Impact Of Oil Price On TASI And Other Sectorial Indexes Essay

Impact Of Oil Price On TASI And Other Sectorial Indexes Essay

 

 

your research must include:

1. Executive summary/Abstract

2. Purpose of the Study

3. Significance of the Study

4. Problem Statement

5. Literature Review / Background of the study

6. Benefits of the study

7. Data: you have to make a table with all research you used in your literature review and show data frequency used (daily, weekly, monthly), data time span, data description.

8. Methodology; you have to make a table with all research you used in your literature review and show methodology.

9. Conclusion.

10. Recommendations.

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Your work must be genuine and you have to use APA style in your referencing and citation.   Impact Of Oil Price On TASI And Other Sectorial Indexes Essay

your research must include:

1. Executive summary/Abstract

2. Purpose of the Study

3. Significance of the Study

4. Problem Statement

5. Literature Review / Background of the study

6. Benefits of the study

7. Data: you have to make a table with all research you used in your literature review and show data frequency used (daily, weekly, monthly), data time span, data description.

8. Methodology; you have to make a table with all research you used in your literature review and show methodology.

9. Conclusion.

10. Recommendations.

Your work must be genuine and you have to use APA style in your referencing and citation.

 

 

 

Impact Of Oil Price On TASI And Other Sectorial Indexes Essay

 
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Stress Hormones assignment paper

Stress Hormones assignment paper

Annie is a new district attorney (DA) for her county and she has her first day in court. She walks into the courtroom and sits at the plaintiff’s table. She feels pretty relaxed and is excited about her first case as a DA; but she is also nervous. The judge enters the courtroom, introduces the case and asks Annie to make her opening statement. As Annie begins to stand, she suddenly feels terror, her hands are trembling, her heart is racing, her mouth is dry and she thinks that she may faint.

  1. What is Annie experiencing?
  2. What are the three stages of General Adaptation Syndrome (GAS)?
  3. What stage is she currently experiencing? What hormone is released during this phase and how does it affect the body?
  4. What are the main organs involved in this response?
  5. What techniques do you recommend to help Annie calm down?
  6. Think about your own experiences. Describe an incident where your system activated the “fight or flight response.’
    1. What caused this reaction?
    2. How did you feel?
    3. What was the outcome?
    4. Be sure to explain in your example how many of the GAS stages you experienced.
  7. What is post-traumatic stress disorder (PTSD)? What stage of GAS is affected in PTSD?
  8. Stress Hormones assignment paper
  9. What treatments are available for PTSD?

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Annie is a new district attorney (DA) for her county and she has her first day in court. She walks into the courtroom and sits at the plaintiff’s table. She feels pretty relaxed and is excited about her first case as a DA; but she is also nervous. The judge enters the courtroom, introduces the case and asks Annie to make her opening statement. As Annie begins to stand, she suddenly feels terror, her hands are trembling, her heart is racing, her mouth is dry and she thinks that she may faint.

  1. What is Annie experiencing?
  2. What are the three stages of General Adaptation Syndrome (GAS)?
  3. What stage is she currently experiencing? What hormone is released during this phase and how does it affect the body?
  4. What are the main organs involved in this response?
  5. What techniques do you recommend to help Annie calm down?
  6. Think about your own experiences. Describe an incident where your system activated the “fight or flight response.’
    1. What caused this reaction?
    2. How did you feel?
    3. What was the outcome?
    4. Be sure to explain in your example how many of the GAS stages you experienced.
  7. What is post-traumatic stress disorder (PTSD)? What stage of GAS is affected in PTSD?
  8. What treatments are available for PTSD? Stress Hormones assignment paper

 

 
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Signature Assignment: Create a Code of Ethics Plan

Signature Assignment: Create a Code of Ethics Plan

Instructions

Imagine that you were hired as the police chief for the Small Town police department. Small Town is a community of about 2,000 citizens in a rural area. Your police department consists of 20 sworn officers and 10 civilian support personnel.

Talking to the citizens and assessing the citizen complaints and internal affairs files, you discover several ethical violations.

  • While on duty, police officers attend to personal business such as shopping and dropping and picking up kids from school, resulting in longer response times to 911 calls.
  • During lunchtime, patrol vehicles are parked at the same restaurant because the owner provides free lunches to police.
  • An anonymous caller reported that Officer Frank racially profiles all minorities driving on Main Street on Friday nights. He stops only vehicles driven by Hispanics and African Americans, and then searches their vehicles without probable cause.
  • Officers can work additional security details at the local high school football games. You examine the shift schedule and notice that Officers Hall and Jones signed up and are being paid for the detail at the high school football game, while also being paid for their regular patrol shift, thus double dipping on pay.
  • You learn that the two narcotics officers are taking bribes from the local drug dealer to avoid patrolling the area when the drug deals are being made.

Using your critical thinking and knowledge from this course, you present solutions to solve these problems and to transform the agency into an ethical law enforcement agency.

The assignment is three-fold:

  1. PowerPoint Presentation
  • Create a Code of Ethics for all employees, sworn officers, and civilian personnel. Be sure to use the knowledge from the course, including all aspects of the acceptable ethical behavior of law enforcement officers. Consider the ethics system and ethical theories that you discussed in Week 1. Signature Assignment: Create a Code of Ethics Plan
  1. Video
  • Create a short video that introduces your code of ethics. The video should be about 3 minutes in length and contain the key concepts of your code of ethics. You may use technology to create and upload your video.

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  1. Action Plan
  • Design a 10 to 12-page action plan to implement the Code of Ethics. These elements are required for the action plan for the code of ethics:
    • Ensure all personnel is aware of the Code of Ethics and the consequences of violations.
    • Incorporate enforcement methods for violations of the Code of Ethics.
    • Create a breach of violation of the code of ethics letter. Choose one of the unethical behaviors listed in the scenario as an example.
    • Improve ethics training provided to the officers. Provide two options for ethics training, and then explain why you chose that type of training.
    • Generate an assessment to measure the officer’s ethical behavior in the future.

Length: 10-12 pages

References: Include a minimum of five scholarly resources.

Signature Assignment: Create a Code of Ethics Plan

 
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Week 3 Individual Assignment: Sustainability Initiative

Week 3 Individual Assignment: Sustainability Initiative

Assignment Content

  1. Create a list or mind map of the patient services offered at the health care setting you selected for your sustainability initiative. (Nursing home)
  2. Identify which services are affected by your sustainability initiative, and brainstorm ways that the initiative will improve patient care and outcomes.

    Write a 2- to 3-page paper that evaluates how your sustainability initiative will improve patient care and outcomes. Week 3 Individual Assignment: Sustainability Initiative

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    Include your list or mind map of the patient services offered and provide details of how the services will improve once your initiative is implemented.

    Cite 3 reputable references to support your assignment (e.g., trade or industry publications, government or agency websites, scholarly works, or other sources of similar quality).

    Format your assignment according to APA guidelines.

Assignment Content

  1. Create a list or mind map of the patient services offered at the health care setting you selected for your sustainability initiative. (Nursing home)
  2. Identify which services are affected by your sustainability initiative, and brainstorm ways that the initiative will improve patient care and outcomes.

    Write a 2- to 3-page paper that evaluates how your sustainability initiative will improve patient care and outcomes.

    Include your list or mind map of the patient services offered and provide details of how the services will improve once your initiative is implemented.

    Cite 3 reputable references to support your assignment (e.g., trade or industry publications, government or agency websites, scholarly works, or other sources of similar quality).

    Format your assignment according to APA guidelines.

Week 3 Individual Assignment: Sustainability Initiative

 
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Environmental Factors and Health Promotion Presentation

Environmental Factors and Health Promotion Presentation

The growth, development, and learned behaviors that occur during the first year of infancy have a direct effect on the individual throughout a lifetime. For this assignment, research an environmental factor that poses a threat to the health or safety of infants and develop a health promotion that can be presented to caregivers.

Create a 10-12 slide PowerPoint health promotion, with speaker notes, that outlines a teaching plan. For the presentation of your PowerPoint, use Loom to create a voice over or a video. Include an additional slide for the Loom link at the beginning, and an additional slide for references at the end.

In developing your PowerPoint, take into consideration the health care literacy level of your target audience, as well as the demographic of the caregiver/patient (socioeconomic level, language, culture, and any other relevant characteristic of the caregiver) for which the presentation is tailored.Environmental Factors and Health Promotion Presentation

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Include the following in your presentation:

  1. Describe the selected environmental factor. Explain how the environmental factor you selected can potentially affect the health or safety of infants.
  2. Create a health promotion plan that can be presented to caregivers to address the environmental factor and improve the overall health and well-being of infants.
  3. Offer recommendations on accident prevention and safety promotion as they relate to the selected environmental factor and the health or safety of infants.
  4. Offer examples, interventions, and suggestions from evidence-based research. At least three scholarly resources are required. Two of the three resources must be peer-reviewed and no more than 6 years old.
  5. Provide readers with two community resources, a national resource, and a Web-based resource. Include a brief description and contact information for each resource.

Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.

Refer to the resource, “Loom,” located in the Student Success Center, for additional guidance on recording your presentation.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

Environmental Factors and Health Promotion Presentation

 
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Research Paper: Chapter Reflection

Research Paper: Chapter Reflection

Chapter Readings Reflections JournalAs you develop and move through this course it is important that you are able to reflect on, report and assess your learning throughout your educational journey, using weekly reflection papers. Your reflection journal is due at the end of weeks 2, 4, 6 and 8 during this course.  All weekly reflection papers should be a minimum of two full pages of prose (for each chapter), double-spaced, in proper APA formatting using citations when appropriate.   Please use Microsoft Word for all writing assignments. Each Chapter Reading Reflection should address the following prompts:Research Paper: Chapter Reflection

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  • Summarize the content of the chapter addressed.
  • What were some of the highlights in this chapter and learning opportunities?
  • Share some new ideas and/or thoughts that you developed from the reading of the chapter.
  • How do you think you can apply this chapter’s concepts into your home, school, personal-life or work environment?

Please make sure that you look at the example that is also attached!!

Chapter Readings Reflections JournalAs you develop and move through this course it is important that you are able to reflect on, report and assess your learning throughout your educational journey, using weekly reflection papers. Your reflection journal is due at the end of weeks 2, 4, 6 and 8 during this course.  All weekly reflection papers should be a minimum of two full pages of prose (for each chapter), double-spaced, in proper APA formatting using citations when appropriate.   Please use Microsoft Word for all writing assignments. Each Chapter Reading Reflection should address the following prompts:

  • Summarize the content of the chapter addressed.
  • What were some of the highlights in this chapter and learning opportunities?
  • Share some new ideas and/or thoughts that you developed from the reading of the chapter.
  • How do you think you can apply this chapter’s concepts into your home, school, personal-life or work environment?

Please make sure that you look at the example that is also attached!!

Research Paper: Chapter Reflection

 

 
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HOMEWORK

QUESTION 11. A 28-year-old woman presents to the clinic with a chief complaint of hirsutism and irregular menses. She describes irregular and infrequent menses (five or six per year) since menarche at 12 years of age. She began to develop dark, coarse facial hair when she was 14 years of age, but her parents did not seek treatment or medical opinion at that time. The symptoms worsened after she gained weight in college. She got married 3 years ago and has been trying to get pregnant for the last 2 years without success. Height 66 inches and weight 198. BMI 32 kg.m2. Moderate hirsutism without virilization noted.  Laboratory data reveal CMP within normal limits (WNL), CBC with manual differential (WNL), TSH 0.9 IU/L SI units (normal 0.4-4.0 IU/L SI units), a total testosterone of 65 ng/dl (normal 2.4-47 ng/dl), and glycated hemoglobin level of 6.1% (normal value ≤5.6%). Based on this information, the APRN diagnoses the patient with polycystic ovarian syndrome (PCOS) and refers her to the Women’s Health APRN for further workup and management.  Question 1 of 2:What is the pathogenesis of PCOS? 
1 points   QUESTION 21. A 28-year-old woman presents to the clinic with a chief complaint of hirsutism and irregular menses. She describes irregular and infrequent menses (five or six per year) since menarche at 12 years of age. She began to develop dark, coarse facial hair when she was 14 years of age, but her parents did not seek treatment or medical opinion at that time. The symptoms worsened after she gained weight in college. She got married 3 years ago and has been trying to get pregnant for the last 2 years without success. Height 66 inches and weight 198. BMI 32 kg.m2. Moderate hirsutism without virilization noted.  Laboratory data reveal CMP within normal limits (WNL), CBC with manual differential (WNL), TSH 0.9 IU/L SI units (normal 0.4-4.0 IU/L SI units), a total testosterone of 65 ng/dl (normal 2.4-47 ng/dl), and glycated hemoglobin level of 6.1% (normal value ≤5.6%). Based on this information, the APRN diagnoses the patient with polycystic ovarian syndrome (PCOS) and refers her to the Women’s Health APRN for further workup and management.  Question 2 of 2:
How does PCOS affect a woman’s fertility or infertility? 
1 points   QUESTION 31. A 20-year-old female college student presents to the Student Health Clinic with a chief complaint of abdominal pain, foul smelling vaginal discharge, and fever and chills for the past 4 days. She denies nausea, vomiting, or difficulties with defecation. Last bowel movement this morning and was normal for her. Nothing has helped with the pain despite taking ibuprofen 200 mg orally several times a day. She describes the pain as sharp and localizes the pain to her lower abdomen. Past medical history noncontributory. GYN/Social history + for having had unprotected sex while at a fraternity party. Physical exam: thin, Ill appearing anxious looking white female who is moving around on the exam table and unable to find a comfortable position. Temperature 101.6F orally, pulse 120, respirations 22 and regular. Review of systems negative except for chief complaint. Focused assessment of abdomen demonstrated moderate pain to palpation left and right lower quadrants. Upper quadrants soft and non-tender. Bowel sounds diminished in bilateral lower quadrants. Pelvic exam demonstrated + adnexal tenderness, + cervical motion tenderness and copious amounts of greenish thick secretions. The APRN diagnoses the patient as having pelvic inflammatory disease (PID).  
Question:
What is the pathophysiology of PID? 

1 points   QUESTION 41. A 27-year-old male comes to the clinic with a chief complaint of a “sore on my penis” that has been there for 3 days. He says it burns and leaked a little fluid. He denies any other symptoms. Past medical history noncontributory. Social history: works as a bartender and he states he often “hooks up” with some of the patrons, both male and female after work. He does not always use condoms. Physical exam within normal limits except for a lesion on the lateral side of the penis adjacent to the glans. The area is indurated with a small round raised lesion. The APRN orders laboratory tests, but feels the patient has syphilis.  
Question:
Describe the 4 stages of syphilis.

1 points   QUESTION 51. A 19-year-old female presents to the clinic with a chief complaint of “fluid filled bumps” and intense pruritis of her vulva. She states these symptoms have been present for about 10 days, but she thought she had a yeast infection. She self-medicated with over the counter (OTC) metronidazole (Flagyl™) intravaginally but the symptoms got worse. No other complaints except for fatigue out of proportion to her activity level. Past medical history noncontributory. Social history: sexually active with several men and did forget to use a condom during one sexual encounter. Physical exam negative except for pelvic exam which revealed multiple fluid filled (vesicular) lesions on the vulva and introitus. Positive lymph nodes in inguinal areas. The APRN diagnoses the patient with herpes simplex virus-type 2 known as genital herpes. 
Question:
What is the pathophysiology of HSV-2? 
1 points   QUESTION 61. A 27-year-old male presents to the clinic with a chief complaint of a gradual onset of scrotal pain and swelling of the left testicle that started 2 days ago.  The pain has gotten progressively worse over the last 12 hours and he now complains of left flank pain. He complains of dysuria, frequency, and urgency with urination. He states his urine smells funny. He denies nausea, vomiting, but admits to urethral discharge just prior to the start of his severe symptoms. He denies any recent heavy lifting or straining for bowel movements. He says the only thing that makes the pain better is if he sits in his recliner and elevates his scrotum on a small pillow. Past medical history negative. Social history + for sexual activity only with his wife of 3 years. Physical exam reveals red, swollen left testicle that is very tender to touch. There is positive left inguinal adenopathy. Clean catch urinalysis in the clinic + for 3+ bacteria. The APRN diagnoses the patient with epididymitis.  
Question:
Discuss how bacteria in the urine causes epididymitis.  
1 points   QUESTION 71. A 42-year-old male presents to the clinic with a chief complaint of fever, chills, malaise, arthralgias, dysuria, urinary frequency, low back pain, perineal, and suprapubic pain. He says he feels like he can’t fully empty his bladder when he voids. He states these symptoms came on suddenly about 12 hours ago and have gotten worse. He noticed some blood in his urine the last time he voided. He tried to have a bowel movement several hours ago but could not empty his bowel due to pain. Past medical and social history noncontributory. Physical exam reveals an ill appearing male. Temperature 101.8 F, pulse 122, respirations 20, BP 108/68. Exam unremarkable apart from left costovertebral angle (CVA) tenderness. Rectal exam difficult due to enlarged and extremely painful prostate.  Complete blood count revealed an elevated white blood cell count, elevated C-reactive protein and elevated sedimentation rate. Urine dip in the clinic + for 2+ bacteria.  
Question:
Explain the differences between acute bacterial prostatitis and nonbacterial prostatitis. 

Path: pWords:0
1 points   QUESTION 81. A 32-year-old woman presents to the clinic with a chief complaint of pelvic pain, excessive menstrual bleeding, dyspareunia, and inability to become pregnant after 18 months of unprotected sex with her husband. She states she was told she had endometrioses after a high school physical exam, but no doctor or nurse practitioner ever mentioned it again, so she thought it had gone away. She has no other complaints and says she wants to have a family. Past medical history noncontributory except for possible endometriosis as a teenager. Social history negative for tobacco, drugs or alcohol. The physical exam is negative except for the pelvic exam which demonstrated pain on light and deep palpation of the uterus. The APRN believes that the patient does have endometriosis and orders appropriate laboratory and radiological tests. The diagnostics come back highly suggestive of endometriosis.    
Question:
Explain how endometriosis may affect female fertility.
1 points   QUESTION 91. An APRN working in an anticoagulation clinic has been asked by the local college to present a lecture on platelets and their role in blood clotting to the graduate pathophysiology nursing students.  
Question:
What key concepts should the APRN include in the presentation? 

1 points   QUESTION 101. A 36-year-old woman presents to the clinic with complaints of dyspnea on exertion, fatigue, leg cramps on climbing stairs, craving ice to suck or chew and cold intolerance. The symptoms have come on gradually over the past 4 months. The only thing that make the symptoms better is for her to sit or lie down and stop the activity. She denies bruising or bleeding and states this is the first time this has happened. Past medical history noncontributory except for a new diagnosis of benign uterine fibroids 6 months ago after experiencing heavy menstrual bleeding every month. Social history noncontributory and she denies alcohol, tobacco, or drug use. Physical exam: pale, thin, Caucasian female who appears older than stated age. Physical exam remarkable for a soft I/IV systolic murmur, pallor of the mucous membranes, spoon-shaped nails (koilonychia), glossy tongue, with atrophy of the lingual papillae, and fissures at the corners of the mouth. The APRN suspects the patient has iron deficient anemia (IDA) secondary to excessive blood loss from uterine fibroids. The appropriate laboratory tests confirmed the diagnosis.  
Question:
Discuss iron deficiency anemia and how the patient’s menstrual bleeding contributed to the diagnosis. 

1 points   QUESTION 111. A 67-year-old woman presents to the clinic with complaints of weakness, fatigue, paresthesias of the feet and fingers, difficulty walking, loss of appetite, and a sore tongue. These symptoms have been present for several months but the patient thought they were due to her recent retirement and geographic move from the Midwest to New England. The symptoms have gotten worse over the past few weeks and she has noticed that she is much more forgetful. This is of great concern as she worries she might have the beginning stages of Alzheimer’s Disease. Past medical history significant for Hashimoto thyroiditis that she developed in her early 20s. The rest of PMH and social history non- contributory. Physical exam reveals an average sized female whose skin has a sallow appearance. BP 128/74, Pulse 120, respirations 18 and temperature 99.0F orally. Examination of the head and neck reveals a smooth and beefy red tongue. Abdominal exam negative for hepatomegaly or splenomegaly.   
The APRN recognizes these symptoms and physical exam indicate the patient has pernicious anemia. After appropriate laboratory data received, the definitive diagnosis of pernicious anemia was made. 
Question 1 of 2:
How does pernicious anemia develop? 

1 points   QUESTION 121. A 67-year-old woman presents to the clinic with complaints of weakness, fatigue, paresthesias of the feet and fingers, difficulty walking, loss of appetite, and a sore tongue. These symptoms have been present for several months but the patient thought they were due to her recent retirement and geographic move from the Midwest to New England. The symptoms have gotten worse over the past few weeks and she has noticed that she is much more forgetful. This is of great concern as she worries she might have the beginning stages of Alzheimer’s Disease. Past medical history significant for Hashimoto thyroiditis that she developed in her early 20s. The rest of PMH and social history non- contributory. Physical exam reveals an average sized female whose skin has a sallow appearance. BP 128/74, Pulse 120, respirations 18 and temperature 99.0F orally. Examination of the head and neck reveals a smooth and beefy red tongue. Abdominal exam negative for hepatomegaly or splenomegaly.   
The APRN recognizes these symptoms and physical exam indicate the patient has pernicious anemia. After appropriate laboratory data received, the definitive diagnosis of pernicious anemia was made. Question 2 of 2:
How does pernicious anemia cause the neurological manifestations that are often seen in patients with PA? 
1 points   QUESTION 131. A 49-year-old man with a 22-year history of severe rheumatoid arthritis (RA) presents to clinic for his preadmission testing (PAT) and medical clearance for a planned right total hip arthroplasty. The patient had been severely limited in ambulation due to the RA. Current medications include prednisone 20 mg po qd and methotrexate 7.5 mg Thursdays, 5mg Fridays, and 7.5 mg Saturdays.  The patient had a complete blood count (CBC) with manual differentiation and red blood cell indices, complete metabolic panel (CMP) and coagulation studies (prothrombin time [PT], international normalized ratio [INR] and activated partial thromboplastin time [aPTT]). All the laboratory studies come back within normal limits except for the red blood cell indices. The hemoglobin and hematocrit were low along with mean corpuscle volume, plasma iron and total iron binding capacity, and transferrin also being low. There was a normal reticulocyte count, normal ferritin, serum B12, folate and bilirubin.  
The APRN in the PAT clinic recognizes that the patient has anemia of chronic disease (ACD).  Question 1 of 2:What is ACD and how does it develop? 
1 points   QUESTION 141. A 49-year-old man with a 22-year history of severe rheumatoid arthritis (RA) presents to clinic for his preadmission testing (PAT) and medical clearance for a planned right total hip arthroplasty. The patient had been severely limited in ambulation due to the RA. Current medications include prednisone 20 mg po qd and methotrexate 7.5 mg Thursdays, 5mg Fridays, and 7.5 mg Saturdays.  The patient had a complete blood count (CBC) with manual differentiation and red blood cell indices, complete metabolic panel (CMP) and coagulation studies (prothrombin time [PT], international normalized ratio [INR] and activated partial thromboplastin time [aPTT]). All the laboratory studies come back within normal limits except for the red blood cell indices. The hemoglobin and hematocrit were low along with mean corpuscle volume, plasma iron and total iron binding capacity, and transferrin also being low. There was a normal reticulocyte count, normal ferritin, serum B12, folate and bilirubin.  The APRN in the PAT clinic recognizes that the patient has anemia of chronic disease (ACD).  
Question 2 of 2:Why do patients with chronic kidney disease (CKD) develop ACD? 1 points   QUESTION 151. A 14-year-old female is brought to the Urgent Care by her mother who states that the girl has had an abnormal number of bruises and “funny looking red splotches” on her legs. These bruises were first noticed about 2 weeks ago and are not related to trauma. Past medical history not remarkable and she takes no medications. The mother does state the girl is recovering from a “bad case of mono” and was on bedrest at home for the past 3 weeks. The girl noticed that her gums were slightly bleeding when she brushed her teeth that morning.  
Labs at Urgent Care demonstrated normal hemoglobin and hematocrit with normal white blood cell (WBC) differential. Platelet count of 100,000/mm3 was the only abnormal finding. The staff also noticed that the venipuncture site oozed for a few minutes after pressure was released. The doctor at Urgent Care referred the patient and her mother to the ED for a complete work up of the low platelet count including a peripheral blood smear for suspected immune thrombocytopenia purpura (ITP). 
Question:
What is ITP and why do you think this patient has acute, rather than chronic, ITP? 

1 points   QUESTION 161. A 22-year-old male is in the Surgical Intensive Care Unit (SICU) following a motor vehicle crash (MVC) where he sustained multiple life-threatening injuries including a torn aorta, ruptured spleen, and bilateral femur fractures. He has had difficulty maintaining his mean arterial pressure (MAP) and has required various vasopressors. He has a triple lumen central venous catheter (CVC) for monitoring his central venous pressure, administration of medications and blood products, as well as total parenteral nutrition. Per hospital protocol, he is receiving an unfractionated heparin 1:1000 flush after administration of each of the triple antibiotics that have been ordered to maintain patency of the lumens.  Seven days post injury, the APRN in the SICU is reviewing the patient’s morning labs and notes that his platelet count has dropped precipitously to 50,000 /mm3 from 148,000/mm3 two days ago. The APRN suspects the patient is developing heparin induced thrombocytopenia (HIT).  
Question 1 of 2:
What is underlying pathophysiology of heparin induced thrombocytopenia? 
1 points   QUESTION 171. A 22-year-old male is in the Surgical Intensive Care Unit (SICU) following a motor vehicle crash (MVC) where he sustained multiple life-threatening injuries including a torn aorta, ruptured spleen, and bilateral femur fractures. He has had difficulty maintaining his mean arterial pressure (MAP) and has required various vasopressors. He has a triple lumen central venous catheter (CVC) for monitoring his central venous pressure, administration of medications and blood products, as well as total parenteral nutrition. Per hospital protocol, he is receiving an unfractionated heparin 1:1000 flush after administration of each of the triple antibiotics that have been ordered to maintain patency of the lumens.  Seven days post injury, the APRN in the SICU is reviewing the patient’s morning labs and notes that his platelet count has dropped precipitously to 50,000 /mm3 from 148,000/mm3 two days ago. The APRN suspects the patient is developing heparin induced thrombocytopenia (HIT).  Question 2 of 2:
The APRN assesses the patient and notes there is a decreased right posterior tibial pulse with cyanosis of the entire foot. The APRN recognizes this probably represents arterial thrombus formation. How does someone who is receiving heparin develop arterial and venous thrombosis? 
1 points   QUESTION 181. A 33-year-old female is brought to Urgent Care by her husband who states his wife has gotten suddenly confused and complains of a severe headache. He also noticed large bruises on her legs which were not there yesterday. Only significant past medical history is that the patient developed herpes zoster 2 weeks ago and was given acyclovir for treatment. Physical exam revealed well developed female who is only oriented to person. Large areas of ecchymosis noted on both arms and legs. Stat CBC revealed a platelet count of 18,000/mm3, hemoglobin of 8 g/dl and hematocrit of 24%. The patient was immediately transported to the Emergency Room by Emergency Medical Services (EMS) where further work up demonstrated idiopathic thrombotic thrombocytopenic purpura (TTP).  
Question:
What is the pathophysiology of TTP? 
1 points   QUESTION 191. A 64-year man is recovering from a transurethral resection of the prostate for treatment of benign prostate hyperplasia. The patient is receiving intravenous antibiotics for the urinary tract infection that was found on the preoperative urine culture and sensitivity (C & S). The post-operative course has been smooth and the APRN is removing the 3-way Foley catheter when there is a sudden release of bright red blood with many blood clots in the Foley bag. The patient becomes hypotensive, tachycardic and the APRN notes new ecchymoses on the patient’s arms and legs. The patient was immediately transferred to the surgical intensive care unit (SICU) and a stat hematology consult was conducted. Stat CBC, d-dimer, peripheral blood smear, partial thromboplastin time, Prothrombin time/international normalization ratio (INR), and fibrinogen labs were drawn. Results were:  
CBC with markedly decreased platelet count, peripheral blood smear showed decreased number of platelets and presence of large platelets and fragmented red cells (schistocytes), prothrombin time prolonged as was the partial thromboplastin time. The d-dimer was markedly elevated, and fibrinogen level was low. The diagnosis of disseminated intravascular coagulation (DIC) was made based on clinical picture and laboratory data.  
Question 1 of 2:
What is DIC and how does it develop? 1 points   QUESTION 201. A 64-year man is recovering from a transurethral resection of the prostate for treatment of benign prostate hyperplasia. The patient is receiving intravenous antibiotics for the urinary tract infection that was found on the preoperative urine culture and sensitivity (C & S). The post-operative course has been smooth and the APRN is removing the 3-way Foley catheter when there is a sudden release of bright red blood with many blood clots in the Foley bag. The patient becomes hypotensive, tachycardic and the APRN notes new ecchymoses on the patient’s arms and legs. The patient was immediately transferred to the surgical intensive care unit (SICU) and a stat hematology consult was conducted. Stat CBC, d-dimer, peripheral blood smear, partial thromboplastin time, Prothrombin time/international normalization ratio (INR), and fibrinogen labs were drawn. Results were:  
CBC with markedly decreased platelet count, peripheral blood smear showed decreased number of platelets and presence of large platelets and fragmented red cells (schistocytes), prothrombin time prolonged as was the partial thromboplastin time. The d-dimer was markedly elevated, and fibrinogen level was low. The diagnosis of disseminated intravascular coagulation (DIC) was made based on clinical picture and laboratory data.  Question 2 of 2:
What factors contribute to the development of DIC?  

 
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HOMEWORK

Students should read the chapter and other research and discuss the ways a HR manager for a commercial airline can develop a realistic job preview for flight attendants. The objective is to give a balanced picture of the job so that applicants will better understand what they will be asked to do. Job duties, schedules, and other facets of the job should all be well understood early in the recruiting process to avoid poor P/E fit later on.

  1. How should the manager gather information about the job context and environment? Explain what sources should be used and why.
  2. How could this manger use technology to show the positive and negative aspects of the job

Your discussion is to be submitted in 12-point Times New Roman font using APA format. 

Use at least two (2) academically reviewed journal articles ONLY as research for your primary response and response to one (1) ONLY other student.

 
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BON Wk5man: Boards of Nursing

BON Wk5man: Boards of Nursing

Boards of Nursing (BONs) exist in all 50 states, the District of Columbia, American Samoa, Guam, the Northern Mariana Islands, and the Virgin Islands. Similar entities may also exist for different regions. The mission of BONs is the protection of the public through the regulation of nursing practice. BONs put into practice state/region regulations for nurses that, among other things, lay out the requirements for licensure and define the scope of nursing practice in that state/region. BON Wk5man: Boards of Nursing.

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It can be a valuable exercise to compare regulations among various state/regional boards of nursing. Doing so can help share insights that could be useful should there be future changes in a state/region. In addition, nurses may find the need to be licensed in multiple states or regions.

To Prepare:

  • Review the Resources and reflect on the mission of Florida board of nursing as the protection of the public through the regulation of nursing practice.
  • Consider how key regulations may impact nursing practice.
  • Review key regulations for nursing practice of Florida board of nursing and those of Michigan board of nursing and select at least two APRN regulations to focus on for this Discussion..

Compare at least two APRN board of nursing regulations in Florida with those of Michigan.  Describe how they may differ. Be specific and provide examples. Then, explain how the regulations you selected may apply to Advanced Practice Registered Nurses (APRNs) who have legal authority to practice within the full scope of their education and experience. Provide at least one example of how APRNs may adhere to the two regulations you selected. BON Wk5man: Boards of Nursing.

 

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HOMEWORK

Discussion 2: Your Leadership Profile

Do you believe you have the traits to be an effective leader? Perhaps you are already in a supervisory role, but as has been discussed previously, appointment does not guarantee leadership skills.

How can you evaluate your own leadership skills and behaviors? You can start by analyzing your performance in specific areas of leadership. In this Discussion, you will complete Gallup’s StrengthsFinder assessment. This assessment will identify your personal strengths, which have been shown to improve motivation, engagement, and academic self-conference. Through this assessment, you will discover your top five themes—which you can reflect upon and use to leverage your talents for optimal success and examine how the results relate to your leadership traits.

To Prepare:

Complete the StrengthsFinder assessment instrument, per the instructions found in this Module’s Learning Resources.

Please Note: This Assessment will take roughly 30 minutes to complete.

NOTE: Please keep your report. You will need your results for future courses. Technical Issues with Gallup:
If you have technical issues after registering, please contact the Gallup Education Support group by phone at +1.866-346-4408. Support is available 24 hours/day from 6:00 p.m. Sunday U.S. Central Time through 5:00 p.m. Friday U.S. Central Time.

  • Reflect on the results of your Assessment, and consider how the results relate to your leadership traits.
By Day 3 of Week 5

Post a brief description of your results from the StrengthsFinder assessment. Then, briefly describe two core values, two strengths, and two characteristics that you would like to strengthen based on the results of your StrengthsFinder assessment. Be specific.

By Day 6 of Week 5

Respond to at least two of your colleagues on two different days by making recommendations for how they might strengthen the leadership behaviors profiled in their StrengthsFinder assessment, or by commenting on lessons to be learned from the results that can be applied to personal leadership philosophies and behaviors.

 
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