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Week 5 Pharmacology

Week 5 Pharmacology.

I’m working on a nursing discussion question and need an explanation to help me understand better.

Chief complaint: “ My right great toe has been hurting for about 2 months and now it’s itchy, swollen and yellow. I can’t wear closed shoes and I was fine until I started going to the gym”.HPI: E.D a 38 -year-old Caucasian female presents to the clinic with complaint of pain, itching, inflammation, and “yellow” right great toe. She noticed that the toe was moderately itching after she took a shower at the gym. She did not pay much attention. About two weeks after the itching became intense and she applied Benadryl cream with only some relief. She continued going to the gym and noticed that the itching got worse and her toe nail started to change color. She also indicated that the toe got swollen, painful and turned completely yellow 2 weeks ago. She applied lotrimin AF cream and it did not help relief her symptoms. She has not tried other remedies.Denies associated symptoms of fever and chills. PMH: Diabetes Mellitus, type 2.Surgeries: NoneAllergies: AugmentinMedication: Metformin 500mg PO BID.Vaccination History: Immunization is up to date and she received her flu shot this year.Social history: College graduate married and no children. She drinks 1 glass of red wine every night with dinner. She is a former smoker and quit 6 years ago.Family history:Both parents are alive. Father has history of DM type 2, Tinea Pedis. mother alive and has history of atopic dermatitis, HTN.ROS:Constitutional: Negative for fever. Negative for chills.Respiratory: No Shortness of breath. No OrthopneaCardiovascular: Regular rhythm.Skin: Right great toe swollen, itchy, painful and discolored.Psychiatric: No anxiety. No depression.Physical examination:Vital SignsHeight: 5 feet 5 inches Weight: 140 pounds BMI: 31 obesity, BP 130/70 T 98.0, P 88 R 22, non-laboredHEENT: Normocephalic/Atraumatic, Bilateral cataracts; PERRL, EOMI; No teeth loss seen. Gums no redness.NECK: Neck supple, no palpable masses, no lymphadenopathy, no thyroid enlargement.LUNGS: No Crackles. Lungs clear bilaterally. Equal breath sounds. Symmetrical respiration. No respiratory distress.HEART: Normal S1 with S2 during expiration. Pulses are 2+ in upper extremities. 1+ pitting edema ankle bilaterally.ABDOMEN: No abdominal distention. Nontender. Bowel sounds + x 4 quadrants. No organomegaly. Normal contour; No palpable masses.GENITOURINARY: No CVA tenderness bilaterally. GU exam deferred.MUSCULOSKELETAL: Slow gait but steady. No Kyphosis.SKIN: Right great toe with yellow-brown discoloration in the proximal nail plate. Marked periungual inflammation. + dryness. No pus. No neuro deficit.PSYCH: Normal affect. Cooperative.Labs: Hgb 13.2, Hct 38%, K+ 4.2, Na+138, Cholesterol 225, Triglycerides 187, HDL 37, LDL 190, TSH 3.7, glucose 98.Assessment:Primary Diagnosis: Proximal subungual onychomycosisDifferential Diagnosis: Irritant Contact Dermatitis, Lichen Planus, Nail PsoriasisSpecial Lab:Fungal culture confirms fungal infection.As an NP student, you need to determine the medications for onychomycosis.1. According to the AAFP/CDC Guidelines, what antifungal medication(s) should this patient be prescribed, and for how long? Write her complete prescriptions using the prescription writing format in your textbook.2. What labs for baseline and follow up of therapy would you order for this patient? Give rationale.You need 1 initial post and 1 reply for this DB. Total of 2 posts supported by peer-reviewed references, and in APA 6th ed format.
Week 5 Pharmacology

To increase the use of specific details on environmental protection, students are required to review informational websites in groups of ten and complete personal blogs based on their understanding on environmental conservation and how they can encourage others to conserve the environment. A full-fledged lesson plan that includes the environmental learning activity as the centerpiece Name of the lesson: Environmental learning Grade level: Subject: Prepared by: The lesson plan will follow the following steps: Review. The lesson requires the students to understand the meaning of reviewing, discussing and using the information for a student-centered activity. I need all the students to have a recap of the above terms and how they are best done. Similarly, they should be conversant with multimodal elements. Since it in an environmental learning, I will provide a brief introduction to the lesson touching on the above terms so that the students have a foundation on how to approach the assignment. Launch The lesson necessitates students to organize their information on reviewing of non-literary items and how to use discussions for sharing information and coming up with consolidated results. Environmental teaching can be used in conjunction, particularly assignments/problems when students work together to identify the issue/concept/objective and apply what they learn about how to communicate effectively and appropriately their view, opinion or perspective (Hillocks, 1984). Consequently, I require all students to answer how they can review items as a group and apply the results from the discussion in personal assignments. Deliver Overview and purpose: The lesson will allow students to assess some of the informational websites and understand how they are made and use the information for their blogs on environmental conservation. A blog is an information website where an individual or group shares their views concerning a particular issue whereby the recent posts appear first (Djuraskovic, 2018). Students are expected to use the knowledge they have on persuasion and presentation to convince others to safeguard the environment. The purpose of the lesson is to equip the students with knowledge about the use of specific details on environmental conservation and apply it in real life personal writing through blogs. The assignment expands the knowledge of the students in collaboration to studies, application of learned knowledge, making inferences, persuasion, environmental conservation, and technology use. Materials required: The materials needed for the lesson include the web, personal computers, reference books, pens, internet connection and a project to be used by the teacher in demonstrating relevant information to the students. The lesson is crucial for the students as it enables them to transfer the knowledge they learn in class into real life issues such as environmental conservation. Similarly, the lesson will allow them to use specific details in the issue thereby increasing the sudents’ mastery on the application of concepts learned in class into real-world situations. Expected outcomes: By the end of the lesson, I expect every student to demonstrate considerable knowledge on blog writing and environmental conservation. Therefore, the group discussion should lead formulation of a simple outline of a blog, and at the end, every student will be expected to submit a well-written blog on environmental conservation. Required prior knowledge: The lesson requires the students to review informational websites and come up with their blogs which will convince individuals to conserve the environment. As a result, the students will apply knowledge learned in previous lessons such as article review, argument delivery, persuasion skills and excellent presentation skills. They should also know multimodal elements. These elements include pictures, audio, and visuals which utilize both signs of linguistic system and visual-spatial meaning systems (Lemke, 2005).This prior knowledge will help the group to understand how the information is arranged as well as enabling the individual students to come up with real blogs that are persuasive and show portray the significance of environmental conservation. Procedures/steps: I will first introduce the lesson to the students and state the purpose, expected outcomes and the prior knowledge that is needed for the lesson. I will then allow the students to form groups of ten. After creatingof groups, the students will begin on a search for informational websites using their personal computers and the school internet connection. The students will then put down few notes on the arrangement of the informational websites. The students will then break from their groups and submit their notes on the outline of blogs to the teacher for assessment. I will then take the students through an explanation the requirements of blog writing. The students will then start their assignments on writing blogs on environmental conservation. Finally, the teacher will assess the work of every student and make follow up to ensure that the students improve the process by giving another assignment on the same issue. Apply Discussion and review: The students will form group of ten and sit together to review various informational websites. The review will not be limited informational websites offering information about a particular issue but will rather focus on any blog. In environmental learning, “Teachers, in contrast to the presentational, are likely to minimize lecture and teacher-led discussion, structuring activities so that, while teachers may provide brief introductory lectures, students work on particular tasks in small groups before proceeding to similar tasks independently.” (Hillocks, 1984, p. 144). The students are required to go through at least five informational sites and a maximum of seven to save on time. They will read the blogs to understand them. I will supervise the class to ensure that there is order and all students contribute to the assignment. The students will identify and develop the arrangement/outline of the informational websites. They will then compare the outline of the blogs they have analyzed and come up with a general framework that will be used by each group member to write a personal blog on environmental conservation. Blog writing: Then students will then embark on knowledge application whereby they will apply the prior and current knowledge in writing a personal blog. The students will write several strategies that can be used to conserve the environment. They will use the previously learned knowledge of persuasion to persuade others to make an effort towards safeguarding the environment. Each student is required to write a blog of two pages. This is a concise piece of work that goes straight to the point, and therefore quality surpasses quantity. The students will follow the format they established during the group discussion while incorporating my suggestions made after the group discussion. Close Assessment: There is the need for students to understand the concepts learned in class and apply them in real life examples. Consequently, I will assess the work of the students to ensure that they follow the necessary steps and the assignment is donesatisfactorily. I will ensure that the groups are productive and each memberplays a part in the establishment of the process. The success of the groups shall be measured on how the group has come up with a good and appealing outline of the blog. The groups will be allowed to justify their outlines,and the teacher will then advise them on the necessary amendments to make and what needs to be includedon the personal blog. The students will then start writing their blogs following assignment requirements, the teacher’s recommendations and the outline identified during the group discussion. It is a critical assignment not only for the students but also for the world as these blogs can have a life-changing impact on many individuals. They can persuade people to be pioneers in safeguarding the environment and eventually result in improved conservation and safeguarding of natural resources. I will then assess how each student has used prior knowledge and the current understanding of environmental trends into the assignment. Those who demonstrate a proficientknowledge of environmental trends and conservation milestones will be awarded a better grade while the students whose their tasks are not satisfactory will be givena chance to repeat the work and submit it in the next class. Enrichment: Blogs are supposed to be continuous and regular whenever possible. The students are required to write blogs on the same issue after every two weeks and submit them to the teacher. This will help them improve their writing and communication. Persuasion is essential when dealing with specific topics and therefore, the students will master the art of persuasion through blog writing to inform the people on the need to conserve the environment, how to conserve it and the obligation of everyone in preserving the environment. A reflection that justifies the choices The lesson plan is crucial for the class and will lead to learning in several ways. Firstly, the activity is student-centered,and therefore students feel motivated to act on it. Student-centeredness means that student needs are given priority, and they have the responsibility of making inquiries, applying knowledge and making meaning of whatever they learn (Gorzycki, 2018). It helps to increase the time they spend on activities involving analysis, evaluation and information processing. I will create a conducive environment for learning. “The environmental mode is characterized by (1) clear and specific objectives, such as to increase the use of specific detail and figurative language; (2) materials and problems selected to engage students with each other in specifiable processes important to some particular aspect of writing; and (3) activities, such as small group problem-centered discussions, conducive to high levels of peer interaction concerning specific tasks.” (Hillocks, 1984, p.144). Environmental learning is essential as it is characterized by clear objectives with increased use of specific details, description of necessary materials and activities such as group-centered discussions. The lesson plan also allows the teacher to communicate the purpose of the assignment, the expected outcomes, the materials required and the need for the use of prior knowledge. Prior knowledge is essential for learners as it enables the students to use it to expand their knowledge. Mainly, the knowledge helps the student to learn a topic and understand it better. It, therefore, forms the basis of future knowledge,and it allows the student to learn continuously. Additionally, the lesson plan illustrates the necessary steps to be followed during the session. Consequently, it will enable the students to focus on a particular stage at a time and learn the requirements efficiently. Moreover, the lesson incorporates student discussions as a way of learning and sharing information. Discussions and reviews are vital in opening up the minds of the students and sharing of information among the students (Cumming, 2010). Sharing of information leads to a collective bargain that lead to practical outcomes. The expected outcomes of the assignment include a demonstration of deep understanding of environmental conservation and blog writing. As a result, the discussion will lead to the establishment of a general outline for writing that could prove to be difficult for an individual student. This means that the students learn from each other more easily than if they were left to accomplish the assignment on their own or by merely being given instructions by the teacher (Cumming, 2010). Students can discuss review several informational websites thereby expanding their knowledge on blog writing. Furthermore, the lesson plan allows me to assess the progress of the groups. I am also able to inform the students of the corrections needed. Eventually, students can learn during the assessment period and be able to make the necessary amendments to their outlines. The lesson plan is also capable of fostering transfer outside the classroom. Transferentails application of knowledge learned from one lesson or context to another of a near of far context (Thadani, 2013). Precisely, the lesson plan allows the student to review several informational websites and discuss their outlines. Eventually, the students are expected to come up with a general outline that can be used for a personal blog. Furthermore, the lesson plans necessitate the students to apply the outline in blog writing, use prior knowledge on persuasion and use personal knowledge and understanding of environmental conservation to write the blogs. It thus reveals that students can apply the knowledge they learn from the lesson to another context since they have a foundation on the application of learned knowledge. Additionally, the students are required to write regular blogs on the same issue. It means that the students understand the application of knowledge and will, therefore, be able to apply the knowledge in other fields or contexts. The information learned during the lesson can be applied in the workplace by writing articles for magazines as well as writing policies for organizations concerned with environmental conservation. I predict that the students will be able to apply the blog writing skill taught during the lesson more often in their future because they will be extremely conversant with blog writing by the end on their sessions due to the practice. The student is required to write a personal blog after every two weeks so by the end of schooling they will be masters in blog writing and the zeal and determination in writing them will be high. It will be possible for them to write blogs on any topic since they understand the outline and the content that needs to be reflected on a blog. Similarly, they will have gained interest in blog writing due to continued exposure, and therefore it is highly likely that they will apply the skill in the future. References Cumming, J. (2010). Student-initiated group management strategies for more effective and enjoyable group work experiences. Journal Of Hospitality, Leisure, Sport
Ch 3 Commonalities and Human Diversity Questions.

In Chapter 3 of the Kilpatrick & Holland book, the authors (A.C. Kilpatrick, June Gary Hopps (my mentor, UGA professor) & K.J. Gray cited Rogers, Gendlin, Kiesler, and Traux (1969) as stating that “a therapist ability to function in three core emotional and interpersonal dimensions” has great impact on effectiveness.1)A. Identify these three core characteristics and explain them.B). Explain their significance in practice with clients2. These authors named seven/eight principles in the Helping Relationship, identify and/or describe/explain them. 3. Explain/describe what these authors mean by the following concept: A) Ethnic-sensitive practice model B). Provide three assumptions of these concept4. Explain/describe what these authors mean by the following concept: A). Multicultural perspectiveB). List three assumptions of this concept5. Explain the concepts of “Power” and “Powerlessness.” A). Describe one way that a dominant group acquires and holds onto (maintains) its resources and power (to the detriment of the minority or less the privileged)?B. As a social worker, what can you do to redress, address, confront, or stop any issues of power imbalances, unfair domination, power improprieties or abusive power practices against minorities, vulnerable groups, or clients or even against yourself?
Ch 3 Commonalities and Human Diversity Questions

Walden University Testing for One Way ANOVA Discussion.

Now it is time to put all of that good practice to use and answer a social research question with the one-way ANOVA. As you head into the assignment, be sure and pay close attention to the assumptions of the test. Specifically, make sure the dependent and independent variables (factor) are amenable to use in the ANOVA (i.e., be sure to note levels of measurement). For this Assignment, you will examine the one-way ANOVA based on a research question. To prepare for this Assignment: Review this week’s Learning Resources and media program related to one-way ANOVA testing.Using the SPSS software, open the Afrobarometer dataset or the High School Longitudinal Study dataset (whichever you choose) found in the Learning Resources for this week.Based on the dataset you chose, construct a research question that can be answered with a one-way ANOVA.Once you perform your one-way ANOVA analysis, review Chapter 11 of the Wagner text to understand how to copy and paste your output into your Word document. For this Assignment: Write a 2- to 3-paragraph analysis of your one-way ANOVA results for your research question. If you are using the Afrobarometer Dataset, report the mean of Q1 (Age). If you are using the HS Long Survey Dataset, report the mean of X1SES. Do not forget to evaluate if the assumptions of the test are met. Include any post-hoc tests with an analysis of the strength of any relationship found (effect size). Also, in your analysis, display the data for the output. Based on your results, provide an explanation of what the implications of social change might be. Use proper APA format, citations, and referencing for your analysis, research question, and display of output. Frankfort-Nachmias, C., Leon-Guerrero, A., & Davis, G. (2020). Social statistics for a diverse society (9th ed.). Thousand Oaks, CA: Sage Publications. Chapter 11, “Analysis of Variance” (pp. 373-399) Wagner, III, W. E. (2020). Using IBM® SPSS® statistics for research methods and social science statistics (7th ed.). Thousand Oaks, CA: Sage Publications. Chapter 10, “Analysis of Variance” Chapter 11, “Editing Output” (previously read in Week 2, 3, 4, 5. and 6)
Walden University Testing for One Way ANOVA Discussion

ACTG 76 Foothill Authentic Transformational And Servant Leadership Discussion Ques

ACTG 76 Foothill Authentic Transformational And Servant Leadership Discussion Ques.

1. Choose someone from the business or accounting world who you think is an authentic leader and
explain why you believe that to be true. 2. Distinguish between authentic leadership, transformational leadership, and servant leadership. Are
all necessary to change individuals and social systems within an organization?4. Values-driven leadership as envisioned in the Giving Voice to Values technique poses the following
question: Once I know what is right, how do I get it done and get it done effectively? Discuss how an
authentic leader would go about addressing this question.6. It might be said that an effective, ethical leader is one who adheres to ‘situational’ ethics. Explain
what this means. Do you agree?11. Why do you think studies show that no single factor has a bigger impact on the ethicality of a firm’s
culture than the personal examples set by firm leaders?
ACTG 76 Foothill Authentic Transformational And Servant Leadership Discussion Ques

Funding Project

online assignment help Funding Project.

I’m working on a entrepreneurship question and need guidance to help me understand better.

Yes, I am supporting your project. But…You need investor!To find investor, you have to produce your Business Plan. It’s your document to describe the financial perspective for your business. As investor, I will consider your project if I am sure that I will obtain return.But in the same time, I will consider scalability, sustainability and objectivity to your Business Plan. It’s a challenge, but it’s the way to develop your project.In the document corresponding with this assignment, you will find informations, and questions to help you to get an Idea.Don’t forget that an Business Plan is the translation of your strategy.In the course notes and textbook, you can find example and template for your Business Plan. Please feel free to use it.Please look the document join to answers questions.After, you will have more idea on how to do your own document. Please make sure to respect your strategy, your storytelling to prepare a strong business plan.
Funding Project

UF Why Colonists Declare Independence from Britain & Did the Revolution Solve Those Problems Essay

UF Why Colonists Declare Independence from Britain & Did the Revolution Solve Those Problems Essay.

Essay Prompt: Why did colonists declare independence from Britain, and did the Revolution solve those problems? In your paper, make an argument for what was the most significant grievance colonists had with Britain, and why/how they thought a revolution was the solution. Also analyze whether the Revolution (as a war and a political transformation) resolved the issue. Be specific about who among the colonial population most identified with the cause you have chosen. Though the Constitution of 1787 does not necessarily need to be central to your thesis, you must state somewhere in your paper whether the Constitution did or did not change the thing you are analyzing. Use Freedoms We Lost, at least one primary source, and at least one lecture as evidence. You may also wish to bring in the American Yawp textbook chapters.You might base your argument around practical grievances like taxes or threats to slaveholding, or ideological motivations such as republicanism or natural rights. An excellent thesis will connect ideology and material interests. Format: 1250-1500 words, 12 pt. font, double-spaced. Put all of your citations in footnotes. No parenthetical citations. You may cite the book in a simplified version of Chicago style, i.e.: Smith, Freedoms We Lost, page number. For primary sources, use the title and date, as in: “Petition for Freedom to Slaves” (1777). For lecture, write Lecture, “Title of Lecture.”All essays must have a clear thesis which is stated in the introduction and developed throughout the paper. See the History Paper Writing Guide.docx for more.
UF Why Colonists Declare Independence from Britain & Did the Revolution Solve Those Problems Essay

Causes And Effects Of Coronary Heart Disease

Share this: Facebook Twitter Reddit LinkedIn WhatsApp Coronary Heart disease, or CHD as it is abbreviated, is one of the UK’s biggest causes of death, with one in every four men and one in every six women dying from the disease in the UK alone (nhs.co.uk). CHD is defined by the Medical Dictionary as ‘a heart disease due to an abnormality of the coronary arteries, obstructing the delivery blood and oxygen to the heart’ (medicaldictionary.com) and ‘a condition that reduces blood flow through the coronary arteries to the heart.’ (Mariame-Webster,(1995), p.p 141) An ischemia is the medical term used to describe a restriction of blood flow and is one of many key concepts when discussing CHD; a coronary ischemia may lead to chest pains or angina pectoris. Angina pectoris is commonly cause by atherosclerosis, a narrowing of the blood vessels which in turn restricts sufficient flow of blood and oxygen reaching the heart, the narrowing is the result of fat and cholesterol build up within the artery. If the flow is restricted for too long and insufficient blood and oxygen levels reach the heart the individual will suffer a heart attack or myocardial infarction as it is medically known. These are serious and can be fatal, in the UK alone there are approximately 124,000 heart attacks each year. In 2006 11% of men admitted for myocardial infarction had died within 30 days compared to 15% of women, showing fatalities are higher in women (heartstats.org). There are many risk factors which can be attributing factors to the progression of CHD, many of which will be discussed within the next chapter. Pathophysiology of Coronary Heart Disease: As previously touched upon, Coronary Heart Disease is caused by a build up of fat deposits within the coronary arteries and more than 110,000 people in the UK die each year because of this condition. These fatty deposits or atheroma as they are medically termed are a mixture of cholesterol and other waste products which cause a narrowing in the endothelium of the arteries. The endothelium is the innermost layer of the arteries; it is made of a thin layer of endothelial cells which leave a smooth coating allowing the blood to flow through easily. However if the endothelium becomes damaged, Phagocytic cells migrate to the damaged area which starts accumulating lipids. Fatty deposits build up, causing a narrowing in the arteries, connective tissues form from the smooth lining to repair the damaged site. The process in which the arteries narrow due to the build up of these fatty deposits (atheroma) is known as atherosclerosis. Many people would believe that atherosclerosis is a disease of the elderly; however this is not strictly true, it would be more appropriate to acknowledge it as a paediatric disease, as the pathological changes that lead to its development are present in infancy and continue to progress throughout childhood (Wilmore J, Costill D

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