May Gasco is a 26-year-old married woman who presented to the emergency room with complaints of fatigue, excessive thirst, and frequent urination for 2 days. She has been diagnosed with gestational diabetes mellitus. On examination, she appeared pale with linea nigra present. Vital signs were stable. A review of systems was otherwise unremarkable except for blurry vision related to her diabetes. Her past medical and family histories were noncontributory.
This case report summarizes the medical history and care of a 58-year-old female patient with uncontrolled hypertension and type 2 diabetes. On examination, her vital signs were stable and physical exam was unremarkable. Her medical history includes type 2 diabetes for over 10 years and hypertension for an unknown duration. She lives with extended family and relies on support from her church community. The plan is for her to follow up with lab tests, medication adjustments, lifestyle counseling, and regular monitoring to control her conditions and prevent complications long-term. A family assessment found supportive relationships and cultural/religious influences but noted potential financial challenges with aging. The goals are short-term medical management and long-term planning for retirement needs and age-
Biopsychosocial Assessment (ONLY THE FORMAT OF THIS DOCUMChantellPantoja184
Biopsychosocial Assessment
(ONLY THE FORMAT OF THIS DOCUMENT AND BOLDED TITLES SHOULD
BE WRITTEN INTO YOUR ASSESSMENT—THE REMAINING ITEMS ARE
CUES FOR WHAT INFORMATION IS TO BE CONSIDERED AND
COLLECTED DURING THE INTERVIEW PROCESS)
I. Identifying Information
A. Demographic information: age, sex, ethnic group, current employment, marital status,
physical environment/housing: nature of living circumstances (apartment, group
home or other shared living arrangement, homeless); neighborhood.
B. Referral information: (referral source (self or other), reason for referral. Other
professionals or indigenous helpers currently involved.
C. Data sources used in writing this assessment: interviews with others involved (list
dates and persons), tests performed, other data used.
II. Presenting Problem
A. Description of the problem, and situation for which help is sought as presented by the
client. Use the client’s words. What precipitated the current difficulty? What feelings
and thoughts have been aroused? How has the client coped so far?
B. Who else is involved in the problem? How are they involved? How do they view the
problem? How have they reacted? How have they contributed to the problem or
solution?
C. Past experiences related to current difficulty. Has something like this ever happened
before? If so, how was it handled then? What were the consequences?
III. Background History
A. Developmental history: from early life to present (if obtainable)
B. Family background: description of family of origin and current family. Extent of
support. Family perspective on client and client’s perspective on family. Family
communication patterns. Family’s influence on client and intergenerational factors.
C. Intimate relationship history
D. Educational and/or vocational training
E. Employment history
F. Military history (if applicable)
G. Use and abuse of alcohol or drugs, self and family
H. Medical history: birth information, illnesses, accidents, surgery, allergies, disabilities,
health problems in family, nutrition, exercise, sleep
I. Mental Health history: previous mental health problems and treatment,
hospitalizations, outcome of treatment, family mental health issues.
J. Nodal events: deaths of significant others, serious losses or traumas, significant life
achievements
K. Cultural background: race/ethnicity, primary language/other languages spoken,
significance of cultural identity, cultural strengths, experiences of discrimination or
oppression, migration experience and impact of migration on individual and family
life cycle.
L. Religion: denomination, church membership, extent of involvement, spiritual
perspective, special observances
IV. Assessment
A. What is the key issue or problem from the client’s perspective? From the worker’s
perspective?
B. How effectively is the client functioning?
C. What factors, including thoughts, behaviors, personality issues, environmental
circ ...
SOCW 6200 Final Project Bio-Psycho-Social Assessment Submit.docxsamuel699872
SOCW 6200 Final Project: Bio-Psycho-Social Assessment
Submit by Day 7 a 6- to 9-page paper that focuses on an adolescent from one of the case studies presented in this course. For this assignment, complete a bio-psycho-social assessment and provide an analysis of the assessment. This assignment is divided into two parts (Part A & Part B):
Part A: Bio-Psycho-Social Assessment: The assessment should be written in professional language and include sections on each of the following:
· Presenting issue (including referral source)
· Demographic information
· Current living situation
· Birth and developmental history
· School and social relationships
· Family members and relationships
· Health and medical issues (including psychological and psychiatric functioning, substance abuse)
· Spiritual development
· Social, community, and recreational activities
· Client strengths, capacities, and resources
Part B: Analysis of Assessment. Address each of the following:
· Explain the challenges faced by the client(s)—for example, drug addiction, lack of basic needs, victim of abuse, new school environment, etc.
· Analyze how the social environment affects the client.
· Identify which human behavior or social theories may guide your practice with this individual and explain how these theories inform your assessment.
· Explain how you would use this assessment to develop mutually agreed-upon goals to be met in order to address the presenting issue and challenges face by the client.
· Explain how you would use the identified strengths of the client(s) in a treatment plan.
· Explain how you would use evidence-based practice when working with this client and recommend specific intervention strategies (skills, knowledge, etc.) to address the presenting issue.
· Analyze the ethical issues present in the case. Explain how will you address them.
· Describe the issues will you need to address around cultural competence.
BioPsychosocial History
[Template for Part A]
Name: Dalia
Date:
Agency:
DEMOGRAPHIC INFORMATION
Age: 14 years old
Ethnicity: Biracial African American and Irish American
Marital Status: Single
Date of Birth: N/A
PRESENTING ISSUE(S)
Client Self-Assessment of Problem(s)/Reason(s) for Seeking Treatment/Motivation Onset/Duration/Intensity/Frequency Precipitating Stressors/Stressful Events Symptoms (in Client’s/Informant’s Own Words)
Dalia and her mother both appeared agitated with each other and became argumentative when going through the intake information. Dalia quickly told me that she was not planning to talk about anything because this meeting was her parents’ idea. She stated, “I don’t have any problems, my parents do.” Soon into this first visit, Dalia blurted out that her mother was upset with her because she had just shown her a tattoo she had had done recently, purchased by using a fake ID. I acknowledged her news and asked if this was the way that she usually shared important information with her mother. Dalia shrugged and stated, “I d.
Unit 4 Discussion 1Critical Thinking and Diagnostic ReasoningP.docxmarilucorr
Unit 4 Discussion 1
Critical Thinking and Diagnostic Reasoning
Please select one of the following case studies and complete the chart. Please review audio-videos, PowerPoint presentations, and assigned chapters to assist with this Assignment. You are expected to role play the selected scenario with a family member to gather necessary data to complete the chart. For each person described in the following situations, discuss the developmental/age, socioeconomic, ethical considerations, and cross-cultural considerations that should be considered during the gathering of subjective and objective data, and the provision of health care. Discuss any additional information that might be needed before a judgment or diagnosis can be made. Submit the completed chart to the Discussion Board by Friday at 11:59 p.m.
1. A. E. is a 35-year-old African American female, and is 5 months pregnant presenting to the office today for a routine prenatal visit. She complains that her neck feels swollen and that she has been feeling nervous and tired. She also complains about the heat, excessive sweating, and how she “can’t seem to get cool during these summer months.” She attributes all these complaints to her pregnancy.
2. J. L. is a 55-year-old Caucasian female who had a CVA within the past week. J. L. is easily frustrated, anxious, fearful, and her speech is slurred. She needs verbal cuing for any task she is asked to carry out. She eats only food on the left side of the tray and responds only when approached from the left side.
Components of
assessment
Subjective
Diagnostic Reasoning
(list key questions — use PQRSTU pneumonic)
Objective
Normal vs.
abnormal findings
(must note pertinent body systems to be examined)
Differential
diagnoses
(list 3)
Nurses diagnosis (list 1)
List relevant labs and
diagnostic studies (if any)
Normal
Differential
Abnormal Findings
Nurses Diagnosis
Developmental/age considerations:
Socioeconomic considerations:
Cross-cultural considerations:
Ethical considerations:
Additional info needed to formulate actual diagnosis:
MN552 Advanced Health Assessment
Unit 3 SOAP Note Section II and III Written Guide
1. Document appropriate data in the relevant body system.
a. Do not state “Negative, NA or Unremarkable” for any systems because the reader will not know which questions were actually asked by the provider.
2. This is a comprehensive health history and should not contain physical exam findings. The focused history data is relevant to the chief complaint and identified by pertinent positive data documented during the health history.
3. Address each component of the SOAP note as noted in the written guide with relevant data.
4. You may continue with the same volunteer to complete each section of the SOAP note.
II. Life style patterns
0. Immigrant status: Born in San Diego, California. U.S. Citizen
0. Spiritual resources/religion: ...
This document outlines the components of a psychiatric history taking. It includes gathering demographic data, chief complaints, history of presenting issues, past psychiatric and medical history, family history, substance use, social circumstances, personal history, and assessment of premorbid personality. The goal is to obtain a holistic understanding of the patient's condition, including precipitating stressors, through interviews of the patient and other informants while establishing rapport. Thorough evaluation of personal and family history helps identify any prior conditions or vulnerabilities.
Follow up at_outreach_clinics_and_homevisits_ambrose_ganshangaIFsbh
1) OURS is an organization that provides rehabilitation services to empower children with disabilities in South/West Uganda through holistic and affordable care.
2) Follow up visits at outreach clinics and homes are important for OURS' community-based rehabilitation (CBR) program to promote inclusive development of children's health, social, education, livelihood, and empowerment.
3) The example of Jane, a girl with spina bifida identified in a remote village, illustrates how lack of support affected her development in many ways and shows the importance of holistic rehabilitation through follow up care.
The document provides guidance on conducting a psychiatric history for patients. It discusses the importance of understanding a patient's life history and outlines key components to cover, including identification data, chief complaints, history of present illness, past medical/psychiatric history, family history, and personal history. Personal history should explore areas like childhood, education, relationships, and pre-illness personality. The goal is to understand the patient's experiences and diagnose and treat effectively.
This case report summarizes the medical history and care of a 58-year-old female patient with uncontrolled hypertension and type 2 diabetes. On examination, her vital signs were stable and physical exam was unremarkable. Her medical history includes type 2 diabetes for over 10 years and hypertension for an unknown duration. She lives with extended family and relies on support from her church community. The plan is for her to follow up with lab tests, medication adjustments, lifestyle counseling, and regular monitoring to control her conditions and prevent complications long-term. A family assessment found supportive relationships and cultural/religious influences but noted potential financial challenges with aging. The goals are short-term medical management and long-term planning for retirement needs and age-
Biopsychosocial Assessment (ONLY THE FORMAT OF THIS DOCUMChantellPantoja184
Biopsychosocial Assessment
(ONLY THE FORMAT OF THIS DOCUMENT AND BOLDED TITLES SHOULD
BE WRITTEN INTO YOUR ASSESSMENT—THE REMAINING ITEMS ARE
CUES FOR WHAT INFORMATION IS TO BE CONSIDERED AND
COLLECTED DURING THE INTERVIEW PROCESS)
I. Identifying Information
A. Demographic information: age, sex, ethnic group, current employment, marital status,
physical environment/housing: nature of living circumstances (apartment, group
home or other shared living arrangement, homeless); neighborhood.
B. Referral information: (referral source (self or other), reason for referral. Other
professionals or indigenous helpers currently involved.
C. Data sources used in writing this assessment: interviews with others involved (list
dates and persons), tests performed, other data used.
II. Presenting Problem
A. Description of the problem, and situation for which help is sought as presented by the
client. Use the client’s words. What precipitated the current difficulty? What feelings
and thoughts have been aroused? How has the client coped so far?
B. Who else is involved in the problem? How are they involved? How do they view the
problem? How have they reacted? How have they contributed to the problem or
solution?
C. Past experiences related to current difficulty. Has something like this ever happened
before? If so, how was it handled then? What were the consequences?
III. Background History
A. Developmental history: from early life to present (if obtainable)
B. Family background: description of family of origin and current family. Extent of
support. Family perspective on client and client’s perspective on family. Family
communication patterns. Family’s influence on client and intergenerational factors.
C. Intimate relationship history
D. Educational and/or vocational training
E. Employment history
F. Military history (if applicable)
G. Use and abuse of alcohol or drugs, self and family
H. Medical history: birth information, illnesses, accidents, surgery, allergies, disabilities,
health problems in family, nutrition, exercise, sleep
I. Mental Health history: previous mental health problems and treatment,
hospitalizations, outcome of treatment, family mental health issues.
J. Nodal events: deaths of significant others, serious losses or traumas, significant life
achievements
K. Cultural background: race/ethnicity, primary language/other languages spoken,
significance of cultural identity, cultural strengths, experiences of discrimination or
oppression, migration experience and impact of migration on individual and family
life cycle.
L. Religion: denomination, church membership, extent of involvement, spiritual
perspective, special observances
IV. Assessment
A. What is the key issue or problem from the client’s perspective? From the worker’s
perspective?
B. How effectively is the client functioning?
C. What factors, including thoughts, behaviors, personality issues, environmental
circ ...
SOCW 6200 Final Project Bio-Psycho-Social Assessment Submit.docxsamuel699872
SOCW 6200 Final Project: Bio-Psycho-Social Assessment
Submit by Day 7 a 6- to 9-page paper that focuses on an adolescent from one of the case studies presented in this course. For this assignment, complete a bio-psycho-social assessment and provide an analysis of the assessment. This assignment is divided into two parts (Part A & Part B):
Part A: Bio-Psycho-Social Assessment: The assessment should be written in professional language and include sections on each of the following:
· Presenting issue (including referral source)
· Demographic information
· Current living situation
· Birth and developmental history
· School and social relationships
· Family members and relationships
· Health and medical issues (including psychological and psychiatric functioning, substance abuse)
· Spiritual development
· Social, community, and recreational activities
· Client strengths, capacities, and resources
Part B: Analysis of Assessment. Address each of the following:
· Explain the challenges faced by the client(s)—for example, drug addiction, lack of basic needs, victim of abuse, new school environment, etc.
· Analyze how the social environment affects the client.
· Identify which human behavior or social theories may guide your practice with this individual and explain how these theories inform your assessment.
· Explain how you would use this assessment to develop mutually agreed-upon goals to be met in order to address the presenting issue and challenges face by the client.
· Explain how you would use the identified strengths of the client(s) in a treatment plan.
· Explain how you would use evidence-based practice when working with this client and recommend specific intervention strategies (skills, knowledge, etc.) to address the presenting issue.
· Analyze the ethical issues present in the case. Explain how will you address them.
· Describe the issues will you need to address around cultural competence.
BioPsychosocial History
[Template for Part A]
Name: Dalia
Date:
Agency:
DEMOGRAPHIC INFORMATION
Age: 14 years old
Ethnicity: Biracial African American and Irish American
Marital Status: Single
Date of Birth: N/A
PRESENTING ISSUE(S)
Client Self-Assessment of Problem(s)/Reason(s) for Seeking Treatment/Motivation Onset/Duration/Intensity/Frequency Precipitating Stressors/Stressful Events Symptoms (in Client’s/Informant’s Own Words)
Dalia and her mother both appeared agitated with each other and became argumentative when going through the intake information. Dalia quickly told me that she was not planning to talk about anything because this meeting was her parents’ idea. She stated, “I don’t have any problems, my parents do.” Soon into this first visit, Dalia blurted out that her mother was upset with her because she had just shown her a tattoo she had had done recently, purchased by using a fake ID. I acknowledged her news and asked if this was the way that she usually shared important information with her mother. Dalia shrugged and stated, “I d.
Unit 4 Discussion 1Critical Thinking and Diagnostic ReasoningP.docxmarilucorr
Unit 4 Discussion 1
Critical Thinking and Diagnostic Reasoning
Please select one of the following case studies and complete the chart. Please review audio-videos, PowerPoint presentations, and assigned chapters to assist with this Assignment. You are expected to role play the selected scenario with a family member to gather necessary data to complete the chart. For each person described in the following situations, discuss the developmental/age, socioeconomic, ethical considerations, and cross-cultural considerations that should be considered during the gathering of subjective and objective data, and the provision of health care. Discuss any additional information that might be needed before a judgment or diagnosis can be made. Submit the completed chart to the Discussion Board by Friday at 11:59 p.m.
1. A. E. is a 35-year-old African American female, and is 5 months pregnant presenting to the office today for a routine prenatal visit. She complains that her neck feels swollen and that she has been feeling nervous and tired. She also complains about the heat, excessive sweating, and how she “can’t seem to get cool during these summer months.” She attributes all these complaints to her pregnancy.
2. J. L. is a 55-year-old Caucasian female who had a CVA within the past week. J. L. is easily frustrated, anxious, fearful, and her speech is slurred. She needs verbal cuing for any task she is asked to carry out. She eats only food on the left side of the tray and responds only when approached from the left side.
Components of
assessment
Subjective
Diagnostic Reasoning
(list key questions — use PQRSTU pneumonic)
Objective
Normal vs.
abnormal findings
(must note pertinent body systems to be examined)
Differential
diagnoses
(list 3)
Nurses diagnosis (list 1)
List relevant labs and
diagnostic studies (if any)
Normal
Differential
Abnormal Findings
Nurses Diagnosis
Developmental/age considerations:
Socioeconomic considerations:
Cross-cultural considerations:
Ethical considerations:
Additional info needed to formulate actual diagnosis:
MN552 Advanced Health Assessment
Unit 3 SOAP Note Section II and III Written Guide
1. Document appropriate data in the relevant body system.
a. Do not state “Negative, NA or Unremarkable” for any systems because the reader will not know which questions were actually asked by the provider.
2. This is a comprehensive health history and should not contain physical exam findings. The focused history data is relevant to the chief complaint and identified by pertinent positive data documented during the health history.
3. Address each component of the SOAP note as noted in the written guide with relevant data.
4. You may continue with the same volunteer to complete each section of the SOAP note.
II. Life style patterns
0. Immigrant status: Born in San Diego, California. U.S. Citizen
0. Spiritual resources/religion: ...
This document outlines the components of a psychiatric history taking. It includes gathering demographic data, chief complaints, history of presenting issues, past psychiatric and medical history, family history, substance use, social circumstances, personal history, and assessment of premorbid personality. The goal is to obtain a holistic understanding of the patient's condition, including precipitating stressors, through interviews of the patient and other informants while establishing rapport. Thorough evaluation of personal and family history helps identify any prior conditions or vulnerabilities.
Follow up at_outreach_clinics_and_homevisits_ambrose_ganshangaIFsbh
1) OURS is an organization that provides rehabilitation services to empower children with disabilities in South/West Uganda through holistic and affordable care.
2) Follow up visits at outreach clinics and homes are important for OURS' community-based rehabilitation (CBR) program to promote inclusive development of children's health, social, education, livelihood, and empowerment.
3) The example of Jane, a girl with spina bifida identified in a remote village, illustrates how lack of support affected her development in many ways and shows the importance of holistic rehabilitation through follow up care.
The document provides guidance on conducting a psychiatric history for patients. It discusses the importance of understanding a patient's life history and outlines key components to cover, including identification data, chief complaints, history of present illness, past medical/psychiatric history, family history, and personal history. Personal history should explore areas like childhood, education, relationships, and pre-illness personality. The goal is to understand the patient's experiences and diagnose and treat effectively.
A 50-year-old male was brought by his wife with complaints of forgetfulness, difficulty communicating, and needing assistance with daily activities over the past 5 years. His symptoms had been progressively worsening. On examination, he had low MMSE scores, impaired speech and language skills, and decreased responsiveness. Brain MRI showed cerebral and cerebellar atrophy and white matter changes. He was diagnosed with probable major neurocognitive disorder due to Alzheimer's disease with superimposed delirium. He was started on cholinesterase inhibitors and memantine for his dementia along with antipsychotics to address behavioral issues.
History Taking for Health Professionals, Nurses Pooja Koirala
This document provides guidelines for taking a patient's medical history. It outlines the key components of a history, including biographical information, chief complaints, history of present illness, past medical history, family history, and review of systems. The guidelines describe how to systematically collect information on symptoms, onset, severity, treatments received, and associated factors. Proper techniques for history taking are also covered, such as establishing rapport, active listening, maintaining privacy, and using a structured format to document the patient's history in a clear and organized manner.
The document provides an overview of palliative care, including:
1) It defines palliative care as the active total care of persons with advanced, progressive diseases, with a focus on controlling symptoms physically, psychologically, socially, and spiritually to improve quality of life.
2) It discusses the physical, psychological, social, and spiritual components of palliative care, highlighting how an interdisciplinary team assesses and manages symptoms using evidence-based guidelines while contextualizing treatment plans to patient's disease status and goals.
3) It emphasizes the importance of addressing psychological, social, and spiritual well-being through open communication, social support, spiritual assessments, and consideration of patients' and families' beliefs, relationships
Culture is learned. It is passed down through groups of people. This.docxtaminklsperaw
Culture is learned. It is passed down through groups of people. This assignment is designed to help you reflect on and identify your cultural background.
Because culture must come from somewhere, I would like you to think about the following questions by reflecting on the values and customs you were
taught
as you were growing up, either by your family of origin or cultural group. If you feel that you had other important cultural influences, please include those in your responses.
In addition to responding to the questions, you may add any other information that you feel is important to you and your cultural identity. Remember that this paper should be useful to
you
in understanding your cultural background, and so
you
must decide what is important to include and what you feel comfortable sharing.
I will grade this assignment on thorough answers and your demonstrated understanding of what culture is, where it comes from, and how your values and traditions are unique.
Please answer the following questions in paragraph form. You should have at least 1 paragraph for each numbered section. You do not have to answer each individual question, though the questions are designed to give insight into cultural practices representative of each area. Include specific examples that show both the
how
and
why
of your practices.
1. Family
Who is in your family? Who lives together?
Is there a hierarchy of authority in your family and how does it work?
What are some of the strong values of your family?
What are the roles of the children in the family?
What are the values regarding discipline and how important is it? How is it enforced?
Who is responsible if someone misbehaves?
Who can disagree with whom in the family?
What is the importance of the individual family member vs. the family as a whole?
2. Life Cycle
Are there any attitudes, expectations or behaviors towards individuals in your family or community at different stages of life? For example: What are the expectations/ behaviors of how the elderly are treated? parents? children? anyone else? Is one stage of life more valued than another? Is any stage more difficult? How do you commemorate, if at all, the changing of one age or stage of life to the next? Are there any special commemorations?
3. Communication
What language(s) are used in your family? Is this the same language used in the community? Is the language a written language, and how important is it to know the written form?
Are there any characteristics of “speaking well”? Is this emphasized or not? How do people greet each other?
Does this differ depending on the age of the people?
4. Interpersonal Relationships
What is expected behavior for males and females? Are there behaviors that are considered unacceptable?
How do men/ women or girls/ boys interact? Does it change at different ages?
Is it acceptable for family members to express and share feelings? What are the beliefs and values involving the expression of feelings?
5. Rel.
The document summarizes an assessment of a 66-year-old male patient using Betty Neuman's System Model. Key details include:
- The patient underwent surgery for periampullary carcinoma and is experiencing pain, nausea, vomiting and weight loss.
- Stressors include his disease, anticipated lifestyle changes, and concerns about being a burden to his family.
- A full physical assessment was conducted, noting edema and difficulties with appetite and urination. Psychosocially, he is anxious and depressed but has strong family support.
- The assessment found no discrepancies between the patient's and caregiver's perceptions of his stressors.
Don Frazier, Jr. presented on problematic behaviors in children and adolescents. He defined emotional and behavioral disorders and discussed factors that can influence problem behaviors, including self-related, home, community, and school factors. Early warning signs of problematic behaviors were outlined. Diagnosing and medicating behaviors was discussed, noting concerns about racial disparities in diagnoses. Individual and institutional racism and their impact on health disparities were reviewed. Educational recommendations were provided for schools, students, parents, and the community to support youth.
This document discusses child development from infancy through adolescence and provides health and parenting recommendations. It covers the stages of development, what constitutes health, the Millennium Development Goals, aspects of child development including physical, psychological, social-emotional, and spiritual, developmental milestones from early childhood through adolescence including puberty changes, principles of godly and healthy parenting including providing healthcare, guidance, and a safe environment, and recommendations for positive parenting including showing care, trust, discipline, safety, and health education.
This document provides information about a case study presentation on cardiomyopathy. It includes the objectives of the case study, the rationale for selecting cardiomyopathy, and the patient's biographical information and medical history. The methodology used to produce the report is also described. The patient, a 67-year-old female, presented with shortness of breath and pedal edema. Her medical history and examination findings are detailed. The developmental tasks of older adults are discussed in relation to the patient. Cardiomyopathy is then defined as a heart muscle disease associated with cardiac dysfunction that is not the result of other cardiac abnormalities.
Miami Regional UniversityDate of Encounter06182020SDioneWang844
Miami Regional University
Date of Encounter:06/18/2020
Student Name: LWC
Preceptor: Silvio Planas APRN
Clinical Site:Gynecology and More INC.
Clinical Instructor:Kirenia Santiuste
Soap Note # 6
Main Diagnosis:Allergic Rhinitis
PATIENT INFORMATION
· Name: TJ
· Age: 28
· Gender at Birth: Female
· Gender Identity: Female
· Source: Patient
· Allergies: allergies to dust, cats and Penicillin
· Current Medications: Albuterol 90mcg, 1-2 puff qid inhaler PRN when symptoms occur.
· PMH: Asthma
· Immunizations: Up to Date, Refused Influenza vaccination this year due to COVID-19 National Pandemic
· Preventive Care: Avoid allergens, Good house hygiene, Regular exercising, annual checkups.
· Surgical History: Appendicitis.
· Family History: 1st relatives Asthma, Mother and grandparents High blood pressure, Father died on car accident DM.
· Social History: Alcohol drinker 2 cups or rum weekly. Preferred hobby Netflix and sport tv programs.
· Sexual Orientation: Female Preference
· Nutrition History: Low Sodium Diet
Subjective Data:
· Chief Complaint: “I have sore throat and itchy, itchy eyes and runny nose”
· Symptom analysis/HPI: Patient has been with those symptoms for a week, the runny nose and eye itchy are the same but the sore throat got worse lately, the discharge is clear. There is tenderness around the nose. The Symptoms improve drinking water and some drops throat lozenges. Denies fever, no nasal blockage, no chills.
Review of Systems (ROS)
· General: Fatigued, Generalized Weakness.
· HEENT: Runny nose, eyes itchy, sore throat, difficult swallowing, blurred vision when reading, no double vision., denies block nose and no bleeding.
· Neck: Denies neck pain, able to rotate his neck laterally and in and upward position
· Lungs: No cough, shortness of breath, PND, or orthopnea
· Cardiovascular: No pressure, squeezing, tightness, heaviness or aching about the chest, neck, axilla or epigastrium
· Breast: Denies any pain or lumps
· GI: Denies Abdominal Pain
· Female genital: Denies dysuria, frequency and urgency when urinating
· GU: Denies dysuria, no frequency and urgency when urinating
· Neuro: No burning or tingling, sensation present in all quadrants
· Musculoskeletal: No joint pain no restriction motions.
· Activity & Exercise: no habits of exercise.
· Psychosocial: anxious about the disease.
· Derm: denies any rash, bums or recent lesions.
· Sleep/Rest: more than 6 hours a day but with difficult to breath.
Objective Data/Physical Exam
· BP 141/82 TPR 99.1 HT 170 cm WT. BMI 30.1 O2: 99%
· General: Well-groomed, appropriate posture and gait, normal affect, obesity
· HEENT: Tenderness frontal and right maxillary sinus, Weber and Rinne test intact, cranial nerves intact, no hearing loss, vision left eye 20/20 right eye 20/40. whitish discharge noted from the nose. Edema and erythema of nasal mucosa, uvula and Tonsils, redness noted. Halitosis presents.
· Neck: thyroid gland intact no nodules no lym ...
In this webinar, Sandy Magaña, PhD, Professor of Disability and Human Development at the University of Illinois at Chicago, will discuss:
- Research on the mental and physical health of caregivers, including that of Latinos and African Americans
- Recognizing the importance of caring for yourself as a caregiver
- Recognizing signs of stress and depression
- Including others in caregiving
- Setting health goals for yourself
This document provides guidance for health and social care practitioners working with young people using substances. It discusses recognizing risk factors for problematic substance use, conducting brief assessments, and determining when a comprehensive assessment or referral is needed. Case studies are presented to demonstrate applying concepts like identifying risk factors, assessing problematic versus experimental use, and ensuring informed consent when the young person may be Gillick competent. Communication approaches are recommended, such as asking direct questions and creating an atmosphere where youth feel comfortable disclosing information.
Workshop presented by Jeanne Hopkins, Department Chair & Professor of Early Childhood Development, Tidewater Community College, and Amanda Raymond, Disability Awareness Advocate, published author, parent of two children with autism. For more information e-mail jehopkins@tcc.edu.
Department of Psychiatry and Behavioral SciencesUniversity o.docxsalmonpybus
Department of Psychiatry and Behavioral Sciences
University of Nevada, Reno School of Medicine
Bio-Psycho Social-Spiritual Model
In all our teaching, we invite students to conceptualize patient problems by using a bio-psycho-social-spiritual
formulation. This model is used throughout our curriculum in psychiatry. We ultimately want students to arrive
at patient formulations that allow for understanding and drive formation of treatment plan. Formulations help
explain "how did this patient get to this psychiatric status?"
What follows is a description of the components of the bio-psycho-social-spiritual formulation. We have
added prompts for the students to help them think about and organize clinical material. Students are
encouraged to include each component in formulations.
This model generally includes the following:
Biological
Past
Genetics:
Consider whether any blood relatives that have had psychiatric problems, substance use problems or
suicide attempts/suicides. Is there a history of close relatives who have been hospitalized for
psychiatric reasons? What kind of treatments did they get, how did they respond?
History of Pregnancy and Birth:
Consider pregnancy variables: Was there in-utero exposure to nicotine, alcohol, medications or
substances? Anything unusual about pregnancy?
Note birth complications, such as prematurity, birth trauma or extended periods of hospitalization.
Relevant Previous Illnesses
Consider any history of head injury, endocrine disorders (e.g. thyroid, adrenal), seizures, malignancies,
or neurological illnesses.
Consider potential lasting effects of past substance use on brain functions such as cognition, affective
regulation, etc.
Present
Current Illnesses:
Identify current illnesses and any direct impact they may have on psychiatric presentation.
Medications:
Assess current medication regimen. Consider whether these medications have psychoactive effects
(e.g. steroids, beta blockers, pain medications, benzodiazepines, SSRI's, antipsychotics). Consider
possible side effects of current medications.
Substances:
Consider the influence of nicotine, alcohol and street drugs on current psychiatric symptoms.
Consider the possible effects of substance withdrawal.
Psychological
Past
Comment on any past history of trauma (child abuse, combat, rape, serious illness), as well as resiliency
(how the patient coped with trauma, e.g. friends, family, religion).
Consider the sources of positive self image and positive role models.
Comment on the patient's experience with loss.
Comment on the patient's quality of relationships with important figures, such as grand parents, friends,
significant teachers, or significant employers.
Comment on how past medical problems, substance use or psychiatric problems impacted the
patient's development and their relevance to patient today.
Present
Describe the recent events and experiences that precipitated the admission or appointment.
What are the current stressors? Do they.
This document contains a comprehensive assessment for a client, including sections on demographic information, pregnancy and birth history, developmental history, medical history, educational history, family history, mental status exam, and risk assessment. Key details provided include the client's date of birth, presenting problems, complications during pregnancy and birth, developmental milestones, medical issues, academic performance, family structure and relationships, substance use, and suicidal/homicidal risk factors. The assessment aims to gather a holistic understanding of the client to inform treatment.
This document provides guidance on conducting a thorough personal history for psychiatric evaluation. It outlines key areas to cover, including birth and development, childhood, schooling, relationships, substance use, and premorbid personality. Personal history gathering involves chronologically documenting experiences from gestation to present, exploring exposures, relationships and events that shaped the person. It aims to understand factors influencing their current mental state. Developmental milestones, family background, trauma history and current social circumstances should all be investigated to inform diagnosis and treatment.
The document outlines the objectives and case study of cirrhosis of the liver. It provides background information on the patient, including their health history, family history, physical examination findings, and developmental tasks. The key objectives of the case study are to gain in-depth knowledge of cirrhosis, gain confidence in handling similar cases, and fulfill partial course objectives. Cirrhosis is selected as it is a common cause of liver disease in the region due to alcoholism.
Foetal Alcohol Spectrum Disorder: The lifelong impact of foetal exposure to a...scarletdesign
Foetal Alcohol Spectrum Disorder: The lifelong impact of foetal exposure to alcohol. A one day conference on the organic brain damage caused by exposure to alcohol, and the implications for work with children and families. Event Report.
This document provides information and guidance for general practitioners (GPs) on supporting children with behavioral challenges and their families. It covers topics like early detection of issues, common diagnoses related to behavioral problems, gender diversity, and managing challenging behaviors. The key points are:
1. Early detection of issues can lead to early intervention and better outcomes through screening tools like the ASQ3.
2. Common diagnoses associated with behavioral problems include autism spectrum disorder, ADHD, anxiety, depression, and developmental delays.
3. GPs can support gender diverse children and their families by discussing referrals, advocacy, and providing resources.
4. Challenging behaviors often communicate an unmet need and should be
A 50-year-old male was brought by his wife with complaints of forgetfulness, difficulty communicating, and needing assistance with daily activities over the past 5 years. His symptoms had been progressively worsening. On examination, he had low MMSE scores, impaired speech and language skills, and decreased responsiveness. Brain MRI showed cerebral and cerebellar atrophy and white matter changes. He was diagnosed with probable major neurocognitive disorder due to Alzheimer's disease with superimposed delirium. He was started on cholinesterase inhibitors and memantine for his dementia along with antipsychotics to address behavioral issues.
History Taking for Health Professionals, Nurses Pooja Koirala
This document provides guidelines for taking a patient's medical history. It outlines the key components of a history, including biographical information, chief complaints, history of present illness, past medical history, family history, and review of systems. The guidelines describe how to systematically collect information on symptoms, onset, severity, treatments received, and associated factors. Proper techniques for history taking are also covered, such as establishing rapport, active listening, maintaining privacy, and using a structured format to document the patient's history in a clear and organized manner.
The document provides an overview of palliative care, including:
1) It defines palliative care as the active total care of persons with advanced, progressive diseases, with a focus on controlling symptoms physically, psychologically, socially, and spiritually to improve quality of life.
2) It discusses the physical, psychological, social, and spiritual components of palliative care, highlighting how an interdisciplinary team assesses and manages symptoms using evidence-based guidelines while contextualizing treatment plans to patient's disease status and goals.
3) It emphasizes the importance of addressing psychological, social, and spiritual well-being through open communication, social support, spiritual assessments, and consideration of patients' and families' beliefs, relationships
Culture is learned. It is passed down through groups of people. This.docxtaminklsperaw
Culture is learned. It is passed down through groups of people. This assignment is designed to help you reflect on and identify your cultural background.
Because culture must come from somewhere, I would like you to think about the following questions by reflecting on the values and customs you were
taught
as you were growing up, either by your family of origin or cultural group. If you feel that you had other important cultural influences, please include those in your responses.
In addition to responding to the questions, you may add any other information that you feel is important to you and your cultural identity. Remember that this paper should be useful to
you
in understanding your cultural background, and so
you
must decide what is important to include and what you feel comfortable sharing.
I will grade this assignment on thorough answers and your demonstrated understanding of what culture is, where it comes from, and how your values and traditions are unique.
Please answer the following questions in paragraph form. You should have at least 1 paragraph for each numbered section. You do not have to answer each individual question, though the questions are designed to give insight into cultural practices representative of each area. Include specific examples that show both the
how
and
why
of your practices.
1. Family
Who is in your family? Who lives together?
Is there a hierarchy of authority in your family and how does it work?
What are some of the strong values of your family?
What are the roles of the children in the family?
What are the values regarding discipline and how important is it? How is it enforced?
Who is responsible if someone misbehaves?
Who can disagree with whom in the family?
What is the importance of the individual family member vs. the family as a whole?
2. Life Cycle
Are there any attitudes, expectations or behaviors towards individuals in your family or community at different stages of life? For example: What are the expectations/ behaviors of how the elderly are treated? parents? children? anyone else? Is one stage of life more valued than another? Is any stage more difficult? How do you commemorate, if at all, the changing of one age or stage of life to the next? Are there any special commemorations?
3. Communication
What language(s) are used in your family? Is this the same language used in the community? Is the language a written language, and how important is it to know the written form?
Are there any characteristics of “speaking well”? Is this emphasized or not? How do people greet each other?
Does this differ depending on the age of the people?
4. Interpersonal Relationships
What is expected behavior for males and females? Are there behaviors that are considered unacceptable?
How do men/ women or girls/ boys interact? Does it change at different ages?
Is it acceptable for family members to express and share feelings? What are the beliefs and values involving the expression of feelings?
5. Rel.
The document summarizes an assessment of a 66-year-old male patient using Betty Neuman's System Model. Key details include:
- The patient underwent surgery for periampullary carcinoma and is experiencing pain, nausea, vomiting and weight loss.
- Stressors include his disease, anticipated lifestyle changes, and concerns about being a burden to his family.
- A full physical assessment was conducted, noting edema and difficulties with appetite and urination. Psychosocially, he is anxious and depressed but has strong family support.
- The assessment found no discrepancies between the patient's and caregiver's perceptions of his stressors.
Don Frazier, Jr. presented on problematic behaviors in children and adolescents. He defined emotional and behavioral disorders and discussed factors that can influence problem behaviors, including self-related, home, community, and school factors. Early warning signs of problematic behaviors were outlined. Diagnosing and medicating behaviors was discussed, noting concerns about racial disparities in diagnoses. Individual and institutional racism and their impact on health disparities were reviewed. Educational recommendations were provided for schools, students, parents, and the community to support youth.
This document discusses child development from infancy through adolescence and provides health and parenting recommendations. It covers the stages of development, what constitutes health, the Millennium Development Goals, aspects of child development including physical, psychological, social-emotional, and spiritual, developmental milestones from early childhood through adolescence including puberty changes, principles of godly and healthy parenting including providing healthcare, guidance, and a safe environment, and recommendations for positive parenting including showing care, trust, discipline, safety, and health education.
This document provides information about a case study presentation on cardiomyopathy. It includes the objectives of the case study, the rationale for selecting cardiomyopathy, and the patient's biographical information and medical history. The methodology used to produce the report is also described. The patient, a 67-year-old female, presented with shortness of breath and pedal edema. Her medical history and examination findings are detailed. The developmental tasks of older adults are discussed in relation to the patient. Cardiomyopathy is then defined as a heart muscle disease associated with cardiac dysfunction that is not the result of other cardiac abnormalities.
Miami Regional UniversityDate of Encounter06182020SDioneWang844
Miami Regional University
Date of Encounter:06/18/2020
Student Name: LWC
Preceptor: Silvio Planas APRN
Clinical Site:Gynecology and More INC.
Clinical Instructor:Kirenia Santiuste
Soap Note # 6
Main Diagnosis:Allergic Rhinitis
PATIENT INFORMATION
· Name: TJ
· Age: 28
· Gender at Birth: Female
· Gender Identity: Female
· Source: Patient
· Allergies: allergies to dust, cats and Penicillin
· Current Medications: Albuterol 90mcg, 1-2 puff qid inhaler PRN when symptoms occur.
· PMH: Asthma
· Immunizations: Up to Date, Refused Influenza vaccination this year due to COVID-19 National Pandemic
· Preventive Care: Avoid allergens, Good house hygiene, Regular exercising, annual checkups.
· Surgical History: Appendicitis.
· Family History: 1st relatives Asthma, Mother and grandparents High blood pressure, Father died on car accident DM.
· Social History: Alcohol drinker 2 cups or rum weekly. Preferred hobby Netflix and sport tv programs.
· Sexual Orientation: Female Preference
· Nutrition History: Low Sodium Diet
Subjective Data:
· Chief Complaint: “I have sore throat and itchy, itchy eyes and runny nose”
· Symptom analysis/HPI: Patient has been with those symptoms for a week, the runny nose and eye itchy are the same but the sore throat got worse lately, the discharge is clear. There is tenderness around the nose. The Symptoms improve drinking water and some drops throat lozenges. Denies fever, no nasal blockage, no chills.
Review of Systems (ROS)
· General: Fatigued, Generalized Weakness.
· HEENT: Runny nose, eyes itchy, sore throat, difficult swallowing, blurred vision when reading, no double vision., denies block nose and no bleeding.
· Neck: Denies neck pain, able to rotate his neck laterally and in and upward position
· Lungs: No cough, shortness of breath, PND, or orthopnea
· Cardiovascular: No pressure, squeezing, tightness, heaviness or aching about the chest, neck, axilla or epigastrium
· Breast: Denies any pain or lumps
· GI: Denies Abdominal Pain
· Female genital: Denies dysuria, frequency and urgency when urinating
· GU: Denies dysuria, no frequency and urgency when urinating
· Neuro: No burning or tingling, sensation present in all quadrants
· Musculoskeletal: No joint pain no restriction motions.
· Activity & Exercise: no habits of exercise.
· Psychosocial: anxious about the disease.
· Derm: denies any rash, bums or recent lesions.
· Sleep/Rest: more than 6 hours a day but with difficult to breath.
Objective Data/Physical Exam
· BP 141/82 TPR 99.1 HT 170 cm WT. BMI 30.1 O2: 99%
· General: Well-groomed, appropriate posture and gait, normal affect, obesity
· HEENT: Tenderness frontal and right maxillary sinus, Weber and Rinne test intact, cranial nerves intact, no hearing loss, vision left eye 20/20 right eye 20/40. whitish discharge noted from the nose. Edema and erythema of nasal mucosa, uvula and Tonsils, redness noted. Halitosis presents.
· Neck: thyroid gland intact no nodules no lym ...
In this webinar, Sandy Magaña, PhD, Professor of Disability and Human Development at the University of Illinois at Chicago, will discuss:
- Research on the mental and physical health of caregivers, including that of Latinos and African Americans
- Recognizing the importance of caring for yourself as a caregiver
- Recognizing signs of stress and depression
- Including others in caregiving
- Setting health goals for yourself
This document provides guidance for health and social care practitioners working with young people using substances. It discusses recognizing risk factors for problematic substance use, conducting brief assessments, and determining when a comprehensive assessment or referral is needed. Case studies are presented to demonstrate applying concepts like identifying risk factors, assessing problematic versus experimental use, and ensuring informed consent when the young person may be Gillick competent. Communication approaches are recommended, such as asking direct questions and creating an atmosphere where youth feel comfortable disclosing information.
Workshop presented by Jeanne Hopkins, Department Chair & Professor of Early Childhood Development, Tidewater Community College, and Amanda Raymond, Disability Awareness Advocate, published author, parent of two children with autism. For more information e-mail jehopkins@tcc.edu.
Department of Psychiatry and Behavioral SciencesUniversity o.docxsalmonpybus
Department of Psychiatry and Behavioral Sciences
University of Nevada, Reno School of Medicine
Bio-Psycho Social-Spiritual Model
In all our teaching, we invite students to conceptualize patient problems by using a bio-psycho-social-spiritual
formulation. This model is used throughout our curriculum in psychiatry. We ultimately want students to arrive
at patient formulations that allow for understanding and drive formation of treatment plan. Formulations help
explain "how did this patient get to this psychiatric status?"
What follows is a description of the components of the bio-psycho-social-spiritual formulation. We have
added prompts for the students to help them think about and organize clinical material. Students are
encouraged to include each component in formulations.
This model generally includes the following:
Biological
Past
Genetics:
Consider whether any blood relatives that have had psychiatric problems, substance use problems or
suicide attempts/suicides. Is there a history of close relatives who have been hospitalized for
psychiatric reasons? What kind of treatments did they get, how did they respond?
History of Pregnancy and Birth:
Consider pregnancy variables: Was there in-utero exposure to nicotine, alcohol, medications or
substances? Anything unusual about pregnancy?
Note birth complications, such as prematurity, birth trauma or extended periods of hospitalization.
Relevant Previous Illnesses
Consider any history of head injury, endocrine disorders (e.g. thyroid, adrenal), seizures, malignancies,
or neurological illnesses.
Consider potential lasting effects of past substance use on brain functions such as cognition, affective
regulation, etc.
Present
Current Illnesses:
Identify current illnesses and any direct impact they may have on psychiatric presentation.
Medications:
Assess current medication regimen. Consider whether these medications have psychoactive effects
(e.g. steroids, beta blockers, pain medications, benzodiazepines, SSRI's, antipsychotics). Consider
possible side effects of current medications.
Substances:
Consider the influence of nicotine, alcohol and street drugs on current psychiatric symptoms.
Consider the possible effects of substance withdrawal.
Psychological
Past
Comment on any past history of trauma (child abuse, combat, rape, serious illness), as well as resiliency
(how the patient coped with trauma, e.g. friends, family, religion).
Consider the sources of positive self image and positive role models.
Comment on the patient's experience with loss.
Comment on the patient's quality of relationships with important figures, such as grand parents, friends,
significant teachers, or significant employers.
Comment on how past medical problems, substance use or psychiatric problems impacted the
patient's development and their relevance to patient today.
Present
Describe the recent events and experiences that precipitated the admission or appointment.
What are the current stressors? Do they.
This document contains a comprehensive assessment for a client, including sections on demographic information, pregnancy and birth history, developmental history, medical history, educational history, family history, mental status exam, and risk assessment. Key details provided include the client's date of birth, presenting problems, complications during pregnancy and birth, developmental milestones, medical issues, academic performance, family structure and relationships, substance use, and suicidal/homicidal risk factors. The assessment aims to gather a holistic understanding of the client to inform treatment.
This document provides guidance on conducting a thorough personal history for psychiatric evaluation. It outlines key areas to cover, including birth and development, childhood, schooling, relationships, substance use, and premorbid personality. Personal history gathering involves chronologically documenting experiences from gestation to present, exploring exposures, relationships and events that shaped the person. It aims to understand factors influencing their current mental state. Developmental milestones, family background, trauma history and current social circumstances should all be investigated to inform diagnosis and treatment.
The document outlines the objectives and case study of cirrhosis of the liver. It provides background information on the patient, including their health history, family history, physical examination findings, and developmental tasks. The key objectives of the case study are to gain in-depth knowledge of cirrhosis, gain confidence in handling similar cases, and fulfill partial course objectives. Cirrhosis is selected as it is a common cause of liver disease in the region due to alcoholism.
Foetal Alcohol Spectrum Disorder: The lifelong impact of foetal exposure to a...scarletdesign
Foetal Alcohol Spectrum Disorder: The lifelong impact of foetal exposure to alcohol. A one day conference on the organic brain damage caused by exposure to alcohol, and the implications for work with children and families. Event Report.
This document provides information and guidance for general practitioners (GPs) on supporting children with behavioral challenges and their families. It covers topics like early detection of issues, common diagnoses related to behavioral problems, gender diversity, and managing challenging behaviors. The key points are:
1. Early detection of issues can lead to early intervention and better outcomes through screening tools like the ASQ3.
2. Common diagnoses associated with behavioral problems include autism spectrum disorder, ADHD, anxiety, depression, and developmental delays.
3. GPs can support gender diverse children and their families by discussing referrals, advocacy, and providing resources.
4. Challenging behaviors often communicate an unmet need and should be
The debris of the ‘last major merger’ is dynamically youngSérgio Sacani
The Milky Way’s (MW) inner stellar halo contains an [Fe/H]-rich component with highly eccentric orbits, often referred to as the
‘last major merger.’ Hypotheses for the origin of this component include Gaia-Sausage/Enceladus (GSE), where the progenitor
collided with the MW proto-disc 8–11 Gyr ago, and the Virgo Radial Merger (VRM), where the progenitor collided with the
MW disc within the last 3 Gyr. These two scenarios make different predictions about observable structure in local phase space,
because the morphology of debris depends on how long it has had to phase mix. The recently identified phase-space folds in Gaia
DR3 have positive caustic velocities, making them fundamentally different than the phase-mixed chevrons found in simulations
at late times. Roughly 20 per cent of the stars in the prograde local stellar halo are associated with the observed caustics. Based
on a simple phase-mixing model, the observed number of caustics are consistent with a merger that occurred 1–2 Gyr ago.
We also compare the observed phase-space distribution to FIRE-2 Latte simulations of GSE-like mergers, using a quantitative
measurement of phase mixing (2D causticality). The observed local phase-space distribution best matches the simulated data
1–2 Gyr after collision, and certainly not later than 3 Gyr. This is further evidence that the progenitor of the ‘last major merger’
did not collide with the MW proto-disc at early times, as is thought for the GSE, but instead collided with the MW disc within
the last few Gyr, consistent with the body of work surrounding the VRM.
The use of Nauplii and metanauplii artemia in aquaculture (brine shrimp).pptxMAGOTI ERNEST
Although Artemia has been known to man for centuries, its use as a food for the culture of larval organisms apparently began only in the 1930s, when several investigators found that it made an excellent food for newly hatched fish larvae (Litvinenko et al., 2023). As aquaculture developed in the 1960s and ‘70s, the use of Artemia also became more widespread, due both to its convenience and to its nutritional value for larval organisms (Arenas-Pardo et al., 2024). The fact that Artemia dormant cysts can be stored for long periods in cans, and then used as an off-the-shelf food requiring only 24 h of incubation makes them the most convenient, least labor-intensive, live food available for aquaculture (Sorgeloos & Roubach, 2021). The nutritional value of Artemia, especially for marine organisms, is not constant, but varies both geographically and temporally. During the last decade, however, both the causes of Artemia nutritional variability and methods to improve poorquality Artemia have been identified (Loufi et al., 2024).
Brine shrimp (Artemia spp.) are used in marine aquaculture worldwide. Annually, more than 2,000 metric tons of dry cysts are used for cultivation of fish, crustacean, and shellfish larva. Brine shrimp are important to aquaculture because newly hatched brine shrimp nauplii (larvae) provide a food source for many fish fry (Mozanzadeh et al., 2021). Culture and harvesting of brine shrimp eggs represents another aspect of the aquaculture industry. Nauplii and metanauplii of Artemia, commonly known as brine shrimp, play a crucial role in aquaculture due to their nutritional value and suitability as live feed for many aquatic species, particularly in larval stages (Sorgeloos & Roubach, 2021).
Describing and Interpreting an Immersive Learning Case with the Immersion Cub...Leonel Morgado
Current descriptions of immersive learning cases are often difficult or impossible to compare. This is due to a myriad of different options on what details to include, which aspects are relevant, and on the descriptive approaches employed. Also, these aspects often combine very specific details with more general guidelines or indicate intents and rationales without clarifying their implementation. In this paper we provide a method to describe immersive learning cases that is structured to enable comparisons, yet flexible enough to allow researchers and practitioners to decide which aspects to include. This method leverages a taxonomy that classifies educational aspects at three levels (uses, practices, and strategies) and then utilizes two frameworks, the Immersive Learning Brain and the Immersion Cube, to enable a structured description and interpretation of immersive learning cases. The method is then demonstrated on a published immersive learning case on training for wind turbine maintenance using virtual reality. Applying the method results in a structured artifact, the Immersive Learning Case Sheet, that tags the case with its proximal uses, practices, and strategies, and refines the free text case description to ensure that matching details are included. This contribution is thus a case description method in support of future comparative research of immersive learning cases. We then discuss how the resulting description and interpretation can be leveraged to change immersion learning cases, by enriching them (considering low-effort changes or additions) or innovating (exploring more challenging avenues of transformation). The method holds significant promise to support better-grounded research in immersive learning.
ESPP presentation to EU Waste Water Network, 4th June 2024 “EU policies driving nutrient removal and recycling
and the revised UWWTD (Urban Waste Water Treatment Directive)”
Current Ms word generated power point presentation covers major details about the micronuclei test. It's significance and assays to conduct it. It is used to detect the micronuclei formation inside the cells of nearly every multicellular organism. It's formation takes place during chromosomal sepration at metaphase.
hematic appreciation test is a psychological assessment tool used to measure an individual's appreciation and understanding of specific themes or topics. This test helps to evaluate an individual's ability to connect different ideas and concepts within a given theme, as well as their overall comprehension and interpretation skills. The results of the test can provide valuable insights into an individual's cognitive abilities, creativity, and critical thinking skills
Immersive Learning That Works: Research Grounding and Paths ForwardLeonel Morgado
We will metaverse into the essence of immersive learning, into its three dimensions and conceptual models. This approach encompasses elements from teaching methodologies to social involvement, through organizational concerns and technologies. Challenging the perception of learning as knowledge transfer, we introduce a 'Uses, Practices & Strategies' model operationalized by the 'Immersive Learning Brain' and ‘Immersion Cube’ frameworks. This approach offers a comprehensive guide through the intricacies of immersive educational experiences and spotlighting research frontiers, along the immersion dimensions of system, narrative, and agency. Our discourse extends to stakeholders beyond the academic sphere, addressing the interests of technologists, instructional designers, and policymakers. We span various contexts, from formal education to organizational transformation to the new horizon of an AI-pervasive society. This keynote aims to unite the iLRN community in a collaborative journey towards a future where immersive learning research and practice coalesce, paving the way for innovative educational research and practice landscapes.
Unlocking the mysteries of reproduction: Exploring fecundity and gonadosomati...AbdullaAlAsif1
The pygmy halfbeak Dermogenys colletei, is known for its viviparous nature, this presents an intriguing case of relatively low fecundity, raising questions about potential compensatory reproductive strategies employed by this species. Our study delves into the examination of fecundity and the Gonadosomatic Index (GSI) in the Pygmy Halfbeak, D. colletei (Meisner, 2001), an intriguing viviparous fish indigenous to Sarawak, Borneo. We hypothesize that the Pygmy halfbeak, D. colletei, may exhibit unique reproductive adaptations to offset its low fecundity, thus enhancing its survival and fitness. To address this, we conducted a comprehensive study utilizing 28 mature female specimens of D. colletei, carefully measuring fecundity and GSI to shed light on the reproductive adaptations of this species. Our findings reveal that D. colletei indeed exhibits low fecundity, with a mean of 16.76 ± 2.01, and a mean GSI of 12.83 ± 1.27, providing crucial insights into the reproductive mechanisms at play in this species. These results underscore the existence of unique reproductive strategies in D. colletei, enabling its adaptation and persistence in Borneo's diverse aquatic ecosystems, and call for further ecological research to elucidate these mechanisms. This study lends to a better understanding of viviparous fish in Borneo and contributes to the broader field of aquatic ecology, enhancing our knowledge of species adaptations to unique ecological challenges.
Phenomics assisted breeding in crop improvementIshaGoswami9
As the population is increasing and will reach about 9 billion upto 2050. Also due to climate change, it is difficult to meet the food requirement of such a large population. Facing the challenges presented by resource shortages, climate
change, and increasing global population, crop yield and quality need to be improved in a sustainable way over the coming decades. Genetic improvement by breeding is the best way to increase crop productivity. With the rapid progression of functional
genomics, an increasing number of crop genomes have been sequenced and dozens of genes influencing key agronomic traits have been identified. However, current genome sequence information has not been adequately exploited for understanding
the complex characteristics of multiple gene, owing to a lack of crop phenotypic data. Efficient, automatic, and accurate technologies and platforms that can capture phenotypic data that can
be linked to genomics information for crop improvement at all growth stages have become as important as genotyping. Thus,
high-throughput phenotyping has become the major bottleneck restricting crop breeding. Plant phenomics has been defined as the high-throughput, accurate acquisition and analysis of multi-dimensional phenotypes
during crop growing stages at the organism level, including the cell, tissue, organ, individual plant, plot, and field levels. With the rapid development of novel sensors, imaging technology,
and analysis methods, numerous infrastructure platforms have been developed for phenotyping.
1. PHYSICAL ASSESSMENT
A. SOCIOCULTURAL ASSESSMENT
I. Identifying data
Name: May Gasco Sex: Female Age: 26 years old Race/Ethnicity: N/A
Date of admission/or first contact: January 27, 2022 Referral source: N/A
Previous occupation or present employer: N/A
II. Environment
a. Describe neighborhood and geographical area in which you reside. What about it was important to you? – N/A
b. Describe your current or previous home and arrangement of space: What health hazards are or were present? –
N/A
c. What transportation facilities do or did you use? – N/A
d. What leisure activities or recreation do you pursue? Where? With whom? – Sometimes going to the beach with
my husband and also eating while watching tv.
e. What was or is the environment at work? What health hazards were or are present? – N/A
III. Socioeconomic Level and Life-Style
a. How would you describe your socioeconomic level and life-style? How do you think these have affected your
health? – N/A
b. How has your health status affected your life-style? – It affects me a lot to the fact that I can’t do work
properly, my body just tends to be weary and fatigue, I feel like I don’t have a lot of energy.
c. What changes do you expect in your life-style as a result of growing older? Illness, hospitalization, admission to
hospital? – N/A
d. What special practices or foods do you consider essential? – I used to eat any foods but my favorite one would
be chocolate and I also love drinking softdrinks.
IV. Family Patterns
a. Marital status. – Married
b. Children. – N/A
c. Other important members of the family. – Parents of patient D.
d. Who resides in the home with you? – Husband, Mr. bong.
e. What is the usual daily living pattern in your family? – N/A
f. What family events are important? – Recreation like watching tv or dating because I do love do bond with my
husband.
g. What rituals are important in your family? – N/A
h. How do daily living pattern and rituals affect your health? – N/A
2. V. Family Functions and Interactions:
a. What is your role in the family? – Mother and a Wife
b. How are decisions made in the family? – N/A
c. Who helps provide for the family? – Husband, he works as a Policeman in our city.
d. Who has the responsibility for the various family tasks? – N/A
e. What are your special concerns in your family? – N/A
V. Religious Practices
a. What church or religious denomination do you belong to as a member? – N/A
b. Are you active in that church? – N/A
c. Are there special beliefs that you adhere to? How do these beliefs affect your health? – N/A
d. How do you see your relationship to God during this time period? What affect does God have on your health or
illness? – N/A
e. If you do not prescribe to a particular religion, what are your basic beliefs and values? – N/A
f. How do these beliefs and values affect your health or illness? – N/A
g. What can the nurse do to assist you in practicing your religion or beliefs during your stay at this center? – N/A
VI. Memberships
a. What groups/organizations in the community to you belong to? – N/A
b. What is your role in these groups? – N/A
c. How much satisfaction do you get from group activities? – N/A
VII. Personal Values (consider expressedideal vs. real)
a. What are your ideas about the following:
Man and the environment relationship? – N/A
Privacy vs. group interaction (being with others)? – N/A
Possessions (personal vs. shared)? – N/A
b. Time orientation:
Do you like to have things done promptly? – N/A
Do you rely on past experiences primarily? – N/A
Do you like to plan ahead into the future? – N/A
How do you feel if you know that you or someone else is going to be late to an event? – N/A
c. Work or Activity – Leisure Orientation:
How much time do you spend in work tasks daily? – Sometimes like 2 to 3 tasks.
Do you prefer to be busy? Sitting and thinking; Reading or relaxing? – Reading books.
What do you do to relax? – N/A
How much time do you spend in leisure daily? – N/A
3. d. Attitude toward change:
How do you feel when you hear the word change? – N/A
How often do you make/have you made changes in your life? – N/A
What changes would you like to make in yourself? In others? In the environment? – N/A
e. Education:
Level of school achievement? – N/A
How important is education to you? – N/A
What do you consider necessary for achievement? – N/A
f. Health-Illness Value or Definitions:
When do you consider yourself or members of your family healthy? – N/A
When do you consider them ill? – N/A
What do you do when you or members of your family become ill? – N/A
What customs, special practices or rituals do you and your family engage in to keep healthy? – N/A
Do you and your family have any specific beliefs or observe any specific traditions concerning health? – N/A
The Health History Includes the Following Data:
I. Identifying Data:
Name: May Gasco Sex: Female Address: N/A
Race/Ethnicity: N/A Age: 26 years old
Marital Status: N/A If widowed, when? – N/A
Occupation: If retired, date? – N/A
Reasonfor contacting health agency: – N/A
I
I
. I. A concise statement of the Chief Complaint and its Duration
Patient D has arrived on the hospital with a chief complaint of fatigue, polydipsia, polyuria,
polyphagia, and yeast infection. She claimed to experience those for 2 days.
4. I
I
I
. . Concise chronological description: Present health status and present illness
Patient D is a 26 years old woman, who came in the emergency room with chief
complaint of fatigue, excessive thirst, and increased-frequent urination.
The patient has a gestational diabetes mellitus (GDM) that made her more distress and
easily to get fatigue.
I
V
. V. Past Medical History
N/A
(Beginning as far back as the person can remember and continuing up to the time when he
considered himself to be in good health.)
Childhood: – N/A
Medical: – N/A
Surgical, including accidents: – N/A
Psychiatric: – N/A
Obstetrical: Number/outcomes of pregnancies, abnormalities or complications. – N/A
Hospitalizations: – N/A
Include names of hospitals, dates, attending physicians and problems. – N/A
Previous routine or periodic examinations. – N/A
Exposure to known cause of illness: – N/A
Travel in foreign countries, exposure to toxic substances. – N/A
Allergies – to what and what reactions: – N/A
V
. Personal and Social History
Childhood: – N/A
Birth (when & where), family group, education, environment, problems: – N/A
Adulthood – employment history, military service: – N/A
Sexual & marital history – marital status, sexual activity, children: Married.
Present life-style:
Descriptions of home, occupation, family life, affiliations, habits: – N/A
Tobacco: Type – cigarettes, cigars, pipe, chewing, snuff. Age at which began use. Current level
of usage. – N/A
Beverages: Coffee, tea, cola. – Soft drinks like coke.
5. 20
Alcohol: Average daily use or weekly consumption. – N/A
Drugs: Drug use – including legal and illegal drugs, prescription drugs, over-the-counter drugs. –
N/A
Present schedule and dosage – Sleeping pills, aspirin, weight-control drugs, antihistamines, folk
remedies, laxatives, enemas, vitamins. – N/A
Personal Habits: Sleep, working hours, travel, vacation, hobby or leisure activities
Nutrition and hydration (sample one day’s diet and fluid intake). Special diet needs. –
Watching Tv and eating.
Family history:
Health status of close relatives: – N/A
Presence of specific diseases: Diabetes, tuberculosis, cancer, mental illness, illness similar to the
patient’s present illness: – N/A
Family tree: Include grandparents, parents, siblings, children – N/A
Religious practices: Denomination, church location, pastor, usual attendance. – N/A
Do you anticipate any specific spiritual/religious needs? If so, what? – N/A
THE REVIEW OF SYSTEMS AND THE PHYSICAL EXAMINATION
Includes the Following Data:
I
. . Measurement of Vital Signs
Weight:165 lbs. Height: 5 feet and
2 inches
Pulse: 85 Bpm
Temp: 36.4 °C Respiration: 26
Cpm
BP: 130/80 mmHg
I
I
. I. General Appearance
a
. . . HISTORY OF ANY WEAKNESS: The patient gained weight from two to four
pounds during to her first trimester of pregnancy. In second trimester the patient
gained 11 to 13 pounds.
b. SKIN: Color, temperature, turgor, moisture, pigment changes, bruises, pressure areas,
decubitus, lesions, rashes and scars (location), dryness, texture, appearance of nails, size and
shape of fingers (clubbing), use of hair dyes or other agents. – Pallor is noted. Presence of
Linea nigra.
HEAD: History of headache, head injury, dizziness, syncope. – N/A
b
. EXAM:
Skull – deformities – N/A
Scalp – scaling – N/A
Hair – color, baldness, parasites – N/A
Face – expression, edema, muscle tics, paralysis – N/A
6. 21
f. EYES: History of pain, use of glasses, last change in refraction, diplopia, infection,
glaucoma, - Experience blurry vision due to the gestational diabetes.
cataract. – N/A
Vision – near, distant and peripheral – N/A
Pupils – reaction to light and accommodation, equality of size – N/A
Condition of lids, conjunctiva and sclera – movements, the expression, presence of
discharge – N/A
f. EARS: History of earaches, hearing loss, use of hearing aid, presence of tinnitus, vertigo,
discharge, infection, pain. – N/A
External – auditory meatus, tympanic membrane, general appearance – N/A
Hearing – distance whispered word heard – N/A
g. NOSE:
History of sinus pain, epistaxis, obstruction, discharge, postnasal drip, colds, sneezing. –
N/A
External – size, shape, smell, difficulty in breathing, discharge– N/A
Internal – patency, polyps, septal deviation, others. – N/A
h. MOUTH: History of toothache, recent extractions, soreness or bleeding of lips, gums, mouth,
tongue or throat, disturbance of taste, thirst, hoarseness, tonsillectomy. – N/A
Lips – pallor, cyanosis, lesions, dryness – N/A
Teeth – natural, state of repair, dentures. – N/A
Gums – bleeding, retracted, color, hypertrophic. – N/A
Tongue – color, size, deviation, hydration, lesions, tremors, paralysis. – N/A
Pharynx – motion of palate, uvula, tonsils, gag reflex, posterior pharynx-hoarseness,
difficulty speaking or swallowing, ulcerations, inflammation. – N/A
i. NECK: History of pain, limitation of motion, thyroid enlargement. – N/A
General – stiffness, R.O.M., tenderness, veins, pulses, bruits. –
Darkening of neck due to gestational diabetes mellitus.
Thyroid – enlargement, nodules, tenderness. – N/A
Lymph glands – size, consistency, tenderness. – N/A
j. THORAX: History of pain, breast lumps, discharge or operations. – N/A
Chest – size, shape and movements. – N/A
Breasts – nipple discharge, areola, contour, symmetry, masses (size, location, shape,
consistency, fixation), skin ulceration, axillary nodes. – N/A
k. HEART: History of pain or distress, palpitations, dyspnea (relate to effort), orthophea,
paroxysmal nocturnal dyspnea, edema, nocturia, cyanosis, heart murmur, rheumatic fever,
hypertension, coronary artery disease, anemia, last EKG. – N/A
Inspection:
Apex beat, relation to midclavicular or midsternal line. – N/A
Other pulsations. – N/A
Palpation:
Size, vigor of apex beat. – N/A
Left sterna lift, epigastric palpation, thrills. – N/A
7. 22
Percussion:
Distance of dullness from midsternal line in left second to sixth or seventh interspace. –
N/A
Auscultation:
Quality and intensity of S1 and S2 in each valve area. – N/A
Splitting. – N/A
Extra sounds – S3 and S4. – N/A
Murmur – location, radiation, systolic or diastolic, intensity, frequency, character-
crescendo, decrescendo, holosystolic. – N/A
l. LUNGS: History of pain, cough, sputum (character, amount), hemoptysis, wheezing, asthma,
shortness of breath, bronchitis, pneumonia, TB, or contact with, date of last x-ray or skin test and
the results of these. – N/A
Inspection:
Breathing pattern. – N/A
Symmetry. – N/A
Venous pattern. – N/A
Palpation:
Vocal fremitus. – N/A
Use of accessory muscles. – N/A
Percussion: – N/A
Location by inter-space dullness, flatness, hyperresonance, or tympany. – N/A
Auscultation:
Type of breath sounds – vesicular, bronchial, or bronchovesicular. – N/A
Adventitious sounds – rales, cavernous breathing, asthmatic breathing, friction rub. –
N/A
Vocal resonance – bronchophony. – N/A
m. ABDOMEN: History of appetite, food intolerance, dysphagia, heartburn, pain or distress
after eating, colic, jaundice, belching, nausea, vomiting, hematemesis, flatulence, character and
color of stools, any change in bowel habits, rectal conditions, ulcer, gallbladder disease, colitis,
hepatitis, appendicitis, parasites, hernia. – The patient has a condition of polyphagia due to
Gestational Diabetes Mellitus. And claimed to experienced nausea and vomiting.
Inspection:
Distention. – N/A
Masses. – N/A
Peristalsis (visible). – N/A
Palpation:
Tenderness of light or deep palpation. – N/A
Masses (location, consistency, mobility, nodularity). – N/A
Rigidity. – N/A
Organ outlines (liver, spleen). – N/A
8. 23
Percussion:
Abdominal distension (air or ascites). – N/A
Bladder distension. – N/A
Auscultation:
Bowel sounds. – N/A
Bruits. – N/A
n. EXTREMITIES AND BACK: History of intermittent claudication, varicose veins,
thrombophlebitis, joint pain, stiffness, swelling, arthritis, gout, bursitis, flat feet, infection,
fracture, muscle pain, cramps; assistance devices utilized (prostheses, cane, crutches, walker,
wheelchair). – N/A
Blood vessels – pulse veins. – N/A
Joints – tenderness, deformities, crepitation, range of motion. – N/A
Edema – location, pitting, discoloration. – N/A
Reflexes. – N/A
Sensation – pain and temperature, vibration position. N/A
Muscular function – standing on toes, strength of movement. – N/A
Gait and stance – walking, standing with eyes closed. – Decrease in step when walking due to her
condition and weight.
Back – pain (location and radiation, especially to extremities), stiffness, limitation of
movement. – Experience body ache specifically in the back and lower extremities.
o. GENITOURINARY: History of urinary tract – renal colic, frequency, nocturia, polyuria,
oliguria, hesitancy, urgency, dysuria, narrowing of stream, dribbling, incontinence, hematuria,
albuminuria, pyuria, kidney disease, facial edema, renal stone, cystoscopy; genital (male) –
testicular pain, scrotal change, nodules in scrotum; genital (female) – menstrual history, vaginal
bleeding or discharge, menopause and associated symptoms, date of last PAP smear, venereal
disease – gonorrhea or syphilis (note date, treatment, complications); sexual – drive, activity,
pleasure, discomfort, impotence. – The patient has experienced polyuria due to her
gestational diabetes mellitus.
Examination of the male genito – Urinary System:
Penis– N/A
Scrotum – size, symmetry, consistency, tenderness, masses, atrophy. – N/A
Inguinal region – pulses, lymph glands, hernia, parasites. – N/A
Character of urine – presence of indwelling catheter, date changed. – N/A
9. 24
Examination of the female reproductive system:
External genitalia. –
Presence of yeast
infection because of the
gestational diabetes
mellitus that causes the
itchiness and burning
sensation on the vagina.
Vulva – ulceration. –
Presence of yeast
infection because of the
gestational diabetes
mellitus that causes the
itchiness and burning
sensation on the vagina.
+ Urethra – discharge –
N/A
Pelvic relaxation – cystocele, rectocele, prolapse uterus (degree). – N/A
Internal genitalia. – N/A
Speculum exam of vagina (discharge, ulcerations, irregularities). – N/A
Cervix (ulceration, irregularity), PAP smear. – N/A
Examination of the rectum:
External inspection - hemorrhoids, perianal skin, pilonidal cyst. – N/A
Internal palpation – sphincter tonicity, abscess, prostate enlargement, rectal masses,
impaction. – N/A
CENTRAL NERVOUS SYSTEM:
General history – syncope, loss of consciousness, convulsions, meningitis,
encephalitis, stroke. – N/A
Mentative – aphasia (describe), emotional status, mood, orientation, memory, change in
sleep pattern, psychiatric illness. – N/A
Motor – tremor, weakness, paralysis (describe involvement), clumsiness of movement. –
N/A
Sensory – neurological pain, reduced sensation, paresthesia. – N/A
q. HEMATOPOIETIC: Bleeding tendencies; of skin or mucous membranes; anemia and
treatments, blood type, transfusions, any reactions; blood dyscrasias, exposure to toxic agents or
radiation. – N/A
r. ENDOCRINE: History of nutrition and growth; thyroid function – (changes in skin,
relationship of appetite to weight, nervousness, tremors, thyroid medications), diabetes or its
10. 25
symptoms, hirsutism, secondary sex characteristics, hormone therapy. – Presence of
gestational diabetes mellitus with the sign and symptoms of darkness of the neck,
fatigue, frequent urination, increased thirst, and yeast infection.
Activities of Daily Living Survey
Independent-Needs assistance, describe type of assistance Needed-Dependent
Bathing (Yes) Any Comments (No)
Dressing (Yes) Any Comments (No)
Toileting (Yes) Any Comments (No)
Feeding (Yes) Any Comments (No)
Transferring (Yes) Any Comments (No)
Ambulating (Yes) Any Comments (No)
Turning in Bed (Yes) Any Comments (No)