Patient Treatment Plan for Psychosis – Considerations

Research Paper about how Global Economic Meltdown Affects Small Scale Business.

Rennaiscience (History course) Immanuel Kant dares you to show what you know about early modern Europe. He asks that you focus solely on the materials from this course. Kant freaks out when he reads things taken from random websites or other material not assigned in the course. The idea is to think about what we did specifically in this class. (For example, ONLY FROM TEXTBOOK LIKE THE EUROPEAN WORLD, LIVES UNCOVERED, http://www.humanrights.com/what-are-human-rights.html, http://chnm.gmu.edu/revolution/etc), Kant politely asks that you write at least 550 to 750 words (2+ to 3 pages, typed and double-spaced) on one of the topics below (a little more is fine too). This is a thought essay but do try to have a clear thesis and provide some examples or evidence from course texts where appropriate. 1. Did life for the “average” person change in fundamental ways between 1400 and 1800? If you took the average man or woman, say a farmer/peasant, craftsperson, small-time merchant, or their wife, and compared their lives in 1400 and in 1800 how much do you think their lives had changed? What aspects of life changed the most, and what changed the least? You can think in terms of their everyday lives, their work, their leisure, their homes, their education, occupational opportunities and the like. How might they view things like religion, politics or medicine? Was the average person’s life fundamentally the same or different in important and essential ways? You can focus on a single “type” or look at more than one but focus has advantages. Be clear about gender, status and profession as you think about this—as well as where the person lived. You can make comparisons to others whose lives might have changed more or less (in the same time period). 2. What was not modern about early modern Europe? Some scholars view the period from roughly 1400 to 1800 as marking the beginning of modernity, hence the period is called early modern. Others believe it is more useful to think of the period as an extension of earlier history, and that industrialization marks the real break toward modernity. The period did witness many changes but these do not necessarily mark out a linear movement toward modernity. So write about the ways the period was not modern. 3. By 1800 Europe had emerged “as the major driving force behind global developments.” (Kümin, 2nd ed, p 362) In what specific ways was Europe a driving force in the world by 1800? How had Europe come to play this role? What were the limitations of European influence? Be sure to include that last point and be careful to look at expansion only up to 1800 and not include the extensive colonization of the nineteenth century in your answer.

11: Special Topics in Child and Adolescent Psychiatry In your practice as a PMHNP, you may see many children and adolescents who are faced with challenges that go beyond the standard DSM-5 diagnoses. Children in foster homes or who have been adopted may have emotional scars from previous abuse or neglect; adolescents experiencing issues with gender dysphoria may be faced with peer and family issues; and children involved in acts of terrorism may face reoccurring fear and mistrust. This week, you explore psychological issues that may arise in children faced with special circumstances and the assessment and treatment options specific to these special populations. You also take your final exam for the course. Learning Resources Required Readings American Nurses Association. (2014). Psychiatric-mental health nursing: Scope and standards of practice (2nd ed.). Washington, DC: Author. Standards 11 “Communication” (page 75) Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014). Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry (11th ed.). Philadelphia, PA: Wolters Kluwer. Chapter 31, “Child Psychiatry” (pp. 1279–1323) American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author. “Somatic Symptom and Related Disorders” “Other Conditions That May Be a Focus of Clinical Attention” “Assessment Measures” “Cultural Formulation” American Academy of Child & Adolescent Psychiatry (AACAP). (2011). Practice parameter for child and adolescent forensic evaluations. Journal of the American Academy of Child & Adolescent Psychiatry, 50(12), 1299-1312. Retrieved from http://www.jaacap.com/article/S0890-8567(11)00883-5/pdf American Academy of Child & Adolescent Psychiatry (AACAP). (2012c). Practice parameter on gay, lesbian, or bisexual sexual orientation, gender nonconformity, and gender discordance in children and adolescents. Journal of the American Academy of Child & Adolescent Psychiatry, 51(9), 957–974. Retrieved from http://www.jaacap.com/article/S0890-8567(12)00500-X/pdf Lee, T., Fouras, G., & Brown, R. (2015). Practice parameter for the assessment and management of youth involved with the child welfare system. Journal of the American Academy of Child & Adolescent Psychiatry, 54(6), 502–517. Retrieved from http://www.jaacap.com/article/S0890-8567(15)00148-3/pdf Human Rights Campaign. (n.d.). Growing up LGBT in America. Retrieved June 8, 2017, from http://assets.hrc.org//files/assets/resources/Growing-Up-LGBT-in-America_Report.pdf?_ga=1.83582870.1279387255.1493224749 Optional Resources Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A. (2015). Rutter’s child and adolescent psychiatry (6th ed.). Hoboken, NJ: Wiley Blackwell. Chapter 19, “Legal Issues in the Care and Treatment of Children With Mental Health Disorders” (pp. 239–249) Chapter 49, “Forensic Psychology” (pp. 636–647) Discussion: Special Topics in Child and Adolescent Psychiatry Many children face special issues that impact everyday life, whether it is within themselves, their families, or their environment. The PMHNP must be sensitive to these many issues that children and adolescents are faced with during important developmental years. In this Discussion, you select a special population and analyze the psychological issues that the population faces. You also address the assessment and treatment needs of the population. Learning Objectives Students will: Analyze psychological issues that may arise in children faced with special circumstances Evaluate assessment measures used with children faced with special circumstances Evaluate treatment options used with children faced with special circumstances Analyze cultural influences on treatments (D) To Prepare for the Discussion: Review the Learning Resources. Select one of the following topics for the Discussion: Adoption Foster care Gender dysphoria Forensic issues Impact of terrorism on children Post: Write your selected disorder in the subject line of your Discussion post. Explain the psychological issues that may result from your topic. Describe the most effective assessment measure that could be used and explain why you selected this. Explain the treatment options available for children and adolescents involved with your selected disorder. Explain how culture may influence treatment

One is writing guideline and requirements. Another is my writing and the professor’s review. Please revise my writing according to guideline and review. Including but not limited to: adding words, adding new topic paragraph if need, using clear “personal experience”, better using sources, adding other sources, etc. About the original source. The latter two sources may not be extended, but must be retained. ENGLISH 1100 – COMPOSITION I WRITING PROJECT 3: WRITING WITH RESEARCH – TOPIC GUIDELINES Word count: 1,500 (about 6 pages) Grade Value: 25% Sources to be used for Writing Project #3: • Your own ideas and experiences from either your Writing Project 1 (Writing from Personal Experience) to illustrate your ideas. Topic and purpose for Writing Project #3: Topic: Looking back on the experiences you described about a community problem in Writing Project 1 (Writing from Personal Experience). In Writing Project #3, you will formulate a claim about the question and argue that claim based on personal experience and fact-based evidence. Purpose: In Writing Project #3, your question—and the answer to that question—will reflect your stance (a “claim”) on the issue you’re addressing in your essay. You will formulate and argue the claim using source material that provides fact-based evidence, and you will illustrate your claim about the issue by using your own personal experience. What Writing Project #3 is not: WP#3 is not an informative essay or a “how-to” essay. You will not address the reader directly or use source material that offers “advice” to the reader. Your essay must argue a claim about an issue. Process for Developing Writing Project #3: Develop and organize your WP3 first version: Using your outline as a template, develop your ideas to create a WP3 first version: • Create an introduction: Refer to your experience you told a story about in Writing Project #1 then transition into the broader issue that this experience raised. Ask your “main” question about the community problem and provide a thesis that states your claim in answer to the question. • Develop supporting paragraphs (from your supporting points in your outline): Introduce each supporting paragraph with a topic sentence about a specific aspect of your claim that you want to explore. After each topic sentence, present information (from your own experience and ideas and from source material, correctly cited) that expands on idea in the topic sentence. • Write a conclusion: Refer back to your experiences in Writing Project 1 and reflect on your own experience and what you learned from your research that can help your community. • Format a works cited listing to include citations for the outside sources, formatted in MLA style. • Follow guidelines for development of ideas and use and citation of source material. Wp3 first versions that do not meet the minimum word requirement (1,500 words) and do not correctly use and cite sources both in-text and in the Works Cited listing will have points deducted. Write your final version of Writing Project 3 (100 points): Based on the comments of your peer review partner(s) and the instructor as well as your own ideas for revision, you will decide if you want to revise to create a WP3 final version. WP3 final versions that do not have correctly cited sources both in-text and in the Works Cited listing will not receive a passing grade; once a final version is submitted, you will not have an opportunity to revise.

Following the reading of the articles provided the discussion board, answer the following questions: 5a. In your opinion, what are the motivations to apply Artificial Intelligence (AI) in the field of healthcare? 5b. https://youtu(dot)be/hbqDknMc_Bo Describe 3 examples of data types that have been analyzed by AI systems 5c. Discuss two examples of mechanisms/devices that enable AI systems to generate clinical meaningful results 5d. Describe two disease types that the AI communities are currently tackling. 5e. Identify several future challenges in the implementation of AI in healthcare. * Provide academic or industry source to support your answers. *** Respond to one classmate, provide a substantial comment, and remember to address classmates by their first name.

Dispute Resolution Objectives Describe the steps involved in civil litigation. Compare arbitration and mediation as alternative methods of dispute resolution. Assignment Overview In this writing assignment, you will present your reasonable opinion as to whether a court system should require alternative dispute resolution prior to trial. Deliverables A one-page 500 word paper Step 1 Write a paper presenting your reasonable opinion. In a one-page paper, argue whether a court system should require alternative dispute resolution before a plaintiff is allowed to pursue his or her lawsuit in court (that is to say, before a plaintiff is allowed to take his or her case to trial). If you favor a requirement of alternative dispute resolution, indicate in your paper which of the two (2) primary forms of alternative dispute resolution (arbitration or mediation) the court system should require, and why. Step 3 Save and submit your assignment. When you have completed the assignment, save a copy for yourself in an easily accessible place and submit a copy to your instructor using Blackboard.

Essay #4: Comedy, the first person, & empathy   English 110 Background: In this unit, we’ll watch two comedy specials that function as monologues and soliloquys: Hannah Gadsby’s “Nanette” and Hasan Minhaj’s “Homecoming King.” Both of these pieces are like first-person essays, or like memoir, combined with an artistic, deliberate visual performance. These comics use their comedy as a way to discuss difficult issues, like homophobia, sexual assault, racism, and class. We’ll also read critical essays on first-person writing itself, and consider how these theories can help us understand these comics’ messages. Every choice the comic makes—what words they choose, their punchlines and repetition, their eye contact, their movement, their gestures—are all a part of their message. The way they tell their story is as important as the story itself. Their first-person narrative and performance help us, the audience, feel empathy for the speaker in different ways, and help us accept difficult issues that we might not accept otherwise. Learning Goals: Your goal for this essay is to expand your knowledge of close reading of literary elements (essay #1), analysis of broader themes and structures (essay #2), integrating a real-world lens (essay #3), and combine all of these skills into one coherent, analytical argument.   The task: Choose one of the comedians from this unit, and then write a 1,500-word essay answering the following questions:

1. What is the message of this monologue/soliloquy?
2. How does their form of the monologue/soliloquy help the reader to feel empathy and accept this difficult idea?

  How to do it: More detail You will be considering how the comedians in this unit use first-person narration to convey their message. Remember to analyze means to break down. You should treat your chosen monologue/soliloquy the way you would any of the pieces we’ve read this semester, and consider how the different tools the comic uses come together to create meaning.   For your thesis: This is another way of asking about the theme of the piece! But in this case, you’re specifically considering the relationship between how they tell their first-person story, empathy, and their message.   For your body paragraphs: Consider the tools the comics use/the elements of the comedy routine, both verbal and visual (specifically, metaphors and similes, structure, pacing, word choice, tone, posture, facial expressions, visual elements, gestures, etc.) and how each allows us to develop empathy and connect with the speaker in order to accept their idea. Audience: Consider your reader as someone not in our class. They will need context and explanation for who your comic is, what their special is about, and any key terms you’re using. Outside Source Requirement: For this essay, please integrate at least one of the critical sources on first-person narratives we discuss in class/I provide for you to help support your argument about the comic’s message. Your source should be integrated in a meaningful way, rather than just thrown in as a single quote. (more on next page) Need help? Review my lecture videos, your homework and prewriting assignments, and make an appointment at the writing center, or with me! I’m happy to help. Requirements (what to do to pass) (A essays do these things very well and are highly polished)

• 1,500 words minimum
• Demonstrate your analysis and close reading skills throughout
• Demonstrate knowledge of literary elements
• Include a compelling introduction that includes a hook, introduces your chosen piece, and includes a thesis
• Include evidence—each body paragraph should include at least one quote from either your chosen comic or a critical source
• Meaningfully include at least one critical source
• Includes a conclusion that answers the “and now what?” question
• Be thoroughly proofread (especially for homonyms and lowercase i’s)
• Demonstrate knowledge of sentence boundaries
• Demonstrate deliberate paragraphing choices (one main idea per paragraph)
• Include a title
• Use a 12-point, readable font
• Be double-spaced
• Include page numbers
• Include an MLA Works Cited page
• Be original work—As stated on the syllabus: You may not pay someone else to write your essay. You may not Google what others have said about the comic and use that to come up with ideas. All ideas must be your own. Our class time will help you generate your own ideas! You must write your paper yourself. Consulting sources that specifically discuss the comic, in physical print or online, will be considered cheating unless it is properly and judiciously documented.

 

Research Paper on the Relationship between Chuch Teachings and Death Penalty Please note that you need to add footnotes, this is a bible subject, the instruction will be uploaded as a picture.

Test question that needs to be answered: The production of ATP does not end with the Citric acid cycle. Explain the process of oxidative phosphorylation taking place along the electron transport chain. this is also referred to as the chemiosmosis theory. WordsCharactersReading time

• Complete the two critiques using the appropriate templates. • Write a 2- to 3-page paper that addresses the following: How to Prevent Nosocomial Infections in Pre- and Post-Operative Adults. Critique the following Authors: Cohen, C. C., Pogorzelska-Maziarz, M., Herzig, C. T., Carter, E. J., Bjarnadottir, R., Semeraro, P., & Stone, P. W. (2015). Infection prevention and control in nursing homes: a qualitative study of decision-making regarding isolation-based practices. BMJ Qual Saf, 24(10), 630-636. Eton, V., Sinyavskaya, L., Langlois, Y., Morin, J. F., Suissa, S., & Brassard, P. (2016). Effect of pre-operative use of medications on the risk of surgical site infections in patients undergoing cardiac surgery. Surgical infections, 17(5), 557-562. PatientCareLink.Org. (n.d.). Healthcare-Acquired Infections (HAIs). Retrieved from PatientCareLink.Org: https://patientcarelink.org/improving-patient-care/healthcare-acquired-infections-hais/