, penicillin, phenothiazine, hydantoins, and
NSAIDs that develop erythema multiforme often have an altered
metabolism of the responsible drug and are considered to be
slow acetylators. This means that an increased proportion of
drug metabolism is directed toward the alternative pathway of
oxidation by the cytochrome P-450 system, causing in increased
production of reactive and possibly toxic metabolites. Affected
individuals have a defect in the ability to detoxify these reactive
metabolites, which may then behave as happens by binding
covalently to proteins on the surface of epithelial cells. This
may then induce the immune response, leading to the severe
skin reaction (Lamoreux, Sternbach, & Hsu, 2006).
13. Illness or Disorder: Melanoma
Epidemiology
Time Course
Clinical Presentation with Classic S&S
Mechanism of Disease Process
Define: Melanoma is the tumor of melanin-forming cells,
typically a malignant tumor associated with skin cancer
(American Cancer Society, 2016).
Demographics: White, male> females, and over the age of 60.
Incidence: About 87,110 new melanomas will be diagnosed
(about 52,170 in men and 34,940 in women). About 9,730
people are expected to die of melanoma (about 6,380 men and
3,350 women) (American Cancer Society, 2016).
Risk Factors: Sun exposure, moles, fairer skin, blue or green
eyes, freckles, blonde or red hair, immunocompromised, family
history of melanoma, genetic mutations to genes associated with
melanoma, history of basal or squamous cell skin cancers, and
older age
Exposures: Indoor tanning bed, not applying sunscreen when in
the sun, and living in an area with a warmer climate and more
UV light.
Pattern of Symptoms: Melanomas have two growth phases,
radial and vertical. During the radial growth phase, malignant
cells grow in a radial way in the epidermis. With time, most
melanomas progress to the vertical growth phase, in which the
malignant cells occupy the dermis and develop the ability to
metastasize (American Cancer Society, 2016).
Classifications for melanomas are called stages. The stage
refers to the thickness, depth of penetration, and the degree to
which the melanoma has spread. The staging is used to
determine treatment. Early melanomas (Stages 0 and I) are
14. localized; Stage 0 tumors are in situ, meaning that they are
noninvasive and have not penetrated below the surface of the
skin, while Stage I tumors have invaded the skin but are small,
non-ulcerated, and are growing at a slow mitotic rate. Stage II
tumors, though localized, are larger (generally over 1 mm.
thick) and/or may be ulcerated or have a mitotic rate of greater
than than 1/mm2; they are considered intermediate melanomas.
More advanced melanomas (Stages III and IV) have
metastasized to other parts of the body. There are also
subdivisions within stages (Skin Cancer Foundation, 2017).
Symptoms: New spot on the skin or a spot that is changing in
size, shape, or color, spot that looks different from all other
spots on your skin.
Signs: A is for Asymmetry: One half of a mole or birthmark
does not match the other. B is for Border:The edges are
irregular, ragged, notched, or blurred. C is for Color:The color
is not the same all over and may include different shades of
brown or black, or sometimes with patches of pink, red, white,
or blue. D is for Diameter:The spot is larger than 6 millimeters
across (about ¼ inch – the size of a pencil eraser), although
melanomas can sometimes be smaller than this. E is for
Evolving: The mole is changing in size, shape, or color
(American Cancer Society, 2016).
Must Have Features: Abnormal skin area with one or more signs
that is confirmed with a positive skin biopsy.
Rejecting Features: Negative skin biopsy
Diagnostics: Skin exam & skin biopsy
Pathophysiology: Melanomas begin from melanocytes, which
emerge from the neural crest and travel to the epidermis, uvea,
meninges, and ectodermal mucosa. The melanocytes, which live
in the skin and produce a protective melanin, are contained
within the basal layer of the epidermis, at the junction of the
dermis and epidermis. Melanomas may develop in or near a
previously existing precursor lesion or in healthy-appearing
15. skin. A malignant melanoma developing in healthy skin is said
to arise de novo, without evidence of a precursor lesion. Many
of these melanomas are stimulated by solar irradiation (Skin
Cancer Foundation, 2017).
Known Derangements: Many genes are implicated in the
development of melanoma, including CDKN2A (p16), CDK4,
RB1, CDKN2A (p19), PTEN/MMAC1, and ras. CDKN2A
(p16) appears to be especially important in both random and
hereditary melanomas (American Cancer Society, 2016).
Exposure to ultraviolet radiation (UVR) is a serious factor in
the development of most melanomas. Ultraviolet A (UVA),
wavelength 320-400 nm, and ultraviolet B (UVB), 290-320 nm,
possibly are carcinogenic and actually may work in concert to
induce a melanoma.
UVR appears to be an effective inducer of melanoma through
many mechanisms, including suppression of the immune system
of the skin, generation of melanocyte cell division, free radical
production, and damage of melanocyte DNA (Skin Cancer
Foundation, 2017).
Illness or Disorder: Vasculitis
Epidemiology
Time Course
Clinical Presentation with Classic S&S
Mechanism of Disease Process
Define: Vasculitis is a term for a group of rare diseases that
have in common inflammation of blood vessels. These vessels
include arteries and veins. When such inflammation occurs, it
16. causes changes in the walls of blood vessels, such as weakening
and narrowing that can advance to the point of blood vessel
blockage. A result of vasculitis is that the tissues and organs
supplied by affected blood vessels do not get enough blood.
This can cause organ and tissue damage that can even lead to
death (Hasan, 2017). Giant cell arteritis (GCA) is the most
common form of vasculitis. In GCA, the vessels most often
involved are the arteries of the scalp and head, especially the
arteries over the temples, which is why another term for GCA is
“temporal arteritis.”
Demographics: Whites> non-whites, women> men, and over the
age of 50.
Incidence: Data from population-based studies estimate that 1 in
5,000 people over the age of 50 years are affected by GCA each
year. The prevalence of GCA is estimated at 278 per 100,000
people over the age of 50 years (Hajj-Ali, 2012).
Risk Factors: Over the age of 50, women, Northern European
descent, polymyalgia rheumatic, and family history.
Exposures: Age
Prodromal Symptoms: May occur for a few days to weeks
Pattern of Symptoms: Chronic and worsening if not treated
Symptoms: Headache around the temples, pain in jaw muscle
while chewing, decreased appetite, tenderness of the scalp,
vision changes, and shoulder or hip joint aching and stiffness
Signs: Low grade temperature, weight loss, polymyalgia
rheumatic, swelling or decreased pulses in the temporal artery,
tenderness to pressure on the carotid artery, generalized
tenderness, jaw claudication, and blurred vision
Must Have Features: One or more symptom and a superficial
temporal artery biopsy that shows inflammation
Rejecting Features: No inflammation present in the temporal
arteries
Diagnostics: Elevated erythrocyte sedimentation rate and C-
reactive protein levels, elevated platelet counts, positive
temporal artery biopsy (Hajj-Ali, 2012).
17. Pathophysiology: GCA is an autoimmune disorder causing
immune cells to be involved in an inflammatory reaction. The
primary inflammatory response involves the activation of
dendritic cells in the adventitia of arteries by an unknown
antigen, with production of chemokines that recruit CD4+T
helper cells. Activated CD4+ T helper cells differentiate into
Th1 cells (producing interferon gamma) and Th17 cells
(producing interleukin 17).
Interferon gamma causes endothelial cells and vascular smooth
muscle to recruit more Th1 cells, CD8+ T cells, and monocytes.
The monocytes differentiate into macrophages and the
characteristic giant cells that produce growth factors, other
interleukins and proteolytic enzymes that increasingly narrow
and obstruct the vessel wall. Narrowing of the blood vessel
lumen causing decreased blood supply to the neighboring
tissues. The blood vessel may also become thrombosed causing
severe ischemia or necrosis of tissues ordinarily supplied by the
blood vessel (Hajj-Ali, 2012).
Known Derangements: A cellular immune reaction to elastin has
been associated in the pathogenesis of GCA. In support of the
hypothesis that elastin is the inciting antigen, disease severity
has been shown to correlate with the amount of elastic tissue
within the vessels (Hajj-Ali, 2012).
Illness or Disorder: Erythema Nodosum
Epidemiology
Time Course
Clinical Presentation with Classic S&S
Mechanism of Disease Process
18. Define: acute, nodular, erythematous eruption that usually is
limited to the extensor aspects of the lower legs (Schwartz &
Nervi, 2007).
Demographics: Women> men, more common in young adults
18-34 years
Incidence: erythema nodosum occurs in approximately one to
five per 100,000 persons (Schwartz & Nervi, 2007).
Risk Factors: Streptococcal infections, inflammatory bowel
disease, sarcoidosis, Hodgkin disease and lymphoma,
pregnancy, sulfonamides and halides.
Exposures: Working in close contact with the ill, and recent
streptococcal
infection
Pattern of Symptoms: A prodrome commonly occurs as early as
one to three weeks before the onset of erythema nodosum.
Individual nodules may last for two weeks; new outcroppings
may continue to develop for up to six weeks. These nodules
often take approximately one to two months to heal completely
and may assume a bruise-like appearance as they fade. The
active disease may last up to 18 weeks (Schwartz & Nervi,
2007).
Symptoms: Fever, malaise, painful, symmetric, red nodules on
the anterior leg
Signs: Lesion borders are poorly defined, and lesions var y from
2-6 cm. During the first week, lesions become tense, hard, and
painful; during the second week, they may become fluctuant, as
in an abscess, but do not weep or ulcerate. Individual lesions
last approximately 2 weeks, but occasionally, new lesions
continue to appear for 3-6 weeks. Lesions change color in the
second week from bright red to bluish or livid. As absorption
progresses, the color gradually fades to a yellowish hue,
resembling a bruise. Aching legs and swelling ankles may
19. continue for weeks. Hilar adenopathy may develop as part of the
hypersensitivity reaction of erythema nodosum. Arthralgia
occurs in more than 50% of patients and begins during the
eruptive phase or precedes the eruption by 2-4 weeks.
Erythema, swelling, and tenderness occur over the joint,
sometimes with effusions. Joint tenderness and morning
stiffness may occur (Schwartz & Nervi, 2007).
Must Have Features: Symmetrical nodular red lesions with
poorly defined borders
Rejecting Features: Lesions that weep, lesions that appear for
less than 2 weeks, lesions that do not change color over time to
appear like a bruise, and vasculitis
Diagnostics: CBC with differential, evaluation for streptococcal
infection, excisional biopsy showing septal panniculitis
(Schwartz & Nervi, 2007).
Pathophysiology: Erythema nodosum is a nonspecific cutaneous
reaction pattern to a variety of antigens, with many immune-
mediated mechanisms involved. Most direct and indirect
evidence supports the involvement of a type IV delayed
hypersensitivity response to numerous antigens (Schwartz &
Nervi, 2007). The exact pathophysiology is not known today.
Known Derangements: Ulcerative colitis and Crohn disease may
cause erythema nodosum. Erythema nodosum associated with
enteropathies correlates with flares of the disease. Erythema
nodosum occurs in up to 4.6 percent of women who are
pregnant, possibly as a result of estrogen production or relative
levels of estrogen and progesterone. Estrogen also has been
suggested as the linking factor behind the adult male-to-female
incidence ratio of 1:6. Combination estrogen and progesterone
oral contraceptive medications have been associated with
erythema nodosum for decades (Schwartz & Nervi, 2007).
20. Illness or Disorder: Vitiligo
Epidemiology
Time Course
Clinical Presentation with Classic S&S
Mechanism of Disease Process
Define: Vitiligo causes the skin to lose its natural color. Patches
of lighter skin appear. Some people develop a few patches,
while others lose much more skin color.
Demographics: Occurs at any age and affects all races and both
sexes equally
Risk Factors: Family history of vitiligo or an autoimmune
disease especially Hashimoto’s or alopecia
Exposures: None
Pattern of Symptoms: There is no way to tell if vitiligo will
spread. For some people, the white patches do not spread. But
often the white patches will spread to other areas of the body.
For some people, vitiligo spreads slowly, over many years. For
other people, spreading happens quickly. Some people have
reported more white patches after physical or emotional stress
(National Institute of Arthritis and Musculoskeletal and Skin
Disease [NIAMS], 2014).
Symptoms: White patches on the skin that may itch or feel
painful
Signs: Depigmentation of the skin commonly in areas where the
skin is exposed to the sun, but can appear anywhere on the
body. Hair may turn gray earlier and those with dark skin may
notice a loss of color in their mouths.
Must Have Features: Biopsy of the skin showing complete
absence of melanocytes
Rejecting Features: Visual changes, white patches that go away
over time
21. Diagnostics: Microscopic examination of the skin with biopsy
shows total loss of epidermal pigmentation (NIAMS, 2014).
Pathophysiology: Vitiligo is a multifactorial polygenic disorder
with a complex pathogenesis. It is related to both genetic and
non-genetic factors. Although several theories have been
propositioned about the pathogenesis of vitiligo, the exact cause
remains unknown. Generally agreed upon principles are an
absence of functional melanocytes in vitiligo skin and a loss of
melanocytes, due to their destruction. However, the destruction
is most likely a slow process resulting in a progressive decrease
of melanocytes. Theories regarding destruction of melanocytes
include autoimmune mechanisms, cytotoxic mechanisms,
intrinsic melanocyte defects, oxidant-antioxidant mechanisms,
and neural mechanisms (NIAMS, 2014).
Known Derangements: Family and twin studies have shown that
inheritance is complex and likely involves both genetic and
environmental factors. It is thought that genetic factors may
impact the age of onset of vitiligo. The inheritance of vitiligo
may include genes associated with the biosynthesis of melanin,
a response to oxidative stress, and regulation of autoimmunity
(NIAMS, 2014).
Illness or Disorder: Rosacea
Epidemiology
Time Course
Clinical Presentation with Classic S&S
Mechanism of Disease Process
Define: Rosacea is a common skin condition that causes redness
and visible blood vessels in your face. It may also produce
22. small, red, pus-filled bumps (American Academy of
Dermatology, 2017).
Demographics: Between the age of 30 and 50, Celtic or
Scandinavian ancestry, women> men
Risk Factors: Fair skinned, blonde hair and blue eyes, family
history of rosacea, lots of acne, between the age of 30 and 50,
and smoking
Exposures: Hereditary and smoke cigarettes
Pattern of Symptoms: Chronic and worsening
Symptoms: Facial redness, swollen red bumps, skin may feel
hot and tender, dry skin, eye dryness or irritation, and enlarged
nose.
Signs: Rosacea usually causes a persistent redness in the central
part of your face. Small blood vessels on your nose and cheeks
often swell and become visible. Many people who have rosacea
also develop pimples on their face that resemble acne. These
bumps sometimes contain pus (American Academy of
Dermatology, 2017).
Must Have Features: Rosacea is defined by persistent erythema
of the central portion of the face lasting for at least 3 months.
Supporting criteria include flushing, papules, and pustules
(American Academy of Dermatology, 2017).
Rejecting Features: Photosensitivity, acne alone, facial flushing
that goes away.
Diagnostics: Examination of the skin and eyes
Pathophysiology: The exact pathophysiology of rosacea is
unknown. There is not a single physiopathological model.
The pathophysiology of rosacea appears to be complex, as
virtually all cutaneous cells, including immune cells, seem to
have roles (American Academy of Dermatology, 2017).
Known Derangements: The higher incidence of rosacea in those
of Celtic or Northern European descent also suggests a possible
genetic component. Still, several genomic studies have failed to
pinpoint a causative gene.
The innate immune system seems to be disrupted in patients
who have rosacea. As discussed earlier, serine protease levels
23. are elevated in those with rosacea, and this may result in
epidermal barrier dysfunction. A stinging or burning sensation
results when a sensory irritant, such as lactic acid for example,
easily penetrates the skin through a disruption or abnormalit y in
the epidermal barrier (American Academy of Dermatology,
2017).
References:
American Academy of Dermatology. (2016). Ichthyosis
vulgaris. Retrieved from
https://www.aad.org/public/diseases/scaly-skin/ichthyosis-
vulgaris#treatment
American Academy of Dermatology. (2017). Rosacea. Retrieved
from https://www.aad.org/public/diseases/acne-and-
rosacea/rosacea#symptoms
American Cancer Society. (2016). Melanoma skin cancer.
Retrieved from
https://www.cancer.org/cancer/melanoma-skin-
cancer/about.html
Center for Disease Control and Prevention. (2016). Shingles
(herpes zoster). Retrieved from
https://www.cdc.gov/shingles/hcp/clinical-overview.html
Hajj-Ali, R. (2012). Giant cell arteritis (temporal arteritis).
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24. http://www.vasculitisfoundation.org/education/forms/giant-cell-
arteritis/
Lamoreux, M.R., Sternbach, M.R., & Hsu, W.T. (2006).
Erythema multiforme. American Family Physician, 74(11) pp.
1883-1888.
http://www.aafp.org/afp/2006/1201/p1883.html
National Institute of Arthritis and Musculoskeletal and Skin
Diseases. (2012). Ichthyosis overview. Retrieved from
https://www.niams.nih.gov/Health_Info/Ichthyosis/
National Institute of Arthritis and Musculoskeletal and Skin
Diseases. (2014). Vitiligo. Retrieved from
https://www.niams.nih.gov/health_info/vitiligo/vitiligo_ff.pdf
Sandy, M. (2005). Herpes zoster: medical and nursing
management. Clinical Journal of Oncology Nursing, 9(4), 443-
467 7p.
doi:10.1188/05.CJON.443-446
Schwartz, R.A., & Nervi, S.J. (2007). Erythema nodosum: A
sign of systemic disease. American Family Physician,
75(5):695-700.
http://www.aafp.org/afp/2007/0301/p695.html
Skin Cancer Foundation. (2017). Melanoma. Retrieved from
http://www.skincancer.org/skin-cancer-information/melanoma