Educational/informative newsletter (minimum 3-4 pages plus reference page)

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Create an Educational/informative newsletter (minimum 3-4 pages plus reference page)

Create a document, which informs and enlightens readers on different issues of Science and Scientific Thinking, preferably related to the content covered in our SCI110 course.

(Word has numerous standard newsletter templates to assist you)

The newsletter shall include at least 6 sections about the following subjects. These subjects should be related but not identical to the topics covered in the course. Apply your research skills.

  • A section on History of science
  • A section on Philosophy of science.
  • A section on Pseudoscience or Religion-Science
  • A section on Science and Politics or Science and society.
  • A section about a new discovery or advance in science
  • “my corner” “my side” “my thoughts” – in a short essay, giving the reader a personal opinion about something you have learned.

Sections can be presented in different formats: i.e. pictures, a story, info graphic, interview, article, informational, educational piece, article re-cap, quiz, history note, “did you know?” current event, local event, class, statistics, etc… You must use at least 4 different formats (you can’t use 6 articles, or 6 events, etc…)

Each newsletter shall include all the components outlined above. Feel free to be creative and have fun with the assignment. Include all references and citations on your reference page.

neurotransmitter

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A friend’s grandfather was just diagnosed with a disease that is associated with a certain excitatory neurotransmitter. Your friend isn’t sure if it’s acetylcholine or dopamine.

Write an essay that explains to your friend about excitatory neurotransmitters. Provide a detailed description of the functions associated with acetylcholine versus dopamine that could help differentiate which neurotransmitter is involved.

To help ensure the auto-feedback system will function properly, your response must contain a minimum of 100 words and a maximum of 1000 words, though individual prompts or your instructor may provide a more precise target range for word count. Your response will be automatically reviewed by the system, and you will receive your grade after your instructor reviews and returns the scores. Your response should not contain in-text parenthetical citations or other special headers or formatting.

GEO101, 3-4 page, 1-2 scholarly sources, APA style citations

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Option #1: Landscapes

Weathering and erosion are very closely related topics. Describe how these two processes can shape the landscape and be sure to provide examples. You may choose to discuss an individual form of weathering and erosion or concentrate on a given area such as deserts, glaciated areas, or river systems and the forms of weathering and erosion that occur there.

Your paper should meet the following requirements:

Meniere’s Disease, health and medicine homework help

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yes, Ears, Nose and Throat

PICK A TOPIC FROM BELOW

For your assigned topic(s) you are to discuss the incidence and prevalence of the disorder, pathophysiology from an advanced practice perspective, physical assessment and examination, evidence-based treatment plan and patient education, as well as follow up and evaluation to assess the efficacy and outcomes of the evidence-based treatment plan for management of an episodic, acute, and chronic case involving the pathology(s) you are sharing. List any diagnostic studies or laboratory test(s) you need to rule in or rule out a diagnosis. THREE REFERENCES MUST BE INCLUDED

Eyes, Ears, Nose, Throat

  1. Tinnitus
  2. Meniere’s Disease
  3. Detached Retina
  4. Corneal Abrasion
  5. Macular Degeneration
  6. Foreign Body (eye, ear, nose, throat)
  7. Diabetic Retinopathy
  8. Temporomandibular Joint Disease
  9. Epistaxis

NURS6512 Walden Assessment Tool & Diagnostic Test Discussion Paper

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APA FORMAT PLEASE

Discussion: Assessment Tools and Diagnostic Tests in Adults and Children

When seeking to identify a patient’s health condition, advanced practice nurses can use a diverse selection of diagnostic tests and assessment tools; however, different factors affect the validity and reliability of the results produced by these tests or tools. Nurses must be aware of these factors in order to select the most appropriate test or tool and to accurately interpret the results.

Not only do these diagnostic tests affect adults, body measurements can provide a general picture of whether a child is receiving adequate nutrition or is at risk for health issues. These data, however, are just one aspect to be considered. Lifestyle, family history, and culture-among other factors-are also relevant. That said, gathering and communicating this information can be a delicate process.

In this Discussion, you will consider the validity and reliability of different assessment tools and diagnostic tests. You will explore issues such as sensitivity, specificity, and positive and negative predictive values. You will also consider examples of children with various weight issues. You will explore how you could effectively gather information and encourage parents and caregivers to be proactive about their children’s health and weight.

To prepare:

  • Review this week’s learning resources and consider factors that impact the validity and reliability of various assessment tools and diagnostic tests. We will also review examples of pediatric patients and their families as it relates to BMI.
  • This week you will be assigned one of the following DB by your instructor.
    1. Select one of the following assessment tools or diagnostic tests to explore for the purposes of this Discussion:
      • Mammogram
      • Prostate-specific antigen (PSA) test
      • Body-mass index (BMI) using waist circumference for adults

By Day 3

Post a description of how the assessment tool or diagnostic test you selected above is used in health care. Based on your research, evaluate the test or the tool’s validity and reliability, and explain any issues with sensitivity, reliability, and predictive values. Include references in appropriate APA formatting.

Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!


Learning Resources

Required Readings

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the
Course Materials section of your Syllabus.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2015).
Seidel’s guide to physical examination (8th ed.). St. Louis, MO: Elsevier Mosby.

  • Chapter 3, “Examination Techniques and Equipment” (pp. 30-49)This chapter explains the physical examination techniques of inspection, palpation, percussion, and auscultation. This chapter also explores special issues and equipment relevant to the physical exam process.
  • Chapter 6, “Growth and Measurement” (pp. 79-94)In this chapter, the authors explain examinations for growth, gestational age, and pubertal development. The authors also differentiate growth amongst the organ systems.
  • Chapter 7, “Nutrition” (pp. 95-113)This chapter focuses on how nutrition affects growth, development, and health maintenance. The authors also provide guidelines for assessing nutrient intake.
  • Review of Chapter 26, “Recording Information” (pp. 616-631)This chapter provides rationale and methods for maintaining clear and accurate records. The text also explores the legal aspects of patient records.

Dains, J. E., Baumann, L. C., & Scheibel, P. (2016).
Advanced health assessment and clinical diagnosis in primary care (5th ed.). St. Louis, MO: Elsevier Mosby.

  • Chapter 1, “Clinical Reasoning, Differential Diagnosis, Evidence-Based Practice, and Symptom Analysis”

This chapter introduces the diagnostic process, which includes performing an analysis of the symptoms and then formulating and testing a hypothesis. The authors discuss how becoming an expert clinician takes time and practice in developing clinical judgment.

Sullivan, D. D. (2019).
Guide to clinical documentation (3rd ed.). Philadelphia, PA: F. A. Davis.

  • Chapter 2, “The Comprehensive History and Physical Exam” (pp. 23-32)
  • Appendices B-C (pp. 373-376)
  • Chapter 6, “Adult Preventative Care Visits” (pp. 125-139)
  • Chapter 5, “Pediatric Preventative Care Visits” (pp. 93-108)

Laine, C. (2012). High-value testing begins with a few simple questions.
Annals of Internal Medicine, 156(2), 162–163.

Retrieved from the Walden Library databases.

This article supplies a list of questions physicians should ask themselves before ordering tests. The authors provide general guidelines for maximizing the value received from testing.

Qaseem, A., Alguire, P., Dallas, P., Feinberg, L. E., Fitzgerald, F. T., Horwitch, C., & … Weinberger, S. (2012). Appropriate use of screening and diagnostic tests to foster high-value, cost-conscious care.
Annals of Internal Medicine, 156(2), 147–150.

Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011).History subjective data checklist. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby. (PDF)
This History Subjective Data Checklist was published as a companion to Seidel’s guide to physical examination (8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). From https://evolve.elsevier.com/

Gibbs, H., & Chapman-Novakofski, K. (2012). Exploring nutrition literacy: Attention to assessment and the skills clients need.
Health,
4(3), 120–124.

Retrieved from the Walden Library databases.

This study explores nutrition literacy. The authors examine the level of attention paid to health literacy among nutrition professionals, and the skills and knowledge needed to understand nutrition education.

Martin, B. C., Dalton, W. T., Williams, S. L., Slawson, D. L., Dunn, M. S., & Johns-Wommack, R. (2014). Weight status misperception as related to selected health risk behaviors among middle school students. Journal of School Health, 84(2), 116–123. doi:10.1111/josh.12128

Centers for Disease Control and Prevention. (2012). Childhood overweight and obesity.
Retrieved from http://www.cdc.gov/obesity/childhood/
This website provides information about overweight and obese children. Additionally, the website provides basic facts about obesity and strategies to counteracting obesity.

Optional Resources

LeBlond, R. F., Brown, D. D., & DeGowin, R. L. (2014).
DeGowin’s diagnostic examination (10th ed.). New York, NY: McGraw Hill Medical.

  • Chapter 3, “The Physical Screening Examination”
  • Chapter 17, “Principles of Diagnostic Testing”
  • Chapter 18, “Common Laboratory Tests”

George Washington University Nurse Client Relationship Reflective Paper

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Reflective Paper: Nurse-client Relationship

For this assignment, reflect upon a previous client encounter that was challenging. Write a narrative centered on the nurse-client relationship that incorporates the key points discussed in this week’s presentation.

Reflective papers are recognized as an important contributor to clinical education and practice. Reflective writing uses a personal or professional experience to enhance self-awareness and facilitate professional growth. This is not simple storytelling. Reflective writing allows both writer and reader to examine complex, ethically ambiguous, troubling, or inspiring situations to enhance critical thinking skills and promote emotional awareness. The goals of are to: a) emotionally engage the reader, b) present the humanistic side of an experience, c) stimulate deep reflection, d) increase self-awareness, insight and empathy, and d) facilitate appreciation for multiple perspectives and interpretations.

In this course, reflective writing assignments are based on the DEAL method (Ash & Clayton, 2009). DEAL is an acronym for describe, examine and articulate learning. Specific instructions for the assignment will vary depending on the topic for the reflective paper. Please read carefully.

There are three distinct sections of the paper (sub-headings):

I. DESCRIBE: Describe a client encounter that had a significant impact on your clinical practice. (use first person). Write a THICK narrative/story about the experience. A thick description is defined as “…describing a phenomenon in sufficient detail so that one can begin to evaluate the extent to which the conclusions drawn are transferable to other times, settings, situations, and people. It is NOT a factual account without interpretation. The goal of the storyteller is to create a space in which the reader feels as if they are part of the story; not just a casual observer. It is helpful to provide a descriptive title for the story. Something that immediately communicates a deeper meaning to the reader.

Click here for further information about a thick description.

II. EXAMINE (to look closely and explore deeply for learning): The purpose of this section is to externalize the experience for examination as well as to deconstruct (critique dominant understandings of a topic). For this reflection paper, we are exploring the nurse-client relationship.Consider the following questions as you examine the experience. These questions are for your consideration. Please feel free to expound as you deem appropriate. This is your experience; your opportunity to reflect and learn:

  1. What are the main themes embedded in the narrative?
  2. How did the experience affect you personally and professionally? Your ability to engage with clients?
  3. How did the experience impact your own value system and/or ethical standards?.

ARTICULATE LEARNING: The purpose of this section is to reflect on your answers in the previous section and write a summary statement.

Respond to the following questions:

  1. What did I learn about myself? About my client?
  2. How did I learn it?
  3. Why does it matter?
  4. What will I do in the future (professionally and personally)?

Your Nursing Career

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Read Chapter 12

1. What are three questions you should ask yourself when you begin your job search?

2. What are the most common mistakes people make in preparing their résumés?

3. What should you know about your prospective employer before the job interview?

4. What should the interviewee try to achieve during a job interview? What should you look for? What red flags should you watch for?

5. What can you do in advance to prepare for the changes during the first year of employment?

6. Create your own SWOT analysis. How would you respond to your personal strengths and weaknesses if you were a prospective employer? How can you enhance your strengths and improve in areas of weakness?

7. Draw a career path for yourself, beginning with the present year and extending to the age of retirement. Be sure to include any “twists and turns” of the path you expect to experience along the way and any barriers you expect to encounter. How will you handle these experiences?

Do an online nationwide search for information about current job prospects in nursing.Compare opportunities in various regions of the country. Why do you think these opportunities are the same or different?

5. Develop a list of questions that you should ask a potential employer. What “homework” will you need to do to prepare for an interview?

Nursing Leadership And Management Healthcare Discussions Help

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1-which of the following behaviors may be (1) ethical but illegal, (2) legal but unethical, (3) illegal and unethical, and (4) legal and ethical.

A. Working in a clinic that performs abortions

b. Respecting the wishes of a client suffering from ALS that he be permitted to die with dignity and not placed on “breathing machines”

c. Respecting the health surrogate’s wishes regarding termination of life support of her friend

d. Observing a coworker take out two tablets of oxycodone as ordered for pain management for his patient but keeping one for himself, administering only one tablet to the patient.

2-differentiate among the following: deontological theories, utilitarianism, and principlism.

3-what do you think about health-care professionals disclosing information to clients about a poor prognosis, even though the information may cause severe distress.

4-What do they think about health-care professionals disclosing information to clients against family wishes?

5. You see a colleague use another nurse’s password to access the medication administration system and take out a narcotic. What would you do?

6.Your colleague’s child fell and was brought to the emergency department. She comes back up to the unit and tells you that they cleaned and debrided the wound, and she needs to change the dressings twice a day using a wet to dry method. You see her go into the supply system and remove the dressings and saline using a patient’s identification number. What would you do?

7. You are caring for a patient who has a terminal disease. He asks you if he is dying. Would you tell him? If yes, how? If no, what might you say? .

8-You are administering hydromorphone to a patient. The patient asks you what you are administering. Would you tell the patient about the medication?

Case Study – Env

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Using APA style, write a case study at least two to three pages in length, double-spaced, in 12-point Times New Roman font, on one of the following two topics. Your case study should be written in paragraph form. Some of the items that you are responding to may have one or two word answers, but please use paragraph form with good transitions and proper grammar to tie all the concepts together in a well-written paper.

  1. Select a real city with at least 20,000 people (possibly where you live). Contact the water department, review their website, or do other investigations, and write a paper including, but not limited to, at least five of the following items:
    1. population served and location
    2. water source (e.g., lake, aquifer, other)
    3. when the system was first constructed and dates of upgrades
    4. types of pipe materials in the system
    5. initial cost of the system
    6. design water flow rate for the system
    7. approximate total length of pipe in the system
    8. number of water towers and/or pumping stations
    9. Indicate the vertical elevation change from the water treatment plant to the lowest and highest elevation home or business served by the water system.
    10. largest pipe diameter in the system
    11. problems with the system (e.g., recurring leaks, pipe deterioration, toxic chemical infiltration, chronic low pressure)
    12. type of disinfection used and whether or not fluoridation is used
    13. special attributes of which the city is especially proud

Texas Christian University Applying the Four Principles Case Study Paper

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This assignment will incorporate a common practical tool in helping clinicians begin to ethically analyze a case. Organizing the data in this way will help you apply the four principles of principlism.

Based on the “Case Study: Healing and Autonomy” and other required topic study materials, you will complete the “Applying the Four Principles: Case Study” document that includes the following:

Part 1: Chart

This chart will formalize principlism and the four-boxes approach by organizing the data from the case study according to the relevant principles of biomedical ethics: autonomy, beneficence, nonmaleficence, and justice.

Part 2: Evaluation

This part includes questions, to be answered in a total of 500 words, that describe how principalism would be applied according to the Christian worldview.

Remember to support your responses with the topic study materials.

APA style is not required, but solid academic writing is expected.