12 self management skills

Provide your essay response to the question below.   A minimum of 300 words is required for this essay.

  • At the top of your Essay state your Rank, Full name, Agency and Session number.
  • Be sure you are writing in APA with a minimum of one source.
  • Type your essay in a Word Document to utilize the “word-count” feature and ensure a minimum of 300 words.  Then copy and paste from Word into your essay text box.
  • You will not be required to format this 300 word Essay in the full APA format that is required in your case study. You ONLY need to use APA in your reference and in text citation.
  • Make certain that you paste the CORRECT essay that corresponds to the question below into the text box. Proof read your essay very carefully before submitting it.  You will be graded on the quality of your content and your proper use of grammar, spelling and punctuation.
  • Click on “Finish Essay” to submit your essay.
  • Your score will show as 0/100% until your instructor grades your essay.  Your grade will then update automatically in your grade book.
  • Print your essay page and place in your folder.

 

  1.  Your Essay Question
    Select one of the 12 “Self-Management Skills” you would like to strengthen.  Honestly describe how it currently limits the effectiveness of your leadership.  Set a goal for improvement with specific actions items to change your behavior and have this skill enhance your leadership outcome.   

Lg unit V assignment

Unit V Assignment

Rough Draft

You are able to submit a rough draft of your final project in Unit V. The rough draft will allow you to receive feedback from your professor and implement changes before submitting your final project in Unit VII and receiving a final grade.

Your rough draft should consist of the following components:

 Title page

 Executive Summary  Introduction

o Provide an explanation of your project. What does the reader have in store for them?  (project topic from unit III attached) Content

o Introduce the shared service, as well as the nonprofit organization and local government.

a. Define the nonprofit organizations roles and responsibilities in relation to the local government

environment.

o Communications strategy

a. Design an effective communications strategy that conveys the nonprofit mission to specific internal and external audiences.

o Discuss local government (municipal, county, city) relationships that are complementary, supplementary or adversarial to the nonprofits objectives and purpose.

a. How would you manage these issues? How would you foster good relationships?

o Discuss ways to effectively use technology systems, e-learning, e-training, to strengthen relationships with your chosen local or state government.

o Identify the challenges of advocating for grants-in-aid, fee-for-service and eligibility service models, and the effect on relationship building with the local or state government.

a. How would you manage these challenges?

o Examine the financial tax policies, social, economic regulation, and political constraints affecting the nonprofit and propose a strategy for successful implementation of the service mission.

o Identify the issues of contracting, and collaborating with the local or state government and how you would resolve the issues.

 Reflection

o Reflect on the project and what you have learned. How can you apply what you have learned to your career?

What will you take away from this course project?  Reference page that follows APA format.

Note: The PowerPoint presentation component is not submitted in Unit V.

Autism Reflection paper

Instructions:

Candidates will write a final paper about the importance of educational interventions on the outcomes of students with ASD. Candidates should base their paper on the book “Let me Hear Your Voice” by Catherine Maurice AND the content covered throughout this course (lecture material, articles, outside peer-reviewed resources, etc). Students should focus their discussion on:

  • Identification & Diagnosis of ASD
  • Legal mandates pertaining to ASD
  • Assessment and Instructional Practices in ASD
  • Collaboration across Stakeholders
  • Current educational outcomes of students with ASD (graduation, employment, independence)
  • Perspectives of individuals (and/or families of individuals) with ASD

Candidates should cite specific points made within “Let me Hear Your Voice”, as well as reflect on current research taken from @ least 7 other course readings/citations. Final reflection papers should be 5-6 pages (double-spaced, 12-point font), and should follow APA (7th ed.) formatting.

Tips for Completion:

DO’s

The foundation of this paper should come from the LMHYV text, with course materials, readings, etc. used to shape & inform your discussion/position regarding the 6 aforementioned areas. I highly recommend using these 6 areas as your level 1 headings (see APA for proper heading formatting).

This paper should be at least 5 pages in length & written in APA format (12pt. font, times new roman, double spaced, in-text citations, title page, & reference page-no abstract or table of contents needed) There is a sample APA paper under “additional resources” in our class drive and Purdue Owl (Links to an external site.) is an excellent resource. Remember, any citations that appear in-text citation must also appear on your “References” page & vice versa (7 in addition to the LMHYV text are required).

Use third person language (no first person language in academic/professional writing)

DON’T’s

Remember, this assignment is NOT just a book report (I have read the book). It is a critical analysis and systematic comparison of one parent’s experience to content learned throughout the course. It should be thoughtful, reflective, and not only demonstrate that you have read the text in its entirety, but also your ability to think critically based on supporting evidence (articles, etc.).

Here is an excerpt of a well structured & supported statement taken from a former student’s paper (concerning the topic of assessment & instructional practices):

Example: “An overwhelming proportion of parents of students with ASD seek alternative treatments that do not have a substantiated evidence-base within the literature (Hopf et al., 2016). Catherine, too, fell victim to this plight, investing a significant amount of time and financial resources into holding therapy, an intervention with little to no demonstrated benefit (National Autism Center, 2015).”

These explicit textual examples & critical analyses should be included throughout.

Do not use direct quotations from readings (pretty much ever). Almost all sentences/passages can be rewritten in your own words (and still require a citation). The ONLY time direct quotations should be used is if it is something a character has directly said or if it is a famous phrase that cannot be rewritten (such as Abraham Lincoln’s “Four score & seven years ago…”)

Example: If a line from an article written by Travers (2017) directly states “Despite advances in the evidence-based special education movement, unproven, disproven, and pseudoscientific interventions have continued to proliferate throughout the field.” You would need to rewrite this statement in your own words & could say: Unfortunately, many educators & support personnel within the field of special education continue to utilize outdated and unfounded interventions to treat individuals with disabilities (Travers, 2017). 

Class Discussion 8: Alexander Pope and John Milton

Alexander Pope deliberately echoes Paradise Lost in his opening theme of “An Essay on Man.” Yet his poem is (1) referred to as an “essay,” (2) is much shorter, and (3) has no characters or plot. These obvious differences signal a different approach in the 18th century to discussing spiritual themes. Why do you think Pope chose to “discuss” the situation of humanity rather than tell an epic tale like Milton?

You must post your response of at least 350 words- 400 words. 

An Essay on Man: Epistle I

 BY ALEXANDER POPE

 To Henry St. John, Lord Bolingbroke

 Awake, my St. John!  leave all meaner things

 To low ambition, and the pride of kings.

 Let us (since life can little more supply

 Than just to look about us and to die)

 Expatiate free o’er all this scene of man;

 A mighty maze!  but not without a plan;

 A wild, where weeds and flow’rs promiscuous shoot;

 Or garden, tempting with forbidden fruit.

 Together let us beat this ample field,

 Try what the open, what the covert yield;

 The latent tracts, the giddy heights explore

 Of all who blindly creep, or sightless soar;

 Eye Nature’s walks, shoot folly as it flies,

 And catch the manners living as they rise;

 Laugh where we must, be candid where we can;

 But vindicate the ways of God to man.

 I.

 Say first, of God above, or man below,

 What can we reason, but from what we know?

 Of man what see we, but his station de él here,

 From which to reason, or to which refer?

 Through worlds unnumber’d though the God be known,

 ‘Tis ours to trace him only in our own.

 He, who through vast immensity can pierce,

 See worlds on worlds compose one universe,

 Notice how system into system runs,

 What other planets circle other suns,

 What varied being peoples ev’ry star,

 May tell why Heav’n has made us as we are.

 But of this frame the bearings, and the ties,

 The strong connections, nice dependencies,

 Gradations just, has thy pervading soul

 Look’d through?  or can a part contain the whole?

 Is the great chain, that draws all to agree,

 And drawn supports, upheld by God, or thee?

 II.

 Presumptuous man!  the reason wouldst thou find,

 Why form’d so weak, so little, and so blind?

 First, if thou canst, the harder reason guess,

 Why form’d no weaker, blinder, and no less!

 Ask of thy mother earth, why oaks are made

 Taller or stronger than the weeds they shade?

 Or ask of yonder argent fields above,

 Why Jove’s satellites are less than Jove?

 Of systems possible, if ’tis confest

 That Wisdom infinite must form the best,

 Where all must full or not coherent be,

 And all that rises, rise in due degree;

 Then, in the scale of reas’ning life, ’tis plain

 There must be somewhere, such a rank as man:

 And all the question (wrangle e’er so long)

 Is only this, if God has plac’d him wrong?

 Respecting man, whatever wrong we call,

 May, must be right, as relative to all.

 In human works, though he labor’d on with pain,

 A thousand movements scarce one purpose gain;

 In God’s, one single can its end produce;

 Yet serves to second too some other use.

 So man, who here seems principal alone,

 He perhaps acts second to some sphere unknown,

 He touches some wheel, or verges to some goal;

 ‘Tis but a part we see, and not a whole.

 When the proud steed shall know why man restrains

 His fiery course de él, or drives him o’er the plains:

 When the dull ox, why now he breaks the clod,

 He is now a victim, and now Egypt’s God:

 Then shall man’s pride and dulness comprehend

 His actions de el ‘, passions’, being’s, use and end;

 Why doing, suff’ring, check’d, impell’d;  and why

 This hour a slave, the next a deity.

 Then say not man’s imperfect, Heav’n in fault;

 Say rather, man’s as perfect as he ought:

 His knowledge of him measur’d to his state and place of him,

 His time of him a moment, and a point his space of him.

 If he to be perfect in a certain sphere,

 What matter, soon or late, or here or there?

 The blest today is as completely so,

 As who began a thousand years ago.

 III.

 Heav’n from all creatures hides the book of fate,

 All but the page prescrib’d, their present state:

 From brutes what men, from men what spirits know:

 Or who could suffer being here below?

 The lamb thy riot dooms to bleed today,

 Had he thy reason, would he skip and play?

 Pleas’d to the last, he crops the flow’ry food,

 And he licks the hand just rais’d to shed his blood from him.

 Oh blindness to the future!  kindly giv’n,

 That each may fill the circle mark’d by Heav’n:

 Who sees with equal eye, as God of all,

 A hero perish, or a sparrow fall,

 Atoms or systems into ruin hurl’d,

 And now a bubble burst, and now a world.

 Hope humbly then;  with trembling pinions soar;

 Wait the great teacher Death;  and God adore!

 What future bliss, he gives not thee to know,

 But he gives that hope to be thy blessing now.

 Hope springs eternal in the human breast:

 Man never is, but always to be blest:

 The soul, uneasy and confin’d from home,

 Rests and expatiates in a life to come.

 It!  the poor Indian, whose untutor’d mind

 Sees God in clouds, or hears him in the wind;

 His soul from him, proud science never taught to stray

 Far as the solar walk, or milky way;

 Yet simple nature to his hope of him has giv’n,

 Behind the cloud-topt hill, an humbler heav’n;

 Some safer world in depth of woods embrac’d,

 Some happier island in the wat’ry waste,

 Where slaves once more their native land behold,

 No fiends torment, no Christians thirst for gold.

 To be, contents his natural desire of him,

 He asks no angel’s wing, no seraph’s fire;

 But he thinks, admitted to that equal sky,

 His faithful dog of him shall bear him company.

 IV.

 Go, wiser thou!  and, in thy scale of sense

 Weigh thy opinion against Providence;

 Call imperfection what thou fanciest such,

 Say, here he gives too little, there too much:

 Destroy all creatures for thy sport or gust,

 Yet cry, if man’s unhappy, God’s unjust;

 If man alone engross not Heav’n’s high care,

 Alone made perfect here, immortal there:

 Snatch from his hand de el balance and the rod,

 Rejudge his justice from him, be the God of God.

 In pride, in reas’ning pride, our error lies;

 All quit their sphere, and rush into the skies.

 Pride still is aiming at the blest abodes,

 Men would be angels, angels would be gods.

 Aspiring to be gods, if angels fell,

 Aspiring to be angels, men rebel:

 And who but he wishes to invert the laws

 Of order, sins against th ‘Eternal Cause.

 V.

 Ask for what end the heav’nly bodies shine,

 Earth for whose use?  Pride answers, “‘Tis for mine:

 For me kind Nature wakes her of her great pow’r of her,

 She suckles each herb, and spreads out ev’ry flow’r;

 Annual for me, the grape, the rose renew,

 The juice nectareous, and the balmy dew;

 For me, the mine a thousand treasures brings;

 For me, health gushes from a thousand springs;

 Seas roll to waft me, suns to light me rise;

 My foot-stool earth, my canopy the skies. “

 But errs not Nature from this gracious end,

 From burning suns when livid deaths descend,

 When earthquakes swallow, or when tempests sweep

 Towns to one grave, whole nations to the deep?

 “No, (’tis replied) the first Almighty Cause

 Acts not by partial, but by gen’ral laws;

 Th ‘exceptions few;  some change since all began:

 And what created perfect? ​​”- Why then man?

 If the great end be human happiness,

 Then Nature deviates;  and can man do less?

 As much that end a constant course requires

 Of show’rs and sunshine, as of man’s desires;

 As much eternal springs and cloudless skies,

 As men for ever temp’rate, calm, and wise.

 If plagues or earthquakes break not Heav’n’s design,

 Why then a Borgia, or a Catiline?

 Who knows but he, whose hand the lightning forms,

 Who heaves old ocean, and who wings the storms,

 Pours fierce ambition in a Cæsar’s mind,

 Or turns young Ammon loose to scourge mankind?

 From pride, from pride, our very reas’ning springs;

 Account for moral, as for nat’ral things:

 Why charge we Heav’n in those, in these acquit?

 In both, to reason right is to submit.

 Better for us, perhaps, it might appear,

 Were there all harmony, all virtue here;

 That never air or ocean felt the wind;

 That never passion discompos’d the mind.

 But ALL subsists by elemental strife;

 And passions are the elements of life.

 The gen’ral order, since the whole began,

 Is kept in nature, and is kept in man.

 SAW.

 What would this man?  Now upward will he soar,

 And little less than angel, he would be more;

 Now looking downwards, just as griev’d appears

 To want the strength of bulls, the fur of bears.

 Made for his use of him all creatures if he call,

 Say what their use, had he the pow’rs of all?

 Nature to these, without profusion, kind,

 The proper organs, proper pow’rs assign’d;

 Each seeming want compensated of course,

 Here with degrees of swiftness, there of force;

 All in exact proportion to the state;

 Nothing to add, and nothing to abate.

 Each beast, each insect, happy in its own:

 Is Heav’n unkind to man, and man alone?

 Shall he alone, whom rational we call,

 Be pleas’d with nothing, if not bless’d with all?

 The bliss of man (could pride that blessing find)

 He is he not to act or think beyond mankind;

 No pow’rs of body or of soul to share,

 But what his nature and his state of he can bear.

 Why has not man a microscopic eye?

 For this plain reason, man is not a fly.

 Say what the use, were finer optics giv’n,

 T ‘inspect a mite, not comprehend the heav’n?

 Or touch, if tremblingly alive all o’er,

 To smart and agonize at ev’ry pore?

 Or quick effluvia darting through the brain,

 Die of a rose in aromatic pain?

 If nature thunder’d in his op’ning ears of him,

 And stunn’d him with the music of the spheres,

 How would he wish that Heav’n had left him still

 The whisp’ring zephyr, and the purling rill?

 Who finds not Providence all good and wise,

 Alike in what it gives, and what denies?

 VII.

 Far as creation’s ample range extends,

 The scale of sensual, mental pow’rs ascends:

 Mark how it mounts, to man’s imperial race,

 From the green myriads in the peopled grass:

 What modes of sight betwixt each wide extreme,

 The mole’s dim curtain, and the lynx’s beam:

 Of smell, the headlong lioness between,

 And hound sagacious on the tainted green:

 Of hearing, from the life that fills the flood,

 To that which warbles through the vernal wood:

 The spider’s touch, how exquisitely fine!

 Feels at each thread, and lives along the line:

 In the nice bee, what sense so subtly true

 From pois’nous herbs extracts the healing dew:

 How instinct varies in the grov’lling swine,

 Compar’d, half-reas’ning elephant, with thine:

 ‘Twixt that, and reason, what a nice barrier;

 For ever sep’rate, yet for ever near!

 Remembrance and reflection how allied;

 What thin partitions sense from thought divide:

 And middle natures, how they long to join,

 Yet never pass th ‘insuperable line!

 Without this just gradation, could they be

 Subjected, these to those, or all to thee?

 The pow’rs of all subdu’d by thee alone,

 Is not thy reason all these pow’rs in one?

 VIII.

 See, through this air, this ocean, and this earth,

 All matter quick, and bursting into birth.

 Above, how high, progressive life may go!

 Around, how wide!  how deep extend below!

 Vast chain of being, which from God began,

 Natures ethereal, human, angel, man,

 Beast, bird, fish, insect!  what no eye can see,

 No glass can reach!  from infinite to thee,

 From thee to nothing! —On superior pow’rs

 Were we to press, inferior might on ours:

 Or in the full creation leave a void,

 Where, one step broken, the great scale’s destroy’d:

 From nature’s chain whatever link you strike,

 Tenth or ten thousandth, breaks the chain alike.

 And, if each system in gradation roll

 Alike essential to th ‘amazing whole,

 The least confusion but in one, not all

 That system only, but the whole must fall.

 Let earth unbalanc’d from her orbit fly,

 Planets and suns run lawless through the sky;

 Let ruling angels from their spheres be hurl’d,

 Being on being wreck’d, and world on world;

 Heav’n’s whole foundations to their center nod,

 And nature tremble to the throne of God.

 All this dread order break — for whom?  for thee?

 Vile worm! —Oh madness, pride, impiety!

 IX.

 What if the foot ordain’d the dust to tread,

 Or hand to toil, aspir’d to be the head?

 What if the head, the eye, or ear repin’d

 To serve mere engines to the ruling mind?

 Just as absurd for any part to claim

 To be another, in this gen’ral frame:

 Just as absurd, to mourn the tasks or pains,

 The great directing Mind of All ordains.

 All are but parts of one stupendous whole,

 Whose body Nature is, and God the soul;

 That, chang’d through all, and yet in all the same,

 Great in the earth, as in th ‘ethereal frame,

 Warms in the sun, refreshes in the breeze,

 Glows in the stars, and blossoms in the trees,

 Lives through all life, extends through all extent,

 Spreads undivided, operates unspent,

 Breathes in our soul, informs our mortal part,

 As full, as perfect, in a hair as heart;

 As full, as perfect, in vile man that mourns,

 As the rapt seraph that adores and burns;

 To him no high, no low, no great, no small;

 He fills, he bounds, connects, and equals all.

 X.

 Cease then, nor order imperfection name:

 Our proper bliss depends on what we blame.

 Know thy own point: This kind, this due degree

 Of blindness, weakness, Heav’n bestows on thee.

 Submit. — In this, or any other sphere,

 Secure to be as blest as thou canst bear:

 Safe in the hand of one disposing pow’r,

 Or in the natal, or the mortal hour.

 All nature is but art, unknown to thee;

 All chance, direction, which thou canst not see;

 All discord, harmony, not understood;

 All partial evil, universal good:

 And, spite of pride, in erring reason’s spite,

 One truth is clear, Whatever is, is right.

Wk 4 – Apply: Signature Assignment: Part B: Strategic Marketing Plan on Coca Cola

  

Internal Data

Evaluate internal sources of information available to you inside the organization and what information you will receive from each source. Identify 3-6 sources of internal data. Insert or remove rows as needed.

   

Source

What    it Measures

Data

Potential    Usage

 

Example: Sales data

Monthly sales by specific product

Average sales that month in US   dollars for each of 10 products. Data can be segmented by business and   consumer markets.

Can be used for trend analysis,   projections, and to measure effectiveness of promotions.

 

 

 

 

 

 

Secondary Data

Evaluate secondary data sources and the specific information you need from each source. Insert or remove rows as needed. 

   

Source

What    it Measures

Data

Potential    Usage

 

Example: retail store analytics

Dollar value of sales by quarter by   major product categories

Total sales of major players

Market Share Analysis

Seasonal patterns

 

 

 

 

 

 

Primary Data

Evaluate primary data needs to create and evaluate the marketing plan. Insert or remove rows as needed. 

   

Source

What it Measures

Data

Potential Usage

 

Example: Focus group

Product usage, motives, identify   group level satisfaction, decision process, etc.

Qualitative

Identify different reactions of   market segments to product. Identify marketing opportunities, product/service   flaws and opportunities

 

 

 

 

 

 

Customer Relationship Management

Establish customer touchpoints and develop appropriate CRM events for customer acquisition, retention, and profitability. Insert or remove rows as needed.

   

CRM    Touchpoint

Purpose    & CRM Objective

Data

Potential    Data Usage

 

Example: Customer profile   information on website

Starts the account for visitors:   name, geography, email address (Customer acquisition)

Presale: geographic location;   customer id, source of reference

Email address

Post sales: address, product   purchased, quantity, price.

Track new and returning customer   counts, total period purchases by customer ID, geographic sales data. Can be   used for loyalty rewards, retention, and targeted marketing.

 

 

 

 

 

 

Need response for below discussion

 APA format 3 peer references and response needs to agree or disagree with differential diagnosis and explain why

 

Week 9: Review of case study 1

Patient Initials: _AS__                       Age: __20___                         Gender: __M_

SUBJECTIVE DATA:

Chief Complaint (CC): an Unbearable headache

History of Present Illness (HPI): 20-year-old Caucasian male presented with a chief complaint of intermittent headaches. The patient reports that a headache is so bad and unrelenting that he feels it in his eyes with great intensity, nose, cheekbones, and jaw. The patient states “The headache ache comes and goes.” The patient reported that his headache started two days ago and had increased in severity of a 10/10 on the pain scale as the pressure in the eyes creating the sensitivity to light, the feeling of having toothache makes it too hard to bear. While the patient was not able to pinpoint when his headache started, he reports that he was so overwhelmed with school and work over the past couple of weeks, it may have precipitated the headache.  The patient reporting taking Tylenol which is ineffective; he has tried to get more sleep and use dimmed lights while awake. He states, “while the sleeping for a longer time helps a little, the headaches return as the day progress and gradually gets worse with each passing minute. The only thing that stops the headache is passing time.”.

Medications: Tylenol 650 mg every 4 to 6 hours.

Allergies: Ibuprofen- angioedema

Past Medical History (PMH): Mumps -resolved

Past Surgical History (PSH): Appendectomy at age 16 due to a ruptured appendix.

Sexual/Reproductive History: Not sexually active.

Personal/Social History: Reports going to church on Saturdays (worship sunset to sunset), Saturday after sabbath worship; sometimes going bowling or roller skating and socializes with peers from church or school. Denies tobacco use, alcohol use, and drug use. Patient reports at least three mornings per week approximately one hour of exercise at the work gym.

Immunization History: reports immunization up to date and will get his annual flu shot at work October 25, 2018.

Significant Family History: grandfather died one year ago (72) from heart failure. Grandmother 68 alive and living with hypertension.

Lifestyle: Patient is newly as a mental health counselor at a hospital psychiatric unit. He just started studying law part-time at the local university; current course is online. He currently lives alone in a two-bedroom apartment, as parents live in another country. His support system is his family who is a phone call away, and his best friend who lives 20 minutes away from his home. He does not drink, smoke or do drugs. He attends church on Saturday. Socializes with church friends and or best friend after sunset some Saturday at the local bowling alley, skating rink, or “hang out” at a local diner. Currently is not involved in a relationship and is not sexually active.

Review of Systems:

General: Patient reports having an “unbearable headache Patient is unaware of any changes in weight, eating preference or activities; however, reports a decrease in appetite.

            HEENT: “except for the increasing headache no problem.”, reports wearing shades due to an increased sensitivity to lights; no hearing impairment; reports stuffy nose in the morning in the morning but no runny nose; denies difficulty chewing or swallowing, pain or discomfort.

 Neck: Endorses stiffness, reports “may be due to tension.”

            Respiratory: denies any respiratory distress

            Cardiovascular: denies palpitation, denies heart problems

            Gastrointestinal: Reports decreased appetite, some nausea, no vomiting no change in bowel pattern noted.

            Genitourinary: No change in urinary function

            Musculoskeletal: Denies problem with range of motion, walking or gait.

            Psychiatric: Denies having any psychiatric history

            Neurological: Reports feeling less alert, unfocused at times.

            Skin: Denies any dermatological problems

OBJECTIVE DATA:

 Physical Exam:

Vital signs: temp: 98.4, b/p 130/74, RR 18, pulse 88, SPO2 100% ht. 5’7” weight 140 BMI 21.9.

General: Patient is an alert and oriented *4, 20-year-old Caucasian male who appears to be in good health. He is appropriately groomed, no odor and looks clean. Erect posture, steady gait. Facial expression looks strained and sad; mood appears dysphoric. He is speaking English fluently and clearly. Voice is low and calm. Speech appear slowed and forced. The patient was able to count from 1-20 backward and repeat a series of words without hesitation. Reports having a headache for a long time, “maybe age 11, really not sure, but they weren’t this awful or frequent.”. For the past four months he has been having headaches for at least four days straight per month; but, this latest bout of headaches has been the worst experienced. He denies any head injury or trauma, and chronic illnesses. Patient report at its worst the pain is 10/10, and at its best, it is 7/10. He also states, “while I take Tylenol, I don’t think it effective; I think time passing makes it goes away, the problem is times seem to go too slow.”.

HEENT: head is symmetrical and normocephalic, no depression, swelling but reported tenderness. Denies head injury or trauma. No facial drooping, Patient endorses headache that is currently a 7/10. Reports pain is to present at forehead bilateral, temporal artery has no bruit, patient reports feeling like a “pressured weight” on his head. Patient does report some pulsating pain with movement. He also endorses feeling the pain behind the eyes, nose, cheekbones and jaw. His forehead is creased. Eyes are symmetrical.  Left eye appears glossy, no crusting, no nicking of arteries, optic disc is reddish orange, no microaneurysm, neovascularization.  Patient states, “pain can be felt in the eyes and vision in the left eyes sometimes vision seems blurred or doubled and funny”. On evaluation the patient can read clearly at 20/20 on the Snellen eye chart. Pupils are equal, rounded, reactive to light and accommodation. Peripheral vision is intact. No excess blinking, denies pain on examination. No wax in the ear, symmetrical, clean, no difficulty hearing bilaterally during whisper, Weber and Rinne test, no infection or lesion noted, the handle of malleus, light reflex, and the umbo is visualized as the membrane is pearly gray. Nose is midline, no stuffiness, no redness, no drainage noted. Lips are pink and moist, no cavities noted, reports last dental exam and cleaning was September 2018. Tongue is light pink and moist, no problem with swallowing, hard and soft palate gag reflex. Tongue is flexible and resistant to force. Salivary glands are functional. No pain reported on examination.

Neck: Good range of motion, lymph nodes are not palpable; however, tension can be felt in the neck, appears as if the patient has difficulty relaxing. The trachea is midline; thyroid is non-palpable.

Chest: No wheezing, rhonchi, or rales

Lungs: clear in all four quadrants

Heart: no murmurs or abnormal heart sound

Abdomen: flat and no tender, bowel sounds present in all four quadrants, no reports of difficulty in bowel movement or change in the pattern

Musculoskeletal: range of motion is good, no curvature noted. No swelling, redness or tenderness. Some stiffness in the neck but not related to the range of motion but to the patient not being able to relax/ patient is tense. No difficulty in standing, walking in a straight line, stopping or turning suddenly. Balance and gait are exceptional. Patient report having frequent muscle contraction.

Psychiatric: While presently dysphoric, no indication of depression on assessment, the patient appears future-oriented. Denies suicidal and homicidal ideation as well as auditory and visual hallucination. Headache complaint does not appear somatic.

Neurological: Cranial nerve assessment finds all nerve intact with no impairment. The patient is alert and oriented to person, place, time and situation. He can do serial addition and multiplication; repeat a series of words after having a different line of conversation. Count from 1-20 backward. No numbness or tingling in fingers, toes, or face. Muscle strength is (5) good as there is active motion against full resistance, reflex is 2+ normal. Patient can recognize writing on skin, interpret hard and soft with eyes closed. While no sensory issue is present patient reports based on the increased level of activity on the unit at the increase stimuli has been affecting his concentration; he feels overstimulated believes he cannot process new information right now, only wanting to concentrate on one task at a time. He also reiterates that bright light bothers his eyes and the combination with the increased stimulants makes the headache worst. Patient reports feeling less alert and unfocused; however, while this may occur, this neurological exam does not correlate.

24 Hour diet and activity recall: – woke 5:30 or work 8-hour work day which begins at 7 am. 10 am, Breakfast 2 boiled eggs, a slice of toast with a slice of cheese, a bowl of cereal and a glass of coffee. Lunch, chicken Caesar salad. No dinner, went straight at 4pm home after work headache was too intense. Slept for 3 hours, headache was still present but less intense, spent 4 hours on school work then went back to sleep, slept until 5:30 am, then got ready for work. Reports drinking on average four to five glasses of water per day. Patient does not cook, will sometimes eat frozen tv dinners or ramen noodles; sometimes snacks heavily, his favorite snacks are chocolate ice-cream, eclairs, Cheetos and Doritos.

Diagnostic test MRI, and or CT-scan, and complete blood count to rule out inflammation.

 ASSESSMENT:

Tension Headache- Per Dains, Baumann & Scheibel, (2016) Tension headache is the most common type of headache in adults, and the pain is bilateral, and last for hours to days, and it can form a cycle that may last for months. The text also notes that factors such as stress, hunger and depression can trigger this headache. Based on information gained from AS, stress is likely a contributing factor to AS headaches. However, results from imaging and testing are needed to determine his type of headache. In a randomized clinical study conducted by Omidi, & Zargar, (2015) they found that the use of psychotherapy dubbed mindfulness-based stress reduction was helpful in reducing pain and stress and would be a useful tool in relieving the tension headache.

Migraine- Per Dains, Baumann & Scheibel, (2016) migraine without aura is seen in 20% of the population, has a unilateral throbbing pain with symptoms of nausea and photophobia. According to Tai, Yap, & Goh, (2018) dietary intake can trigger migraine headaches. They conducted a study that found that coffee, chocolate and monosodium rich foods such as broth, flavored snacks, frozen foods, and pasta sauce can trigger a migraine. It is clear from AS description he is experiencing throbbing pain and is experiencing nausea and photophobia, however, he does states that his headache is bilateral. Hence a leaning towards mixed headache diagnosis. However, this differential diagnosis cannot be ruled out as the patient may also have a migraine with aura as well. In any event, diet change and food choices must be discussed with the patient has some of AS choices is likely a trigger to his headache.

Mixed headache- According to Dains, Baumann, & Scheibel, (2016) is a combination of tension and migraine whereby the effect is a combination of throbbing, tightness, pressure and constant pain is felt.  Based on AS description this may be what he is experiencing, therefore, this is an important differential diagnosis Krøll, Hammarlund, Westergaard, Nielsen, Sloth, Jensen, & Gard, (2017) performed a study on mixed headaches; the writers noted that while this type of headache is common, very little study is done, so there are not many tailored interventions exist to help the patient. Therefore, more studies are needed to help understand mixed headaches and proper medication modalities, and alternative remedies, to help alleviate and manage the pain.

Conclusion

Per Dain, Baumann, & Scheibel, “headache and nausea are associated with head trauma, stroke, and tumor.” While this may true in many cases, headaches do not seem to have a definitive cause and appear to be puzzling as some headaches have no underlying factors and give no warning. As always pain is what the patient says, so determinants are based mostly on the information provided by the patient. Therefore, asking the right questions is very important. Diagnostic tests, lab test, and physical assessment is done to ensure patient body systems; neurological functionalities are not affected as headaches could be secondary, as a result of many other medical issues; such as sinusitis, meningitis, optic neuritis, or a tumor.

References

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

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

Krøll, L. S., Hammarlund, C. S., Westergaard, M. L., Nielsen, T., Sloth, L. B., Jensen, R. H., & Gard, G. (2017). Level of physical activity, well-being, stress and self-rated health in persons with migraine and co-existing tension-type headache and neck pain. The Journal of Headache and Pain, 18(1), 46.

Omidi, A., & Zargar, F. (2015). Effects of mindfulness-based stress reduction on perceived stress and psychological health in patients with tension headache. Journal of Research in Medical Sciences, 20(11), 1058–1063

Sullivan, D. D. (2012). Guide to clinical documentation (2nd ed.). Philadelphia, PA: F. A. Davis.

Tai MLS, Yap JF, & Goh CB. (2018). Dietary trigger factors of migraine and tension-type headache in a South East Asian country. Journal of Pain Research, Vol Volume 11, Pp 1255-1261 (2018), 1255

NP dealing with PTSD

To prepare:

  • Review this week’s Learning Resources and reflect on the insights they provide about diagnosing and treating PTSD.
  • View the media Presentation Example: Posttraumatic Stress Disorder (PTSD) and assess the client in the case study. 
  • For guidance on assessing the client, refer to Chapter 3 of the Wheeler text.

Note: To complete this Assignment, you must assess the client, but you are not required to submit a formal comprehensive client assessment.

The Assignment

Succinctly, in 1–2 pages, address the following:

  • Briefly explain the neurobiological basis for PTSD illness.
  • Discuss the DSM-5 diagnostic criteria for PTSD and relate these criteria to the symptomology presented in the case study. Does the video case presentation provide sufficient information to derive a PTSD diagnosis? Justify your reasoning. Do you agree with the other diagnoses in the case presentation? Why or why not?
  • Discuss one other psychotherapy treatment option for the client in this case study. Explain whether your treatment option is considered a “gold standard treatment” from a clinical practice guideline perspective, and why using gold standard, evidence-based treatments from clinical practice guidelines is important for psychiatric-mental health nurse practitioners.

Support your Assignment with specific examples from this week’s media and at least three peer-reviewed, evidence-based sources. Explain why each of your supporting sources is considered scholarly. 

***Attach the PDFs of your sources.*** must include 3 peer reviewed resources (must have method and results in the journal, no textbooks)

Assignment 2 eco

Economic Principles – Macroeconomics

Overview

It is important to be able to convey your understanding of macroeconomic concepts by communicating them to others. In the workplace you might do this by writing papers or reports (as you did for the Week 5 assignment) or creating presentations for your team, manager, or clients. For this assignment, you will develop a final report.

An Example Macroeconomic Paper and Macroeconomic Paper Template are provided below for this assignment.

For this final report assignment, you can use the same industry you selected for the Week 3 assignment, or you can select another industry.

  • Prepare a 2–3 page final report in which you examine one of the macroeconomic variables below: 
    • Real Gross Domestic Product (GDP).
    • The unemployment rate.
    • The inflation rate.

Instructions

  • Visit the Census Bureau (NAICS) website and select an industry that has a description. Some of the smaller industries are named, but not described. 
    • The industry could be broad, such as industry 11 Agriculture, Forestry, Fishing and Hunting, or it could be narrow, such as industry 112112 Cattle Feedlots. 
      • The more digits in the industry label, the narrower the industry.

In a few short paragraphs:

  1. Describe your selected industry using the industry description at the NAICS website. Be sure to write in your own words. Don’t just copy and paste the NAICS text. 
    • Identify some of the major companies in this industry. You will probably have to do a Google search for this information. For example, you could search for “Biggest U.S. Cattle Feedlots.
    • Identify the goods, and/or services this industry produces. Use the information from the NAICS website. You can supplement this information with what you find in a separate Google search.
  2. Select one of three macroeconomic variables (real GDP, the unemployment rate, or the inflation rate) that a business person in your chosen industry should monitor, and explain why that variable is important and how it might have an impact on your selected industry.
  3. Describe in a sentence or two the important movements of the variable in the table and graph. 
    • Excel tables and graphs are attached for each of the three macroeconomic variables (real GDP, the unemployment rate, and the inflation rate). 
      • (See the Week 9 Assignment with NAICS Example [DOCX] below)
    • Review the Excel table and graph for the macroeconomic variable that you chose.
  4. Summarize how you think this industry will perform in the future. 
    • Be sure to provide support for your prediction of this future industry performance.
  5. Your report should include a minimum of two references/citations in the text.
  6. This course requires the use of Strayer Writing Standards. For assistance and information, please refer to the Strayer Writing Standards link in the left-hand menu of your course. Check with your professor for any additional instructions.

due today…… due in 7 hours…. please read

this assignment is due in 7 hours….. must have done in 7 hours…… 

Do the following:     Use attachment for information on discipline and for definitions of terms 

 For this assignment,

1.  Please begin by defining the following words:  discipline, guidance, punishment, abuse, consequences (both logical and natural), time-out

2.  Write a 2-page paper of what you have learned, reflecting on this topic 

Please include:

Your thoughts about the discussion:  1.  What surprised you.  2.  What you learned..

( this was the discussion topic we talked about:  

Prompt:

What pushes your buttons?

What positive techniques can your add to your teacher practices for when your buttons get pushed? )

Your thoughts about your own process of being disciplined.  Try on your parents shoes (figuratively).  What was going on with them when you were a young child.  Did they have support in their parenting?  What kind.  What influenced them in disciplining you:  culture, family, generational differences in discipline, religion, what else?  Were they financially comfortable or just making it (financial stress), How many children in the family?

Now, go back in time and stand in your own little shoes of little you:  How did you learn best?  How did you feel?  Was the discipline effective in helping you to learn?

Summarize your thoughts you gained through the learning materials for the last two weeks.  What stands out to you?  What makes the most sense to you?  How might you use this information as a teacher in a classroom?

Please use at least two citations from your text.

SO1050 Sociology

  

Health, Healthcare, and Disability
Answer the questions below. For multiple choice questions, select one answer.

1. Sociologists use the term __________ for socially defined and culturally variable states of interference with health.  

Select only one.

☐ disease

☐ disorder

☐ illness

☐ addiction

 

2. Briefly explain how healthcare activities are intended to improve one’s health.   

Type answer here

 

3. Social epidemiologists investigate_______________.  

Select only one.

☐ the human host

☐ the social atmosphere

☐ health coefficients

☐ microscopic carriers

4. Explain the perspective of holistic medicine and the importance of preventative medicine. Write at least two sentences.    

Type answer here

 

5. Prior to passage of the Affordable Care Act, approximately how many people in the United States lacked health insurance?  

Select only one.

☐ 4 million

☐ 23 million

☐ 43 million

☐ 100 million

  

Collective Behavior, Social Movements, and Social Change
Answer the questions below. For multiple choice questions, select one answer.

6. Sociologists define __________ as the alteration, modification, or transformation of public policy, culture, or social institutions over time.  

Select only one.

☐ social divergence

☐ social change

☐ social innovation

☐ culture wars

7. Collective behavior tends to be __________.  

Select only one.

☐ institutionalized

☐ structured hierarchically

☐ enacted within a division of labor

☐ unstructured and even spontaneous

 

8. Mobs, riots, and panics are all examples of __________ crowds.  

Select only one.

☐ acting

☐ casual

☐ expressive

☐ conventional

 

9. A __________ is a temporary but widely copied activity enthusiastically followed by large numbers of people.  

Select only one.

☐ style

☐ fad

☐ craze

☐ fashion

 

10. By definition, fads last longer than fashions.  

Select only one.

☐ True

☐ False

  

Tying together Culture, Religion, and Healthcare
Read the article below to help you answer the questions.

Why Cultural Respect is Important for Patient Engagement and Healthcare Delivery

11. Cite the article above using APA format. For citation help, use the following link: Citefast.com
 

Type answer here

 

12. Explain what you have learned about the importance of culture and religion in the healthcare setting. Write at least two complete sentences.  

Type answer here

  

13. Explain how you can apply this information in your daily life (with your family, friends, and in your community). Write at least two sentences. 

Type answer here

  

14. Think about your future career in healthcare. Explain how you can apply this knowledge on the job. Write at least two complete sentences.
Type answer here

  

  
Reflection  
Reflect on what you have learned this week to help you respond to the question below. You may choose to respond in writing or by recording a video!

15. Provide a real-world example or scenario in which a patient may base their medical decisions upon their religious beliefs. Next, explain how you (as a healthcare worker) would respect their religious rights while performing your job responsibilities accurately and ethically.”
 

Type answer here