Nursing

Cell Matrix Assignment
Cell Matrix Assignment
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MHA 506 WEEK 3 BCG Growth-Share Matrix and GE/McKinsey Nine Cell Matrix
BCG Growth-Share Matrix and GE/McKinsey Nine Cell Matrix Assignment
The life cycle of any product or service is key in the development of a marketing strategy. As corporate goals or consumer interests change, so will products or services. External to an organization will also be the impact of technological advancements and regulatory changes on product and service development and life cycle.
Conduct an internet search for “BCG Growth-Share Matrix” and “GE/McKinsey Nine Cell Matrix” and learn how these tools are used to build strategic plans.
Write a 2- to 3-page paper that explains how BCG Growth-Share Matrices and GE/McKinsey Nine Cell Matrices are used in the health care industry to build strategic plans and how marketing can use them in the creation of marketing plans and communicating to their audience and service/product lines.
Cite at least 3 reputable references to support your assignment (e.g., trade or industry publications, government or agency websites, scholarly works, or other sources of similar quality).
Format your assignment according to APA guidelines.
Click the Assignment Files tab to submit your assignment. MHA 506 WEEK 3 BCG Growth-Share Matrix and GE/McKinsey Nine Cell Matrix
How to Invest in a Great Portfolio with GE-McKinsey
Business portfolio prioritization.
Definition
GE-McKinsey nine-box matrix
is a strategy tool that offers a systematic approach for the multi business corporation to prioritize its investments among its business units.
[1]
GE-McKinsey
is a framework that evaluates business portfolio, provides further strategic implications and helps to prioritize the investment needed for each business unit (BU).
[2]
Understanding the tool
In the business world, much like anywhere else, the problem of resource scarcity is affecting the decisions the companies make. With limited resources, but many opportunities of using them, the businesses need to choose how to use their cash best. The fight for investments takes place in every level of the company: between teams, functional departments, divisions or business units. The question of where and how much to invest is an ever going headache for those who allocate the resources.
How does this affect the diversified businesses? Multi business companies manage complex business portfolios, often, with as much as 50, 60 or 100 products and services. The products or business units differ in what they do, how well they perform or in their future prospects. This makes it very hard to make a decision in which products the company should invest. At least, it was hard until the BCG matrix and its improved version GE-McKinsey matrix came to help. These tools solved the problem by comparing the business units and assigning them to the groups that are worth investing in or the groups that should be harvested or divested.
In 1970s, General Electric was managing a huge and complex portfolio of unrelated products and was unsatisfied about the returns from its investments in the products. At the time, companies usually relied on projections of future cash flows, future market growth or some other future projections to make investment decisions, which was an unreliable method to allocate the resources. Therefore, GE consulted the McKinsey & Company and as a result the nine-box framework was designed. The nine-box matrix plots the BUs on its 9 cells that indicate whether the company should invest in a product, harvest/divest it or do a further research on the product and invest in it if there’re still some resources left. The BUs are evaluated on two axes: industry attractiveness and a competitive strength of a unit. MHA 506 WEEK 3 BCG Growth-Share Matrix and GE/McKinsey Nine Cell Matrix
Industry Attractiveness
Industry attractiveness indicates how hard or easy it will be for a company to compete in the market and earn profits. The more profitable the industry is the more attractive it becomes. When evaluating the industry attractiveness, analysts should look how an industry will change in the long run rather than in the near future, because the investments needed for the product usually require long lasting commitment.
Industry attractiveness consists of many factors that collectively determine the competition level in it. There’s no definite list of which factors should be included to determine industry attractiveness, but the following are the most common: [1]
Long run growth rate
Industry size
Industry profitability: entry barriers, exit barriers, supplier power, buyer power, threat of substitutes and available complements (use analysis to determine this)
Industry structure (use Structure-Conduct-Performance framework to determine this)
Product life cycle changes
Changes in demand
Trend of prices
Macro environment factors (use for this)
Seasonality
Availability of labor
Market segmentation
Competitive strength of a business unit or a product
Along the X axis, the matrix measures how strong, in terms of competition, a particular business unit is against its rivals. In other words, managers try to determine whether a business unit has a sustainable competitive advantage (or at least temporary ) or not. If the company has a sustainable competitive advantage, the next question is: “For how long it will be sustained?”
The following factors determine the competitive strength of a business unit:
Total market share
Market share growth compared to rivals
Brand strength (use brand value for this)
Profitability of the company
Customer loyalty
VRIO resources or capabilities (use to determine this)
Your business unit strength in meeting industry’s critical success factors (use to determine this)
Strength of a value chain (use and to determine this)
Level of product differentiation
Production flexibility
Advantages
Helps to prioritize the limited resources in order to achieve the best returns.
Managers become more aware of how their products or business units perform.
It’s more sophisticated business portfolio framework than the BCG matrix.
Identifies the strategic steps the company needs to make to improve the performance of its business portfolio.
Disadvantages
Requires a consultant or a highly experienced person to determine industry’s attractiveness and business unit strength as accurately as possible.
It is costly to conduct.
It doesn’t take into account the synergies that could exist between two or more business units.
Difference between GE McKinsey and BCG matrices
GE McKinsey matrix is a very similar portfolio evaluation framework to BCG matrix. Both matrices are used to analyze company’s product or business unit portfolio and facilitate the investment decisions.
The main differences:
Visual difference. BCG is only a four cell matrix, while GE McKinsey is a nine cell matrix. Nine cells provide better visual portrait of where business units stand in the matrix. It also separates the invest/grow cells from harvest/divest cells that are much closer to each other in the BCG matrix and may confuse others of what investment decisions to make.
Comprehensiveness. The reason why the GE McKinsey framework was developed is that BCG portfolio tool wasn’t sophisticated enough for the guys from General Electric. In BCG matrix, competitive strength of a business unit is equal to relative market share, which assumes that the larger the market share a business has the better it is positioned to compete in the market. This is true, but it’s too simplistic to assume that it’s the only factor affecting the competition in the market. The same is with industry attractiveness that is measured only as the market growth rate in BCG. It comes to no surprise that GE with its complex business portfolio needed something more comprehensive than that.
Using the tool
There are no established processes or models that managers could use when performing the analysis. Therefore, we designed the following steps to facilitate the process:
Step 1. Determine industry attractiveness of each business unit
Make a list of factors. The first thing you’ll need to do is to identify, which factors to include when measuring industry attractiveness. We’ve provided the list of the most common factors, but you should include the factors that are the most appropriate to your industries. MHA 506 WEEK 3 BCG Growth-Share Matrix and GE/McKinsey Nine Cell Matrix
Assign weights. Weights indicate how important a factor is to industry’s attractiveness. A number from 0.01 (not important) to 1.0 (very important) should be assigned to each factor. The sum of all weights should equal to 1.0.
Rate the factors. The next thing you need to do is to rate each factor for each of your product or business unit. Choose the values between ‘1-5’ or ‘1-10’, where ‘1’ indicates the low industry attractiveness and ‘5’ or ‘10’ high industry attractiveness.
Calculate the total scores. Total score is the sum of all weighted scores for each business unit. Weighted scores are calculated by multiplying weights and ratings. Total scores allow comparing industry attractiveness for each business unit.
This is a tough task and one that usually requires involving a consultant who is an expert of the industries in question. The consultant will help you to determine the weights and to rate them properly so the analysis is as accurate as possible.
Step 2. Determine the competitive strength of each business unit
‘Step 2’ is the same as ‘Step 1’ only this time, instead of industry attractiveness, the competitive strength of a business unit is evaluated.
Make a list of factors. Choose the competitive strength factors from our list or add your own factors.
Assign weights. Weights indicate how important a factor is in achieving sustainable competitive advantage. A number from 0.01 (not important) to 1.0 (very important) should be assigned to each factor. The sum of all weights should equal to 1.0.
Rate the factors. Rate each factor for each of your product or business unit. Choose the values between ‘1-5’ or ‘1-10’, where ‘1’ indicates the weak strength and ‘5’ or ‘10’ powerful strength.
Calculate the total scores. See ‘Step 1’.
Step 3. Plot the business units on a matrix
With all the evaluations and scores in place, we can plot the business units on the matrix. Each business unit is represented as a circle. The size of the circle should correspond to the proportion of the business revenue generated by that business unit. For example, ‘Business unit 1’ generates 20% revenue and ‘Business unit 2’ generates 40% revenue for the company. The size of a circle for ‘Business unit 1’ will be half the size of a circle for ‘Business unit 2’.
Step 4. Analyze the information
There are different investment implications you should follow, depending on which boxes your business units have been plotted. There are 3 groups of boxes: investment/grow, selectivity/earnings and harvest/divest boxes. Each group of boxes indicates what you should do with your investments.
Invest/Grow box. Companies should invest into the business units that fall into these boxes as they promise the highest returns in the future. These business units will require a lot of cash because they’ll be operating in growing industries and will have to maintain or grow their market share. It is essential to provide as much resources as possible for BUs so there would be no constraints for them to grow. The investments should be provided for R&D, advertising, acquisitions and to increase the production capacity to meet the demand in the future.
Selectivity/Earnings box. You should invest into these BUs only if you have the money left over the investments in invest/grow business units group and if you believe that BUs will generate cash in the future. These business units are often considered last as there’s a lot of uncertainty with them. The general rule should be to invest in business units which operate in huge markets and there are not many dominant players in the market, so the investments would help to easily win larger market share.
Harvest/Divest box. The business units that are operating in unattractive industries, don’t have sustainable competitive advantages or are incapable of achieving it and are performing relatively poorly fall into harvest/divest boxes. What should companies do with these business units?
First, if the business unit generates surplus cash, companies should treat them the same as the business units that fall into ‘cash cows’ box in the BCG matrix. This means that the companies should invest into these business units just enough to keep them operating and collect all the cash generated by it. In other words, it’s worth to invest into such business as long as investments into it doesn’t exceed the cash generated from it.
Second, the business units that only make losses should be divested. If that’s impossible and there’s no way to turn the losses into profits, the company should liquidate the business unit.
Step 5. Identify the future direction of each business unit
The GE McKinsey matrix only provides the current picture of industry attractiveness and the competitive strength of a business unit and doesn’t consider how they may change in the future. Further analysis may reveal that investments into some of the business units can considerably improve their competitive positions or that the industry may experience major growth in the future. This affects the decisions we make about our investments into one or another business unit. MHA 506 WEEK 3 BCG Growth-Share Matrix and GE/McKinsey Nine Cell Matrix
For example, our previous evaluations show that the ‘Business Unit 1’ belongs to invest/grow box, but further analysis of an industry reveals that it’s going to shrink substantially in the near future. Therefore, in the near future, the business unit will be in harvest/divest group rather than invest/grow box. Would you still invest as much in ‘Business Unit 1’ as you would have invested initially? The answer is no and the matrix should take that into consideration.
How to do that? Well, the company should consult with the industry analysts to determine whether the industry attractiveness will grow, stay the same or decrease in the future. You should also discuss with your managers whether your business unit competitive strength will likely increase or decrease in the near future. When all the information is collected you should include it to your existing matrix, by adding the arrows to the circles. The arrows should point to the future position of a business unit. MHA 506 WEEK 3 BCG Growth-Share Matrix and GE/McKinsey Nine Cell Matrix
The following table shows how industry attractiveness and business unit competitive strength will change in 2 years.
Step 6. Prioritize your investments
The last step is to decide where and how to invest the company’s money. While the matrix makes it easier by evaluating the business units and identifying the best ones to invest in, it still doesn’t answer some very important questions:
Is it really worth investing into some business units?
How much exactly to invest in?
Where to invest into business units (more to R&D, marketing, value chain?) to improve their performance?
Doing the GE McKinsey matrix and answering all the questions takes time, effort and money, but it’s still one of the most important product portfolio management tools that significantly facilitate investment decisions.

Assignment: Social Identity Complex
Assignment: Social Identity Complex
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Be sure and read about the Hays Model (2008) before posting this discussion, and be sure to include all aspects of this discussion, including:
One area where you are the social majority.
A cultural group to which you belong where you have less privilege.
Identity switching as it applies to your identities.
Response Guidelines
Review the posts of at least two peers and start a discussion about how this activity had an impact on your mutual willingness to share sensitive information with one another, or you may compare and contrast elements of identity between you, or both.
Note: Remember, all of your discussion posts are expected to be written at a graduate level, be free from typos and spelling errors, and follow standard English grammar. You will need to support your points with in-text citations and references in APA style. This may include your readings for this course, but also outside scholarly sources that you obtain relevant to this discussion from our library.
Your initial response to each discussion question must be posted by the deadline set in Faculty Expectations. By responding early in the week, you are recognizing that some people work weekends and have midweek off to do their coursework. You are providing those learners with something to respond to, which allows them to fulfill their obligation to the course.
Appreciating Social Identity Complexity
Consider two of your social identities (such as student, spouse, parent, child, grandparent, employee). Using social identity complexity theory and Table 2.1 in the Crisp text, identify and explain how those identities interact and into which complexity category they fall. Use at least two scholarly sources to support your response.
Response Guidelines
Locate at least one other scholarly resource and elaborate on the two social identities and the social identity complex theory selected by at least two learners. How does the scholarly resource you selected help explain how those identities interact and into which complexity category they fall?
Please make sure to respond to a learner who does not already have other cohort members’ contribution to ensure that every person gets additional sources for their social identities. Be sure to include the full APA citation for the source you select. If possible, send the learner a PDF of the scholarly source.
Note: Remember, all of your discussion posts are expected to be written at a graduate level, be free from typos and spelling errors, and follow standard English grammar. You will need to support your points with in-text citations and references in APA style. This may include your readings for this course, but also outside scholarly sources that you obtain relevant to this discussion from our library.
Your initial response to each discussion question must be posted by the deadline set in Faculty Expectations. By responding early in the week, you are recognizing that some people work weekends and have midweek off to do their coursework. You are providing those learners with something to respond to, which allows them to fulfill their obligation to the course.
You must respond to at least two other learners’ initial posts per discussion by midnight on Sunday, thus each discussion requires 3 posts (one initial post, and replies to two learners).
Reference
Crisp, R. J. (Ed.). (2010). The psychology of social and cultural diversity. Hoboken, NJ: Wiley-Blackwell.

Assignment: Empirical Support For CBT
Assignment: Empirical Support For CBT
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Consider a theoretical approach discussed in previous weeks. What seems to be missing from the approach? Why are other theories also needed? Support your discussion with references to your readings from this week and with specifics and scholarly citations. Response Guidelines Respond to at least three other learners whose responses seem very different from your own. Comment on what you can learn from one another. Resources Attributes and Evaluation of Discussion Contributions.
Document your interview and your library research in a 1,050- to 1,400-word paper. Your paper should consist of the following parts:
· An introduction, describing the individual that you interviewed and his/her position
· A summary of the interview focusing on the two major problems and attempted solutions
· A scholarly commentary with recommendations from the perspective of I/O psychology
Be sure to include at least five scholarly references in your paper. Provide a list your specific interview questions as an Appendix. Format your paper according to APA guidelines.
The relationship between treatment outcome and the extent to which participants completed homework assignments was evaluated among 60 cocaine-dependent individuals assigned to cognitive–behavioral therapy (CBT). Homework was assigned in 72% of all sessions and initiated by participants in 48% of the sessions in which it was assigned. Completion of homework was unrelated to participants’ baseline characteristics and several indicators of treatment compliance. Participants who completed more homework assignments demonstrated significantly greater increases in the quantity and quality of their coping skills and used significantly less cocaine during treatment and through a 1-year follow-up. These data suggest that the extent to which participants are willing to complete extrasession assignments may be an important mediator of response to CBT.
Keywords: cognitive–behavioral therapy, substance dependence, practice assignments, mediators, mechanisms of action
Cognitive–behavioral therapy (CBT) approaches have comparatively high levels of empirical support across a wide range of mental disorders, and accumulating evidence points to the durability of CBT’s effects after treatment ends as a particularly salient feature of CBT (). Distinctive features that may contribute to CBT’s durability include its emphasis on skills training and strategies for modifying behaviors or cognitions that may play a role in perpetuating problems. In turn, effective acquisition, mastery, and generalization of new behaviors may require that they be practiced outside of treatment. Hence, CBT manuals routinely emphasize extrasession practice, through homework assignments, to encourage implementation and rehearsal of skills outside of sessions.

Assignment: Practical Recommendations
Assignment: Practical Recommendations
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Please pay attention to the * Note
We have learned that adolescence is a time of transition between childhood and adulthood. A critical milestone of this stage is the ability to successfully achieve a sense of identity. Around the world, there are different rites of passage to mark the transition to adulthood. In the United States, this might include obtaining a driver’s license, landing one’s first job, senior prom, or high school graduation. In this assignment, we will explore the role that family and society play in the development of the individual’s sense of self.
By Saturday, August 24, 2013, create two documents for parents of minority teens 1) A 9–12-slide PowerPoint presentation (complete with speaker’s notes) and 2) an accompanying 1–2-page handout/flier in Word document or PDF format. Be sure that both illustrate the following:
Describe common rites of passage from two cultures around the world and compare them to a common American rite of passage. Possible resources might include National Geographicand the Argosy University Online Library.
Compare and contrast these rites to common US rites of passage. Do they coincide with the physical, cognitive, or socioemotional changes taking place at this age? Describe which specific changes (physical, cognitive, or socioemotional) they coincide with. Does this explain their importance in a particular culture?
How might such a social ritual, such as a rite of passage, influence the identity formation process of adolescents?
In light of Erikson and Marcia’s theories, discuss how the process of identity development is affected when the adolescent belongs to a minority group (racial, ethnic, sexual, or religious). Be sure to explain these theories and how they apply to identity development.
Summarize research from at least two peer-reviewed* studies on the effect of minority status on identity development, ensuring you describe the main findings of the study as well as the research methods used to study the topic.
Apply the information you gathered from the online notes, textbook, and research articles to provide at least three practical recommendations for what the family, school, and community can do to ease the process for adolescents.
*Peer-reviewed means an article from a reputable journal, which can be found in the Argosy University Online Library. Peer reviewed indicates that other professionals in the field have reviewed and deemed it worthy of publication, in contrast to much if what we find online: someone posting something he or she wants to, without someone else verifying that the research methods were rigorous enough and the study is valid. Use your textbook and course lectures as your primary resources, as well as articles from the Argosy University Online Library. If you must supplement from a website, do NOT use .coms. Instead, look for .org, .gov, and sometimes .edu for more reputable sources. Never use Wikipedia or about.com.

Vision Statement Alignment Assignment
Vision Statement Alignment Assignment
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Mission and Vision Statement Alignment Mini Case Study Resources:
Mission and vision statements for selected health care organization
Material: Interview Protocol
Material: Interview Consent Form
Mission and Vision Statement Alignment Mini Case Study Part 1
Choose a health care organization you will be able to analyze for this assignment. A health care organization’s philosophy is expressed in its mission and vision statements. A strategic plan’s foundation may be traced back to the mission and vision statements, and is implemented in the marketing plan. The marketing plan, therefore, must be the vehicle by which the organization accomplishes its mission and vision. In Part I of this assignment, you will conduct a mini case study to collect various data supporting the evaluation of thealignment between the organization’s marketing principles and its mission and vision. Mission and Vision Statement Alignment Mini Case Study
Vision Statement Alignment Assignment
Interview 2 to 3 internal stakeholders (managers and/or employees) from your selected health care organization. Use the provided interview protocol and consent form template.
Observe activities within the health care organization to learn more about issues identified during internal stakeholder interviews (unobtrusively and in public places only) DHA 714 WEEK 3 Mission and Vision Statement Alignment Mini Case Study
Locate feedback information from external stakeholders that is publicly available (i.e. reviews, news articles, other)
Review internal and external information on the internet about your current health care organization. The information gathered should not be confidential information of the organization.
Mission and Vision Statement Alignment Mini Case Study Part 2
Write a 1,400- to 2,100-word paper that compares and contrasts the data collected in the mini case study with your current health care organization’s mission and vision statements. The analysis must not be a restatement of the organization’s mission, vision, and marketing strategy. Rather, it should be a critical evaluation of the alignment between the organization’s marketing principles (based on the data collected in the mini case study) and its mission and vision.
Format your paper consistent with APA guidelines.
Submit a copy of the Plagiarism Checker report with the assignment. Allow yourself time to receive and submit the originality report. If the Plagiarism Checker is down, submit your assignment on time and inform your facilitator via private message. Post the Plagiarism Checker report when it arrives.
Click the Assignment Files tab to submit your paper and Plagiarism Checker report.
DHA 714 WEEK 3 Mission and Vision Statement Alignment Mini Case Study Note. The assignment should present an unbiased analysis of the alignment between the organization’s mission and vision statements and its marketing principles. It should not defend or indict the organization. It should merely provide a systematic, objective description of the organization’s current practices based on the data collected in the mini case study. Mission and Vision Statement Alignment Mini Case Study
DHA 714 WEEK 5 Dataset Search Paper
DHA 714 WEEK 5 Dataset Search Paper You are a consultant retained by a for-profit renal dialysis center that is considering opening a new facility in your city, state, or region.
Reflect upon where you may find datasets about various elements of the marketing mix in your target area. For instance, where can you find information about:
Product/service – Patient demand for renal dialysis products and/or services?
Placement – Current locations of renal dialysis centers?
Promotion – Informational campaigns about renal dialysis centers?
Price – Cost of renal dialysis products and/or services?
Positioning – Strengths and weaknesses of existing competitors?
Utilize the criteria below and identify five publicly available datasets that could be used to identify and evaluate possible locations for the organization’s expansion in your city, state, or region. Write a 1,400- to 2,100-word paper, describing the precise location of each dataset, how well the dataset meets the criteria below, and how the data could be used to assess the scenario. DHA 714 WEEK 5 Dataset Search Paper
Choose sources carefully. Sources must meet the following guidelines:
Current: Within the past five years, but preferably in the past 12 months
Publicly available and free
Credible (a qualified, reputable source)
Objective (an unbiased, neutral source)
Aligned with the scenario (no generic information; find datasets specifically applicable to a for-profit renal dialysis center in your city, state, or region)
Format your paper consistent with APA guidelines.Submit a copy of the Plagiarism Checker report with the assignment. Allow yourself time to receive and submit the originality report. If the Plagiarism Checker is down, submit your assignment on time and inform your facilitator via private message. Post the Plagiarism Checker report when it arrives.
Click the Assignment Files tab to submit your paper and Plagiarism Checker report.
DHA 714 WEEK 5 Dataset Search Paper Note. Do not identify a specific location for expansion or evaluate the opportunity. Identify existing datasets that may be useful when searching for a new location. Do not recommend primary data collection sources, such as surveys, focus groups, and so forth; suggest secondary datasets only. The Contemporary Issues in Health Care Paper due in Week 8 addresses primary data collection skills.

Healthy People Initiative Discussions
Healthy People Initiative Discussions
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As the school nurse working in a college health clinic, you see many opportunities to promote health. Maria is a 40-year-old Hispanic woman who is in her second year of nursing school. She complains of a 14-pound weight gain since starting school and is afraid of what this will do to both her appearance and health if the trend continues. After doing her history, you learn that she is an excellent cook and she and her family love to eat foods that reflect their Hispanic heritage. She is married with two school-age children. She is in class a total of 15 hours per week, plus 12 hours of labs and clinical. She maintains the household essentially by herself and does all the shopping, cooking, cleaning, and chauffeuring of the children. She states that she is lucky to get 6 hours of sleep per night, but that is okay with her. She lives 1hour from campus and commutes each day. Using Healthy People 2020as a guide:
What additional information would you like to gather from Maria?
What are Maria’s real and potential health risks?
Pick one of Maria’s health risks. What would be one reasonable short-term goal for this risk?
Understanding cultural phenomena is essential to the completion of an accurate health assessment. Please choose a cultural group from Table 4.1 from your text and describe the cultural differences pertinent to that group. Remember, the table may not include all cultural groups. Let’s try to include all the groups listed in the discussion, so please do not choose a group that has already been done. To expedite this, please use the group name in the title of your post.
week 2
John, a 46-year-old African-American male presents for admission to your hospital for hemi-colectomy for colon polyps. He is complaining of chronic back pain. Patient is on disability from work related injury. History of two (2) previous back surgeries with relief of numbness in RLE but pain has not been relieved. His current medications include Methadone, Neurontin and Norco. John states he takes Benadryl PM every night in addition to his prescribed medications. John is a smoker and smokes 1 PPD. John confides in you that he is considering a spinal cord stimulator for the chronic pain.
What risk factors does John have for risk of opioid withdrawal during this hospitalization?
Is there a stigma connected to being disabled and or methadone?
Does the nurse need to be concerned about acetaminophen use?
What are the differences in acute and chronic pain?
Nutritional Assessment (graded)
Yulang Lei, an 82-year-old Vietnamese man, was admitted to your floor with dehydration and a urinary tract infection following a fall at home. He is alert and oriented, but weak. He appears frail. His admission history includes the following.
He lives alone; his wife died 6 months ago.
He states he ran a traditional Vietnamese family, unlike his children, who are married and have now moved away.
His wife did all the cooking and he hasn’t had much of an appetite since she died. He eats rice and some vegetables, but rarely “bothers to cook meat for just one person.”
Usual daily activity is reading the Vietnamese community newspaper with his morning tea for breakfast. He says he usually eats lunch, but can’t remember what he usually eats. He has rice and a few vegetables for dinner.
You notice that his clothes fit very loosely. He states he weighed 140 pounds at his doctor’s office 5 months ago. When you weigh him, he weighs 123 pounds and is 5’8? tall.
Look at the list of nursing diagnoses in Appendix A of your text. What nursing diagnoses would you choose for Mr. Lei?
What additional questions would you ask to confirm your diagnosis?
What physical examination and laboratory findings would you expect Mr. Lei to have?
What psychosocial and cultural factors should you consider when assessing Mr. Lei?
General Survey and Health History (graded)
Casey is a 17-year-old high school student admitted to the ER with a compound fracture of the left leg obtained falling at the local skateboard park while practicing for a national competition. He has never been hospitalized before. His mother has been notified and is on her way. The EMTs gave him morphine and he reports his pain level as “okay.”
What part of the interview and examination can be done prior to his mother’s arrival?
As you enter the room for the first time, what should you observe as part of the general survey?
As you complete his history, what areas are especially important?
What are the important developmental considerations for Casey?
Jean is a 68-year-old female admitted for a total hip replacement. In her interview you learn that she has a history of obstructive sleep apnea (OSA) with a neck circumference of 16 inches and snores much of the night. She is 5’7” and weighs 265 pounds. She states she is sleepy throughout the day. Her other medical history includes: hypertension treated with angiotensin II receptor blockers (ARB), Diabetic with an Hgb A1c over 8%. Hypercholesteremia treated with a Statin drug. Coronary Artery Disease (CAD) with a history of a drug eluting cardiac stent placed 14 months ago and currently on Plavix and ASA. History of gastroesophageal reflux disease (GERD) and is on Prilosec. Her husband has a history of cerebral vascular accident (CVA) several years ago.
What medications should she take pre-op and what should she hold?
Should Jean be allowed to continue ASA pre-operatively?
Should cardiology be consulted on this matter?
What are Jean’s risks for diabetes complications? What concerns do you have about her social support system?
week 4
Assessment of the Skin (graded)
Describe a patient with an abnormal skin symptom or group of symptoms such as a rash, an itch, redness, a lesion, or wounds. Do not limit yourself to these examples.
What questions would you ask as part of your focused assessment?
What history might be associated with the symptom, if any?
What are the known risk factors for this condition?
What physical examination techniques would you use?
What patient education would you give the patient?
Find a nursing journal article about these symptoms.
Assessment of the Head and Neck (graded)
Choose one area of the head and neck and then select a common complaint (symptom or group of symptoms) patients may have in that area. For example, you may select headaches, earaches, ringing in the ears (tinnitus), sinus drainage and pain, sore throat and cough, and so on. Do not limit yourself to these examples.
What questions would you ask as part of your focused assessment?
What history would be associated with the symptom?
What are the risk factors for this condition?
What physical examination techniques would you use?
What patient education would you give the patient?
Find a nursing journal article about this symptom or condition.
unit 5
Assessment of the Abdomen (graded)
Describe a patient with an abdominal symptom or group of symptoms, such as bloating, flatus, and eructation; constipation; nausea and vomiting; diarrhea; or abdominal pain. Do not limit yourself to these examples. Remember that there are different types and locations of abdominal pain.
What questions would you ask as part of your focused assessment?
What history might be associated with the symptom, if any?
What are the known risk factors for this condition?
What physical examination techniques would you use?
What patient education would you give the patient?
Find a nursing journal article about these symptoms.
Assessment of the Genitourinary System (graded)
Describe a patient with a genitourinary symptom or group of symptoms; such as incontinence, burning on urination, irregular menses, pain in the scrotum, erectile dysfunction, and so on. Do not limit yourself to these; for example, there are different types of incontinence.
What questions would you ask as part of your focused assessment?
What history might be associated with the symptom, if any?
What are the known risk factors for this condition?
What physical examination techniques would you use?
What patient education would you give to the patient?
Find a nursing journal article about these symptoms.
unit 6
Assessment of Cardiac Status (graded)
Describe a patient with a cardiac symptom or group of symptoms, such as palpitations, hypertension, hypotension, tachycardia, or bradycardia. Do not limit yourself to these examples.
What questions would you ask as part of your focused assessment?
What history might be associated with the symptom, if any?
What are the known risk factors for this condition?
What physical examination techniques would you use?
What patient education would you give to the patient?
Find a nursing journal article about this symptom or condition.
Assessment of Respiratory Status (graded) Healthy People Initiative Discussions
Choose one area of the respiratory system and then select a common complaint (symptom or group of symptoms) patients may have in that area. For example, you may select wheezes, pulmonary congestion, absence of breath sounds on one side, productive cough, and so on. Do not limit yourself to these examples.
What questions would you ask as part of your focused assessment?
What history would be associated with the symptom?
What are the risk factors for this condition?
What physical examination techniques would you use? What patient education would you give the patient?
Find a nursing journal article about this symptom or condition.
unit 7
Assessing the Musculoskeletal System (graded) Healthy People Initiative Discussions
Describe a patient with a musculoskeletal symptom or group of symptoms, such as joint pain, back pain, neck pain, and so on. Do not limit yourself to these examples. Remember: There are different types and locations of joint pain.
What questions would you ask as part of your focused assessment?
What history might be associated with the symptom, if any?
What are the known risk factors for this condition?
What physical examination techniques would you use?
What patient education would you give the patient?
Find a nursing journal article about these symptoms.
unit 7
Assessing the Nervous System (graded) Healthy People Initiative Discussions
Choose one common complaint (symptom or group of symptoms) related to the neurological system. For example, you may select syncope, hand tremors, seizures, right/left-sided weakness or paralysis, abnormalities of gait or posture, changes in mental status, and so on. Do not limit yourself to these examples.
What questions would you ask as part of your focused assessment?
What history would be associated with the symptom?
What are the risk factors for this condition?
What physical examination techniques would you use?
What patient education would you give to the patient?
Find a nursing journal article about this symptom or condition.

Workplace Attitudes and Behaviors Assignment
Workplace Attitudes and Behaviors Assignment
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Attitudes and Behaviors in the Workplace Assignment: Reference the video from week 1, “Understanding Different Cultural Values and Values” video in this week’s Electronic Reserve Readings.
Consider a situation in which your personal attitudes or beliefs have changed your behavior in a human services organization. What does it mean to you to have harmony in the workplace?
Write a 350- to 700-word reflection on how personal beliefs can influence your moral and ethical behavior. Include a synopsis of the following segments in the video:
Fallacies and assumptions about minority groups
Alienating interactions with minority groups.
Recognize and compensate for cultural barriers and biases.
Accepting and understanding differences in the workplace.
Format your reflection consistent with APA guidelines.
Submit your paper to the Attitudes and Behaviors in the Workplace Assignment Assignment Files tab.
Workplace Attitudes and Job Behaviors Essay examples
This study aims to increase understanding of factors that influence employees’ reactions in the workplace. The relationship between conflict among employees, the perception of organizational politics, conflict or ambiguity of workplace roles and several other work outcomes was explored by studying 11 research articles to investigate individual and organizational effects of workplace attitudes and behaviors. Employees need to work together toward common goals in order for an organization to function well but there are many roadblocks hindering the process. Results demonstrated a clear relationship between stressors and behaviors. Workplace Attitudes and Job Behaviors
Workplace attitudes and workplace performance are two …show more content…
When employees are most productive and working cooperatively they are more likely to stay on the job, reducing hiring and training costs. Thus, the entire organization benefits and the customers are more satisfied, thereby resulting in a higher net profit.
Employees need to work together toward common goals in order for an organization to function well. However, research has identified several roadblocks that affect workplace attitudes and behaviors, thus hindering the ability of employees to work cooperatively and perform their jobs at optimum levels. Some examples of these roadblocks include conflict between employees, the perception of organizational politics, and conflict or ambiguity of workplace roles (Chang, Rosen & Levy, 2009; Jaramillo, Mulki & Boles, 2011; Rizzo, House and Lirtzman, 1970). If the problems are not identified and addressed, they will adversely affect both the employees and organization, leading to multiple negative outcomes. The purpose of this study is to explore factors that affect workplace attitudes and job behaviors, thereby influencing, either positively or negatively, the organization’s ability to reach the highest levels of functionality.
In a research article by Taris and Schreurs (2009), three separate studies were conducted to determine if the happiest employees were the most productive employees. First, in a survey of Dutch employees who provide home care, the demands and the control of the job, as well

Documentation of SOAP Format SAMPLE
Documentation of SOAP Format SAMPLE
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SOAP:
S-Subjective. Information from the patient/family including chief complaint, history of present illness, past medical history, past surgical history, medications, allergies, reproductive history, family history, social history, nutritional assessment, and the review of systems (ROS).
O-Objective. Includes anything obtained by the examiner with the eyes, ears, and hands. This is the physical examination. It may also include lab and diagnosis results yielding immediate results (e.g. blood glucose check, Vital signs, etc)
Documentation of SOAP Format SAMPLE
Differential Diagnosis. This is not usually documented, but is part of the critical thinking process all NPs. This is where you determine the top possible causes of the symptom/chief complaint. For your paper, use references to support how you ruled in or out a given diagnosis.
A-Assessment. This is the final assessment (diagnosis), putting all the findings from subjective and objective together to form an appropriate diagnosis (or diagnoses). Often, evaluation/management codes (a 5 digit number called a “visit” code) and diagnosis codes (e.g. 477.81) are included in this section.
Documentation of SOAP Format SAMPLE
P- Plan. Management of the patient may include diagnostic testing that may be done at that visit or in the future, referral to another provider, plans for follow up, patient education, and any pharmacological or nonpharmacological treatment.
Example of SOAP Note-Comprehensive visit
Name: Date of visit: Time seen:
DOB: Sex:
S: History (CC, HPI, PMH/PSH, Family History, Social History, Current Health Maintenance)
CC – “One sentence in quotes using patient voice.”
Documentation of SOAP Format SAMPLE
HPI – Elaborate on CC using OLDCARTS or other to describe 9 attributes of a symptom. In the case of established dx’s, state when dx’d, treatment, recent relevant lab work, last medication monitoring, recent side effects or complaints related to the problems under treatment.
PMH
Immunizations –
Medications –
Allergies – drug or food or other allergies with reaction
SH-Alchol, reacreational drugs, tobacco
Hospitalizations/Surgeries or traumatic injuries
FH–
Current Health Maintenance (or Personal and Social Hx)- Living environment, including others lived with; occupation/ school
Screenings & Self-Care –
Diet
Exercise
Sleep
Other Health Care Providers
Immunizations
Habits/Substance Use
Safety
Documentation of SOAP Format SAMPLE
ROS (includes recent/current symptoms; do not include screening tests, diagnoses)
General –
Skin/Breasts –
Eyes –
Ears –
Nose/Mouth/Throat –
Neck-
Lymphatic-
Cardiovascular –
Respiratory –
Gastrointestinal –
Genitourinary:
Neurological –
Psychological:
O: Physical Examination (VS, Exam, Rapid Diagnostics if applicable)
Weight – Height – BMI- VS: Temp, B/P, P, R-
General –
Skin/Breasts –
Eyes –
Ears –
Nose/Mouth/Throat –
Neck-
Lymphatic-
Cardiovascular –
Respiratory –
Gastrointestinal –
Genitourinary:
Neurological –
Psychological:
A: (Diagnoses, including E/M visit codes and diagnosis codes)
Differential Diagnosis (give a rationale for each diagnosis and cite a reference)
Final Assessment/Diagnosis:
P: (Plan): Documentation of SOAP Format SAMPLE
SOAP NOTE
Name: Maggie Smith (MS) Date: _____2/18/2019_____ Time: __0800_________
Age: 19 yo Sex: F
SUBJECTIVE:
CC– The patient states that, “I just have real bad pain in my lower stomach.”
HPI: MS, complains of having severe pain in her lower abdomen lasting for 2 days. The pain, however, does not radiate to the back or her legs. She states that she doesn’t think it was brought about because of something that she ate and she has no difficulty eating.” She describes the pain as sharp and deep and makes her noxious. She states that she has vomited twice ever since the pain started but denies blood in the emesis. She states that she has had a temperature of 102oF. The pain is worse when she stands up, walks or lies down and is relieves when she is curls into a ball. She has been taking Tylenol to manage the pain without relief. She states the pain has been constant and sharp for 2 days and rates it a 10/10.
Onset – 2 days ago
Location- lower abdomen
Duration – 2 days
Character – sharp, deep, and nauseating
Aggravating factors – standing up, walking or lying down
Alleviating factors – curling up
Radiation – does not radiate to the back or her legs. Just the lower abdomen.
Timing – the pain has been constant for the 2 days.
Severity – 10/10 on the pain scale
PMH: Painful periods, unmanaged for the past 2 months.
PSH: Denies ever having any surgery.
Medications:
OTC – Tylenol 500mg PO PRN pain
Ortho-Cyclen (28) PO Q Daily – but she has not taken past 2 months.
Allergies: NKDA.
FMH:
Mother: Alive, age 45, with a history of hypertention and hypercholesterolemia. Hysterectomy for ovarian cancer.
Father: Alive, age 45, with a history of type II DM
Sister: Alive and healthy
Brother: Alive, has bipolar disorder.
Maternal grandparents:
Grandmother died at age 60 from breast cancer
Grandfather, alive, age 65, hypertention and hypercholesterolemia
Does not know the medical history of paternal grandparents.
SH: Sexually active, with one partner in a serious relationship and uses condoms occasionally. Denies any history of smoking or using any illicit drugs. Drinks a few glasses of alcohol occasionally, once a week. Student and active church member. No new hobbies or new diet.
ROS:
General: Denies unintentional weight gain, weight loss, or dizziness. Denies any problems with night sweats.
Skin: Denies any itching, dry skin or lesions.
Eyes: Denies dryness or blurred vision.
Ears: Denies any ear pain or discharge. Can hear without aides.
NoseMouthThroat: Denies cough, sore throat or rhinitis.
Neck: denies stiffness or pain in the neck.
Cardiovascular: Denies any history of heart problems, chest pain, palpitations or edema.
Respiratory: Denies any shortness of breath or wheezing.
Gastrointestinal: Reports sharp constant pain in the lower abdomen. Pain on palpation of the lower abdomen with rebound tenderness. Denies constipation or diarrhea.
Genitourinary: Denies any pain upon urination. Denies urine discoloration. Reports presence of a normal clear thin white vaginal discharge.
Musculoskeletal: Denies any muscle or joint pain or swelling. Denies weakness. Reports normal exercise.
Psychological: Denies any problems with abnormal mental thoughts, mood, anxiety, stress, depression.
OBJECTIVE DATA
Physical examination
VS: Temp: 101.9oF BP: 130/74 P: 94 R:28 Wt: 152 Ht:% ft 6 in BMI: 24.5
General appearance: Stable mood and able to answer all the questions without hesitation. Well-groomed and in appropriate state of mind. Febrile.
Skin: No signs of lesions, or rashes on the skin. Supple well hydrated skin.
HEENT: Normocephalic, pink conjunctiva. PERRLA. External auditory canals open and tympanic membranes pearly grey, hearing grossly intact. No signs of nasal drainage or swelling. Good dentition, no erythema or lesions. No signs of tonsillar swellings.
NeckLymphatic: Uniform skin complexion. No signs of inflammation. No signs of lymphadenopathy on palpation.
Cardiovascular: Regular heart sounds and rhythm. S3 absent but S1 and S2 present. No heart murmurs noted.
Respiratory: Lung sounds are clear on auscultation bilaterally anterior and posterior.
Gastrointestinal: Sharp pain on the right lower quadrant on palpation. Rovsing’s sign positive with deep palpation of the lower left quadrant. Bowel sounds active x 4 quadrants
Genitourinary: Normal genitally noted with no signs of herniation.
Musculoskeletal: Positive psoas and obturator sign.
Psychological: Maintains good contact while answering all the questions. Seems calm, and responsive throughout physical examination. Mild anxiety noted.
Diagnostics:
Rovsing’s sign
Obturator sign
Psoas sign
HCG
ASSESSMENT
Acute lower abdominal pain
Differential Diagnosis:
Acute appendicitis: Positive Rovsing’s sign to the right lower quadrant and positive obturator sign by flexing the right hip and knee of the patient to 90° suggests acute appendicitis.
Ectopic pregnancy: lower acute abdominal pain, sexually active with failure for the past 2 months to take OC and inconsistent use of an alternative methods of BC suggest possible ectopic pregnancy.
Pelvic abscess: positive psoas sign, lower abdominal pain suggests psoas abscess.
PLAN
The patient requires further pelvic and lower abdominal examination for a proper diagnosis to assess for any potential gynecological pathology or appendicitis. This will include pelvic and lower abdominal ultrasound. Lab work will include CBC, HCG, UA with C&S, Type and screen for surgical cases and to verify RH status for Rhogam need if pregnancy is non-viable or ectopic. Upon evaluating the radiological and lab data if Acute appendicitis, pelvic abscess or Ectopic pregnancy immediate admission to the hospital with surgical consultation. Acute UTI Bactrim DS 1 tablet po BID x7 days. Follow up in one week if symptoms not resolved.
Education for proper use of birth control and sexually transmitted infection prevention. Reinforcement of avoiding risky behavior like drinking and drug use. Always use seat belts when in a vehicle. Eat a balanced diet and drink 8-10 glasses of water daily.
Differential Diagnosis Illness Script
Illness Scrip Differentiate #1 Acute appendicitis
Epidemiology Acute appendicitis in the United States is one of the most common causes of acute surgical abdominal emergencies. Every year, approximately over 250,000 appendectomies are performed by physicians in America. Nonetheless, the incidence is minimal in areas where people consume high-fiber diets. Among males, the overall lifetime risk of one developing acute appendicitis is approximately 8.6%, but lower in females, 6.7%. consequently, the lifetime risk of undergoing an appendectomy is about 12% in males and higher in females, 23%. In the US, appendectomy rates are about 10 per 10,000 cases every year. Acute appendicitis is most common among teenagers and those in their late 40s. Additionally, there is a slight male to female predominance of about 1.3:1(Jangland, Kitson, & Muntlin, 2016).
Time Course The course of acute appendicitis from onset of initial sign and symptoms to rupture is usually 12 hours to several days.
Clinical Presentation The most common clinical presentation of acute appendicitis is abdominal pain. Initially, the pain is usually peri-umbilical and poorly localized. But with time the pain radiates to the right iliac fossa, where it becomes sharp, localized and persistent. Other symptoms include nausea and vomiting, diarrhea, constipation, and anorexia (Jangland et al., 2016). Additionally, the patient is usually positive for Rovsing’s sign and Psoas sign.
Pathophysiology Appendicitis presents as an acute inflammation of the appendix. The main cause of the inflammation is not clear; however, it is suspected that when the lumen of the appendix becomes blocked by normal fecal matter, a faecolith, or lymphoid hyperplasia as a result of a viral infection. The obstruction reduces the flow of blood to the tissue and hence allowing for bacterial multiplication (El-Radhi, 2015). The obstruction also results in an increase in the pressure within the appendix reducing venous drainage and hence resulting in ischemia. If untreated, the ischemic condition might lead to gangrene or necrosis.
Lab Urinalysis needs to be done for all patients suspected of appendicitis to rule out UTI among other renal/urological cause.
Pregnancy test for all women of reproductive age is also essential.
Routine blood tests, mainly FBC and CRP are important especially in assessing elevated inflammatory markers. A baseline blood test is mainly important for preoperative assessment (Mayumi et al., 2016).
Serum ?-Hcg can also be taken in case ectopic pregnancy has not been ruled out.
Imaging Imaging is not very necessary in the diagnosis and treatment of acute appendicitis, as most cases are usually clinically diagnosed. However, a CT scan or trans-abdominal ultrasound can be done in case of inconclusive clinical features.
Illness Scrip Differentiate #2 Pelvic abscess
Epidemiology A pelvic abscess is a very rare condition. However, some of the main predisposing factors that can result in pelvic abscess include Crohn’s disease, immunodeficiency, pregnancy, and diabetes mellitus. In the case of Crohn’s disease, the abscesses may occur either as a complication of surgery or spontaneously (Mui, Allaire, Williams, & Yong, 2016).
Time Course May take days for the pelvic abscess to grow quite large before the onset of the symptoms.
Clinical Presentation The condition presents with systemic features of toxicity such as malaise, fever, anorexia, nausea and vomiting and pyrexia. Some of the local effects as a result of a pelvic abscess include deep pain and tenderness in a single or both of the lower quadrants, tenesmus, diarrhea, dysuria and mucous discharge per rectum (Kelly, Cullmann, Puig, & Applegate, 2018). Upon rectal examination, tenderness may be revealed on the pelvic peritoneum.
Pathophysiology Pelvic abscess usually occurs as a result of gynecological procedures or infections, or acute appendicitis. It can also present as a complication of diverticulitis, Crohn’s disease or abdominal surgery. The abscess contains pus or infected fluid walled by an inflamed tissue (Yosef et al., 2016). In males, the abscess is usually situated between the rectum and the blooder. In females, the abscess is usually between the posterior fornix of the vagina and the uterus and the rectum posteriorly. Women of productive age usually develop tubo-ovarian abscess that may be a complication of an inflammatory pelvic disease.
Lab FBC: which usually shows raised white blood cell count.
Imaging Ultrasound or CT/MRI scan to locate the origin of the abscess.
Illness Scrip Differentiate #3 Ectopic Pregnancy
Epidemiology Ectopic pregnancy is thought to occur in around 2% of all pregnancies (The American College of Obstetrics and Gynecology, 2018). However, this number may be grossly inaccurate due to the treatment and management in offices where the incidence is not reported to national surveillance data on ectopic pregnancy (The American College of Obstetrics and Gynecology, 2018). Although many advances have been made in early detection and treatment of ectopic pregnancy. It remains the cause of around 2.7% of maternal deaths nationally (The American College of Obstetrics and Gynecology, 2018).
Time Course 6 weeks to 16 weeks gestation to rupture (Dulay, 2017).
Clinical Presentation Vaginal bleeding and pelvic pain without knowledge of pregnancy. Or 1st trimester bleeding with or without pain (Dulay, 2017). Positive rebound tenderness and cervical motion tenderness. Dizziness or fainting may also occur (Barash, Buchanan & Hillson, 2014).
Pathophysiology Ectopic pregnancy is commonly in the fallopian tube, around 90% of extra uterine implantation occur in this location (The American College of Obstetrics and Gynecology, 2018). The other locations are the abdomen, cervix, ovary, and uterine scars such as prior cesarean scar (The American College of Obstetrics and Gynecology, 2018). It is noted that you can have both an ectopic and intrauterine pregnancy at the same time (The American College of Obstetrics and Gynecology, 2018).
The fetus usually grows in the extrauterine site and ruptures between 6-16 weeks resulting in hemorrhaging to the point of death (Dulay, 2017).
Lab CBC, ?-hCG, Type and Screen (Barash et al., 2014)
Imaging Pelvic US (Barash et al., 2014)
Documentation of SOAP Format SAMPLE
References
American College of Obstetrics and Gynecology. (2018, March). Tubal Ectopic Pregnancy – ACOG. Retrieved from https://www.acog.org/Clinical-Guidance-and-Publications/Practice-Bulletins/Committee-on-Practice-Bulletins-Gynecology/Tubal-Ectopic-Pregnancy?IsMobileSet=false
Dulay, A. (2017, October). Ectopic Pregnancy – Gynecology and Obstetrics – Merck Manuals Professional Edition. Retrieved from https://www.merckmanuals.com/professional/gynecology-and-obstetrics/abnormalities-of-pregnancy/ectopic-pregnancy
El-Radhi, A. S. (January 01, 2015). Management of abdominal pain in children. British Journal of Nursing (mark Allen Publishing), 24 (1), 8-21.
Jangland, E., Kitson, A., & Muntlin, A. A. (April 01, 2016). Patients with acute abdominal pain describe their experiences of fundamental care across the acute care episode: a multi-stage qualitative case study. Journal of Advanced Nursing, (72)4, 791-801.
Joshua H. Barash|Edward M. Buchanan|Christina Hillson. (2014, July 1). Diagnosis and management of ectopic Pregnancy. Retrieved from https://www.aafp.org/afp/2014/0701/p34.html
Kelly, A. M., Cullmann, J. L., Puig, S., & Applegate, K. E. (January 01, 2018). Acute Pelvic Pain in Premenapausal Women, Children and Infants: Evidence-Based Emergency Imaging.
Mayumi, T., Yoshida, M., Tazuma, S., Mizooka, M., Furukawa, A., Nishii, O., Shigematsu, K., … Hirata, K. (January 01, 2016). The Practice Guidelines for Primary Care of Acute Abdomen 2015. Japanese Journal of Radiology, (34)1, 80-115.
Mui, J., Allaire, C., Williams, C., & Yong, P. J. (February 01, 2016). Abdominal Wall Pain in Women With Chronic Pelvic Pain. Journal of Obstetrics and Gynaecology Canada, (38) 2, 154-159.
The Best Symptom Characterizing Symptomatic Uncomplicated Diverticular Disease Of The Colon: A Comparison With Fecal Calprotectin In Clinical Setting. Digestive and Liver Disease: Supplement, (2) 46, 3-8.
Yosef, A., Allaire, C., Williams, C., Ahmed, A. G., Al-Hussaini, T., Abdellah, M. S., Wong, F., … Yong, P. J. (December 01, 2016). Multifactorial contributors to the severity of chronic pelvic pain in women. American Journal of Obstetrics and Gynecology, (215) 6, 34-40.

Interaction Of Hazardous Materials
Interaction Of Hazardous Materials
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Unit V Research PaperFor this assignment, write about a hazardous materials incident or an environmental health and safety (EHS) project that involves a material(s) with a hazard(s) that falls under the hazard classification that we have studied so far (water/air reactive, corrosive, or toxic). The incident or project could be one that you have researched or been involved with. Your essay must include the following:
? summary of the project or incident,
? identification of the hazardous material(s) involved and hazardous classification,
? discussion of chemical properties and interactions relevant to the incident/project,
BOS 3640, Interactions of Hazardous Materials 2
? any short or long-term mitigation implemented, and
? conclusion (your professional opinion on the project/incident).Your response must be at least 400 words in length. You are required to use at least two references, including your textbook for your response. All sources used, including the textbook, must be referenced. Paraphrased and/or quoted materials must have accompanying citations in APA format
Case Assignment
After carefully reviewing the required readings, answer the following questions. Copy the questions directly from the assignment and answer them each separately.
Identify and explain the four sources of law in the United States and give an example of each.
What is the citation for the Simkins case? Label each part of the citation.
Define what are majority and dissenting opinions. Identify who drafted each for this case.
At what level of the judiciary was this case decided?
Identify and explain the legal statute that was examined in this case and its relevance.
Constitutional law was also a factor in the decision. Identify and discuss the Amendments that were addressed and their importance to this case.
The reach of this case was limited. Why is that?
What is the relevance for health administrators in studying a case such as Simkins? There is no one answer for this, but be sure to provide your critical analysis and support it with reliable sources.
Assignment Expectations
Conduct additional research to gather sufficient information to justify/support your analysis.
Limit your response to a maximum of 4 pages (title and reference page is not included in page number count).
Support your paper with peer-reviewed articles, with at least 3-4 references. Use the following link for additional information on how to recognize peer-reviewed journals:
You may use the following source to assist in formatting your assignment:
For additional information on reliability of sources, review the following source:
This assignment will be graded based on the content in the rubric.

Discussion: type of hypersensitivity reaction
Discussion: type of hypersensitivity reaction
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NR 507 Week 1 Discussion PART 1
John is a 19-year-old college football player who presents with sneezing, itchy eyes, and nasal congestion that worsens at night. He states that he has a history of asthma, eczema and allergies to pollen. There is also one other person on the football team that has similar symptoms. His vitals are BP 110/70, P 84, R 18, T 100 F.
Write a differential of at least three (3) possible items from the most likely to less likely. For each disease include information about the epidemiology, pathophysiology and briefly argue why this disease fits the presentation and why it might not fit the presentation.
NR 507 Week 1 Discussion PART 2:
A patient has been admitted into the emergency room that was in the passenger side of a car that collided with another car head on. The patient is pale, barely conscious and has a weak and thready pulse. An IV is started. The vitals are BP 80/50, P 140, T 96.0 and R 26. As the team fights to keep the patient alive they have to remove the spleen. Blood is given but it has been mistyped. A transfusion reaction occurs.
Describe the type of hypersensitivity reaction that has occurred and discuss the molecular pathophysiology of the specific type of hypersensitive reaction you have chosen.
In the event that this patient survived the car accident and the transfusion reaction which organs are most likely to be damaged and why?
NR 507 Week 1 Discussion PART 3:
A 44-year-old patient presents with lump in the chest of approximately 2 cm in diameter. There is a slight dimple over the location of the lump and when the lump is manipulated it seems to be attached to the surrounding tissue. A lumpectomy is performed and the mass is sent to pathology. The pathology report comes back and the mass is confirmed to be an estrogen receptor negative, a progesterone receptor negative and a her2/neu receptor positive breast cancer.
• What are some of the risk factors for breast cancer?
• What tumor suppressor genes are associated with breast cancer?
• What tumor oncogenes are associated with breast cancer?
• Compare and contrast tumor suppressor genes from oncogenes?
NR 507 Week No. 1 Quiz:
1. Which statement about vaccines is true? (Points : 2)
2. Which statement is true about fungal infections? (Points : 2)
3. What is the role of reverse transcriptase in HIV infection? (Points : 2)
4. What of the following remains a significant cause of morbidity and mortality worldwide? (Points : 2)
5. Once they have penetrated the first line of defense, which microorganisms do neutrophils actively attack, engulf, and destroy by phagocytosis? (Points : 2)
6. After sexual transmission of HIV, a person can be infected yet seronegative for _____ months. (Points : 2)
7. Deficiencies in which element can produce depression of both B- and T-cell function? (Points : 2)
8. Hypersensitivity is best defined as a(n) (Points : 2)
9. A person with type O blood is likely to have high titers of anti-___ antibodies. (Points : 2)
10. What mechanism occurs in Raynaud phenomenon that classifies it as a type III hypersensitivity reaction? (Points : 2)
11. During an IgE-mediated hypersensitivity reaction, what causes bronchospasm? (Points : 2)
12. In a type II hypersensitivity reaction, when soluble antigens from infectious agents enter circulation, tissue damage is a result of (Points : 2)
13. In which primary immune deficiency is there a partial to complete absence of T-cell immunity? (Points : 2)
14. Which cytokines initiate the production of corticotropin-releasing hormone (CRH)? (Points : 2)
15. What effect does estrogen have on lymphocytes? (Points : 2)
16. Which hormone increases the formation of glucose from amino
17. During a stress response, increased anxiety, vigilance, and arousal is prompted by (Points : 2)
18. Which cytokine is involved in producing cachexia syndrome? (Points : 2)
19. Which of the viruses below are oncogenic DNA viruses? (Points : 2)
20. By what process does the ras gene convert from a proto-oncogene to an oncogene? (Points : 2)
21. What is the role of vascular endothelial growth factor (VEGF), basic fibroblast growth factor (bFGF), and transforming growth factor-alpha (TGF-?) in cell metastasis? (Points : 2)
22. Many cancers create a mutation of ras. What is ras? (Points : 2)
23. In chronic myeloid leukemia (CML), a piece of chromosome 9 fuses to a piece of chromosome 22. This is an example of which mutation of normal genes to oncogenes? (Points : 2)
24. Tobacco smoking is associated with cancers of all of the following except (Points : 2)
25. What percentage of children with cancer can be cured? (Points : 2)