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  • [Solved] discussion 1

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  • [Solved] discussion

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    **files (1)** – ## ArgumentResearchPaperOutlineWorksheet.docx **## ArgumentResearchPaperOutlineWorksheet.docx** 4 **Outline for Research Paper # 2** **Title of your Paper** Student Name School Class Prof. Name Due date **_Outline Worksheet_ _for Argumentative Research Paper_** **_Write Title of your…

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    **files (1)**

    – ## ArgumentResearchPaperOutlineWorksheet.docx

    **## ArgumentResearchPaperOutlineWorksheet.docx**

    4

    **Outline for Research Paper # 2**

    **Title of your Paper**

    Student Name

    School

    Class

    Prof. Name

    Due date

    **_Outline Worksheet_ _for Argumentative Research Paper_**

    **_Write Title of your Paper Here_**

    **_(Type your information in the blank spaces. PROVIDE IN-TEXT CITATIONS FOR EACH EVIDENCE)._**

    I.
    **Intro:** Your introductory paragraph sets the stage or the context for the position you are arguing for.

    **What is the argumentative question you are exploring based on a theme, or a combination of themes explored this term?** Please phrase this as a question.

    a.
    **Hook:** This is an attention grabber.

    b.
    **Background information:** This section of your paper gives the reader the basic information he or she needs to understand your position. This could be part of the introduction, but may work as its own section.

    c.
    **Thesis:**  What is the stance you are taking on the topic based on your research?  The answer to this question will be your THESIS STATEMENT:
    _(Do not write your entire introductory paragraph here. Just write the thesis statement itself)_

    **II.** **Develop Your Argument:** All evidence you present in this section should support your position. This is the heart of your essay. Generally, you begin with a general statement that you back up with specific details or examples. Depending on how long your argument is, you will need to devote one to two well-developed paragraphs to each reason/claim or type of evidence.

    **a.** **Reason 1:** Give one major detail that supports your thesis

    **i.** **Evidence 1a:** Give one minor detail as to why claim 1 supports the thesis

                                            ii.
    **Evidence 1b**: Give a second, minor detail as to why claim 1 supports the thesis

                                           iii.
    **Evidence 1c:** Give a third, minor detail as to why claim 1 supports the thesis

    **b.** **Reason 2:** Give a second major detail that supports your thesis

                                              i.
    **Evidence 2a:** Give one minor detail as to why claim 2 supports the thesis

                                            ii.
    **Evidence 2b:** Give a second, minor detail as to why claim 2 supports the thesis

                                           iii.
    **Evidence 2c:** Give a third, minor detail as to why claim 2 supports the thesis

    **c.** **Reason 3:** Give a third major detail that supports your thesis

                                              i.
    **Evidence 3a**: Give one minor detail as to why claim 3 supports the thesis

                                            ii.
    **Evidence 3b:** Give a second, minor detail as to why claim 3 supports the thesis

                                           iii.
    **Evidence 3c:** Give a third, minor detail as to why claim 3 supports the thesis

    _You may add more claims and evidence if needed_

    **III.** **Refuting Opponents’ Arguments:** Any well-written argument must anticipate and address positions in opposition to the one being argued.  Pointing out what your opposition is likely to say in response to your argument shows that you have thought critically about your topic. Addressing the opposite side actually makes your argument stronger!  Generally, this takes the form of a paragraph that can be placed either after the introduction or before the conclusion.

    a.
    **Opposing view 1:** Give a valid counter argument to your stance

                                              i.
    **Refutation 1:** Give reason as to why opposing view 1 is inferior to your stance

    b.
    **Opposing view 2**: Give a second counter argument to your stance

                                              i.
    **Refutation 2:** Give reason as to why opposing view 2 is inferior to your stance

    _You may add more opposing views and refutation if needed_

    IV.
    **Conclusion:** The conclusion should bring the essay to a logical end. It should explain what the importance of your issue is in a larger context. Your conclusion should also reiterate why your topic is worth caring about. Some arguments propose solutions or make prediction on the future of the topic.  Show your reader what would happen if your argument is or is not believed or acted upon as you believe it should be.

    **a.** **Restate the importance of your issue**

    b.
    **Paint a picture of the world depicting what would happen if your argument is (or is not) implemented.**

    **References**

    **Include the 8 sources here. They are the same you used for your Annotated Bibliography.**

    **## ArgumentResearchPaperOutlineWorksheet.docx**

    4

    **Outline for Research Paper # 2**

    **Title of your Paper**

    Student Name

    School

    Class

    Prof. Name

    Due date

    **_Outline Worksheet_ _for Argumentative Research Paper_**

    **_Write Title of your Paper Here_**

    **_(Type your information in the blank spaces. PROVIDE IN-TEXT CITATIONS FOR EACH EVIDENCE)._**

    I.
    **Intro:** Your introductory paragraph sets the stage or the context for the position you are arguing for.

    **What is the argumentative question you are exploring based on a theme, or a combination of themes explored this term?** Please phrase this as a question.

    a.
    **Hook:** This is an attention grabber.

    b.
    **Background information:** This section of your paper gives the reader the basic information he or she needs to understand your position. This could be part of the introduction, but may work as its own section.

    c.
    **Thesis:**  What is the stance you are taking on the topic based on your research?  The answer to this question will be your THESIS STATEMENT:
    _(Do not write your entire introductory paragraph here. Just write the thesis statement itself)_

    **II.** **Develop Your Argument:** All evidence you present in this section should support your position. This is the heart of your essay. Generally, you begin with a general statement that you back up with specific details or examples. Depending on how long your argument is, you will need to devote one to two well-developed paragraphs to each reason/claim or type of evidence.

    **a.** **Reason 1:** Give one major detail that supports your thesis

    **i.** **Evidence 1a:** Give one minor detail as to why claim 1 supports the thesis

                                            ii.
    **Evidence 1b**: Give a second, minor detail as to why claim 1 supports the thesis

                                           iii.
    **Evidence 1c:** Give a third, minor detail as to why claim 1 supports the thesis

    **b.** **Reason 2:** Give a second major detail that supports your thesis

                                              i.
    **Evidence 2a:** Give one minor detail as to why claim 2 supports the thesis

                                            ii.
    **Evidence 2b:** Give a second, minor detail as to why claim 2 supports the thesis

                                           iii.
    **Evidence 2c:** Give a third, minor detail as to why claim 2 supports the thesis

    **c.** **Reason 3:** Give a third major detail that supports your thesis

                                              i.
    **Evidence 3a**: Give one minor detail as to why claim 3 supports the thesis

                                            ii.
    **Evidence 3b:** Give a second, minor detail as to why claim 3 supports the thesis

                                           iii.
    **Evidence 3c:** Give a third, minor detail as to why claim 3 supports the thesis

    _You may add more claims and evidence if needed_

    **III.** **Refuting Opponents’ Arguments:** Any well-written argument must anticipate and address positions in opposition to the one being argued.  Pointing out what your opposition is likely to say in response to your argument shows that you have thought critically about your topic. Addressing the opposite side actually makes your argument stronger!  Generally, this takes the form of a paragraph that can be placed either after the introduction or before the conclusion.

    a.
    **Opposing view 1:** Give a valid counter argument to your stance

                                              i.
    **Refutation 1:** Give reason as to why opposing view 1 is inferior to your stance

    b.
    **Opposing view 2**: Give a second counter argument to your stance

                                              i.
    **Refutation 2:** Give reason as to why opposing view 2 is inferior to your stance

    _You may add more opposing views and refutation if needed_

    IV.
    **Conclusion:** The conclusion should bring the essay to a logical end. It should explain what the importance of your issue is in a larger context. Your conclusion should also reiterate why your topic is worth caring about. Some arguments propose solutions or make prediction on the future of the topic.  Show your reader what would happen if your argument is or is not believed or acted upon as you believe it should be.

    **a.** **Restate the importance of your issue**

    b.
    **Paint a picture of the world depicting what would happen if your argument is (or is not) implemented.**

    **References**

    **Include the 8 sources here. They are the same you used for your Annotated Bibliography.**

  • [Solved] Creating a Database

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    How to best create a database

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    How to best create  a database

  • [Solved] Bb 4 pg ppr

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  • [Solved] Collaboration for Improving Outcomes – Case Management Implementation Plan

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    ### **Instructions** Having learned more about case management through the readings in this course and first three assignments, for the final project you are creating a plan to implement case management at your workplace. Use your chosen chronic illness/disease (Diabetes Mellitus Type 2) from compet…

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    ### **Instructions**

    Having learned more about case management through the readings in this course and first three assignments, for the final project you are creating a plan to implement case management at your workplace.    Use your chosen chronic illness/disease (Diabetes Mellitus Type 2) from competency one.  Imagine that case management is not being used for your chosen illness/disease. Create a plan to use case management at your workplace to help individuals with this illness/disease.  What is your plan? Identify people within your organization who are stakeholders or would support your plan to use case managers for this population.  Whose support do you need to get your plan implemented?  How will you get their support? Identify your goals – what do you hope to accomplish with your case management plan?

    Often, starting with our goals helps – it’s a backwards design.  As we think about a case management plan we are proposing for our workplace, what do we want to accomplish?  Remember – goals should be measurable.  For example, if the chosen chronic disease is diabetes, one goal may be:

    – Clients will have decreased incidences of hyperglycemia requiring hospitalization.

    Once we determine what we want to accomplish, we can begin to construct our plan to achieve the goal.  To achieve this goal, our plan may include providing education in a manner the client can understand (being sensitive to cultural needs), access to phone support, or inputting glucose readings into their electronic health record for documentation the case manager can evaluate and use to reach out to the client.

    To put this plan into action, whose support would we need?  Primary Care Physicians, Utilization Review personnel, and the Chief Financial Officer would all have an interest in optimizing patient health and reducing costs.

    **Additional Instructions:**

    1. All submissions should be 2-3 pages and have a title page and reference page.
    2. Utilize a minimum of three scholarly resources (no more than 5 years old).
    3. Adhere to grammar, spelling and punctuation criteria.
    4. Adhere to APA compliance guidelines.

    RUBRIC:

    -Student constructs an implementation plan with 4 or more ways to utilize case managers for chosen illness/disease.

    -Student details an approach with 3 or more elements to gain buy-in from key stakeholders.

    -Student examines 3 or more key outcomes of the case management plan.

    -Three scholarly resources are utilized.

  • [Solved] CONCEPT MAP

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    PLEASE SEE THE ATTACHED DOCUMENT COMPLETE THE CASE IN CONCEPT MAP FORMAT ANSWERING THE DISCUSSION QUESTIONS, MUST BE WELL ORGANIZED, PRODUCTIVE AND CONDENSED WITH INFORMATION , ALSO WITH REFERENCES AND IN WORD DOCUMENT DUE DATE APRIL 2, 2026 NO PLAGIO MORE THAN 10% APA FORMAT – [\ \ PSYCHCONCEPTMA…

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    PLEASE SEE THE ATTACHED DOCUMENT COMPLETE THE CASE IN CONCEPT MAP FORMAT ANSWERING THE DISCUSSION QUESTIONS, MUST BE WELL ORGANIZED, PRODUCTIVE AND CONDENSED WITH INFORMATION , ALSO WITH REFERENCES AND IN WORD DOCUMENT

    DUE DATE APRIL 2, 2026

    NO PLAGIO MORE THAN 10%

    APA FORMAT

    – [\
    \
    PSYCHCONCEPTMAP.pdf](https://www.sweetstudy.com/files/psychconceptmap-pdf "PSYCHCONCEPTMAP.pdf")

  • [Solved] week 5 DB post

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    pick ONE scenario and fill out charts in the attachment. **files (2)** – ## week5db.pdf – ## Week5DiscussionPartI.pdf **## week5db.pdf** Case Scenario 1: Tommy is a 2-year-old brought into the clinic for his well-child examination. His hemoglobin in the clinic is 9g/dL, his serum iron is below norma…

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    Assignment Prompt & Instructions

    pick ONE scenario

    and fill out charts in the attachment.

    **files (2)**

    – ## week5db.pdf

    – ## Week5DiscussionPartI.pdf

    **## week5db.pdf**

    Case Scenario 1: Tommy is a 2-year-old brought into the clinic for his well-child
    examination. His hemoglobin in the clinic is 9g/dL, his serum iron is below normal, TIBC
    is elevated, and his iron saturation is low. Although in remission, Tommy's mother
    mentions she always worries about Tommy since he was diagnosed with infant ALL.

    • Based on these results, what type of anemia does Tommy have?
    • What symptoms and physical exam findings might you expect to find?
    • What is the treatment for this condition?
    • Please give the name of medication, form, dosage, frequency to be given, and

    describe what follow-up is needed.
    • What are some of the common causes for this type of anemia and what anticipatory

    guidance will you give the parents?
    • How would you address his mother’s anxiety about Tommy’s past medical history of

    ALL

    Case Scenario 2: Margaret brought in her 11-year-old daughter Sandy for her well-child
    exam. Sandy has developed axillary and pubic hair and has been complaining of mild
    abdominal cramping off and on for 3 days. Margaret also mentions to you that she is
    concerned about allowing her daughter to participate in a sexuality educational course
    offered at school.

    • What does the evidence say about providing sexuality education at school to
    children?

    • Which approach should you take when taking a sexual history from Sandy?
    • What anticipatory guidance should you give Sandy about her body changes?
    • What anticipatory guidance should you give Margaret about teaching Sandy about

    sex?

    Case Scenario 3: Carlos is a 15-year-old with type 1 DM, diagnosed one year ago. Carlos
    is interested in trying out for a soccer team.

    • What additional information should you know about Carlos?
    • Which diagnostic tests should you periodically monitor for this condition?
    • What anticipatory guidance and instructions will you give Carlos and his parents

    about his participation in soccer, diet, and insulin management?

    Case Scenario 4: You have a 9-year-old female patient who was newly diagnosed with
    hypothyroidism last month. She is here to see you for a well-child exam. The mother
    states that she has not filled the prescription because she wants to discuss alternative
    treatment options.

    • How should you approach the mother on her use of complementary therapy?
    • What should you tell the mother about the need for levothyroxine medication?
    • What does the evidence say about complementary therapy for chronic diseases?

    **## Week5DiscussionPartI.pdf**

    Week 5 Discussion Part I

    Table 1
    Classifications of Anemias

    Table 2
    Differentiate Common Childhood Leukemias

    Complete the information.

    Normocytic Microcytic Macrocytic Hemolytic
    Anemia

    Description

    Clinical
    Findings

    Diagnostic
    Studies
    Management

    Clinical Findings:

    Acute
    Lymphocytic
    Leukemia (ALL)

    Acute Myelogenous Leukemia (AML)

    Occurrence

    Managemen
    t

    Table 3
    Tanner Stages

    Table 4
    Delayed Puberty, Menarche, and Growth Spurts

    Tanner Stages Girls
    (Breast Development)

    Boys
    (Genital Development-
    testes/penis)

    Stage I

    Stage II

    Stage III

    Stage IV

    Stage V

    Answer the following questions.

    How is precocious puberty defined for boys and girls?

    What is considered delayed puberty in boys and girls?

    What labs tests should be ordered for delayed puberty?

    During what age ranges do growth spurts occur in boys and girls?

    What is the average age of menarche in the United States?

    Table 5
    Differen-ate Types of Diabetes

    Table 6

    Hypothyroidism and Hyperthyroidism

    Type 1 Diabetes Type 2 Diabetes

    Age of onset

    Gender

    Race/Ethnicity

    Obesity

    Family History of DM

    Insulin Secretion

    Insulin Sensitivity

    Onset

    Ketosis, DKA

    Hypertension

    Acanthosis nigricans

    Polycystic ovarian
    syndrome
    Islet Autoimmunity

    Differentiate between hypothyroidism and hyperthyroidism

    Clinical Findings Diagnostic
    Studies

    Management

    Hypothyroidism

    Hyperthyroidism

    Table 7

    Drug Interac-on with Herbal Supplements

    Please complete the table of common interactions between FDA-approved
    medications and herbal supplements

    Drug Category Herb Effect of Herb on the
    Drug’s Action

    Iron Tannin-rich herbs (e.g.
    caffeine containing herbs,
    cat’s claw, tea, uva, ursi)

    Laxative, stimulant (e.g.,
    bisacodyl)

    Aloe, cascara sagrada,
    senna, yellow dock

    NSAIDS Gastric irritant herbs (e.g.
    caffeine, rue, uva ursi)
    Nettles

    Oral contraceptives Licorice, St. John’s wort

    Salicylates (e.g. aspirin) Herbs that alkalinize urine
    (e.g. uva ursi)
    Tamarind
    Ginkgo, garlic

    Theophyline St. John’s wort

    Thyroid Hormone Horseradish
    Kelp

    **## Week5DiscussionPartI.pdf**

    Week 5 Discussion Part I

    Table 1
    Classifications of Anemias

    Table 2
    Differentiate Common Childhood Leukemias

    Complete the information.

    Normocytic Microcytic Macrocytic Hemolytic
    Anemia

    Description

    Clinical
    Findings

    Diagnostic
    Studies
    Management

    Clinical Findings:

    Acute
    Lymphocytic
    Leukemia (ALL)

    Acute Myelogenous Leukemia (AML)

    Occurrence

    Managemen
    t

    Table 3
    Tanner Stages

    Table 4
    Delayed Puberty, Menarche, and Growth Spurts

    Tanner Stages Girls
    (Breast Development)

    Boys
    (Genital Development-
    testes/penis)

    Stage I

    Stage II

    Stage III

    Stage IV

    Stage V

    Answer the following questions.

    How is precocious puberty defined for boys and girls?

    What is considered delayed puberty in boys and girls?

    What labs tests should be ordered for delayed puberty?

    During what age ranges do growth spurts occur in boys and girls?

    What is the average age of menarche in the United States?

    Table 5
    Differen-ate Types of Diabetes

    Table 6

    Hypothyroidism and Hyperthyroidism

    Type 1 Diabetes Type 2 Diabetes

    Age of onset

    Gender

    Race/Ethnicity

    Obesity

    Family History of DM

    Insulin Secretion

    Insulin Sensitivity

    Onset

    Ketosis, DKA

    Hypertension

    Acanthosis nigricans

    Polycystic ovarian
    syndrome
    Islet Autoimmunity

    Differentiate between hypothyroidism and hyperthyroidism

    Clinical Findings Diagnostic
    Studies

    Management

    Hypothyroidism

    Hyperthyroidism

    Table 7

    Drug Interac-on with Herbal Supplements

    Please complete the table of common interactions between FDA-approved
    medications and herbal supplements

    Drug Category Herb Effect of Herb on the
    Drug’s Action

    Iron Tannin-rich herbs (e.g.
    caffeine containing herbs,
    cat’s claw, tea, uva, ursi)

    Laxative, stimulant (e.g.,
    bisacodyl)

    Aloe, cascara sagrada,
    senna, yellow dock

    NSAIDS Gastric irritant herbs (e.g.
    caffeine, rue, uva ursi)
    Nettles

    Oral contraceptives Licorice, St. John’s wort

    Salicylates (e.g. aspirin) Herbs that alkalinize urine
    (e.g. uva ursi)
    Tamarind
    Ginkgo, garlic

    Theophyline St. John’s wort

    Thyroid Hormone Horseradish
    Kelp

    **## week5db.pdf**

    Case Scenario 1: Tommy is a 2-year-old brought into the clinic for his well-child
    examination. His hemoglobin in the clinic is 9g/dL, his serum iron is below normal, TIBC
    is elevated, and his iron saturation is low. Although in remission, Tommy's mother
    mentions she always worries about Tommy since he was diagnosed with infant ALL.

    • Based on these results, what type of anemia does Tommy have?
    • What symptoms and physical exam findings might you expect to find?
    • What is the treatment for this condition?
    • Please give the name of medication, form, dosage, frequency to be given, and

    describe what follow-up is needed.
    • What are some of the common causes for this type of anemia and what anticipatory

    guidance will you give the parents?
    • How would you address his mother’s anxiety about Tommy’s past medical history of

    ALL

    Case Scenario 2: Margaret brought in her 11-year-old daughter Sandy for her well-child
    exam. Sandy has developed axillary and pubic hair and has been complaining of mild
    abdominal cramping off and on for 3 days. Margaret also mentions to you that she is
    concerned about allowing her daughter to participate in a sexuality educational course
    offered at school.

    • What does the evidence say about providing sexuality education at school to
    children?

    • Which approach should you take when taking a sexual history from Sandy?
    • What anticipatory guidance should you give Sandy about her body changes?
    • What anticipatory guidance should you give Margaret about teaching Sandy about

    sex?

    Case Scenario 3: Carlos is a 15-year-old with type 1 DM, diagnosed one year ago. Carlos
    is interested in trying out for a soccer team.

    • What additional information should you know about Carlos?
    • Which diagnostic tests should you periodically monitor for this condition?
    • What anticipatory guidance and instructions will you give Carlos and his parents

    about his participation in soccer, diet, and insulin management?

    Case Scenario 4: You have a 9-year-old female patient who was newly diagnosed with
    hypothyroidism last month. She is here to see you for a well-child exam. The mother
    states that she has not filled the prescription because she wants to discuss alternative
    treatment options.

    • How should you approach the mother on her use of complementary therapy?
    • What should you tell the mother about the need for levothyroxine medication?
    • What does the evidence say about complementary therapy for chronic diseases?

    **## Week5DiscussionPartI.pdf**

    Week 5 Discussion Part I

    Table 1
    Classifications of Anemias

    Table 2
    Differentiate Common Childhood Leukemias

    Complete the information.

    Normocytic Microcytic Macrocytic Hemolytic
    Anemia

    Description

    Clinical
    Findings

    Diagnostic
    Studies
    Management

    Clinical Findings:

    Acute
    Lymphocytic
    Leukemia (ALL)

    Acute Myelogenous Leukemia (AML)

    Occurrence

    Managemen
    t

    Table 3
    Tanner Stages

    Table 4
    Delayed Puberty, Menarche, and Growth Spurts

    Tanner Stages Girls
    (Breast Development)

    Boys
    (Genital Development-
    testes/penis)

    Stage I

    Stage II

    Stage III

    Stage IV

    Stage V

    Answer the following questions.

    How is precocious puberty defined for boys and girls?

    What is considered delayed puberty in boys and girls?

    What labs tests should be ordered for delayed puberty?

    During what age ranges do growth spurts occur in boys and girls?

    What is the average age of menarche in the United States?

    Table 5
    Differen-ate Types of Diabetes

    Table 6

    Hypothyroidism and Hyperthyroidism

    Type 1 Diabetes Type 2 Diabetes

    Age of onset

    Gender

    Race/Ethnicity

    Obesity

    Family History of DM

    Insulin Secretion

    Insulin Sensitivity

    Onset

    Ketosis, DKA

    Hypertension

    Acanthosis nigricans

    Polycystic ovarian
    syndrome
    Islet Autoimmunity

    Differentiate between hypothyroidism and hyperthyroidism

    Clinical Findings Diagnostic
    Studies

    Management

    Hypothyroidism

    Hyperthyroidism

    Table 7

    Drug Interac-on with Herbal Supplements

    Please complete the table of common interactions between FDA-approved
    medications and herbal supplements

    Drug Category Herb Effect of Herb on the
    Drug’s Action

    Iron Tannin-rich herbs (e.g.
    caffeine containing herbs,
    cat’s claw, tea, uva, ursi)

    Laxative, stimulant (e.g.,
    bisacodyl)

    Aloe, cascara sagrada,
    senna, yellow dock

    NSAIDS Gastric irritant herbs (e.g.
    caffeine, rue, uva ursi)
    Nettles

    Oral contraceptives Licorice, St. John’s wort

    Salicylates (e.g. aspirin) Herbs that alkalinize urine
    (e.g. uva ursi)
    Tamarind
    Ginkgo, garlic

    Theophyline St. John’s wort

    Thyroid Hormone Horseradish
    Kelp

    **## week5db.pdf**

    Case Scenario 1: Tommy is a 2-year-old brought into the clinic for his well-child
    examination. His hemoglobin in the clinic is 9g/dL, his serum iron is below normal, TIBC
    is elevated, and his iron saturation is low. Although in remission, Tommy's mother
    mentions she always worries about Tommy since he was diagnosed with infant ALL.

    • Based on these results, what type of anemia does Tommy have?
    • What symptoms and physical exam findings might you expect to find?
    • What is the treatment for this condition?
    • Please give the name of medication, form, dosage, frequency to be given, and

    describe what follow-up is needed.
    • What are some of the common causes for this type of anemia and what anticipatory

    guidance will you give the parents?
    • How would you address his mother’s anxiety about Tommy’s past medical history of

    ALL

    Case Scenario 2: Margaret brought in her 11-year-old daughter Sandy for her well-child
    exam. Sandy has developed axillary and pubic hair and has been complaining of mild
    abdominal cramping off and on for 3 days. Margaret also mentions to you that she is
    concerned about allowing her daughter to participate in a sexuality educational course
    offered at school.

    • What does the evidence say about providing sexuality education at school to
    children?

    • Which approach should you take when taking a sexual history from Sandy?
    • What anticipatory guidance should you give Sandy about her body changes?
    • What anticipatory guidance should you give Margaret about teaching Sandy about

    sex?

    Case Scenario 3: Carlos is a 15-year-old with type 1 DM, diagnosed one year ago. Carlos
    is interested in trying out for a soccer team.

    • What additional information should you know about Carlos?
    • Which diagnostic tests should you periodically monitor for this condition?
    • What anticipatory guidance and instructions will you give Carlos and his parents

    about his participation in soccer, diet, and insulin management?

    Case Scenario 4: You have a 9-year-old female patient who was newly diagnosed with
    hypothyroidism last month. She is here to see you for a well-child exam. The mother
    states that she has not filled the prescription because she wants to discuss alternative
    treatment options.

    • How should you approach the mother on her use of complementary therapy?
    • What should you tell the mother about the need for levothyroxine medication?
    • What does the evidence say about complementary therapy for chronic diseases?

    **## Week5DiscussionPartI.pdf**

    Week 5 Discussion Part I

    Table 1
    Classifications of Anemias

    Table 2
    Differentiate Common Childhood Leukemias

    Complete the information.

    Normocytic Microcytic Macrocytic Hemolytic
    Anemia

    Description

    Clinical
    Findings

    Diagnostic
    Studies
    Management

    Clinical Findings:

    Acute
    Lymphocytic
    Leukemia (ALL)

    Acute Myelogenous Leukemia (AML)

    Occurrence

    Managemen
    t

    Table 3
    Tanner Stages

    Table 4
    Delayed Puberty, Menarche, and Growth Spurts

    Tanner Stages Girls
    (Breast Development)

    Boys
    (Genital Development-
    testes/penis)

    Stage I

    Stage II

    Stage III

    Stage IV

    Stage V

    Answer the following questions.

    How is precocious puberty defined for boys and girls?

    What is considered delayed puberty in boys and girls?

    What labs tests should be ordered for delayed puberty?

    During what age ranges do growth spurts occur in boys and girls?

    What is the average age of menarche in the United States?

    Table 5
    Differen-ate Types of Diabetes

    Table 6

    Hypothyroidism and Hyperthyroidism

    Type 1 Diabetes Type 2 Diabetes

    Age of onset

    Gender

    Race/Ethnicity

    Obesity

    Family History of DM

    Insulin Secretion

    Insulin Sensitivity

    Onset

    Ketosis, DKA

    Hypertension

    Acanthosis nigricans

    Polycystic ovarian
    syndrome
    Islet Autoimmunity

    Differentiate between hypothyroidism and hyperthyroidism

    Clinical Findings Diagnostic
    Studies

    Management

    Hypothyroidism

    Hyperthyroidism

    Table 7

    Drug Interac-on with Herbal Supplements

    Please complete the table of common interactions between FDA-approved
    medications and herbal supplements

    Drug Category Herb Effect of Herb on the
    Drug’s Action

    Iron Tannin-rich herbs (e.g.
    caffeine containing herbs,
    cat’s claw, tea, uva, ursi)

    Laxative, stimulant (e.g.,
    bisacodyl)

    Aloe, cascara sagrada,
    senna, yellow dock

    NSAIDS Gastric irritant herbs (e.g.
    caffeine, rue, uva ursi)
    Nettles

    Oral contraceptives Licorice, St. John’s wort

    Salicylates (e.g. aspirin) Herbs that alkalinize urine
    (e.g. uva ursi)
    Tamarind
    Ginkgo, garlic

    Theophyline St. John’s wort

    Thyroid Hormone Horseradish
    Kelp

  • [Solved] Theory wk 12

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    In this discussion, please post a summary of the "Your Theory" paper, with an emphasis on how you will use "Your Theory" in practice. Posts are a minimum of 300 words, scholarly written, APA formatted and a minimum of 3 references – [\ \ FinalTheTheoryofPsychiatricStabilityThroughStructuredSupport…

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    In this discussion, please post a summary of the "Your Theory" paper, with an emphasis on how you will use "Your Theory" in practice.

    Posts are a minimum of 300 words, scholarly written, APA formatted and a minimum of 3 references

    – [\
    \
    FinalTheTheoryofPsychiatricStabilityThroughStructuredSupport.docx](https://www.sweetstudy.com/files/finalthetheoryofpsychiatricstabilitythroughstructuredsupport-docx-10525483 "FinalTheTheoryofPsychiatricStabilityThroughStructuredSupport.docx")

  • [Solved] PSYCHIATRIC SOAP

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    TOPIC: BIPOLAR DISORDER PATIENT : 35 Y/O HISPANIC MALE RUBRIC ATTACHED MUST FOLLOW EACH SECTION OF THE RUBRIC STRICTLY TO RECEIVE GOOD GRADE. THIS PROFESSOR IS EXTREMELY DEMANDED AND CHECK POINT BY POINT FROM THE RUBRIC. MEET ALL OF THEM PLEASE TO AVOID UPDATES OR DISPUTES DUE TO BAD GRADES PLEASE. …

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    TOPIC: BIPOLAR DISORDER

    PATIENT : 35 Y/O HISPANIC MALE

    RUBRIC ATTACHED MUST FOLLOW EACH SECTION OF THE RUBRIC STRICTLY TO RECEIVE GOOD GRADE. THIS PROFESSOR IS EXTREMELY DEMANDED AND CHECK POINT BY POINT FROM THE RUBRIC. MEET ALL OF THEM PLEASE TO AVOID UPDATES OR DISPUTES DUE TO BAD GRADES PLEASE.

    TEMPLATE ATTACHED: MUST BE COMPLETED WITH THE TEMPLATE ATTACHED WITHOUT MODIFY ANY SECTION, NEED TO BE EXACT THE TEMPLATE I HAVE ATTACHED HERE ALL SECTION. NO MODIFY NOTHING PLEASE.

    THIS IS A PSYCHIATRIC CLASS AND THE TOPIC IS A PSYCHIATRIC PATIENT THEN ALL THE INFORMATION MUST BE RELATED TO A PSYCHIATRIC CASE.

    APA STYLE

    SCHOLARLY REFERENCES WITHIN THE PAST 5 YEARS WITH DOI#

    WILL BE SUBMITTED VIA TURNITIN CANT HAVE MORE THAN 10% PLAGIARISM

    DUE DATE APRIL 2, 2026

    – [\
    \
    PsychiatricSOAPNoteRubric.pdf](https://www.sweetstudy.com/files/psychiatricsoapnoterubric-pdf "PsychiatricSOAPNoteRubric.pdf")
    – [\
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    GraduateComprehensivePsychiatricEvaluationTemplate.docx](https://www.sweetstudy.com/files/graduatecomprehensivepsychiatricevaluationtemplate-docx-10525629 "GraduateComprehensivePsychiatricEvaluationTemplate.docx")

  • [Solved] Politics wk 12

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    Reflect on the information you have learned in the course. How has your knowledge of policy and politics in nursing evolved from Module 1, when you were asked to describe your knowledge. Name one specific issue or current topic in healthcare and how you could make a change by applying the course the…

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    Reflect on the information you have learned in the course. How has your knowledge of policy and politics in nursing evolved from Module 1, when you were asked to describe your knowledge.  Name one specific issue or current topic in healthcare and how you could make a change by applying the course theory.

    Posts are a minimum of 300 words, scholarly written, APA formatted and a minimum of 3 references