Room 3 5yo Remy is brought to the clinic by his father Raphael .docx
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Room 3: 5yo Remy is brought to the clinic by his father Raphael Regis for a sore throat Subjective: Chief complaint (CC): Sore throat HPI: Patient presents to clinic accompanied by father Raphael Regis with complaints of sore throat for 5 days. His father states Remy has experienced poor appetite where eating makes pain worse however drinking liquids is not as painful. Pain 5/10. Father reports Remy takes longer naps during day, reports a headache, abdominal pain, feeling tired, not playful, and fever today 100.1. Remy has not complained of chills, vomiting, or diarrhea. Last week Remy’s daycare report 3 children sent home with sore throat and later was informed positive for Strep throat. Children 5-13 is often common age range for streptococcal pharyngitis. However, strep can occur at any age. Common symptoms associated with pharyngitis (i.e., sore throat) are: nausea, headache, abdominal pain, fever, cough, rhinorrhea. However, one way to differentiate strep throat from other common upper respiratory infections is usually rhinorrhea and cough do not occur in strep throat (Polisky, Nichols, & Uzelac, 2005) Objective: General: 5y.o male appears his age, alert oriented and cooperative, no distress Vitals: T: 100.5; B/P 118/78; P 100; R 22 Read the chief complaint above and review any information already shared by above to build on the identified patient case. Identify one additional unique health history or subjective symptom as well as one objective exam finding. Provide scholarly support to discuss the physical assessment technique used to identify the objective finding and compare and contrast characteristics of normal and abnormal findings. Each student will copy and paste the most recent developing case to build upon their initial post. Please do not copy the scholarly support. See Example. Post should include evidence of review of the course material, websites, and literature through proper citations using APA format .
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RIVERA SOAP NOTE ON COUGH.docx
An 8-year-old boy presented with a cough, sore throat, nasal congestion, and ear pain for 5 days. On examination, his right ear was inflamed and throat was red. His lungs were clear but he had an enlarged lymph node. The doctor suspected an upper respiratory infection and planned tests to rule out pneumonia, strep throat, and referrals for possible allergies. The boy was advised to rest and see a doctor if symptoms worsened or persisted beyond 72 hours.
Health Diagnostic Reasoning.pdf
Most ear, nose, and throat conditions seen in outpatient settings are minor in nature. However, subtle symptoms can sometimes indicate more serious underlying issues that require prompt medical attention. Nurses must be able to differentiate between benign and potentially life-threatening conditions based on a patient's history and presenting symptoms. This involves considering potential differential diagnoses and ordering appropriate tests and exams to reach an accurate diagnosis. The case study assignment requires students to create a focused patient note for their assigned case that outlines the necessary history to collect, exams and tests to order, and includes a list of potential differential diagnoses with evidence-based justification.
This week we are covering HEENT. At this time you are assigned an
This document provides instructions for a case study assignment on HEENT. Students are assigned to complete an episodic/focused SOAP note on one of two case studies depending on whether their last name starts with A-J or K-Z. The case study for students with last names A-J involves a 20-year-old female college student named Lily presenting with a 3-day sore throat. Students are instructed to review learning resources, consider the history and exam needed to make a diagnosis, and provide a differential diagnosis listing of at least five possible conditions for the patient.
Job syndrome
- A 5-year-old girl presented with a painful swelling on her right thigh that had been gradually increasing in size over the past month. She also had a history of recurrent skin lesions and infections since infancy.
- On examination, she had diffuse eczematous lesions all over her body along with enlarged lymph nodes and ear discharge. Laboratory tests found elevated IgE levels.
- The provisional diagnosis was primary immunodeficiency syndrome, likely Job's syndrome (hyper IgE syndrome) based on her recurrent skin and lung infections since infancy. She was treated with antibiotics and moisturizing cream.
Case 2S [symptoms] 10 month male presents to pediatrician’s offic.pdf
Case 2
S [symptoms]: 10 month male presents to pediatrician’s office with chief complaint of fever and
rash. In usual state of health until 4 days prior to presentation when developed fever, fussiness
and decreased appetite. Mom thought maybe had thrush again because she noted some white
spots in his mouth a day after the fever started but they went away on their own. Last night she
noticed that his eyes started to appear more red and irritated, is now coughing and very
congested and this morning developed rash on face prompting visit
ROS [review of systems]: as above, no emesis, no constipation or diarrhea, +fewer wet diapers
than usual
PMHx [past medical history]: full term, uncomplicated pregnancy and delivery, neonatal
jaundice but did not require phototherapy, thrush at 6 weeks and 3 months of age treated with
nystatin
SHx [social history]: lives with parents and 2 yo sibling who is enrolled in child care. Flew to
California with family 3 weeks ago to visit grandparents, no other travel hx.
Imm: UTD [up to date]
Exam: T- 39.8 [temperature, C]; R -34 [respiratory rate]; P -120 [pulse]; BP-85/62 [blood
pressure]; Pox-98% in room air [pulse oximetry, oxygenation of blood]
Gen [general]: Alert, fussy infant on mom’s lap, crying with exam
HEENT [head, eyes, ear, nose, throat]: Normocephalic/atraumatic, anterior fontanelle fibrous but
flat, extraocular movements intact, pupils equal and reactive to light, +conjunctival erythema
bilaterally without discharge or crusting, nares congested, oropharynx erythematous with
sloughing of buccal and labial mucosa. Tympanic membranes erythematous but with intact
landmarks and light reflex
Neck: supple full range of motion, +1cm bilateral anterior cervical lymphadenopathy
RESP [respiratory]: mildly tachypneic with fair air exchange all fields, +subcostal retractions no
intracostal or suprasternal accessory muscle use, diffuse crackles audible on auscultation all lung
fields no wheezing or rhonchi
COR [cardiac]: tachycardic, regular, nl s1 and split s2, no murmurs, rubs or gallops
Abdomen: soft, normoactive bowel sounds, nontender non distended, no hepatosplenomegaly, no
masses
GU [genital/urinary]: circumcised tanner I male, no rashes
Skin: diffuse erythematous blanching maculopapular rash most prominent/confluent on face,
neck, and upper trunk, palms and soles spared, no desquamation
Extremities: warm and well perfused
a) What were the spots in the infant’s mouth that the mother mistook for thrush?
b) What is your diagnosis, and which symptoms lead you to this conclusion?
c) Which tests will you order to confirm this diagnosis (give the name and state what is being
measured)?
d) The patient is up to date on his vaccinations, so why was he susceptible to this disease? Where
did he likely contract the disease?
e) In an uncomplicated form, this condition is not usually fatal, but what can cause fatalities for
patients with this infection?
f) A similar patient might be admitted to the hospital or might not fo.
Case Discussion Pulmonary - Part 2 Follow up VisitPurposeThe.docx
Case Discussion Pulmonary - Part 2 Follow up Visit
Purpose
The purpose of this assignment is for students to:
Improve their ability to formulate diagnoses based on the clinical presentation of patients
Improve their ability to understand and apply National Guidelines for the diagnosis and treatment of Pulmonary disorders
Design a relevant treatment plan
Activity Learning Outcomes
Through this
discussion, the student will demonstrate the ability to:
Utilize healthcare delivery system resources in a fiscally responsible manner in the diagnosis and treatment of patients and families across the lifespan. (PO 5)
Develop management plans based on current scientific evidence and national guidelines. (PO 5)
Educate patients on treatment decisions (WO1)
Select an evidence-based article to support the plan of care for the case study patient. (WO2)
Analyze national guidelines and apply them to specific case study situations. (WO3)
Review appropriate antibiotic prescribing guidelines. (WO4)
Requirements: (IMPORTANT INFORMATION HERE)
Michelle continues to work in the bakery and her asthma has been well controlled on a low-dose inhaled corticosteroid inhaler, Singular 10mg daily, and Albuterol prn which she uses 1-2 times per week. Michelle presents to the clinic with an acute illness that developed 2 days ago and has a respiratory rate of 24, mild SOB with exertion, O2 saturation of 94%, and complaint of inspiratory and expiratory wheezing. She is able to speak and states her temperature over the last 2 days has been 101 to 102 F. Cough is productive of white sputum. Influenza A is going around the bakery. Exam findings show a woman who appears her stated age and is alert and oriented and though calm, is having mild work of breathing. AR 110 BPM, BP is 150/85, RR: 24, Temp 101.4. She has a nonproductive, dry cough, is mildly short of breath, fair chest expansion, + inspiratory/expiratory wheezes, no rales, no rhonchi. Auscultation reveals no thrills, gallops or extra heart sounds. Apical rate is elevated at 110. Physical exam is otherwise unremarkable. The MA has swabbed her for Influenza A- test is positive.
Discussion Questions Part Two:
Determine an appropriate treatment plan for Michelle. Discuss medications, doses, Durable Medical Equipment, and any testing, and apply these directly to her case. Provide your rationale with evidence.
Decide whether she is safe to return home, include any prescriptions, or if a referral to a higher level of care is required. Discuss the criteria used to make your decision, how a referral is made, and defend your position.
Discuss relevant education and follow up plan.
DISCUSSION CONTENT
Application of Course Knowledge
Post contributes clinically accurate perspectives/insights applicable to the results from the physical exam and new diagnoses. Initial post includes the most likely diagnosis/specific treatment plan given case study information supported by rationale and answers all ques.
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The 16-year-old boy presented with a sore throat and was diagnosed with strep throat after a rapid strep test was positive. He was prescribed amoxicillin but had an allergic reaction after taking the first dose, developing swelling of his tongue and lips and difficulty breathing. He was given emergency treatment at the hospital. The scenario highlights an allergic reaction to an antibiotic prescribed for strep throat.Bronchopneumonia
This document presents a case study of bronchopneumonia in an infant. It includes an introduction describing pneumonia, objectives of the case study, the patient's profile, history of present illness, physical assessment findings, relevant anatomy and physiology, pathophysiology, diagnostic laboratory results including urinalysis, hematology, and blood chemistry. A chest x-ray report notes findings consistent with bilateral pneumonia. The case study aims to evaluate nursing care for the infant patient diagnosed with bronchopneumonia.
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An 8-year-old boy presented with a cough, sore throat, nasal congestion, and ear pain for 5 days. On examination, his right ear was inflamed and throat was red. His lungs were clear but he had an enlarged lymph node. The doctor suspected an upper respiratory infection and planned tests to rule out pneumonia, strep throat, and referrals for possible allergies. The boy was advised to rest and see a doctor if symptoms worsened or persisted beyond 72 hours.
Health Diagnostic Reasoning.pdf
Most ear, nose, and throat conditions seen in outpatient settings are minor in nature. However, subtle symptoms can sometimes indicate more serious underlying issues that require prompt medical attention. Nurses must be able to differentiate between benign and potentially life-threatening conditions based on a patient's history and presenting symptoms. This involves considering potential differential diagnoses and ordering appropriate tests and exams to reach an accurate diagnosis. The case study assignment requires students to create a focused patient note for their assigned case that outlines the necessary history to collect, exams and tests to order, and includes a list of potential differential diagnoses with evidence-based justification.
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- A 5-year-old girl presented with a painful swelling on her right thigh that had been gradually increasing in size over the past month. She also had a history of recurrent skin lesions and infections since infancy.
- On examination, she had diffuse eczematous lesions all over her body along with enlarged lymph nodes and ear discharge. Laboratory tests found elevated IgE levels.
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Case 2S [symptoms] 10 month male presents to pediatrician’s offic.pdf
Case 2
S [symptoms]: 10 month male presents to pediatrician’s office with chief complaint of fever and
rash. In usual state of health until 4 days prior to presentation when developed fever, fussiness
and decreased appetite. Mom thought maybe had thrush again because she noted some white
spots in his mouth a day after the fever started but they went away on their own. Last night she
noticed that his eyes started to appear more red and irritated, is now coughing and very
congested and this morning developed rash on face prompting visit
ROS [review of systems]: as above, no emesis, no constipation or diarrhea, +fewer wet diapers
than usual
PMHx [past medical history]: full term, uncomplicated pregnancy and delivery, neonatal
jaundice but did not require phototherapy, thrush at 6 weeks and 3 months of age treated with
nystatin
SHx [social history]: lives with parents and 2 yo sibling who is enrolled in child care. Flew to
California with family 3 weeks ago to visit grandparents, no other travel hx.
Imm: UTD [up to date]
Exam: T- 39.8 [temperature, C]; R -34 [respiratory rate]; P -120 [pulse]; BP-85/62 [blood
pressure]; Pox-98% in room air [pulse oximetry, oxygenation of blood]
Gen [general]: Alert, fussy infant on mom’s lap, crying with exam
HEENT [head, eyes, ear, nose, throat]: Normocephalic/atraumatic, anterior fontanelle fibrous but
flat, extraocular movements intact, pupils equal and reactive to light, +conjunctival erythema
bilaterally without discharge or crusting, nares congested, oropharynx erythematous with
sloughing of buccal and labial mucosa. Tympanic membranes erythematous but with intact
landmarks and light reflex
Neck: supple full range of motion, +1cm bilateral anterior cervical lymphadenopathy
RESP [respiratory]: mildly tachypneic with fair air exchange all fields, +subcostal retractions no
intracostal or suprasternal accessory muscle use, diffuse crackles audible on auscultation all lung
fields no wheezing or rhonchi
COR [cardiac]: tachycardic, regular, nl s1 and split s2, no murmurs, rubs or gallops
Abdomen: soft, normoactive bowel sounds, nontender non distended, no hepatosplenomegaly, no
masses
GU [genital/urinary]: circumcised tanner I male, no rashes
Skin: diffuse erythematous blanching maculopapular rash most prominent/confluent on face,
neck, and upper trunk, palms and soles spared, no desquamation
Extremities: warm and well perfused
a) What were the spots in the infant’s mouth that the mother mistook for thrush?
b) What is your diagnosis, and which symptoms lead you to this conclusion?
c) Which tests will you order to confirm this diagnosis (give the name and state what is being
measured)?
d) The patient is up to date on his vaccinations, so why was he susceptible to this disease? Where
did he likely contract the disease?
e) In an uncomplicated form, this condition is not usually fatal, but what can cause fatalities for
patients with this infection?
f) A similar patient might be admitted to the hospital or might not fo.
Case Discussion Pulmonary - Part 2 Follow up VisitPurposeThe.docx
Case Discussion Pulmonary - Part 2 Follow up Visit
Purpose
The purpose of this assignment is for students to:
Improve their ability to formulate diagnoses based on the clinical presentation of patients
Improve their ability to understand and apply National Guidelines for the diagnosis and treatment of Pulmonary disorders
Design a relevant treatment plan
Activity Learning Outcomes
Through this
discussion, the student will demonstrate the ability to:
Utilize healthcare delivery system resources in a fiscally responsible manner in the diagnosis and treatment of patients and families across the lifespan. (PO 5)
Develop management plans based on current scientific evidence and national guidelines. (PO 5)
Educate patients on treatment decisions (WO1)
Select an evidence-based article to support the plan of care for the case study patient. (WO2)
Analyze national guidelines and apply them to specific case study situations. (WO3)
Review appropriate antibiotic prescribing guidelines. (WO4)
Requirements: (IMPORTANT INFORMATION HERE)
Michelle continues to work in the bakery and her asthma has been well controlled on a low-dose inhaled corticosteroid inhaler, Singular 10mg daily, and Albuterol prn which she uses 1-2 times per week. Michelle presents to the clinic with an acute illness that developed 2 days ago and has a respiratory rate of 24, mild SOB with exertion, O2 saturation of 94%, and complaint of inspiratory and expiratory wheezing. She is able to speak and states her temperature over the last 2 days has been 101 to 102 F. Cough is productive of white sputum. Influenza A is going around the bakery. Exam findings show a woman who appears her stated age and is alert and oriented and though calm, is having mild work of breathing. AR 110 BPM, BP is 150/85, RR: 24, Temp 101.4. She has a nonproductive, dry cough, is mildly short of breath, fair chest expansion, + inspiratory/expiratory wheezes, no rales, no rhonchi. Auscultation reveals no thrills, gallops or extra heart sounds. Apical rate is elevated at 110. Physical exam is otherwise unremarkable. The MA has swabbed her for Influenza A- test is positive.
Discussion Questions Part Two:
Determine an appropriate treatment plan for Michelle. Discuss medications, doses, Durable Medical Equipment, and any testing, and apply these directly to her case. Provide your rationale with evidence.
Decide whether she is safe to return home, include any prescriptions, or if a referral to a higher level of care is required. Discuss the criteria used to make your decision, how a referral is made, and defend your position.
Discuss relevant education and follow up plan.
DISCUSSION CONTENT
Application of Course Knowledge
Post contributes clinically accurate perspectives/insights applicable to the results from the physical exam and new diagnoses. Initial post includes the most likely diagnosis/specific treatment plan given case study information supported by rationale and answers all ques.
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6512 Discussion wk 5.docx
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6512 Discussion wk 5.docx
Richard is a 50-year-old male presenting with nasal congestion, sneezing, rhinorrhea, and postnasal drainage for 5 days. On examination, he has pale, boggy nasal mucosa with clear thin secretions and enlarged nasal turbinates obstructing airflow, but clear lungs and mildly erythematous throat. A focused SOAP note is written assessing Richard's case of presumed allergic rhinitis while considering other potential diagnoses.
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CASE STUDY 2: Focused Throat Exam Lily is a 20-year-old student at the local community college. When some of her friends and classmates told her about an outbreak of flu-like symptoms sweeping her campus during the past 2 weeks, Lily figured she shouldn't take her 3-day sore throat lightly. Your clinic has treated a few cases similar to Lily's. All the patients reported decreased appetite, headaches, and pain with swallowing. As Lily recounts these symptoms to you, you notice that she has a runny nose and a slight hoarseness in her voice but doesn't sound congested.
To Prepare
· By Day 1 of this week, you will be assigned to a specific case study for this Case Study Assignment. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.
· Also, your Case Study Assignment should be in the Episodic/Focused SOAP Note format rather than the traditional narrative style format. Refer to Chapter 2 of the Sullivan text and the Episodic/Focused SOAP Template in the Week 5 Learning Resources for guidance. Remember that all Episodic/Focused SOAP Notes have specific data included in every patient case.
With regard to the case study you were assigned:
· Review this week's Learning Resources and consider the insights they provide.
· Consider what history would be necessary to collect from the patient.
· Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient's condition. How would the results be used to make a diagnosis?
· Identify at least five possible conditions that may be considered in a differential diagnosis for the patient.
The Assignment
Use the Episodic/Focused SOAP Template and create an episodic/focused note about the patient in the case study to which you were assigned using the episodic/focused note template provided in the Week 5 resources. Provide evidence from the literature to support diagnostic tests that would be appropriate for each case. List five different possible conditions for the patient's differential diagnosis and justify why you selected each.
Episodic/Focused SOAP Note Template
– (delete information on this template and input one related to the patient in the case study above).
Patient Information:
Initials, Age, Sex, Race
S.
CC
(chief complaint) a BRIEF statement identifying why the patient is here - in the patient’s own words - for instance "headache", NOT "bad headache for 3 days”.
HPI
: This is the symptom analysis section of your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis. Paint a picture of what is wrong with the patient. Use LOCATES Mnemonic to complete your HPI. You need to start EVERY HPI with age, race, and gender (e.g., 34-year-old AA male). You must include the seven attributes of each principal symptom in paragraph form not a list. If the CC was “headache”, the LOCATES for the HPI might look like the following example:
Location: h.
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Most ear, nose, and throat conditions that arise in non-critical care settings are minor in nature. However, subtle symptoms can sometimes escalate into life-threatening conditions that require prompt assessment and treatment. Nurses conducting assessments of the ears, nose, and throat must be able to identify the small differences between life-threatening conditions and benign ones. For instance, if a patient with a sore throat and a runny nose also has inflamed lymph nodes, the inflammation is probably due to the pathogen causing the sore throat rather than a case of throat cancer. With this knowledge and a sufficient patient health history, a nurse would not need to escalate the assessment to a biopsy or an MRI of the lymph nodes, but would probably perform a simple strep test.
In this Discussion, you consider case studies of abnormal findings from patients in a clinical setting. You determine what history should be collected from the patients, what physical exams and diagnostic tests should be conducted, and formulate a differential diagnosis with several possible conditions.
Note:
By Day 1 of this week, your instructor will have assigned you to one of the following case studies to review for this Discussion. Also, your Discussion post should be in the SOAP Note format, rather than the traditional narrative style Discussion posting format. Refer to Chapter 2 of the Sullivan text and the Comprehensive SOAP Template in the Week 4 Learning Resources for guidance.
Remember that not all comprehensive SOAP data are included in every patient case.
Case 1:
Nose Focused Exam
Richard is a 50-year-old male with nasal congestion, sneezing, rhinorrhea, and postnasal drainage. Richard has struggled with an itchy nose, eyes, palate, and ears for 5 days. As you check his ears and throat for redness and inflammation, you notice him touch his fingers to the bridge of his nose to press and rub there. He says he's taken Mucinex OTC the past two nights to help him breathe while he sleeps. When you ask if the Mucinex has helped at all, he sneers slightly and gestures that the improvement is only minimal. Richard is alert and oriented. He has pale, boggy nasal mucosa with clear thin secretions and enlarged nasal turbinates, which obstruct airway flow but his lungs are clear. His tonsils are not enlarged but his throat is mildly erythematous.
Case 2:
Focused Throat Exam
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Answer below QUESTION
· Subjective: What details did the patient or parent provide regarding the personal and medical history? Include any discrepancies between the details provided by the child and details provided by the parent as well as possible reasons for these discrepancies.
· Objective: What observations did you make during the physical assessment? Include pertinent positive and negative physical exam findings. Describe whether the patient presented with any growth and development or psychosocial issues.
· Assessment: What were your differential diagnoses? Provide a minimum of three possible diagnoses. List them from highest priority to lowest priority and include their ICD-10 code for the diagnosis. What was your primary diagnosis and why?
· Plan: What was your plan for diagnostics and primary diagnosis? What was your plan for treatment and management? Include pharmacologic and non-pharmacologic treatments, alternative therapies, and follow-up parameters as well as a rationale for this treatment and management plan.
· Reflection notes: What was your “aha” moment? What would you do differently in a similar patient evaluation?
Note: Your Focused Note Assignment must be signed by Day 7 of Week 3.
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- Asthma is a common chronic inflammatory lung disease in children that causes episodic airflow obstruction.
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- Causes include both environmental and genetic factors. Recurrent viral infections can trigger wheezing in early childhood.
- Symptoms include wheezing, coughing, difficulty breathing, and limited activity. Diagnosis is based on clinical history and improvement with bronchodil
CH Asthma- POWER.pptxbasxjzbadavnbnbnzvcnnz
This document provides an outline and overview of childhood asthma. It discusses the epidemiology, etiology, clinical manifestations, diagnosis, management, and prognosis of asthma in children. Key points include that asthma is among the most common chronic diseases in children, affecting boys more than girls and those from low socioeconomic backgrounds. The causes are multifactorial involving both environmental and genetic factors. Clinical diagnosis is based on symptoms of wheezing, coughing, and difficulty breathing. Management involves controlling symptoms and exacerbations through medication and addressing triggers.
Respond to all the questions and include the questions and answers i.docx
Respond to all the questions and include the questions and answers in the Paper work. APA style and 3 references. this is the course book:Seidel's Guide to Physical Examination 8th
W hat comprises the lymphatic system
Which set of lymph nodes is a common site of metastatic disease, and why?
Mrs. Kline, a postoperative patient who has just undergone a right modified mastectomy, is found to have edema of the right arm. What is the cause of the edema, and what teaching is necessary to help Mrs. Kline?
Mr. Jackson is a 76-year-old nursing home patient who has persistent wound infections and upper respiratory infections. What is the cause of Mr. Jackson’s recurring infections?
Describe the correct way to examine the lymphatic system
Define
lymphedema
Provide the differential diagnosis of mumps versus cervical adenitis
What is elephantiasis?
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What is the most common cause of his diagnosis?
During the history, what positive findings will be in the HPI?
On physical examination of JS, what positive assessment results would you expect to find?
Name the primary muscles of respiration.
What is a normal rate of respiration per minute in an adult?
Prepare a teaching pamphlet on the effects of smoking on the chest and lungs.
Define the following terms and discuss when the examiner might see these conditions:
Dyspnea
Orthopnea
Apnea
Paroxysmal nocturnal dyspnea
Platypnea
Tachypnea
Bradypnea
Hyperpnea
Kussmaul breathing
Hypopnea
Periodic breathing (Cheyne-Stokes)
Air trapping
Biot respiration
Ataxia
Retractions
what they would expect to find when assessing
children or adolescents
with the assigned condition.
Cystic fibrosis
Epiglottis
Croup
Tracheomalacia
Bronchiolitis
Respiratory distress syndrome
Differentiate between a pneumothorax and a hemothorax.
List risk factors associated with respiratory disability.
HG is a 62-year-old man with a significant history of COPD and emphysema. He has a positive PMH of frequent episodes of pneumonia. His social history includes cigarette smoking for 45 years. Identify your findings on HG and the emphysema.
What is the primary etiology of the emphysema?
What are the expected findings on inspection, palpation, percussion, and auscultation?
What are the subjective and objective findings in HG’s presentation?
.
SOAP NOTEName N.CDate 10262020Time 09.30 h.docx
SOAP NOTE
Name:
N.C
Date:
10/26/2020
Time:
09.30 h
Age:
5-year-old
Sex:
M
CC:
"I have sore throat"
HPI:
A 5 y/o Hispanic male presents to the clinic complaining of sore throat that started 3 days ago. Describes that occasionally feels like “piercing or burning” pain that it is constant. Also, that is very painful to swallow. Mother states patient developed cold symptoms (cough, sneezing) about 5 days ago, sore throat started 3 days ago, and fever of 101.5 F began 24h ago. Patient added that the pain varies in intensity, rated anywhere from 8 to 9 on a Wong-Baker scale when eating or drinking, but at this moment rated his pain at 5. Reports that pain is not radiating to any surrounded area and “is better when drinking sips of a cold liquids like water or Kool-Aid or takes Ice cream”. Mother also states that fever somehow is relieved by rest and Tylenol. Confirms that his appetite has decreased in the last 3 days.
Medications:
Tylenol OTC PO PRN
PMH
Allergies: NKDA
Medication Intolerances: None
Chronic Illnesses/Major traumas: None
Hospitalizations/Surgeries: None
Immunizations:
- According to CDC for his age group, he is up to date with the following vaccines
• Influenza 2019
• Tdap 5th dose
• MMR 2nd dose
• Polio IVP 4th dose
• Chickenpox (Varicella) 2nd dose
Family History:
Mother: Alive – no significant medical history
Father: Alive - HTN
Sister: 8 years old healthy
Brother: 2 days old healthy
Social History
Lives with both parents and siblings. Appears comfortable and happy with mother in the room. Neither parents smoke. Patient began kindergarten this year at local public school.
General
Patient reports sore throat, but overall healthy, appropriate weight and height for age, usually very active but mostly lying around the past few days per mom.
Cardiovascular
Denies chest pain or palpitations.
Skin
Denies rash, inflammation, pain, tenderness, or skin lesion.
Respiratory
Denies any cough, wheezing, hemoptysis, dyspnea, pneumonia hx, TB exposure or symptoms per mom, or SOB.
Eyes
Denies use of corrective lenses or glasses, blurred vision, or visual changes of any kind.
ENT
Denies ear pain, hearing loss, ringing in ears, discharge. Reports no sinus problems, or nose bleeding. Complains of sore throat and aggravating pain when swallowing. Goes to dentist every 6 months per mom.
Gastrointestinal
Denies diarrhea, abdominal pain, or heartburn. He had his last bowel movement this morning and goes at least once a day.
Genitourinary
Denies urgency, frequency or burning and pain with urination. Reports no hematuria or change in color of urine. Denies penile pain.
Musculoskeletal
Denies back pain, joint swelling, stiffness, or muscle pain.
Heme/Lymph/Endo
Denies fatigue. Mother states swollen/tender cervical lymph nodes. Patient is appropriate size and weight for his age.
Neurological
Denies any syncope, seizures, transient paralysis, paresthesi.
Assessing the and Throat Essay.docx
This case involves a 20-year-old female college student presenting with a 3-day sore throat. Her symptoms include decreased appetite, headaches, pain with swallowing, runny nose, and slight hoarseness. On examination, she has no swollen lymph nodes or tonsils, but her throat is erythematous. Differential diagnoses could include strep throat, viral pharyngitis, or mononucleosis. Further history and physical exam are needed to guide diagnostic testing and diagnosis.
Rheumatic fever ppt
Rheumatic fever (acute rheumatic fever) is a disease that can affect the heart, joints, brain, and skin. Rheumatic fever can develop if strep throat and scarlet fever infections are not treated properly. Early diagnosis of these infections and treatment with antibiotics are key to preventing rheumatic fever.
Rheumatic fever (RF) is an inflammatory disease that can involve the heart, joints, skin, and brain.[1] The disease typically develops two to four weeks after a streptococcal throat infection.[2] Signs and symptoms include fever, multiple painful joints, involuntary muscle movements, and occasionally a characteristic non-itchy rash known as erythema marginatum.[1] The heart is involved in about half of the cases.[1] Damage to the heart valves, known as rheumatic heart disease (RHD), usually occurs after repeated attacks but can sometimes occur after one. The damaged valves may result in heart failure, atrial fibrillation and infection of the valves.[1]
Case study- An 11 year old Polynesian male presents with fever up to 39 degrees (102 degrees F), joint pain and swelling, along with shortness of breath. The fever comes and goes at random times of the day. The symptoms have been present now for 4 days.
Robert Williams, Introduction” (from textbook).docx
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Abstract:
This article discusses the main lessons learned from the management of the design of the 'Water Cube' National Swimming Aquatic Centre (a landmark building for the Beijing 2008 Olympic Games), including forming an international partnership, managing cultural differences and risks, dealing with intellectual property and ownership of design to establish a legacy. The article also discusses design management strategies and innovations. It was found that Beijing's lack of regulatory transparency, regional differences and a relationship-based business culture were some of the factors that made China a challenging project environment. Cultural understanding and relationship (guanxi) building were fundamental strategies in responding to these challenges. It was also found that developing a shared ownership of intellectual property and innovative design ideas may facilitate the collaboration between Western and Chinese partners. In addition, it was necessary for the foreign design and project management teams to be continuously involved in the construction stage to ensure the conversion of design into reality, construction quality and personal fulfilment. [ABSTRACT FROM AUTHOR]
Copyright of Architectural Engineering & Design Management is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Author Affiliations:
1Faculty of the Built Environment, The University of New South Wales, Sydney, Australia
2Arup Project Management, Sydney, Australia
ISSN:
1745-2007
This article discusses the main lessons learned from the management of the design of the ‘Water Cube’ National Swimming Aquatic Centre (a landmark building for the Beijing 2008 Olympic Games), including forming an international partnership, managing cultural differences and risks, dealing with intellectual property and ownership of design to establish a legacy. The article also discusses design management strategies and innovations. It was found that Beijing's lack of regulatory transparency, regional differences and a relationship-based business culture were some of the factors that made China a challenging project environment. Cultural understanding and relationship (guanxi) building were fundamental strategies in responding to these challenges. It was also found that developing a shared ownership of intellectual property and innovative design ideas may facilitate the collaboration between W.
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CASE STUDY 2: Focused Throat Exam Lily is a 20-year-old student at the local community college. When some of her friends and classmates told her about an outbreak of flu-like symptoms sweeping her campus during the past 2 weeks, Lily figured she shouldn't take her 3-day sore throat lightly. Your clinic has treated a few cases similar to Lily's. All the patients reported decreased appetite, headaches, and pain with swallowing. As Lily recounts these symptoms to you, you notice that she has a runny nose and a slight hoarseness in her voice but doesn't sound congested.
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· By Day 1 of this week, you will be assigned to a specific case study for this Case Study Assignment. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.
· Also, your Case Study Assignment should be in the Episodic/Focused SOAP Note format rather than the traditional narrative style format. Refer to Chapter 2 of the Sullivan text and the Episodic/Focused SOAP Template in the Week 5 Learning Resources for guidance. Remember that all Episodic/Focused SOAP Notes have specific data included in every patient case.
With regard to the case study you were assigned:
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Use the Episodic/Focused SOAP Template and create an episodic/focused note about the patient in the case study to which you were assigned using the episodic/focused note template provided in the Week 5 resources. Provide evidence from the literature to support diagnostic tests that would be appropriate for each case. List five different possible conditions for the patient's differential diagnosis and justify why you selected each.
Episodic/Focused SOAP Note Template
– (delete information on this template and input one related to the patient in the case study above).
Patient Information:
Initials, Age, Sex, Race
S.
CC
(chief complaint) a BRIEF statement identifying why the patient is here - in the patient’s own words - for instance "headache", NOT "bad headache for 3 days”.
HPI
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Location: h.
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Note:
By Day 1 of this week, your instructor will have assigned you to one of the following case studies to review for this Discussion. Also, your Discussion post should be in the SOAP Note format, rather than the traditional narrative style Discussion posting format. Refer to Chapter 2 of the Sullivan text and the Comprehensive SOAP Template in the Week 4 Learning Resources for guidance.
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Case 1:
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Prepare a teaching pamphlet on the effects of smoking on the chest and lungs.
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SOAP NOTE
Name:
N.C
Date:
10/26/2020
Time:
09.30 h
Age:
5-year-old
Sex:
M
CC:
"I have sore throat"
HPI:
A 5 y/o Hispanic male presents to the clinic complaining of sore throat that started 3 days ago. Describes that occasionally feels like “piercing or burning” pain that it is constant. Also, that is very painful to swallow. Mother states patient developed cold symptoms (cough, sneezing) about 5 days ago, sore throat started 3 days ago, and fever of 101.5 F began 24h ago. Patient added that the pain varies in intensity, rated anywhere from 8 to 9 on a Wong-Baker scale when eating or drinking, but at this moment rated his pain at 5. Reports that pain is not radiating to any surrounded area and “is better when drinking sips of a cold liquids like water or Kool-Aid or takes Ice cream”. Mother also states that fever somehow is relieved by rest and Tylenol. Confirms that his appetite has decreased in the last 3 days.
Medications:
Tylenol OTC PO PRN
PMH
Allergies: NKDA
Medication Intolerances: None
Chronic Illnesses/Major traumas: None
Hospitalizations/Surgeries: None
Immunizations:
- According to CDC for his age group, he is up to date with the following vaccines
• Influenza 2019
• Tdap 5th dose
• MMR 2nd dose
• Polio IVP 4th dose
• Chickenpox (Varicella) 2nd dose
Family History:
Mother: Alive – no significant medical history
Father: Alive - HTN
Sister: 8 years old healthy
Brother: 2 days old healthy
Social History
Lives with both parents and siblings. Appears comfortable and happy with mother in the room. Neither parents smoke. Patient began kindergarten this year at local public school.
General
Patient reports sore throat, but overall healthy, appropriate weight and height for age, usually very active but mostly lying around the past few days per mom.
Cardiovascular
Denies chest pain or palpitations.
Skin
Denies rash, inflammation, pain, tenderness, or skin lesion.
Respiratory
Denies any cough, wheezing, hemoptysis, dyspnea, pneumonia hx, TB exposure or symptoms per mom, or SOB.
Eyes
Denies use of corrective lenses or glasses, blurred vision, or visual changes of any kind.
ENT
Denies ear pain, hearing loss, ringing in ears, discharge. Reports no sinus problems, or nose bleeding. Complains of sore throat and aggravating pain when swallowing. Goes to dentist every 6 months per mom.
Gastrointestinal
Denies diarrhea, abdominal pain, or heartburn. He had his last bowel movement this morning and goes at least once a day.
Genitourinary
Denies urgency, frequency or burning and pain with urination. Reports no hematuria or change in color of urine. Denies penile pain.
Musculoskeletal
Denies back pain, joint swelling, stiffness, or muscle pain.
Heme/Lymph/Endo
Denies fatigue. Mother states swollen/tender cervical lymph nodes. Patient is appropriate size and weight for his age.
Neurological
Denies any syncope, seizures, transient paralysis, paresthesi.
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Approach to asthma and presentation of a clinical case
Approach to asthma and presentation of a clinical case
Respond to all the questions and include the questions and answers i.docx
Respond to all the questions and include the questions and answers i.docx
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Robert Williams, Introduction” (from textbook).docx
Robert Williams, “Introduction” (from textbook)
Robert Williams, “Look, Mom, a Baby Maid” (from textbook)
.
rocess, Physical Distribution, and Logistics Consulting Services.docx
rocess, Physical Distribution, and Logistics Consulting Services
541611 Administrative Management and General Management Consulting Services
541619 Other management consulting services
Abstract:
This article discusses the main lessons learned from the management of the design of the 'Water Cube' National Swimming Aquatic Centre (a landmark building for the Beijing 2008 Olympic Games), including forming an international partnership, managing cultural differences and risks, dealing with intellectual property and ownership of design to establish a legacy. The article also discusses design management strategies and innovations. It was found that Beijing's lack of regulatory transparency, regional differences and a relationship-based business culture were some of the factors that made China a challenging project environment. Cultural understanding and relationship (guanxi) building were fundamental strategies in responding to these challenges. It was also found that developing a shared ownership of intellectual property and innovative design ideas may facilitate the collaboration between Western and Chinese partners. In addition, it was necessary for the foreign design and project management teams to be continuously involved in the construction stage to ensure the conversion of design into reality, construction quality and personal fulfilment. [ABSTRACT FROM AUTHOR]
Copyright of Architectural Engineering & Design Management is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Author Affiliations:
1Faculty of the Built Environment, The University of New South Wales, Sydney, Australia
2Arup Project Management, Sydney, Australia
ISSN:
1745-2007
This article discusses the main lessons learned from the management of the design of the ‘Water Cube’ National Swimming Aquatic Centre (a landmark building for the Beijing 2008 Olympic Games), including forming an international partnership, managing cultural differences and risks, dealing with intellectual property and ownership of design to establish a legacy. The article also discusses design management strategies and innovations. It was found that Beijing's lack of regulatory transparency, regional differences and a relationship-based business culture were some of the factors that made China a challenging project environment. Cultural understanding and relationship (guanxi) building were fundamental strategies in responding to these challenges. It was also found that developing a shared ownership of intellectual property and innovative design ideas may facilitate the collaboration between W.
Rock Crystal Story by A. Stifter Albert Bier.docx
Rock Crystal
Story by A. Stifter
Albert Bierstadt,
Strom Among the Alps.
Long, long ago — perhaps maybe some time in the seventeenth century somewhere in the Alps, two valleys with a village each - Gschaid and Millsdorf - lay next to each other, ringed by high mountains and linked by a sole, lonely path. Due to this separation, the inhabitants considered each other as strangers. Yet it came to pass that the shoemaker from Gschaid married the Millsdorf dyer's daughter, and the couple had two children, Conrad and Sanna.
One unusually warm Christmas Eve, the two children set out on the path from the northward valley, through pine forest and over the pass, to visit their grandmother in the valley to the south. Their mother had sent Conrad and Sanna to their grandparents in Millsdorf to give them Christmas greetings and presents. Conrad and little Sanna set out early, arrived in time for lunch, and were kissed and showered with gifts by their adoring grandmother. Yet she insisted that they start for home early. The temperature was dropping, and ice was forming on the puddles in the road. As Conrad and Sanna climbed the path back toward home, a significant snowfall began. It was a snowfall the villagers later called once in a century: "unprecedented, unwearying, and voracious." The children climbed and climbed, but their path never descended as it should; they never find their familiar landmark.
On the way home, they “fell into” heavy snowfall which became so dense that they could see only the very nearest trees. They looked for their usual signpost.
"Shall we see the post today?" asked the girl. "The snow will fall on it and the red color will be white."
"We shall be able to see it," replied the boy; "even if the snow falls upon it and makes it white all over we are bound to see it, because it is a thick post, and because it has the black iron cross on its top will surely stick out."
"Yes, Conrad."
Yet they did not see the signpost, and instead of going down into the valley, the children wound up wandering up into the bare rock and ice region. The big brother who made a little roof out of the shawl that his sister was wearing to keep the snow off her face; meanwhile, the sister, maintained her brother's courage simply by how much she trusted him. Meanwhile, it had been growing dark. At last they climbed into a stone cave to spend the night there. To shield themselves against the cold, they drink from the coffee their grandmother had packed for their parents. The exceedingly strong extract took effect at once and all the more powerfully as the children had never in their lives tasted coffee. Despite the dangers, Conrad, the elder of the siblings, was overwhelmed by the great canvas of nature before them. They saw a northern light wafting in the night sky, and the stars gleamed and shone and twinkled. Only an occasional shooting star traversed them.. At dawn, Konrad and Sanna set off to fi.
Rogers Communications Historical BackgroundOne of the Largest an.docx
Rogers Communications Historical Background
One of the Largest and Most Diverse Canadian Companies
Ted Rogers, who died in 2008 was the visionary behind Rogers Communications Inc.. He was considered a communications industry pioneer and a titan in Canadian business.
Mr. Rogers, known for his relentless drive, built Rogers Communications into a Canadian leader in wireless telecommunications, cable television, broadcasting, and publishing. Rogers Communications Inc. owns Canada's largest wireless telecommunications company, the country's largest cable company, the Toronto Blue Jays and Rogers Centre (formerly the SkyDome), 52 radio stations, several television properties including five CityTV outlets, five OMNI multicultural stations, Rogers Sportsnet, the Shopping Channel and more than 70 consumer and trade magazines.
In naming him Man of the Year in 2000, Toronto Life magazine dubbed Ted Rogers "Mr. Toronto". In only a matter of months, Ted Rogers had stepped up to the plate and saved the city's beleaguered major league baseball team, the Toronto Blue Jays, and, along with wife Loretta, donated $25 million to the University of Toronto (the school's largest-ever personal donation) and $10 million to Ryerson University. In May 2007, he gave another $15 million to Ryerson.
"Education can remake a country, a city, can make it ... a different place in only one generation" Mr. Rogers told Toronto Life.
In the Beginning:
Mr. Rogers, Sr.
Any history of the Rogers group of companies today must begin with a salute to Edward S. Rogers, Sr. Every time a radio is turned on in Canada, the dream of Edward S Rogers, Sr. continues to be realized. He envisioned radio as an electric pipeline, reaching into people’s homes to entertain, inform and educate.
In 1925, Mr. Rogers, Sr. invented the world’s first alternating current (AC) radio tube, which enabled radios to be powered by ordinary household current. This was a dramatic breakthrough in technology and it became the key factor in popularizing radio reception. After this invention radios became far more commonplace.
In 1931, Mr. Rogers, Sr. was awarded an experimental TV licence. He was working on radar when on May 6, 1939 he died at the young age of 38. He left a widow, Velma, and a 5 year old son, Edward. His business interests were sold. However, his son Edward (Ted Rogers) was determined to carry on the important legacy.
From Father to Son:
Ted Rogers
Ted Rogers earned his Bachelor of Arts from the University of Toronto in 1956. He was awarded an LL.B. in 1961 from Osgoode Hall Law School and was called to the bar of Ontario on April 13, 1962.
In business, Mr. Rogers has always emphasized customer service and pioneering engineering and has been involved at the start-up stage with a number of ventures in broadcasting, cable television and communications. Mr. Rogers specializes in identifying technologies that he can develop and popularize through technological innovation and marketing techni.
Rob and Dave run a 100-m race, crossing the finish line in a dead he.docx
Rob and Dave tie in a 100m race, each taking 10 seconds to finish. Rob reaches his maximum speed in 2 seconds with a higher acceleration than Dave, who takes 3 seconds. Their accelerations and maximum speeds must be calculated to determine who would be ahead after 6 seconds.
ROBERT M. BOHMUniversity of Central FloridaandBRENDA.docx
This document provides an overview of Emile Durkheim's sociological theories of crime and the subsequent Chicago School of sociology. It discusses Durkheim's view that modernization and the division of labor weaken social bonds and can lead to anomie, a breakdown in social norms that he believed caused social problems like crime. It then describes the Chicago School's application of ecological principles to study neighborhoods in Chicago and how researchers like Shaw and McKay found that areas experiencing social disorganization and instability had higher rates of delinquency.
RobertA multicultural city means a city whose members have a d.docx
Robert
A multicultural city means a city whose members have a diverse cultural values and beliefs. When working in such a city, a nurse should be culturally competence in order to serve all the occupants of the city effectively. Miami for example is a multicultural city because its population involves people from different ethnic backgrounds like Latin American and Caribbean. The main benefit for practicing in such a city is that;
Multicultural city helps a nurse to learn more about different cultures and their beliefs and values concerning nursing and healthcare. This helps to expand the mind of the practitioner. For a nurse to give quality services to patients, he or she must be aware of the patient’s culture and background information. Though it may take a while before the nurse learns about the different cultures, it helps him or her become more experienced.
Challenges of practicing in a multicultural city
There are so many challenges of practicing in a multicultural city. Communication barrier is one of the challenges. When the practitioner and the patient cannot communicate efficiently, therefore the nurse will not be able to deliver effectively (Murcia & Lopez, 2016). Secondly, a nurse may experience culture shock in a multicultural city. This happens when nurses are confronted with very new cultural beliefs and values and then they try to compare with their own beliefs and everything looks so new. Thirdly, another challenge could be rejection by the city residents. When there is a new nurse with different cultural beliefs and values, chances are the residents might reject the nurse’s services and prefer to be served by only home nurses. This is because people feel comfortable receiving care from people who understand their cultural beliefs and values.
References
Murcia, S. E. A., & Lopez, L. (2016). The experience of nurses in care for culturally diverse families: A qualitative meta-synthesis. Revista latino-americana de enfermagem, 24.
Written assignment 2: Funding proposal
Develop a program and write a funding proposal in 2500 words. You will need to choose a public health issue from the National Health Priority Areas (or another public health issue, with agreement from the course coordinator); you can draw on the information collected in Assignment 1 if you wish. As with Assignment 1, you may choose to focus on one of these health issues in a specific population group such as Aboriginal and Torres Strait Islander people. For this health issue, write a funding proposal which addresses the points below. You should structure your plan using headings and subheadings. Your proposal should include the following project details:
1. Project name
2. Expected length of the project
3. Population target
· A brief description of the characteristics of your target population (e.g., CALD, Indigenous, disability, other)
4. A project summary or abstract
· Briefly outline who the program is designed for, the goals and objectives of the pro.
Robin went to work for Titans, Inc., a major banking house, as a sec.docx
Robin went to work for Titans, Inc., a major banking house, as a security specialist. He had charge of designing and implementing all security protocols and equipment at Titan Towers for Titan’s physical security and security of their business transactions. Before starting work, Robin signed a written employment agreement. The agreement included a non-compete clause that stated as follows:
“18. NON-COMPETE - Employee agrees that for a period of two years following Employee’s term as an employee of Company, Employee shall not be employed as a security specialist for any other company in the financial service industry, anywhere in the world. Provided Employee shall comply with all terms of this provision, at the end of said two year term, Company shall pay to Employee a bonus payment of Ten Thousand (10,000) Dollars within 30 days of the end of the aforesaid two year period.
Robin worked for Titans, Inc. for a year and then left to return to his prior life as a circus acrobat. He toured the world with Hailey’s Circus for two years, doing no work at all in the financial services industry. At the end of two years from the date he left Titans, Inc., Robin returned to the US and opened his own security firm, aimed at the financial services industry. Robin also wrote to Titans, Inc. and informed them that he had lived up to his obligations under the non-compete clause in his agreement, and requested they send him the $10,000 bonus.
Titans writes back thanking Robin for abiding by his agreement.
Robin waits patiently, but after six months, his savings are running low and his new business could use an influx of cash. Robin sells his right to collect the $10,000 to Speedy, a friend from his Titans, Inc. days who has also left the company. Two weeks later, Speedy sends a letter to Titans, Inc., telling them that he has acquired the rights to the debt owed to Robin and demanding payment in ten (10) days.
A week after Robin sells the debt to Speedy, Titan’s Inc,’s accountants do an internal audit. They discover that many debts from former employees to the company, from participating in the company’s Home Down Payment Borrowing Program, had never been collected. Among these debts are $5,000 from Robin and also $5,000 from Speedy. When Titans, Inc. gets Speedy’s letter, they ignore it, believing they are now even with Robin and Speedy.
When he does not hear back from Titans, Inc., Speedy sues them for the $10,000 debt to Robin.
In the lawsuit between Speedy and Titan’s Inc., who should win and who should collect what?
.
Risk Management Program Analysis Part One 1Unsatisfactory0.docx
Risk Management Program Analysis Part One
1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
70.0 %Content
15.0 %Summary Description of the Type of Risk Management Plan Selected With Rationale
Not included.
A summary description of the type of risk management plan selected with rationale is somewhat incorporated, but the information provided is incomplete, inaccurate, or otherwise deficient.
A summary description of the type of risk management plan selected with rationale is incorporated, but minimal detail or support is provided for one or more components.
A summary description of the type of risk management plan selected with rationale is present and incorporated in full. The submission encompasses essential details and provides appropriate support.
A summary description of the type of risk management plan selected with rationale is present and comprehensive. The submission further incorporates analysis of supporting evidence insightfully and provides specific examples with relevance. Level of detail is appropriate.
15.0 %Description of Recommended Risk Management Program Administrative Steps and Processes Contrasted With the Administrative Steps and Processes in the Exemplar
Not included.
A description of recommended risk management program administrative steps and processes contrasted with the administrative steps and processes in the exemplar is somewhat incorporated, but the information provided is incomplete, inaccurate, or otherwise deficient.
A description of recommended risk management program administrative steps and processes contrasted with the administrative steps and processes in the exemplar is incorporated, but minimal detail or support is provided for one or more components.
A description of recommended risk management program administrative steps and processes contrasted with the administrative steps and processes in the exemplar is present and incorporated in full. The submission encompasses essential details and provides appropriate support.
A description of recommended risk management program administrative steps and processes contrasted with the administrative steps and processes in the exemplar is present and comprehensive. The submission further incorporates analysis of supporting evidence insightfully and provides specific examples with relevance. Level of detail is appropriate.
15.0 %Analysis of Key Regulatory Agencies and Organizations Inclusive of Their Roles in the Risk Management Oversight Process
Not included.
An analysis of key regulatory agencies and organizations inclusive of their roles in the risk management oversight process is somewhat incorporated, but the information provided is incomplete, inaccurate, or otherwise deficient.
An analysis of key regulatory agencies and organizations inclusive of their roles in the risk management oversight process is incorporated, but minimal detail or support is provided for one or more components.
A.
rite an essay that considers the historical relationship between.docx
rite an essay that considers the historical relationship between humans and machines based on Tim’s Vermeer and AlphaGo, and the texts by Alfred B. Lord, Lewis Mumford, and Michel Foucault, as well as the connected lecture content.
In these movies and texts, it is often stated or implied that humans becoming more like machines is something negative because it turns us into the opposite of what we (supposedly) are. Why are machines opposed to humans? Why and how do various media turn us into machines? What are the consequences of this transformation for how we act, behave and think? That is, what happens to notions of human agency, creativity, and artistic genius when we become more like machines that we use? Finally, and in your opinion, to what degree should we be concerned if humans are becoming more like machines or if machines become more like humans? Explain your reasoning.
.
Risk Management Plan Exercise 1 CIS 6208 IT.docx
Risk Management Plan Exercise
1
CIS 6208
IT Project Management
Exercise Name
Risk Management Plan
Purpose
Development of the risk management plan template provides students with hands-on experience
in creating this key project management deliverable. Development of the template supports the
ability to evaluate and recommend project risk management processes and best practices. In
addition, effective project managers have experience in creating project documentation for all
aspects of a project effort. Completion of this exercise will provide students with an opportunity
to gain experience in developing a risk management plan based on a specific case scenario.
Description
As the assigned Project Manager at Rolls Royce in support of the Enterprise Resource Planning
(ERP) project, you have been asked to create a Risk Management Plan for the effort. Since the
organization is just beginning development of their project management practices, they have
asked you to create a Risk Management Plan template for use in their new Project Management
Office (PMO). They are also asking you to develop a Risk Management Plan in support of the
ERP system rollout – using your template. The following two items must be submitted for this
assignment.
1. Template – Risk Management Plan
This will be a blank template with a cover page, section headings, and section
descriptions. Students are expected to develop their own template based on online
research. Search using keywords “Project Risk Management Plan”,“Project Risk
Management Plan Template”, “Project Risk Management Plan Sample”, and “Project
Risk Management Plan Best Practices”.
2. Risk Management Plan
You will use your template to create a risk management plan in support of the course case
study using your template. Leverage details from the case scenario to develop your plan.
You are free to fill in any gaps in the case details to develop a comprehensive plan.
Check with your instructor in regard to any questions related to the case scenario.
Note: Assignments with spelling and/or grammar errors will be returned for correction and
resubmission which may result in a late penalty.
Risk Management Plan Exercise
2
Rubric
Criteria Exemplary Accomplished Developing Beginning
Template -
Format
Provides a
comprehensive
and adaptable
template that
may be used for
most project
types.
15 Points
Covers all key
elements
required to plan
an effective risk
management
approach that
may be used for
most project
types.
10 Points
Covers most key
elements
required to plan
an effective risk
management
approach that
may be used for
some project
types.
5 Points
Limited coverage
of key elements
required to plan
an effective risk
management
approach.
0 Points
Template -
Section
Descriptions
Provides concise
and clear
descriptions
within each
.
Risks, Threats, and VulnerabilitiesScenarioFullsoft, Inc.docx
Fullsoft, a software company, experienced a malware attack that leaked proprietary information. As a security professional reporting to Fullsoft's infrastructure team, you have been asked to prepare for a meeting to discuss the incident. Key points for discussion include: potential circumstances that allowed or could allow similar attacks; insights into risks, threats, and vulnerabilities from other organizations' incidents; anticipated outcomes of malware attacks and intellectual property exposure; and recommended countermeasures to detect vulnerabilities, respond to attacks, and prevent future incidents.
Risk, Vulnerability, and ThreatsHello Class! Please respond to.docx
Risk, Vulnerability, and Threats
Hello Class! Please respond to
BOTH
of the following questions:
Question A
Explain the difference between a risk, vulnerability, and threat?
Question B
Each week, research a unique news story or article related to Information Security/Information Technology. Post a summary of what you learned to the discussion thread, please also provide a link to the original article. Source is your choice; however please fully cite your source.
.
Rubic_Print_FormatCourse CodeClass CodeNRS-440VNNRS-440VN-OL191Imp.docx
Rubic_Print_FormatCourse CodeClass CodeNRS-440VNNRS-440VN-OL191Implementation of the IOM Future of Nursing Report150.0CriteriaPercentageUnsatisfactory (0.00%)Less than Satisfactory (75.00%)Satisfactory (79.00%)Good (89.00%)Excellent (100.00%)CommentsPoints EarnedContent80.0%Provided an original summary of the key messages of the IOM report, Future of Nursing: Leading Change, Advancing Health. Any specific references should be cited.5.0%Did not attempt to provide a summary of the key messages of the IOM report, Future of Nursing: Leading Change, Advancing Health, or failed to cite specific references to the IOM report.Provided a skeletal summary of the key messages of the IOM report, Future of Nursing: Leading Change, Advancing Health. Some of the specific references to the IOM report were cited or were done incorrectly.Demonstrates a moderate knowledge of the subject. Recognizes the basic ideas. Misinterprets evidence on the committee's initiative.Demonstrates good knowledge of the subject. Correctly describes the committee's initiative. Justifies some of the impacts on the Future of Nursing.Provided an original summary of the key messages of the IOM report, Future of Nursing: Leading Change, Advancing Health. References specific to the IOM report were properly cited.Identify the role of the Robert Wood Johnson Foundation Initiative and the American Association of Retired Persons on the Future of Nursing Campaign for Action and the State Based Action Coalitions15.0%Does not demonstrate knowledge of role. Fails to identify the impact of the Robert Wood Johnson Foundation Initiative on the Future of Nursing.Demonstrates minimal knowledge of subject. Does not adequately visualize or justify the work of the Committee of the Robert Wood Johnson Foundation Initiative on the Future of Nursing.Demonstrates a moderate knowledge of the subject. Recognizes the basic ideas. Misinterprets evidence on the committee's initiative.Demonstrates good knowledge of the subject. Correctly describes the committee's initiative. Justifies some of the impacts on the Future of Nursing.Demonstrates a full and deep knowledge of subject. Develops and explains an informed position on the committee's initiative, integrates and justifies the impact on the Future of NursingIdentify the importance of the IOM FON report related to the nursing workforce15.0%Does not demonstrate knowledge of the concept or its role. Fails to identify the importance of the IOM FON report related to the nursing workforce.Demonstrates minimal knowledge of the subject. Does not adequately visualize or justify the importance of the IOM FON report related to the nursing workforce.Demonstrates a moderate knowledge of the subject. Recognizes the basic ideas. Misinterprets evidence on the importance of the IOM FON report related to the nursing workforce.Demonstrates good knowledge of the subject. Correctly describes importance of the IOM FON report related to the nursing workforce.Demonstrates a full and.
RISK RESPONSE STRATEGIES AND PERFORMANCE OF PROJECTS IN KIRINYAGA .docx
RISK RESPONSE STRATEGIES AND PERFORMANCE OF PROJECTS IN KIRINYAGA COUNTY, KENYA
JAMES KADEGHE WARUI
D53/OL/CTY/26217/15
A RESEARCH PROJECT SUBMITTED TO THE SCHOOL OF BUSINESS IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF DEGREE OF MASTER OF BUSINESS ADMINISTRATION (PROJECT MANAGEMENT) OF KENYATTA UNIVERSITY Comment by user: Proposal
MAY, 2019
DECLARATION
I declare that, this proposal is my own original work and has not been presented for award of any degree in any university. No part of this proposal should be reproduced without the authority of the author and/or Kenyatta University.
Signature Date .
James Kadeghe Warui,
D53/OL/CTY/26217/15.
This research proposal has been submitted for the course examination with my approval as the University supervisor.
Signature . Date.
Dr. Lucy Ngugi,
Department of Management Science,
Kenyatta University.
DEDICATION
This work is dedicated to my family for giving me a chance to pursue an education. I also wish to dedicate this proposal to my colleagues for the encouragement and support they gave me towards the completion of this work
ACKNOWLEDGEMENT
I am thankful to God for the good health and strength He installed upon me to pursue this project. I wish to most sincerely thank my entire family for their overwhelming support throughout this process, they have always been a source of inspiration from whom I get my strength. I also appreciate my friends and colleagues who shared this journey with me and encouraged me in this journey. Comment by user: Need to acknowledge supervisor
TABLE OF CONTENTS
DECLARATIONii
DEDICATIONiii
ACKNOWLEDGEMENTiv
LIST OF TABLESvii
LIST OF FIGURESviii
OPERATIONAL DEFINITION OF TERMSix
ABBREVIATIONS AND ACRONYMSx
ABSTRACTxi
CHAPTER ONE1 put chapter and its heading on same line
INTRODUCTION1
1.1Background of the Study1
1.1.1 Project Performance2
1.1.2 Risk Response Strategies3
1.1.3 Projects in Kirinyaga County5
1.2 Statement of the Problem5
1.3 Objectives of the Study6
1.3.1 General Objective of the Study6
1.3.1 Specific Objectives of the Study6
1.4 Research Questions7
1.5 Significance of the Study7
1.6 Scope of the Study8
1.7 Limitation of the Study8
1.8 Organization of the Study9
CHAPTER TWO10 put chapter and its heading on same line
LITERATURE REVIEW10
2.1 Introduction10
2.2 Theoretical Review10
2.2.1 Enterprise Risk Management Model10
2.2.2 Expectancy Theory11
2.2.3 Network Theory12
2.3 Empirical Literature Review12
2.3.1 Risk Avoidance and Project Performance13
2.3.2 Risk Acceptance and Project Performance14
2.3.3 Risk Monitoring and Project Performance15
2.3.4 Risk Mitigation and Project Performance16
2.3.5 Risk Transfer and Project Performance17
2.4 Summary of Literature Review and Research Gaps19
2.5 Conceptual Framework23
CHAPTER THREE24 put chapter and its heading on same line
RESEARCH METHODOLOGY24
3.1 Introduction24
3.2 Research Design24
3.3 Target Population24
3.4 Data Collection Instruments25
.
RTE Cereal Industry Table of Barriers to Entry”Sept 18, 2017.docx
RTE Cereal Industry Table of “Barriers to Entry”
Sept 18, 2017 Kyu Ho Lee
BADM 449
Entry Barrier
Level
Evidence
Page
Economies of Scale
High
-“Because of economies resulting from feeding a single packaging line from multiple production lines, an RTE cereal plant was estimated to require a capacity of 75 million pounds per year to achieve minimum efficient scale”
-“major firms continually introduced new products, either through creation of a new brand or by the extension of an existing one…Brand extensions were generally considered more likely to succeed than new brands…economies of scale in advertising, and were technologically simpler to develop…”
-Pg. 3
-Pg. 5-6
Experience
Curve
Advantages
High
-“Since the production process was relatively similar for all cereals and the main source of scale economies was in bagging, a single plant could produce many brands of cereal”
-Pg. 3
Intended
Excess
Capacity
Moderate
-“General Mills announced it planned to cut $175 million out of its trade promotions and couponing budget, and simultaneously to reduce prices on its biggest brands…by an average of 11 percent.”
-Pg. 11
Reputation
High
-“Big Three had restrained competition among themselves by achieving effective unwritten agreements to limit in-pack premiums”
-Pg. 2
Product Differentiation
High
-“most advertising intensive of all industries, with an advertising/sales ratio as high as %18.5…”
-Pg. 5
Capital Requirements
High
-“a plant of this capacity that combined production and packaging together in one plant employed about 12t employees and required a capital investment in excess of $100 million”
-Pg. 3
High Switching Costs of Buyers
Low
-“neither coupons nor other forms of trade promotions were believed to stimulate total cereal demand very dramatically. Rather, these competitive tactics led primarily to stockpiling and brand-switching by the most fickle consumers”
-Pg. 5
Access
To
Distribution Channels
High
-“As the number of RTE cereal brands expanded, prime shelf space became even more important. Securing shelf space for a new brand required payment to grocers…While large cereal firms were not exempt from this policy, they had more flexibility than new entrants in shuffling their allocation of space among brands...”
-Pg. 4
Favorable Access to Raw Materials and to Markets
Moderate
-“FTC argued that the leading RTE cereal manufacturers had jointly monopolized the RTE cereal market…”
-“incumbent firms may have filled all profitable niches in the cereal market…”
-Pg. 2
-Pg. 3
Proprietary Technology
High
-“some processes-particularly the extrusion processes used in many children’s cereals-were quite complex and required substantial engineering expertise and production experience to master”
-“RTE cereal industry as a whole spent about one percent of gross sales on R&D”
-“breakfast cereal R&D did generate proprietary new product developments”
-Pg. 3
-Pg. 3
-Pg. 4
Exit Barriers
High
-“RTE breakfast cereals accounted for o.
Rubic_Print_FormatCourse CodeClass CodePCN-518PCN-518-O500Older Ad.docx
Rubic_Print_FormatCourse CodeClass CodePCN-518PCN-518-O500Older Adult Development Interview and Reflection (Obj. 7.1, 7.2, and 7.3)70.0CriteriaPercentageUnsatisfactory (0.00%)Less than Satisfactory (74.00%)Satisfactory (79.00%)Good (87.00%)Excellent (100.00%)CommentsPoints EarnedContent 70.0%Describe the Selected Theory15.0%Paper does not include a description of the selected theory. Paper includes an inaccurate or vague description of the selected theory.Paper demonstrates an understanding of the selected theory by including an accurate description of the theory that includes major points of importance on the topic. Paper demonstrates a thorough understanding of the selected theory by providing an accurate description of the theory that includes major points of importance on the topic. Paper demonstrates an understanding of the selected theory by including a detailed and accurate description of the theory, in addition to major points of importance to the topic. Clearly ties the information provided to the practice of professional counseling. Describe the Interviewee (gender, age, ethnicity, etc.)10.0%Paper does not include a description of the interviewee and/or the person interviewed is not appropriate for the assignment. Paper includes a minimal description of the interviewee and/or the person interviewed is minimally appropriate for the assignment. Paper includes a detailed description of the interviewee and the interviewee selected is appropriate. Paper includes a thorough description of the interviewee and the interviewee selected is appropriate.Paper includes a comprehensive description of the interviewee and the interviewee selected is appropriate.Illustrate the Selected Theory in Relation to the Interviewee's Responses35.0%Paper does not illustrate how the selected theory relates to the interviewee's responses. Paper minimally illustrates how the selected theory relates to the interviewee's responses.Paper adequately illustrates how the selected theory relates to the interviewee's responses.Paper thoroughly illustrates how the selected theory relates to the interviewee's responses. In addition, the paper makes minimal connections to scholarly based research to support the relationship. Paper does a comprehensive job of illustrating how the selected theory relates to the interviewee's responses. In addition, the relationship is supported with direct ties to scholarly research. Ethical and Cultural Strategies in Older Adults10.0%Paper omits or incompletely describes the ethical and cultural strategies that can be used to promote resilience, optimum development, and wellness in older adults. Paper does not demonstrate understanding of the topic. Paper inadequately describes the ethical and cultural strategies that can be used to promote resilience, optimum development, and wellness in older adults. Paper demonstrates poor understanding of the topic. Paper adequately describes the ethical and cultural strategies that can be used to pro.
Rubic_Print_FormatCourse CodeClass CodeNRS-430VNRS-430V-O102Contem.docx
Rubic_Print_FormatCourse CodeClass CodeNRS-430VNRS-430V-O102Contemporary Nursing Practice150.0CriteriaPercentageUnsatisfactory (0.00%)Less than Satisfactory (75.00%)Satisfactory (79.00%)Good (89.00%)Excellent (100.00%)CommentsPoints EarnedContent80.0%Evolution of Nursing Practice Over Time and Resulting Changes to Scope of Practice and Approach to Patient Care10.0%Explanation of how nursing practice has changed over time and how this evolution has changed the scope of practice and the approach to treating the individual is not presented.Explanation of how nursing practice has changed over time is incomplete. A partial summary of how scope of practice and approach to treating the individual have changed over time is presented. There are major inaccuracies. More information is needed.A general explanation of how nursing practice has changed over time is presented. How scope of practice and approach to treating the individual have changed over time is summarized. There are some minor inaccuracies. Some information is needed for clarity.An explanation of how nursing practice has changed over time is presented. How scope of practice and approach to treating the individual have changed over time is discussed. Minor detail is needed for clarity. The explanation is accurate and captures all significant aspects. A thorough explanation of how nursing practice has changed over time is presented. How scope of practice and approach to treating the individual have changed over time is discussed in detail. An insightful account of the evolution of nursing practice and its influence on scope of practice and patient care is presented.Comparison of Differentiated Practice Competencies of ADN and BSN15.0%The differentiated practice competencies of the ADN and BSN are not compared. An incomplete comparison of the differentiated practice competencies of the ADN and BSN is presented. Differences between ADN and BSN scope of practice is unclear. There are significant inaccuracies. More information is needed.A general comparison of the differentiated practice competencies of the ADN and BSN is presented. Differences between ADN and BSN scope of practice are summarized. Some information is needed for clarity or support.A comparison of the differentiated practice competencies of the ADN and BSN is nursing is presented. Differences between ADN and BSN scope of practice are described. Minor detail or rationale is needed for clarity or support.A comparison of the differentiated practice competencies of the ADN and BSN is clearly presented. Differences between ADN and BSN scope of practice are described in detail. The narrative demonstrates a strong understanding of differentiated competencies and scope of practice for the ADN and BSN.Use of Patient Care Situation to Describe Differences in Approach to Nursing Care Based Upon ADN and BSN Education20.0%A patient care situation illustrating the difference between ADN and BSN in decision making and approaches to patient care.
Rubic_Print_FormatCourse CodeClass CodeMGT-660MGT-660-O500Strategi.docx
Rubic_Print_FormatCourse CodeClass CodeMGT-660MGT-660-O500Strategic Plan Part 1: Overview80.0CriteriaPercentageUnsatisfactory (0.00%)Less than Satisfactory (74.00%)Satisfactory (79.00%)Good (87.00%)Excellent (100.00%)CommentsPoints EarnedContent100.0%Description of Plan20.0%A description of the type of plan including the vision, mission, and values of the organization is not included.A description of the type of plan is included however a description of the vision, mission, or values of the organization is not included. Subject knowledge is unclear or inconsistent.A description of the type of plan including the vision, mission, and values of the organization is included. Some subject knowledge is evident.A description of the type of plan including the vision, mission, and values of the organization is included. Subject knowledge is competent.A description of the type of plan including the vision, mission, and values of the organization is included. Description demonstrates comprehensive subject knowledge and understanding.Values and Culture20.0%An explanation of how organizational values drive culture is not included. An explanation of the culture you intend to build or that currently exist is not included.An explanation of how organizational values drive culture is included. An explanation of the culture you intend to build or that currently exist is included. Subject knowledge is unclear or inconsistent.An explanation of how organizational values drive culture is included. An explanation of the culture you intend to build or that currently exist is included. Some subject knowledge is evident.An explanation of how organizational values drive culture is included. An explanation of the culture you intend to build or that currently exist is included. Detailed examples and evidence are included. Subject knowledge is competent.An explanation of how organizational values drive culture is included. An explanation of the culture you intend to build or that currently exist is included. Plan includes relevant examples and applicable insight. Plan demonstrates comprehensive subject knowledge and understanding.Competitive Advantage20.0%An explanation of your competitive advantage is not included.An explanation of your competitive advantage is included. Subject knowledge is unclear or inconsistent.An explanation of your competitive advantage is included. Some subject knowledge is evident.An explanation of your competitive advantage is included. Detailed examples and evidence are included. Subject knowledge is competent.An explanation of your competitive advantage is included. Plan includes relevant examples and applicable insight. Plan demonstrates comprehensive subject knowledge and understanding.Presentation of Content10.0%The content lacks a clear point of view and logical sequence of information. Includes little persuasive information. Sequencing of ideas is unclear.The content is vague in conveying a point of view and does not create a strong sense .
RTI Overview 20.0 Includes an RTI overview that is comprehensi.docx
RTI Overview
20.0
Includes an RTI overview that is comprehensive and includes a thorough explanation of the RTI tiers.
Tier Placement
20.0
Includes a thorough and insightful explanation of what factors determine appropriate student placement within the RTI tiers.
RTI and Individuals with Disabilities
15.0
Includes a comprehensive, thoughtful explanation of how the RTI model can help meet the needs of students with and without disabilities.
Intervention Strategies
15.0
Includes realistic research-based intervention strategies for students with and without disabilities who are struggling in ELA or math. Strategies are well-crafted for meeting a variety of RTI tiers.
Presentation
10.0
The work is well presented. The overall appearance is neat and professional. Work would be highly desirable for public dissemination.
Research
5.0
Research strongly supports the information presented. Sources are timely, distinctive and clearly address all of the criteria stated in the assignment.
Language Use and Audience Awareness
5.0
Word choice in slides and speaker's notes is distinctive, creative and well-suited to purpose, discipline, scope, and audience of the presentation.
Mechanics of Writing (includes spelling, punctuation, grammar, and language use)
5.0
Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
5.0
Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Percentage
100
New York Times
“The American Dream, Quantified at Last”
By David Leonhardt
Dec. 8, 2016
The phrase “American dream” was invented during the Great Depression. It comes from a popular 1931 book by the historian James Truslow Adams, who defined it as “that dream of a land in which life should be better and richer and fuller for everyone.”
In the decades that followed, the dream became a reality. Thanks to rapid, widely shared economic growth, nearly all children grew up to achieve the most basic definition of a better life — earning more money and enjoying higher living standards than their parents had.
These days, people are arguably more worried about the American dream than at any point since the Depression. But there has been no real measure of it, despite all of the data available. No one has known how many Americans are more affluent than their parents were — and how the number has changed.
It’s a thorny research question, because it requires tracking individual families over time rather than (as most economic statistics do) taking one-time snapshots of the country.
The beginnings of a breakthrough came several years ago, when a team of economists led by Raj Chetty received access to millions of tax records that stretched over decades. The records were anonymous and came with stric.
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