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This document outlines a proposed 6-week course to teach high school seniors about anorexia nervosa. The course will cover warning signs and symptoms of anorexia in the first 3 weeks. Weeks 4-5 will discuss how anorexia affects the human body and organs, as well as different treatment options. Students will take a multiple choice and essay exam on weeks 6 to assess their learning.
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Rektormote i Buskerud 28.06.12
SLIDE 1: JEG
Petter von Krogh
Rådgiver
Buskerud fylkesbibliotek
Vi skal være en utviklingsaktør for bibliotekene i Buskerud
Utviklingsavdelingen
Prosjektleder for Lukter det framtid
21 Folkebibliotek 2009/2010
13 Skolebibliotek 2011
SLIDE 2: HANDLINGSPROGRAM
Bakgrunn for prosjekt Lukter det framtid skole
Tenk om folkebibliotekene hadde hatt en slik handlingsplan!
SLIDE 3: LUKTER DET FRAMTID RAPPORT
Rapportens vurderinger forholder seg til handlingsprogrammet
SLIDE 4: OVERSIKT
Nei, dette er ikke bilder på utviklingsavdelingen og utdanningsavdelingen
Her ser vi alle bibliotekene i Buskerud sett fra fylkesbiblioteket
Lukter det framtid gir oss oversikt.
Vi kan dermed yte bedre som utviklingsaktør
SLIDE 5: BRA SKOLEBIBLIOTEK!
Det står bra til med skolebibliotekene i fylket
De ansatte er trygge i sitt eget fag. Dette sier de selv, og slik opplever vi det også.
Å tilhøre samme organisasjon gir en force
Skolebibliotekene holder seg gode. Eget arbeidsutvalg og politisk vedtatt handlingsplan
Skolebibliotekenes bidrag til skolevirksomheten:
Flertallet av Skolebibliotekarene selv mener at deres viktigste bidrag er møteplassfunksjonen og dét alternativet de utgjør til klasserommet som er deres viktigste bidrag til skolevirksomheten.
Ikke overraskende ser vi at denne vurderingen ikke er løsrevet fra hvorvidt biblioteket har gode arealer til rådighet eller ikke.
På spørsmål om framtidas skolebibliotek og framtidas skolebibliotekar er det særlig et sted for veiledning og tettere samarbeid med det pedagogiske personalet skolebibliotekarene trekker fram.
SLIDE 6: FYLKESBIBLIOTEKET ANBEFALER
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-OG våre egne vurderinger
Selv om jeg ikke er bibliotekar skjønner jeg etterhvert mer og mer.
Fylkesbiblioteket er del av utviklingsavdelingen.
Har et annet ståsted.
Dette kan bety skivebom
Dette kan bety blinkskudd
SLIDE 7: INTEGRERING I PEDAGOGISK VIRKSOMHET
Hver mann si høne
Hver rektor sin skole
STORE FORSKJELLER
Ikke alltid skolen og elevenes læringsmiljø som ligger bak
TIlfeldighetene rår i nokså stor grad.
Hos noen er skolebibliotekarene premissleverandører på flere områder, mens de andre steder spiller en ytterst marginal rolle.
Det virker som at skolebibliotekenes integrering i skolevirksomheten avhenger av en så usikker faktor som personlig kjemi.
Kontinuiteten er dermed truet.
SLIDE 7: INTEGRERING I LÆRINGSPLATTFORM
Hvis dere lurte:
It’s Learning kommer til å hindre dere i å etablere noe som er nytt/dristig/banebrytende
FOR TREIG I VENDINGA
RETT OG SLETT FOR PROPRIETÆR
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Rektormote i Buskerud 28.06.12
SLIDE 1: JEG
Petter von Krogh
Rådgiver
Buskerud fylkesbibliotek
Vi skal være en utviklingsaktør for bibliotekene i Buskerud
Utviklingsavdelingen
Prosjektleder for Lukter det framtid
21 Folkebibliotek 2009/2010
13 Skolebibliotek 2011
SLIDE 2: HANDLINGSPROGRAM
Bakgrunn for prosjekt Lukter det framtid skole
Tenk om folkebibliotekene hadde hatt en slik handlingsplan!
SLIDE 3: LUKTER DET FRAMTID RAPPORT
Rapportens vurderinger forholder seg til handlingsprogrammet
SLIDE 4: OVERSIKT
Nei, dette er ikke bilder på utviklingsavdelingen og utdanningsavdelingen
Her ser vi alle bibliotekene i Buskerud sett fra fylkesbiblioteket
Lukter det framtid gir oss oversikt.
Vi kan dermed yte bedre som utviklingsaktør
SLIDE 5: BRA SKOLEBIBLIOTEK!
Det står bra til med skolebibliotekene i fylket
De ansatte er trygge i sitt eget fag. Dette sier de selv, og slik opplever vi det også.
Å tilhøre samme organisasjon gir en force
Skolebibliotekene holder seg gode. Eget arbeidsutvalg og politisk vedtatt handlingsplan
Skolebibliotekenes bidrag til skolevirksomheten:
Flertallet av Skolebibliotekarene selv mener at deres viktigste bidrag er møteplassfunksjonen og dét alternativet de utgjør til klasserommet som er deres viktigste bidrag til skolevirksomheten.
Ikke overraskende ser vi at denne vurderingen ikke er løsrevet fra hvorvidt biblioteket har gode arealer til rådighet eller ikke.
På spørsmål om framtidas skolebibliotek og framtidas skolebibliotekar er det særlig et sted for veiledning og tettere samarbeid med det pedagogiske personalet skolebibliotekarene trekker fram.
SLIDE 6: FYLKESBIBLIOTEKET ANBEFALER
Basert på intervjuene, møtene, fotografiene, workshop med fagforum for skolebibliotekarer
-OG våre egne vurderinger
Selv om jeg ikke er bibliotekar skjønner jeg etterhvert mer og mer.
Fylkesbiblioteket er del av utviklingsavdelingen.
Har et annet ståsted.
Dette kan bety skivebom
Dette kan bety blinkskudd
SLIDE 7: INTEGRERING I PEDAGOGISK VIRKSOMHET
Hver mann si høne
Hver rektor sin skole
STORE FORSKJELLER
Ikke alltid skolen og elevenes læringsmiljø som ligger bak
TIlfeldighetene rår i nokså stor grad.
Hos noen er skolebibliotekarene premissleverandører på flere områder, mens de andre steder spiller en ytterst marginal rolle.
Det virker som at skolebibliotekenes integrering i skolevirksomheten avhenger av en så usikker faktor som personlig kjemi.
Kontinuiteten er dermed truet.
SLIDE 7: INTEGRERING I LÆRINGSPLATTFORM
Hvis dere lurte:
It’s Learning kommer til å hindre dere i å etablere noe som er nytt/dristig/banebrytende
FOR TREIG I VENDINGA
RETT OG SLETT FOR PROPRIETÆR
SAMME MED LYNC - burde ikke gi elevene noe med mokkaskje - jmfr. Ken Robinson
MEn!
Det skjer mye på It’s Learning
Skolebibliotekarene er ikke med i stor grad
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This document summarizes Mitchell Wand's presentation on providing static guarantees for macro bindings. It discusses the motivation for studying macros and desire for static reasoning about hygiene. While previous work addressed related problems dynamically, the goal here is to provide static guarantees. The presentation outlines previous work and the starting points being built upon, including Ott specification language and Herman's thesis. It describes progress made in adapting Pottier's Functional Fresh ML to use plain s-expressions while keeping binding information in types. Next steps include interfacing with an SMT prover and implementing example macros in the system.
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The document discusses proposals to control speeding in minibuses in Hong Kong. It analyzes existing speed measurements like legislation and enforcement cameras. It proposes installing speed limiters, requiring pre-driving courses, and installing black boxes in minibuses. It also considers concerns around drivers' attitudes, maintenance issues, safety, and conflicts of interest in decision making. Overall, it recommends focusing on education and driving behavior changes over technical solutions to address speeding.
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This document discusses mutually recursive data definitions and how they lead to mutual recursion in templates and code. It provides examples of binary trees and ancestor trees, showing how the recursive data definitions require pairs of mutually recursive functions. Tests for recursive functions are also discussed, emphasizing the need to consider how a program could pass tests but still be incorrect, or fail tests but still be correct.
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maria
this is the river on d nigh!!!!!!!! oooooooooooooo pero komo lo aces todo esto es tan fantastiko pero pero pero!!!!!!! kokkokokokokokokorrektooooooo korrektisimo pero komo lo aces!!!!ia joderia che guebARa q se me kedara sin pila la moto!fantastiko!!!!!!!!
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“Introduction to Advanced Pathophysiology”
Program Transcript
NARRATOR: In this program, Dr. Terry Buttaro, associate professor of practice
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insights to this course.
DR. TERRY BUTTARO: So advanced pathophysiology is definitely a difficult
course. There's a lot of memorization as you go through this course, really trying
to understand things at the cellular level-- how do organs function? What
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© 2012 Laureate Education, Inc. 1
to keep our minds open. So that's why it's important. You can't only learn one
system. You have to learn all the systems.
Online learning's a little bit different than when you actually go to school. It really
requires that a student is able to ...
Research Methods in PsychologyAssignment 11. Read the foll.docx
Research Methods in Psychology
Assignment 1
1. Read the following summary of published research and answer the questions found at the end.
Reference: Skowronski, J.J., & Thompson, C.P. (1990). Reconstructing the dates of personal events: Gender differences in accuracy. Applied Cognitive Psychology, 4, 371-381.
Article Summary: According to the authors of this study, a commonly held stereotype is that women are more concerned with (and attentive to) dates of past events than are men. This stereotype may imply that in general women are better than men at reconstructing the dates of past events. To test this implication, the results of four studies investigating memory for past events were analyzed for gender differences. In all the studies subjects were asked to keep a diary for about 3 months. They were instructed to write down each day a short description of one unique personal event. At the end of the 3-month period, subjects’ memory of the events and their ability to date the events was assessed. The list of personal events was read aloud to subjects in a random order. Each subject indicated on a 7-point scale how well the event was remembered (1=not at all to 7=perfectly. For events that were remembered, the subject attempted to identify the exact date and day of the week on which the event occurred. Memory for dates was measured using the median error made in estimating the dates for each subject. The means of these error scores for males and females were compared in each of the four studies. In three studies, female mean errors were less than male mean errors. Two of these differences were statistically significant. For the fourth comparison there was a slight and nonsignificant difference in favor of the males. Overall the investigators viewed the data as suggesting that women are slightly better at reconstructing dates than are men. It is not clear whether this finding occurred because women are better able than men to organize temporal events or because of some artifact of the record keeping process (e.g., women may have written more detailed, and hence more memorable, descriptions in their diaries).
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What are the independent and dependent variables in this study? Note: There is one independent (suspected cause) and 2 dependent (suspected effect) variables. 3 pts
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Identify the specific levels of the independent variable. Were the levels of the independent variable manipulated or selected? Explain. 3 pts
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If one were to correlate subjects’ responses on the 7-point scale of how well the event was remembered and time (in days) between the date of the experiment and the date the event actually occurred, what would you expect? Properly graph and explain the relationship of the two variables in terms of magnitude and direction (I want both numbers and words). Also, describe how the two variables change together; be sure to use the units of each variable in your description. Note: The “suspec ...
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maria
this is the river on d nigh!!!!!!!! oooooooooooooo pero komo lo aces todo esto es tan fantastiko pero pero pero!!!!!!! kokkokokokokokokorrektooooooo korrektisimo pero komo lo aces!!!!ia joderia che guebARa q se me kedara sin pila la moto!fantastiko!!!!!!!!
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This study examined the effects of reflexology on 21 menopausal women between ages 45-60. Participants received weekly 50-minute reflexology treatments for 10 weeks and completed pre and post-treatment questionnaires rating symptoms. Statistical analysis found significant reductions in hot flashes, sleep issues, mood changes, concentration/memory issues, headaches, heart palpitations, and itching. Overall, participants reported improved well-being and balance from the reflexology treatments. The study provides statistical support that reflexology can effectively relieve many distressing menopause symptoms.
Major Undergraduate Degree Options In Holistic Health
Want to become a holistic health practitioner? First, you get to pick exactly what sort of healer you want to be and then take admission in a well renowned holistic health schools in NYC.
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This document describes a case study of a 31-year-old male patient presenting with insomnia. The patient reports his insomnia has worsened over the past 6 months following the loss of his fiancé. He has difficulty falling and staying asleep. The patient works as a forklift operator and his insomnia is affecting his job performance. He has a history of opiate abuse but has not had a prescription in 4 years. Recently, he has been using alcohol to help fall asleep. The patient is presented with three decision points to choose a medication to treat his insomnia.
Educational objectives
This document outlines objectives and strategies for coping with stress. It defines stress and its components, and describes three types of coping skills: physical, mental, and social. Physical coping skills involve stress-reducing activities like exercise, yoga, diet, rest, and relaxation. Mental coping skills use cognitive techniques like problem solving, reappraisal, and time management. Social coping skills focus on social support, relationships, and personal interests. The overall goal is for students to recognize signs of stress and utilize appropriate coping strategies.
410 final for unit 7 project
This document provides a resource guide for a stress management and prevention program. It contains 9 units that cover various aspects of stress including the nature of stress, physiology of stress, psychology of stress, personality traits, coping strategies, relaxation techniques, nutrition, exercise, and applying stress management to professional life. Each unit provides key information to remember, resources, exercises, and journal writing prompts related to the topic of that unit. The overall document serves as a comprehensive guide for learning about stress and techniques for managing and preventing stress.
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Diagnostic practices for patient evaluation before Yoga Therapy is applied, as taught under the Gitananda Yoga Tradition.
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Stress Management Resource Guide
This document is a resource guide for a stress management and prevention program consisting of 9 units that provide information on stress. The guide includes:
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A broad sampling of the most effective techniques for biohacking for busy entrepreneurs.
- Microdosing
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Introduction to Adv.docx
“Introduction to Advanced Pathophysiology”
Program Transcript
NARRATOR: In this program, Dr. Terry Buttaro, associate professor of practice
at Simmons School of Nursing and Health Sciences, discusses the importance of
pathophysiology for the advanced practice nurse. Let's listen as she provides her
insights to this course.
DR. TERRY BUTTARO: So advanced pathophysiology is definitely a difficult
course. There's a lot of memorization as you go through this course, really trying
to understand things at the cellular level-- how do organs function? What
happens, for example, when that organ stops functioning, whether it's because of
an infection or a malignancy? But if you don't understand this, if you don't kind of
learn, not only the normal, but definitely that pathophysiology part, as an
advanced practice nurse, then you're not going to be able to really put the picture
together when someone comes in.
So for example, understanding what the liver does is really important when
somebody comes in with abdominal pain or anorexia, because you have to figure
out, well, what could this be? So you have to get that history about, well, when
did this start? Does it happen all the time? Are there other things going along
with this?
And then, when you do your physical exam, you have to understand, well, not
only where the liver is and what it does, but what else do you have to look for in
the physical exam to determine if there is a problem with the liver. And that's not
only the liver, because the knee bone is connected to the thigh bone. So every
organ affects another organ. So it's essential that we understand that.
And it does require a lot of work. It does require a lot of work. But what you want
to do is have this really good understanding about each system so that when
somebody comes in, you might not remember exactly, but something clicks. And
you say, maybe it's this. And then you can go look it up to see, well, what
diagnostics do I have to do?
And truthfully, advanced pathophysiology takes from health assessment so that
when you learn how to do a really good health assessment and good history, and
then a good physical exam, you take the important data from the history and from
the physical exam, and you put that together. And you say, you know, this
doesn't look so much like the liver. This acts more like the stomach. And that's
how you work out your differential.
And it's not that there's every one thing. We all want to keep our minds open to
the different pathophysiologic processes in the body to be sure that we're not
attributing one disease to a patient when it could be something else. So we have
© 2012 Laureate Education, Inc. 1
to keep our minds open. So that's why it's important. You can't only learn one
system. You have to learn all the systems.
Online learning's a little bit different than when you actually go to school. It really
requires that a student is able to ...
Research Methods in PsychologyAssignment 11. Read the foll.docx
Research Methods in Psychology
Assignment 1
1. Read the following summary of published research and answer the questions found at the end.
Reference: Skowronski, J.J., & Thompson, C.P. (1990). Reconstructing the dates of personal events: Gender differences in accuracy. Applied Cognitive Psychology, 4, 371-381.
Article Summary: According to the authors of this study, a commonly held stereotype is that women are more concerned with (and attentive to) dates of past events than are men. This stereotype may imply that in general women are better than men at reconstructing the dates of past events. To test this implication, the results of four studies investigating memory for past events were analyzed for gender differences. In all the studies subjects were asked to keep a diary for about 3 months. They were instructed to write down each day a short description of one unique personal event. At the end of the 3-month period, subjects’ memory of the events and their ability to date the events was assessed. The list of personal events was read aloud to subjects in a random order. Each subject indicated on a 7-point scale how well the event was remembered (1=not at all to 7=perfectly. For events that were remembered, the subject attempted to identify the exact date and day of the week on which the event occurred. Memory for dates was measured using the median error made in estimating the dates for each subject. The means of these error scores for males and females were compared in each of the four studies. In three studies, female mean errors were less than male mean errors. Two of these differences were statistically significant. For the fourth comparison there was a slight and nonsignificant difference in favor of the males. Overall the investigators viewed the data as suggesting that women are slightly better at reconstructing dates than are men. It is not clear whether this finding occurred because women are better able than men to organize temporal events or because of some artifact of the record keeping process (e.g., women may have written more detailed, and hence more memorable, descriptions in their diaries).
a.
What are the independent and dependent variables in this study? Note: There is one independent (suspected cause) and 2 dependent (suspected effect) variables. 3 pts
b.
Identify the specific levels of the independent variable. Were the levels of the independent variable manipulated or selected? Explain. 3 pts
c.
If one were to correlate subjects’ responses on the 7-point scale of how well the event was remembered and time (in days) between the date of the experiment and the date the event actually occurred, what would you expect? Properly graph and explain the relationship of the two variables in terms of magnitude and direction (I want both numbers and words). Also, describe how the two variables change together; be sure to use the units of each variable in your description. Note: The “suspec ...
YOGIC DIAGNOSTIC TOOLS
The Indo-French Workshop on “Yoga Therapy and Ayurveda” was conducted on 22nd October, 2019 at Maulana Abdul Kalam Azad Hall, Bapuji Library, SBV campus. This was Organized by the Centre for Yoga Therapy, Education and Research (CYTER) of Sri Balaji Vidyapeeth (SBV), and International Centre for Yoga Education and Research (ICYER) at Ananda Ashram, Pondicherry and supported by Gujarat Ayurved University, Centre for Yogic Sciences of AVMC and Krishnamacharya Yoga Mandiram.
More than 100 delegates from various countries like France, Columbia, UK and Holland and from various parts of India like Kerala, Tamil Nadu, Mumbai, Chennai, Gujarat, Delhi, Pune and Bangalore participated in the workshop. All the sessions were translated into French for the convenience of the French delegates.
Post lunch session was taken by Dr.Ananda Balayogi Bhavanani, Director, CYTER, SBV on “Understanding Yoga Therapy (Part I): Principles, Philosophy, Assessment and Tools”. He explained the focus of SBV is Salutogenesis as opposed to pathogenesis while giving Yoga therapy. He also briefed about the twelve point assessment given by Swami Gitanand Giri as a Yogic diagnostic tool which is being applied in CYTER.
PSE October 2011 Open Forum – The Link Between Emotional Trauma and Metabolic...
Wed, Oct 12th – 7 pm EST, 4 pm PST (1 hour)
The Link Between Emotional Trauma and Metabolic Disorders
Moderated by Dr. Craig Wagstaff, ND
With personal exposure to toxins, stress and traumas ever on the rise, metabolic disorders are becoming more prevalently seen in our daily practice. Focus is usually placed on lab testing and pharmaceutical solutions, but emotional trauma may also and can play a contributing role or act as a root cause of metabolic disorders. Join Dr. Wagstaff as he discusses the impact of emotional traumas on the metabolism. Learn assessment, diagnosis and treatment plans for the emotional and physical connections to diabetes, gout, hyper and hypothyroidism. Through practical case reviews, Dr. Wagstaff will explore some of the clinical aspects of PSE therapy, and how the Rubimed remedies can help resolve the underlying emotional traumas related to metabolic dysfunction.
Psycho physiology of stress and its management.PDF
Psycho physiology of stress and its management.PDFRetired Medical Officer, The M. S. University of Baroda, Vadodara
The PPT set describes the psycho-physiology of stress and its management through Yoga, Meditation and Hypnosis. An individualized, evidence based approach to mus
This document discusses an approach to medically unexplained symptoms (MUS) in primary care. It describes a case of a 34-year-old woman with intractable symptoms and outlines a 5-step approach physicians can take to diagnose and treat MUS: 1) establish a successful doctor-patient relationship, 2) help patients understand their illness, 3) help patients commit to participating in their care, 4) help patients set realistic goals, and 5) negotiate treatment plans including pharmacologic and non-pharmacologic elements. The case study demonstrates how applying this approach helped the patient achieve long-term goals like improved work and relationships.
Assignment 1 Gastrointestinal Tract Disorders of MotilityJ.docx
Assignment 1: Gastrointestinal Tract: Disorders of Motility
Jamie is a 3-month-old female who presents with her mother for evaluation of “throwing up.” Mom reports that Jamie has been throwing up pretty much all the time since she was born. Jamie does not seem to be sick. In fact, she drinks her formula vigorously and often acts hungry. Jamie has normal soft brown bowel movements every day and, overall, seems like a happy and contented baby. She smiles readily and does not cry often. Other than the fact that she often throws up after drinking a bottle, she seems to be a very healthy, happy infant. A more precise history suggests that Jamie does not exactly throw up—she does not heave or act unwell—but rather it just seems that almost every time she drinks a bottle she regurgitates a milky substance. Mom thought that she might be allergic to her formula and switched her to a hypoallergenic formula. It didn’t appear to help at all, and now Mom is very concerned.
Cases like these are not uncommon. The mother was concerned and thinking her daughter may have an allergy; she changed to a different formula. However, sometimes babies have immature GI tracts that can lead to physiology reflux as they adapt to normal life outside the uterus. Parents often do not consider this possibility, prompting them to change formulas rather than seeking medical care. As in the case study above, GI alterations can often be difficult to identify because many cause similar symptoms. This same issue also arises with adults—adults may present with symptoms that have various potential causes. When evaluating patients, it is important for the advanced practice nurse to know the types of questions he or she needs to ask to obtain the appropriate information for diagnosis. For this reason, you must have an understanding of common GI disorders such as gastroesophageal reflux disease (GERD), peptic ulcer disease (PUD), and gastritis.
To Prepare
· Review this week’s media presentation on the gastrointestinal system.
· Review Chapter 35 in the Huether and McCance text. Identify the normal pathophysiology of gastric acid stimulation and production.
· Review Chapter 37 in the Huether and McCance text. Consider the pathophysiology of gastroesophageal reflux disease (GERD), peptic ulcer disease (PUD), and gastritis. Think about how these disorders are similar and different.
· Select a patient factor different from the one you selected in this week’s Discussion: genetics, gender, ethnicity, age, or behavior. Consider how the factor you selected might impact the pathophysiology of GERD, PUD, and gastritis. Reflect on how you would diagnose and prescribe treatment of these disorders for a patient based on this factor.
· Review the “Mind Maps—Dementia, Endocarditis, and Gastro-oesophageal Reflux Disease (GERD)” media in the Week 2 Learning Resources. Use the examples in the media as a guide to construct a mind map for gastritis. Consider the epidemiology and clinical presentat.
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