What are positive and negative symptoms of schizophrenia.

What are positive and negative symptoms of schizophrenia.

What are positive and negative symptoms of schizophrenia.

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Discussion: Schizophrenia

INSTRUCTIONS

Create an initial post (150-200 word) that addresses the following question and integrates at least one relevant article:

“What are ‘positive’ and ‘negative’ symptoms of schizophrenia? What treatments are available for schizophrenia and other psychotic disorders (include pharmacological non-pharmacological interventions)?”

Respond to at least 2 peers’ initial posts (75-100 words) extending the conversation and using sources to back up your ideas.

All posts must be well written, include APA in-text citations and references and logically support your discussions. The incorporation of scholarly material must be from within the last 5 years of the publication date and cited correctly.

I have the 2 peer post that I have to respond to

 The first one is from Brenda Hermosillo -Clients with schizophrenia can suffer from positive and negative symptoms. Positive symptoms can include hallucinations, delusions, and thought disorder. Hallucinations are when you hear voices or see things that are not there (National Institute of Mental Health, 2020). Delusions are firmly held beliefs not supported by objective facts (National Institute of Mental Health, 2020). Thought disorder includes unusual thinking or disorganized speech. As far as the negative symptoms go, we can start with reduced motivation, diminished feelings or pleasure in everyday life, reduction in expression of emotions via facial expression, and reduced speaking (National Institute of Mental Health, 2020). These are all difficult symptoms to experience and it will be different for every client. Treatment for this diagnosis is anti-psychotic medication. These medications can help reduce he intensity and frequency of the symptoms (National Institute of Mental Health, 2020). Psychosocial treatments can also be used for this diagnosis. Cognitive Behavioral therapy, behavioral skills training, supported employment, and cognitive remediation may help address the symptoms. It is also important to have family support and educational support to be able to achieve more with this diagnosis

The second one is .. Brandy Lucero -Schizophrenia is a condition that can have a wide range of symptoms. The severity of the symptoms also varies with each individual. According to Corocoran and Walsh, some of the positive symptoms are hallucinations, delusions, disorganized thought processes and tendencies towards agitation (2016, p. 486). They also note that the negative symptoms of Schizophrenia include flat or blunted affect, social withdrawal, noncommunication, anhedonia, passivity and ambivalence in decision making (Corocoran & Walsh, 2016, p. 487). In treating this condition, there are many treatment options available. They include the use of antipsychotic medications (ie. haloperidol, Clozapine and Riseridone), Electroconvulsive Therapy, Psychosocial Interventions (ie. CBT Therapy), Psychoeducation, Family Intervention, Vocational Rehabilitation and Professional support (Social Work/ Case Management) (Corocoran & Walsh, 2016, p. 497-504).

References

Corcoran, J., & Walsh, J. (2016). Clinical assessment and diagnosis in social work practice (Third). Oxford University Press

Answer preview to what are positive and negative symptoms of schizophrenia

What are positive and negative symptoms of schizophrenia

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Discussion: The nurse notes that a client with acute kidney injury (AKI) has developed fine crackles in the lung bases bilaterally.

Discussion: The nurse notes that a client with acute kidney injury (AKI) has developed fine crackles in the lung bases bilaterally.

Discussion: The nurse notes that a client with acute kidney injury (AKI) has developed fine crackles in the lung bases bilaterally.

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I. On assessment, the nurse notes that a client with acute kidney injury (AKI) has developed fine crackles in the lung bases bilaterally.

a. What should the nurse do?

b. Describe the phases of the AKI and laboratory findings (Onset, Oliguric Phase, Diuretic Phase, Recovery Phase)

c. Include nursing interventions

II. About Chronic Kidney Disease:

a. Causes

b. Progression of CKD (Stage of CKD and estimated GFR)

c. Clinical Manifestations

III. Air embolism in a client receiving hemodialysis.

Priority nursing actions.

a. Complications of hemodialysis

IV. The nurse is collecting data from a client. Which symptom described by the client is characteristic of an early symptom of benign prostatic hyperplasia?

a. Nocturia

b. Scrotal edema

c. Occasional constipation

d. Decreased force in the stream of urine

State your rational including assessment findings in a patient with BPH.

Follow APA style 7th edition Saunders book must be included in your reference

Requirements: no less than 300 words

 

https://drive.google.com/file/d/1JHEyHsDerfeCtLKBSk2fn002y6VGBDhm/view?usp=sharing

 

Follow APA style 7th edition Saunders book must be included in your reference

 

Answer preview to the nurse notes that a client with acute kidney injury (AKI) has developed fine crackles in the lung bases bilaterally.

The nurse notes that a client with acute kidney injury (AKI) has developed fine crackles in the lung bases bilaterally.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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The Case of the Terrible Tiger

The Case of the Terrible Tiger

The Case of the Terrible Tiger

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The Case of the Terrible Tiger Brunhilde and Joy are entertainers who have enjoyed a very successful career. For the past twenty years they have been wowing Las Vegas audiences with their magic act which features “big cats,” including lions, tigers and panthers. They have performed their act before millions of fans of all ages, including many celebrities and a few U.S. Presidents. In the past few years, their act has averaged around $40 million a year gross — nearly $1 million per week. Brunhilde and Joy were starting to get on in years. They were both into their fifties but still very active with the animals, and their act was thriving. Working with large, wild animals is always dangerous, but Bruhilde and Joy trained the animals well. They didn’t use cages. They brought the animals out on leashes. Aside from a few minor incidents with the animals biting each other or mildly misbehaving, there were no problems with the big cats until one fateful night when they were performing their act to a sold-out crowd at Nero’s Palace Casino. Joy noticed that the 400-pound “star” tiger, Archibald, was a bit edgy just before the night’s performance. During the performance, she had to discipline the tiger repeatedly by pulling on his collar and tapping his nose with the microphone. Then Joy tripped on one of her high heels. Brunhilde and the audience gasped in horror as they watched Archibald grab Joy by her neck and drag her offstage. Although Archibald’s jaw was strong enough to break Joy’s neck, he apparently grabbed her gently. Her neck wasn’t broken, but the bite resulted in two large puncture wounds. She lost a great deal of blood which resulted in a stroke. Joy spent several months in the hospital recovering from her wounds. She had to have physical therapy to recover from the effects of the stroke. Brunhilde had to cancel the act, because she could not find a replacement for Joy. Besides she was too disheartened and worried about her friend to be able to continue without her.

a. Does Joy have a case against the casino? What claims can she make? What defenses does the casino have?

b. What if an audience member had been injured by the tiger? How would that change the case against the casino?

 

 

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Post traumatic Disorder. – nursing homework essays

Post traumatic Disorder.

Paper needs to be 2 to 5 pages long with citations and references which I have supplied two to start with and any others you can find. I also need a rough draft and final revision of this essay and PLEASE NO PLAGIARISM.

An Innovative Approach to Treating Combat Veterans with PTSD at Risk for Suicide
HERBERT HENDIN, MD
Suicide rates among military personnel had a significant drop in 2013, but there is no evidence of a drop among veterans. The problem of suicide among combat veterans with posttraumatic stress disorder (PTSD) remains a source of concern. The Department of Defense and the Department of Veterans Affairs are now calling for innovative treatment approaches to the problem. A short-term psychodynamic therapy presented here may be able to fill that need by dissipating the guilt from veterans’ combat-related actions that leads to suicidal behavior. The treatment showed promise of success with veterans of the war in Vietnam. Preliminary work with combat veterans of the wars in Iraq and Afghanistan indicates that it may be equally successful in treating them. Basic aspects of the psychodynamic approach could be incorporated into current therapies and should improve their ability to treat veterans with PTSD at risk for suicide. Post traumatic Disorder.
A 7-year research and treatment project with combat veterans of the Vietnam War with posttraumatic stress disorder (PTSD) and at risk for suicide at a Veterans Administration (VA) Medical Center laid the groundwork for the material in this article (Hendin & Pollinger Haas, 1984a,b). Comparable research being performed at the Michael E. DeBakey VA Medical Center in Houston, Texas, which includes veterans of the wars in Iraq and Afghanistan as well as Vietnam, is building on this work (Hendin, Al Jurdi, Houck, Hughes, & Turner, 2010).
PTSD AND THE RISK FOR SUICIDE
Vietnam veterans with PTSD are four times more likely to die by suicide than veterans without PTSD (Bullman & Kang,
1994). Although PTSD is the disorder most associated with suicide among veterans, most veterans with PTSD are not at risk for suicide. Veterans at risk for suicide who do not have PTSD have very different problems than veterans at risk for suicide who do. This study only addresses the problems of veterans with PTSD. The study of Vietnam combat veterans with PTSD provided insight into the factors associated with suicide among them. Persistent severe guilt over combat experiences was found to be the major factor differentiating veterans who had attempted suicide and those who were seriously preoccupied with suicide from those veterans who were neither (Hendin & Pollinger Haas, 1991). Nineteen of 100 combat veterans with PTSD had attempted suicide at least once since returning from Vietnam. Guilt related to combat actions was significantly marked in all 19 of the suicide attempters, but in only 32 of the 66 nonsuicidal veterans (v2 = 14.24, df = 1, p < .001). Fifteen had been seriously preoccupied with suicide since they left the service. Guilt was also marked in 12 of these 15 veterans compared to the 66 nonsuicidal
HERBERT HENDIN, Suicide Prevention Initiatives, New York, NY, USA and New York Medical College, Valhalla, New York. Address correspondence to Herbert Hendin, Suicide Prevention Initiatives, 1045 Park Avenue, New York, NY 10028; E-mail: hhendin@ spiorg.org
582 Suicide and Life-Threatening Behavior 44(5) October 2014 © 2014 The American Association of Suicidology DOI: 10.1111/sltb.12135
veterans (v2 = 3.71; df = 1, p = .05). Although anxiety, survivor guilt, and depression marked those at risk for suicide, combat guilt outperformed the other three predictors, including depression, when all four were entered into a logistic regression simultaneously. The combat experiences of the suicidal veterans were examined for possible determinants of their guilt. The chaotic nature of guerilla warfare in Vietnam, the uncertainty about who was the enemy, the emphasis on body counts, and the Viet Cong’s use of women, children, and the elderly as combatants contributed to combat actions about which veterans felt severe guilt. The Viet Cong would strip American soldiers they had killed and hang their naked bodies from a tree with their genitals stuffed into their mouths. Such tactics, designed to frighten soldiers, also tended to infuriate them and contributed to atrocities on both sides. A more common provocation was rage precipitated by experiencing the death of close comrades (Hendin & Pollinger Haas, 1991; Shay, 1995). Post traumatic Disorder.
MEANING OF COMBAT
How each veteran experienced combat events; that is, the meaning of the combat experience to the veteran, was integral in determining the nature of the guilt and the risk for suicidal behavior. The term meaning of combat refers to the subjective, often unconscious perception of the traumatic event, and includes the affective state of the veteran before the event took place, when it took place, and the affects experienced subsequently. Nightmares and other re-experiencing symptoms are cardinal symptoms of PTSD. Both are valuable tools in determining the meaning of the experience to the veteran. The following case example is illustrative (Hendin & Pollinger Haas, 1984a). (Informed consent was obtained from all project participants and some cloaking was performed with case presented).
Throughout his tour, Greg L. thought he would be killed in action. The thought was comforting to him because it would enable him to avoid having his friends, family, and fiancee discover that he had lost control of his anger and killed without reason in Vietnam. During the last two weeks of his tour, when he learned that he was not going to be assigned to any more combat missions, he tried to kill himself with an overdose of drugs. He had been an artillery spotter in Vietnam. He was preoccupied with a memory of a friendly village that he and his sergeant had helped to destroy in a contest designed to see who could call in the best coordinates. Through his binoculars, Greg had watched with excitement as the shells landed. As the village was being destroyed, he saw an old woman with betel nut stains on her teeth running in his direction. She was shaking her arms trying to get him to stop the shelling. As she ran toward him, she was killed by an artillery round. After he returned to the United States, Greg was tormented by a painful recurring nightmare that expressed his intense guilt over the destruction of the village. In the dream, he is captured by South Vietnamese villagers, strung on a pole like a pig carcass, and paraded around the village so that everyone could throw stones at him, hit him, spit on him, and curse him. The old woman with the betel nut stained teeth is taunting him. The villagers hold him responsible for all the death and destruction in their village. He knows they are going to kill him. Greg made a second suicide attempt during a re-experiencing event in which he thought he saw the villagers covered in blood. He cut his wrists and described feeling a sense of relief as the blood spurted out. Both the nightmare and the reliving experience express his sense of guilt and need for punishment. The nightmares of most veterans with PTSD correspond closely with the combat experiences, and the terror over being killed that they engender. Veterans who have severe guilt over their actions in
HENDIN 583
combat are more likely to experience nightmares that reflect their guilt and are often punitive in nature. They are at high risk for suicide. Greg’s experience of feeling out of control while in Vietnam was usual among the suicide attempters. Sixteen of 19 suicide attempters (82%) in the study had felt out of control as a result of excessive fear or rage during their tours of duty, including situations in which their anger led to their killing noncombatant civilians (Hendin & Pollinger Haas, 1991). Veterans like Greg, who feel out of control while in combat, and remain so in civilian life, are the most difficult to involve in the treatment. It was not surprising that Greg turned down the offer of short-term psychotherapy that was available to participants in the research project. During the course of study, three of the veterans who also felt out of control, and did not accept the offer of treatment, did kill themselves.
RECOGNIZING THE VETERAN AT RISK FOR SUICIDE
Treating the veteran at risk for suicide requires identifying correctly those veterans who are at risk. In a previous study with patients who were civilians, detailed data were obtained from therapists of patients who died by suicide while in treatment with them. Written responses to questionnaires and subsequent personal interviews with the therapist were used to determine what patients were feeling and experiencing in their lives immediately before their suicides (Hendin, Maltsberger, Lipschitz, Haas, & Kyle, 2001). The data were contrasted with data from the same therapists on comparably depressed patients in treatment with them who were not suicidal. We found that the suicides were preceded by a time-limited state of suicide crisis that was marked by three factors that usually occurred in combinations of two or three in a single patient: a precipitating event, behavioral changes, and intense affective states.
Intense affective states that were intolerable and uncontrollable proved to be the factor most related to suicide (Hendin, Maltsberger, & Szanto, 2007). The uncontrollable nature of the affects engendered fear on the part of the patients that they were fragmenting; that is, “falling apart.” Nine affects were examined: anxiety, rage, desperation, abandonment, loneliness, hopelessness, self-hatred, guilt, and humiliation. A striking contrast was observed in the patients who went on to suicide and the comparably depressed patients who were not suicidal. Just before death, the suicides averaged more than three times the number of intense affects than comparably depressed nonsuicidal patients. These differences remained when controlled for severity of depression, comorbid Axis 1 diagnosis, and borderline personality disorder. That work made it possible to develop the Affective States Questionnaire, which was tested prospectively and successfully for its ability to predict short-term risk for suicidal behavior (3 months) among a general population of 240 outpatient and inpatient veterans not selected for the presence of PTSD or the risk for suicide. Recognizing the intense, overwhelming emotional states that leave veterans feeling out of control in a crisis period immediately preceding the suicidal behavior is critical in this process (Hendin et al., 2010).
TREATING THE VETERAN WITH PTSD AT RISK FOR SUICIDE
The treatment employed is based on the ability to address the subjective, often unconscious meaning of a traumatic event. Even slight differences in the recurrent nightmares and the actual experience can be helpful in understanding the meaning of the experience and making treatment possible. Tom B. is an example. Troubled by violent impulses toward his family as well as suicidal thoughts, Tom’s entire postcombat life had been per
584 COMBAT VETERANS AT RISK FOR SUICIDE
vaded by PTSD. For years, he had suppressed the symptoms with drugs that he had been using since he returned from Vietnam. He stopped because he felt they were destroying his body, but he then became aware of his preoccupation with Vietnam and the disturbing nature of his nightmares. Tom had one recurrent nightmare that he said “scares the hell out of me. It’s so real but I don’t know if it actually happened.” In the dream, he is carrying the dead body of a young woman and trying to bury it so no one can find it. Upon waking from this dream, he would sense that he had some involvement in the young woman’s death, but would be unable to recall what it was. When asked whether he had ever raped any Vietnamese women, Tom replied that he had not. When asked whether he had ever witnessed a rape, he said that he had. His squad had been assigned to secure the entrance to a tunnel complex, while four men from another squad went underground to explore the tunnels. His squad was in radio contact with the other squad and learned that they had found a Viet Cong hospital base. A short while later, Tom heard shouting and the sounds of grenades exploding. The four men came out of the tunnel dragging a French nurse who was bleeding from arm wounds. Each of the four raped the nurse while Tom’s squad watched. When the last man was finished, he pulled out his knife and killed the woman. When this happened Tom and his squad departed; he never knew how the men disposed of the nurse’s body. He did know that when the four soldiers reported the incident, they made no mention of taking anyone alive. Tom claimed to have had no particular reaction to the event. He admitted that he had been sexually excited while watching what had happened, but he had never connected the episode with his nightmare. Tom was seen for several months of short-term psychotherapy during which time he was helped to explore and feel the emotions connected with his experience. Just as in the dream where he was carrying Post traumatic Disorder.
and trying to find a place to bury a woman’s dead body, he had tried for years to bury the entire experience. Although he had succeeded on a conscious level, the burden of guilt he was nonetheless carrying is evident in his dream. In therapy, he was able to connect it with the rape and killing of the nurse he had witnessed, to recognize that he was a “participant” in her rape, and to experience the emotions connected with it. He stopped having the nightmares, became less angry with his family, no longer had thoughts of suicide, and had remained so on follow-up a year later. Tom had been referred to our research and treatment program as having been treated with behavioral therapy and medication without any improvement. His nightmare, however, had been treated only as a symptom to be suppressed with sleeping medication rather than an opening to unconscious feelings that were troubling him. Although understanding the subjective, perceptive experience of combat to the veteran is a crucial step in treatment, a core of trust between the veteran and the therapist needs to be established for this to take place. Even when that trust has been established, veterans may not be able or willing to reveal the combat experience that is most disturbing to them right away. Supervising the treatment of veterans, one finds that therapy often flounders when the veteran has shared at least some of the disturbing specifics of his combat tour. The therapist may inadvertently respond with revulsion, anger, or fear. More frequently, the therapist’s discomfort is communicated in the need to convey understanding or acceptance before he or she is in a position to do so. When this happens, it is the therapist’s discomfort, rather than what is specifically said, that the veteran responds to, only increasing his distress. It is better for the therapist to accept and respect the veteran’s guilt, to acknowledge the pain of the experience, to indicate that he has already punished himself enough, and to work to help him not let
HENDIN 585
that event continue to define his life. Telling a veteran who appropriately feels guilty over his behavior in combat, “These things happen in war,” is counterproductive. The relationship between the veteran and the therapist plays a key role in the healing process of veterans who have PTSD, and this is particularly true for those who have severe combat guilt and are at risk for suicide. The veteran needs to forgive himself for the behavior that triggered his guilt and the self-punitive way it is expressed. When the veteran feels relief at having shared the experience with a trusted therapist, the therapist is in a position to give him “permission” to forgive himself, to resolve problems that have developed in the course of the illness, and to go on with his life. Guilt is an emotion that can be harmful when it is self-punitive, but it can be a powerful force for changing the direction of one’s life. A dozen of the 27 veterans at high risk for suicide were successfully treated in the course of the study of 100 Vietnam veterans with PTSD, most of whom had been referred to us with a history of having been treated unsuccessfully with behavioral therapy and medication. In establishing the role of guilt in the suicidal behavior of veterans, or in predicting suicidal behavior among them, the research had built in controls and could be validated. That was not true for the treatment aspects of the work. As a consequence, we have no knowledge of the quality of the behavioral therapy employed in the previous treatment of the veterans. Little rigorous, controlled research has been performed on preventing suicide among combat veterans with PTSD who are at risk for suicide. Cognitive behavior therapy (CBT) and dialectical behavior therapy (DBT) are two significant exceptions. Researchers in both are being funded by the Department of Defense. Although these therapies have shown ability to reduce some PTSD symptoms, so far they have not shown the ability to prevent suicidal behavior in this population; they are still being tested so it is too early to come to
any conclusions about them. Prolonged exposure therapy is being used to treat civilian and military personnel with PTSD, but it has not been tested for its ability to prevent suicide among military personnel or veterans. The need for testing is even more evident with therapies that have demonstrated success in treating PTSD in civilian populations, but have not been tested with a veteran population such as Interpersonal Therapy and Cognitive Processing Therapy (CPT), which utilizes components of CBT and exposure therapy in its successful treatment of female victims of sexual assault (Resick & Schnicke, 1992). Several factors are likely to explain why the current treatments used by the military and the VA are so far not proving effective in preventing suicide among those with PTSD who are at risk. Not determining the often unconscious, subjective, emotional meaning of traumatic combat experiences of the veterans is only part of the problem. Of equal importance is not adequately recognizing the ways in which the relationship between the veteran and the therapist can be used to enable the veterans to give up selfdestructive behavior. Earlier concepts of the unconscious that are outdated have been rejected by modern psychodynamics that has recognized its underlying, enduring contributions to our understanding and ability to treat mental illness and, in particular, the role of the unconscious in influencing behavior, the value of dreams in that process, and the nature of the relationship with therapists doing the treatment. The concept that human behavior can be understood without reference to unconscious processes runs counter to advances in neuroscience that see the mind as operating largely by unconscious processes taking place in the brain (Kandel, 2013). Clinicians are often trained in one form of therapy and practice that with minimal variation with all of their patients. Many clinical researchers believe that a multifaceted approach is more effective, but
586 COMBAT VETERANS AT RISK FOR SUICIDE
since demonstrating its effectiveness is more challenging and harder to fund, it reinforces the tendency to specialize in and utilize only one particular approach. Granting agencies are beginning to recognize this and to fund “integrative projects.” A less constrictive approach has been incorporated in a short-term psychodynamic therapy (12 sessions) that also utilizes techniques of established behavioral psychotherapies. There is reason to believe that these therapies would improve their ability to treat combat veterans with PTSD at risk for suicide if the therapists employing them received training in some basic psychodynamic principles. For clinicians wanting to incorporate the psychodynamic approach into their clinical practices, there are many ways to get this training. In a research project, the situation is more complicated. The didactic training of both therapists and supervisors is carried out by an expert and involves use of a guideline describing the treatment protocol; case examples; weekly supervision of the first cases treated; less frequent subsequent supervision throughout the treatment; the use of an adherence protocol to be completed by the supervisor; and the employment of an adequate control group with which to compare the results.
COMBAT DIFFERENCES
There is a difference in the population that served in the Vietnam War and the wars in Iraq and Afghanistan. The veterans of the wars in Vietnam were drafted, their average age was 20, and they rarely had a history of suicidal behavior prior to the war. Veterans of the wars in Iraq and Afghanistan were volunteers, their average age was 28, and they frequently had histories of precombat mental illness including suicidal behavior prior to combat (Leardmann et al., 2013). In cases we have seen, their enlistment was often a way of trying to provide structure to their lives which left them vulnerable when it did not work.
The combat experiences of Vietnam veterans differed significantly from the experiences of veterans of the wars in Iraq and Afghanistan, where improvised explosive devices were a principal cause of traumatic brain injury (TBI). Veterans with TBI are also more likely to die by suicide than those without TBI (Brenner, Ignacio, & Blow, 2011). Guilt over the killing of noncombatants is less likely to play a role in their suicide than it is with Vietnam veterans who experienced the chaotic combat firefights and sustained guerilla warfare of the war in Vietnam. Iraq veterans with experiences roughly comparable to those of Vietnam veterans usually fought in battles, like those in Fallujah and Ramadi, in which sustained firefights (over months and years) in cities and within buildings led to actions in which women and children were killed and situations where soldiers felt guilt afterward. Multiple deployments, however, that characterized the wars in Iraq and Afghanistan have been shown to contribute to veterans’ physical and mental health problems (Kline et al., 2010) and may also be contributing to suicide independent of combat exposure. Vietnam veterans remain responsible for a significant part of the increase in suicide among veterans with PTSD seeking help at VA medical centers. Many of them have an exacerbation of their symptoms when confronted with aging, retirement, and the death of friends and relatives. Sixtyeight percent of male veterans who die by suicide are between 65 and 74 years of age (Kemp & Bossarte, 2012). A large number of them are Vietnam veterans. They can be treated and should be included in any treatment research program. Post traumatic Disorder.

GUILT, SURVIVOR GUILT, AND DEPRESSION
Although logistic regression analysis did not identify survivor guilt as a significant predictor of suicide attempts, additional one-way analysis provided some evidence
HENDIN 587
of the importance of the concurrent presence of the two types of guilt. Forty of the 100 veterans studied, for example, showed both marked guilt about combat actions and marked survivor guilt. Among this group, 14 (35%) had made a suicide attempt. In contrast, none of 30 veterans who showed neither marked combat guilt or survivor guilt had attempted suicide (v2 = 13.3, df = 1, p < .001). Moreover, among the 17 veterans who had killed civilians while feeling out of control and felt guilty about such actions but were not suicidal, only two had survivor guilt. By contrast, 9 of the 12 suicide attempters who had killed civilians while feeling out of control experienced marked survivor guilt in addition to guilt over their combat actions (v = 12.21, df = 1, p < .001). The findings suggest that the combination of these two types of guilt plays a significant role in determining suicide risk among veterans. For most of the suicidal veterans, the clinical data obtained through the interviews elaborated the linkages between combat incidents about which a veteran felt guilty and the loss that led to survivor guilt. Sometimes the loss of a combat buddy came first and contributed to a state of rage which, in turn, led to a loss of control over combat behavior. In other cases, loss of control as a result of extreme fear or rage led to actions about which the individual felt guilty, which was reinforced when a friend was killed. In either case, the veteran was apt to feel that a friend who did not deserve to die had died, while he, who did not deserve to live, was alive. When survivor guilt was particularly strong and persistent, it led to a state of perpetual mourning and depression. These veterans often felt that they had already died and a number had dreams of dead bodies which they related to themselves. To understand and help the veterans with survivor guilt, the therapist needs to inquire about who and what they are mourning and their relationships and interactions with those with whom they served. Their depres
sion needs to be addressed, with medication when indicated. In most of the suicidal cases, like Greg’s, the actions that had been committed were of a nature that made the postservice guilt and nightmares of punishment seem understandable and almost inevitable. In other cases, the combat actions were not as unequivocal. In the war in Iraq, American soldiers would enter buildings that were occupied by insurgents who were firing at them. They would enter a room and start firing at what were presumed to all be insurgents. It frequently turned out that they had also killed or left wounded noncombatant women and children. Guilt in such cases was often severe and was compounded with survivor guilt when they subsequently lost comrades in battle. The suicidal veterans varied considerably in the degree to which they were conscious of their combat-related guilt and its relation to their self-destructive behavior. One veteran who killed prisoners of war stated that everyone had done it and that he was not troubled by his behavior. However, he dreamed repeatedly of being killed in the same way that he had killed the prisoners. Substance abuse and/or difficulty functioning—at work, and in family and social relations—increase the risk for suicide (Hendin et al., 2010). For substance abusing veterans with PTSD at risk for suicide, enrollment in a substance abuse program needs to be a requirement for participation in the treatment. Another factor increasing the need for punishment and complicating treatment occurs when veterans who have lost emotional control during combat, remain emotionally out of control in civilian life, and see themselves as transformed by the combat experience (Hendin & Pollinger Haas, 1991; Shay, 1995). This condition can be the result of neurochemical or physical changes in the brain or epigenetic changes caused by the stress of combat. To what degree psychological treatments can result in beneficial epigenetic changes in such cases has yet to be determined.
588 COMBAT VETERANS AT RISK FOR SUICIDE
SUMMARY AND CONCLUSION
A unique short-term (12 sessions) psychodynamic treatment approach has been presented that targets the guilt from combat-related experiences that underlies suicidal behavior in combat veterans with PTSD who are most at risk, a risk that is intensified if they also have survivor guilt. It has shown promise of being able to prevent suicidal behavior with veterans of the wars in Vietnam and Iraq and Afghanistan who have experienced chaotic firefights resulting in out-of-control behavior that aroused guilt. This is a significant segment of the Vietnam veteran population and a smaller segment of the veterans of the wars in Iraq and Afghanistan. The treatment’s essential components define the meaning of combat to the veteran with the aid of the veteran’s nightmares and address the relief of guilt. The next step is to test the treatment with a control group large enough to determine its effectiveness. We are hopeful that practitioners of other therapies, and particularly those working with veterans with PTSD at risk for suicide, will incorporate psychodynamic techniques into their practice and research. Their doing so might increase the possibility that more veterans would be getting the treatment they need.
The quality of care provided by the VA has improved dramatically in the past 30 years, but the VA is underfunded and understaffed in relation to the increased need and demand for its services. The VA and the DoD have been criticized for failing to implement properly and evaluate treatments used with combat veterans at risk for suicide; they are now working together to change that. Reducing suicide among military personnel and veterans remains a challenge that needs to be met. Although the large majority of patients with PTSD are not suicidal, those who are suffering from guilt over combat experiences are an important subgroup responsible for a disproportionate percentage of suicides. Mental health professionals in the VA are ready to learn, develop, and test treatment approaches to PTSD that will work. The public and Congress are currently in a mood to support their treatment. That support tends to weaken as the years after veterans return go by. There will need to be an ongoing effort to sustain public awareness of the problem so that Congress provides adequate funding. The need for help does not fade, nor does the danger of suicide abate, in a disorder that is rightly described as “posttraumatic

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Student at the University of Mississippi when James Meredith tried to enroll

Student at the University of Mississippi when James Meredith tried to enroll

Student at the University of Mississippi when James Meredith tried to enroll

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Student at the University of Mississippi when James Meredith tried to enroll

Create a journal entry of 700 to 1,050 words from the perspective of one of the following 1960s personas:

  • Student at the University of Mississippi when James Meredith tried to enroll
  • Witness to the assassination of Malcolm X
  • Protestor at the Lincoln Memorial who hears King give his “I Have a Dream” speech
  • A freedom rider headed to New Orleans in 1960
  • Store owner and witness to the Watts riots in LA
  • African American participant in one of the Selma marches in 1965
  • An African American supporter and political organizer for Robert Kennedy in 1968

Consider the social, economic, and political forces at work. For example, if you have chosen to be a student at the University of Mississippi, describe the court cases that resulted in the desegregation of the campus.

Ensure that your journal entry aligns with fact and that all facts are supported by proper citations.


Include
 two sources other than your textbook. You may include the videos this week as part of your sources.


Format
 the text of your journal entry consistent with APA guidelines.

 

Kennedy’s Presidency

 

Five events from the 1960s. Identify the basic facts, dates, and purpose of the event in 2 to 3 sentences in the Identify column. Include why the event is significant in the Significance column, and add a reference for your material in the Reference column.

 

 

Event Identify Significance Reference
Domestic Reforms
Marilyn Monroe
Space exploration
Jacqueline Kennedy
John F. Kennedy Assassination

 

 

 

 

 

 

 

 

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Event Identify Significance Reference
Domestic Reforms  Domestic reform entails an area of public policy developed with accountancy of law, government policies and administration procedures that are directly related to national issues and activities affecting the nation. The policy is different from foreign policies which advocate for government advances that is surrounded by political interdictions. For example, domestic policy covers a wide range of areas, including business, education, energy, health care, law enforcement, money and taxes, natural resources, social welfare, and personal rights and freedoms.  James Howard Meredith He is an Air Force veteran and the first American student to be admitted to the segregated institution in University of Mississippi. This means that his inference oversaw many domestic reform of public policy developed in accountancy of law, government enactments and administration procedures. He organized March Against Fear from Memphis, Tennessee to Mississippi to counter attack escalating racism in the South and encouraged black people to be registered as a voter. This means that his career coud not be navigated to adhere to military rights. To protect the country. He has been celebrated every year for courageous motives that shaped domestic administration in the country. American has gone a mile to uncover source of conflict and solve them. African American participant in one of the Selma marches in 1965. Abused a revolution  Paresh, D. (February 18, 2014). James Meredith talks about vandals,  The Los Angeles Times7(32)
Marilyn Monroe  She is an American actress who was born in 1926 and is imposture as a sexy symbol. She has acted in major series in 1950’s and early 1960. She was inspired by the early childhood exposure in Jungle life. As a merchant Marine worine worker she used to spray airplane parts with fire and inspected parachutes. The factory is attached to Reginald Denney who commanded U.S army that future Ronald Reagan, an icon that shot morale-boosting photographs for Yank, the Army Weekly Magazine dedicated to young women who helped in the war.  The episode happened in verge of negro war against racism. Malcolm x was shot to death at a Rally in Washington Heights where he was addressing a rally of his followers in a ballroom floor. Supporters shot the suspect and beat him up to revenge however; police secured him from the ballroom crowd. Malcolm had only uttered few words before his death where three other negroes were shot and died. Malcolm was shot seven times however, medical experts assert that he died of multiple gunshot wounds. One police theory was that as many as five conspirators might have been involved, two creating a diversionary disturbance. James X, New York spokesman for the Black Muslims, denied that his organization had had anything to do with the killing. 

Just one week before the slaying, Malcolm was bombed out of the small brick home in East Elmhurst, Queens, where he had been living. James X suggested that Malcolm had set off firebombs himself “to get publicity.”

The scheme reflects black repulsion among them to gain celebrity status. The two theories are related. Black a kill black while white race watch.

The prospect of hearing Civil Rights leader Dr King speak in the US capital was all the reason Rev Holmes, then the head of the Berkeley Institute’s Home Economics Department, needed to take the trip.

Sarah, C. (2005). The Many Lives of Marilyn Monroe. Metropolitan Books
Space exploration  This is the continuing discovery and exploitation of celestial structures in the space. Through growing space technology. The theme is related to ancient wars we experienced that have transformed the world to unite in verge of growing need of resources. Astronomers and space experts carry out the exercise to predicate reliable recorded history. The irst step to get man to space involved a man-made object by German scientists during the second world war while testing the V-2 rocket. It has been the first man-made object in space. So far, space exploration has been used by the German scientists and American military to pursue military goals and research civilians. Scientifically, The program has enabled scientists to generate earth image. The idea has enacted research machinery that created the first human flight, planetary exploration. The idea of using high level automated systems for space missions has become a desirable goal to space agencies all around the world  The survey has enabled the government to conduct valid acts of those involve in crime. For example the freedom rider can be traced. Today, it is hard to commit organized crime and go unnoticed. Malcolm X and John F. Kennedy assassination. Nation could be accredited if the military had enough evidence through space exploration. An African American supporter and political organizer for Robert Kennedy in 1968 was traced in such concepts. Launius, R.D.; et al. “Spaceflight: The Development of Science, Surveillance, and Commerce in Space”. Proceedings of the IEEE 100 (special centennial issue):
Jacqueline Kennedy  Jacqueline Kennedy is the wife of the 35th President of the United States, John F. Kennedy, and First Lady of the United States during his presidency from 1961 until his assassination in 1963. They were united by a mutual friend
John F. Kennedy Assassination  He was assimilated in 1963 in Dealey Plaza, Dallas, Texas by a sniper while travelling to meet his wife Jacqueline in a presidential motorcade. The major cause of his assimilation still remain still as Lee Harvey Osward seemed to act alone., a case that more than 80% of Americans still suspect a plot and a cover up from the commission. The president had maximum exposure to the crowd before his arrival to Dallas and he was accompanied by his vice-president and the Dallas governor. This means that a plot to assassinate him was under way. At 12:29 p.m. CST, as President Kennedy’s uncovered limousine entered Dealey Plaza, Nellie Connally, then the First Lady of Texas, turned around to President Kennedy, who was sitting behind her, and commented, “Mr. President, you can’t say Dallas doesn’t love you,” which President Kennedy acknowledged by saying “No, you certainly can’t. Those were the last words ever spoken by John F. Kennedy.  Malcolm X and John F. Kennedy were assassinated in unusual setting just like the A freedom rider headed to New Orleans in 1960. This means that there was a desire needs for change in the way the government activities. Different opinions have been given regarding the need of change. Morgan and Virginia courts opposed each other thought the episode and came up with a consolidated opinion later. This is just like the episode that shows a consolidated compromise between Germany and American government to use the space to survey surveillance movement.  Gaeton, F. (2012). The Warren Commission, The Truth, and Arlen Specter,  Greater Philadelphia Magazine 7(29)

James Howard Meredith was born in 1933 and he is a civil right activist, writer and political analyzer. He organized March against Fear from Memphis, Tennessee to………………..

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Analyze the cause and effect relationship in response to disease.

Analyze the cause and effect relationship in response to disease.

Analyze the cause and effect relationship in response to disease.

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Apply knowledge of tissue and organ structure and function to physiologic alterations in systems and analyze the cause and effect relationship in response to disease.

Select one of the case studies below. In your discussion be sure to include evidence of your knowledge of tissue and organ structure and function to physiologic alterations in systems and analyze the cause and effect relationship in response to disease.

Requirements

Make sure all of the topics in the case study have been addressed.

Cite at least three sources—journal articles, textbooks, or evidenced-based websites—to support the content.

All sources must have been written within five years (2012-2017).

Do not use .com, Wikipedia, or up-to-date, etc., for your sources.

Case Study 1

Mechanisms of Infectious Disease

Thirty-two–year-old Jason is a general laborer, who fell ill shortly after working on a job digging up old water pipes for the town he lived in. The task involved working around shallow pools of stagnant water. Ten days after the contract ended, Jason developed a fever and aching muscles. He also had nausea, vomiting, and diarrhea. Jason’s friend took him to his physician who listened carefully to Jason’s history. She told him she suspected West Nile fever and ordered serological testing. Jason went home to recover and was feeling better by the end of the week.

Jason’s physician ordered serological tests. How would antibody titers assist the doctor in confirming his diagnosis?

When Jason was feeling at his worst, he had extreme malaise, vomiting, and diarrhea. What stage of the illness was he experiencing at that time? What are the physiological mechanisms that give rise to the signs and symptoms of infectious illness?

West Nile virus has a single-stranded RNA genome. How does this virus replicate? In general terms, what are the various effects viruses can have on host cells?

Case Study 2

Innate and Adaptive Immunity

Melissa is a 15-year-old high school student. Over the last week, she had been feeling tired and found it difficult to stay awake in class. By the time the weekend had arrived, she developed a sore throat that made it difficult to eat and even drink. Melissa was too tired to get out of bed, and she said her head ached. On Monday morning, her mother took her to her doctor. Upon completing the physical exam, he told Melissa the lymph nodes were enlarged in her neck and she had a fever. He ordered blood tests and told Melissa he thought she had mononucleosis, a viral infection requiring much bed rest.

Innate and adaptive immune defenses work collectively in destroying invasive microorganisms. What is the interaction between macrophages and T lymphocytes during the presentation of antigen?

Melissa’s illness is caused by a virus. Where are type I interferons produced, and why are they important in combating viral infections?

Humoral immunity involves the activation of B lymphocytes and production of antibodies. What are the general mechanisms of action that make antibodies a key component of an immune response?

Case Study 3

Disorders of the Immune Response

Ahmed has worked as a phlebotomist in the local hospital for the last 7 years. Last year, he began to complain of watery, nasal congestion and wheezing whenever he went to work. He suspected he was allergic to something at the hospital because his symptoms abated when he was at home over the weekends. One day he arrived at work for the morning shift and put on his gloves. Within minutes, he went into severe respiratory distress requiring treatment in the emergency ward. It was determined at that time his allergic response was due to latex exposure.

Ahmed experienced a type I, IgE-mediated hypersensitivity response. How can this be determined by his signs and symptoms? How might another type of latex hypersensitivity reaction present?

How do T2H cells, mast cells, and eosinophils function to produce the signs and symptoms typical of a type I hypersensitivity disorder?

How is it that someone who does not come into direct contact with latex can still have a hypersensitivity response to the material? What do food allergies have to do with latex allergies?

Case Study 4

Inflammation, Tissue Repair, and Wound Healing

Carlton, a six-year-old boy, was playing on a sandy beach with his mother. He began to run along the shoreline when he stepped on the sharp edge of a shell, giving himself a deep cut on his foot. His mother washed his foot in the lake and put on his running shoe to take him home. One day later, Carlton’s foot looked worse. The gash was red and painful. The foot was warm to touch and appeared swollen. Carlton’s mom put some gauze over the wound and prepared to take him to the local community health clinic.

What is the physiologic mechanism causing the wound to become red, hot, swollen, and painful? How is this different than the inflammatory response that might occur in an internal organ?

What are the immunologic events that are happening at the local level during Carlton’s acute inflammatory response?

Nutrition plays an important factor in wound healing. What stages of wound healing would be affected by a deficiency in vitamins A and C?

Case Study 5

Acquired Immunodeficiency Syndrome

Patience is 29 years old and has been HIV positive for nine years. She has remained asymptomatic and is not taking antiretroviral medication. Recently she was at the drop-in clinic to talk to a public health nurse about having a baby through artificial insemination. She said she had met a man who wanted to marry her and have children with her, but she was concerned about the baby contracting HIV. Her latest blood tests indicated her CD4+ count was 380/µL. The PCR test indicated her viral load was 850. The nurse referred her to the physician to discuss antiretroviral therapy during her pregnancy.

What are the factors that increase the chance of HIV transmission from mother to infant, and how the transmission occurs?

Patience was told that after she became pregnant, she would begin HAART therapy. Describe what this therapy is and what particular antiretroviral medication would be particularly useful to her during her pregnancy. What concern is there about administering certain antiretrovirals early in the pregnancy?

Individuals with HIV are prone to contracting opportunistic infections. What are opportunistic infections and the risk factors that leave an individual with HIV particularly prone to contracting this type of illness?

Case Study 6

Blood Cells and the Hematopoietic System

Charlie is a 53-year-old man with non-Hodgkin lymphoma. His treatment has been only modestly successful in delaying the progression of the disease, and he has recently relapsed. His medical team decided to administer aggressive chemotherapy. Knowing that the intensive treatment would have a destructive effect on Charlie’s bone marrow, they removed stem cells from his blood before the chemotherapy began. Afterward, the stem cells were returned by IV to reestablish his bone marrow function.

What are the therapeutic advantages of an autologous stem cell transplant on Charlie’s bone marrow and immune system?

Before harvesting stem cells, a cytokine growth factor is administered to the patient. What is the benefit of this procedure?

Non-Hodgkin lymphoma is a disease involving B and T lymphocytes. What aspects of the immune response are these cells responsible for?

When considering erythrocytes, how is the body able to meet hematopoietic demand in conditions such as hemolytic anemia or blood loss?

Case Study 7

Disorders of Hemostasis

Leona is 52 years old and smokes. She is also overweight and has atherosclerosis. When she was given a two-week vacation from work, she packed up her bags and flew from Minnesota to Sydney, Australia, for the trip she always wanted to take. Unfortunately, just three days after she arrived, she was hospitalized when her left calf became inflamed, causing her considerable pain. The physician attending to her told her she developed a deep vein thrombosis.

Explain, using your knowledge of hypercoagulability, why the trip to Australia contributed to Leona’s DVT? Why was Leona already at risk for thrombus development?

How does Leona’s atherosclerosis affect platelet function? Conversely, what is the effect of increased platelet activity on the development of atherosclerosis?

How do atherosclerosis and immobility promote changes in blood coagulation?

When Leona was in hospital, she received heparin therapy. Explain why this course of action was taken to treat her DVT. Why was she not given heparin tablets to take back to the hotel with her?

Case Study 8

Disorders of Red Blood Cells

Henry is 77 years old and lives with his daughter and son-in-law. He has chronic renal failure, but likes to get out whenever he can to work in his daughter’s backyard garden. Over the last few months, he began to go outside less often. He said he was feeling unusually tired and he was running out of breath doing the simplest of tasks. He also said his head ached and he often felt dizzy. His daughter took him to his doctor who performed a complete physical examination and diagnosed Henry with anemia.

From what you know of Henry’s history, what type of anemia do you suspect he has? How would Henry’s red blood cells appear on a peripheral blood smear?

What is the physiological basis that would explain why Henry’s anemia would cause him to have the symptoms he is experiencing?

Predict the cellular adaptations erythrocytes undergo when chronic hypoxia is present. How would this be evident on an oxygen–hemoglobin dissociation curve?

Case Study 9

Disorders of White Blood Cells and Lymphoid Tissues

Max is a 60-year-old living in Iowa. For the 27 years, he has been working in the agricultural industry, particularly in the management of corn production. Recently he began to feel weak during work and tired easily. During the night he woke up sweating, and he often felt unusually warm during the day. Max was also surprised that, in spite of eating regularly, his weight was declining and his work pants were now too large for him. Upon physical examination, his physician noted his inguinal lymph nodes were swollen although Max said they were not sore. Subsequent laboratory tests confirmed follicular, non-Hodgkin lymphoma. Chemotherapy in conjunction with rituximab was immediately initiated.

What are the key cellular differences between non-Hodgkin lymphoma and Hodgkin lymphoma?

The early manifestations of non-Hodgkin lymphoma and Hodgkin lymphoma in lymphatic tissue appear differently. In terms of lymphatic presentation, how would these two diseases appear clinically?

What are the pharmacologic properties of rituximab, and what is its mechanism of action on malignant cells?

Outline the structure of lymph node parenchyma including the areas where B and T lymphocytes reside. Where did Max’s lymphoma arise?

Assignment Requirements:

Before finalizing your work, you should:

Ensure you have written at least four double-spaced pages.

be sure to read the Assignment description carefully (as displayed above);

consult the Grading Rubric (under the Course Resources) to make sure you have included everything necessary; and

utilize spelling and grammar check to minimize errors.

follow the conventions of Standard American English (correct grammar, punctuation, etc.);

be well ordered, logical, and unified, as well as original and insightful;

display superior content, organization, style, and mechanics; and

use APA 6th Edition format.

Student: Please review this case study which is an example so that way you have an idea on what to do. feel free to select 1 of the 9 case study’s mention in the description.

 

mn_551_unit_2_assignment_2_final__1_ assignment_rubric_unit_1 (1)

mn551_assignment_rubric__1_ (1)

 

 Answer preview to analyze the cause and effect relationship in response to diseaseAnalyze the cause and effect relationship in response to disease

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As I begin this educational experience and search for purpose.

As I begin this educational experience and search for purpose.

As I begin this educational experience and search for purpose.

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As I begin this educational experience and search for purpose, I’m absolutely looking forward to reading and learning about my classmates current and past professional experiences. My greatest fears in this educational venture is writing papers and collaborating with groups. I have been out of school for ten years, so having to write a paper after so many years of not doing so is a bit nerve racking and overwhelming. As with the group projects, my fear is the differing schedules and not being able to meet deadlines. One way of overcoming these fears is being proactive and communicative. Staying ahead of assignments, not procrastinating until the last minute to contact other members of my respective group.

There was one occasion in my professional past where I had to go teach a home health patient about a Wound Vac application and dressing change. I had no clue as to how to even manage a Wound Vac. When you look at this device and the foams that come with it, it looks overwhelming. What worked to my advantage is that I knew 1 week in advanve that I had to go do this visit. None of my home health co-workers knew how to work a Wound Vac either. With the permission of my supervisor, I called the Wound Vac company and requested an inservice on the management of the machine and dressings. The company came the day after and taught all the nursing staff at the company about this device and the dressings involved with it. I was able to visit the patient and confidently apply the Wound Vac successfully my first time. It was just a matter of recognizing where I lacked knowledge and finding the right resource of education to deliver safe and quality care to my patient.

 

 

……………………………………..Answer preview……………………………………..

It is normal for a learner to feel anxious or fear classwork like writing papers and group learning. Considering that the author has nor written any in 10 years explains the hesitation, however, “practice makes perfect” in every venture. One should practice writing many papers to develop the skill with time. On the other hand group learning is one of the best learning strategies in education. It allows the learner share knowledge……………………………………..

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Primary Prevention-Preparedness Stage- Education to those in Haiti that would include what to do in case of a natural disaster.

Primary Prevention-Preparedness Stage- Education to those in Haiti that would include what to do in case of a natural disaster.

Primary Prevention-Preparedness Stage- Education to those in Haiti that would include what to do in case of a natural disaster.

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Primary Prevention-Preparedness Stage- Education to those in Haiti that would include what to do in case of a natural disaster that can happen in the area, in this example, earthquake. To prepare secure items in your home, practice drop-cover-hold on (drop to your hands and knees, cover your head and neck with your arms), create emergency contact communication plan in case of separation, supply kit (food and water for 3 days, flash light, fire extinguisher, whistle, and specific needs such as medications), earth quake insurance, and building structure that will withstand an earthquake (earthquakes, n.d.). From watching the diary of a medical mission trip, I believe for most of Haiti it would not be possible for them to prepare in this way for most items listed above. They do not have the resources to do this. Provide clean water and food if able to prevent illness and complications.

Secondary Prevention-Recovery Stage-identify those at high risk for disease contraction and infection. Take care of the injured, for example clean wounds, dress wounds, provide education on keeping the wound clean and why.

Tertiary Prevention-Recovery Stage-Therapy to deal with the experience and loss of family/friends and rehabilitation secondary to injury or disease contraction. Teaching survivors stress responses and how to cope with what happened (Primary, secondary and tertiary prevention interventions: Haiti 2010, (n.d.).

There are volunteer programs that are out in Haiti in times that are not associated with disaster relief, primary prevention-education could be provided by them, to the extent they are able to prepare based on the resources available. We would need to use these programs as they are there at times prior to disaster. In the recovery stage an example of an agency to facilitate these interventions would be the Red Cross when they come in at the time of disaster.

References

Earthquakes. (n.d.) Retrieved from: https://www.ready.gov/earthquakes

Primary, secondary and tertiary prevention interventions: Haiti 2010. (n.d.). Retrieved from: https://phdessay.com/primary-secondary-and-tertiar…

 

Primary Prevention-Preparedness Stage- Education to those in Haiti that would include what to do in case of a natural disaster  

 

 

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Discussion: What type of precautions should the nurse implement for everyone entering this patient’s room.

Discussion: What type of precautions should the nurse implement for everyone entering this patient’s room.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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Describe and analyze steps toward increased self-esteem.

Describe and analyze steps toward increased self-esteem.

 
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