Categories of Data Collection Health Essay

after reading chapter 17, please briefly describe each of the 3 categories of data collection: Patient-specific; aggregated; and comparative. Also, briefly describe what Meaningful Use is. Total length should be roughly 1 page, double-spaced, with 12 point Times New Roman font.

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-12 hours? PAY FOR YOUR FIRST ORDER AFTER COMPLETION..

Get Answer Over WhatsApp Order Paper Now

Do you have an upcoming essay or assignment due?

Order a custom-written, plagiarism-free paper

If yes Order Paper Now

Write 4 page paper on Blueprint for Professional and Personal Growth

Assignment: Individual Reflection: Blueprint for Professional and Personal Growth

Reflect on the process of creating goals for the BPPG in the previous courses of this program. Think about how you employed creativity to create this plan: you had to consider your currently existing leadership and professional skills (financial assistant), imagine a future version of yourself who has grown and developed in exciting ways, and generate innovative plans to overcome any challenges you might face in the course of your personal and professional development.

As in previous courses, you will now add to your Blueprint for Professional and Personal Growth. You should develop your BPPG from your learning in this course and design it to help you become a leader who knows how to demonstrate creativity, support creativity within your team, and use foresight to foster creativity and innovation.

Consider the following as you complete this Individual Reflection:

  • What can you do now to integrate the experiences and insights you had in this course with your personal and professional development goals?
  • What are the most important things you are taking from this course that will shape your future and enable you to make a positive difference?

All components of the Individual Reflection should be turned in as one document:

  1. The Executive Summary: Write an Executive Summary of the course to date (2–3 paragraphs) that addresses the following questions:
    • Which content and assignments in this course have had the biggest impact on your ability to foster a culture of innovation within an organization?
    • How have the content and assignments changed the way you think of the role of innovation within the organization and the way you will engage in the creative process?
    • How can the knowledge you gained in this course enable you to make a positive difference?
    • In what ways do you think innovation and creativity can influence positive social change within an organization, community, or more broadly?
    • How have the content and assignments continued to shape your goals?
  2. After considering what you have learned in the course, create a focused and succinct strategy for your personal and professional life that will enable you to be the innovation leader you described in your Week 7 Individual Reflection. As part of your strategy, be sure to include responses to the following:
    • List three areas you could focus on for your innovation strategy relative to your own organization, an organization for which you would aspire to work, or your personal life. Describe the importance of each of the focus areas chosen and provide examples with support from the resources.
    • Describe how you will measure progress toward your success.
    • Describe how being an innovation leader could potentially enable you to foster positive social change. To what extent do you think innovation can contribute to positive social change? Provide an example to support your position.
  3. Your action plan: Write a detailed action plan for one new goal for professional and personal development (you will continue to build on the list of goals you started in your previous course). These action plans should include the following:
    • Your specific goal for professional and personal development with an explanation as to why you selected it. Be sure to provide concrete and specific examples of why the goal is important, the extent to which this goal enables you to be an agent for positive social change, the personal or professional value you expect from achieving the goal, and how the goal relates to the resources you reviewed in the course.
    • Hint: If you want to expand upon a plan or initiative you have already proposed in a previous week, feel free to do so.
    • At least two objectives for the goal you have identified. Provide a rationale that explains how your objectives will help you to achieve your goal.

By Day 5

Submit your Assignment.

Guidance on Assignment Length: Your BPPG, including the Executive Summary (which should be 2–3 paragraphs in length and no more than one page single spaced or two double-spaced pages), strategy for your personal and professional life that will enable you to be an innovation leader, and your action plan should be 3–6 pages total (1.5–3 pages total if single spaced). Refer to the Week 8 Individual Reflection rubric (BPPG Rubric) for grading elements and criteria. Your instructor will use the rubric to assess your work.

Rubric Detail

Exemplary Very Good Proficient Opportunity for Improvement Unacceptable
Element 1a: Content of Executive Summary: Responding to the Questions Points:
10 (10%)

Student presents a thorough and complete Executive Summary with rich, articulate, and well-reasoned responses to all of the questions posed in the assignment and eloquently embeds them into a cohesive and compelling Executive Summary, with direct and relevant references to the Course and Program Outcomes.

Points:
9.3 (9.3%)

Student presents an Executive Summary with well-reasoned responses to all of the questions posed in the assignment and embeds them into an Executive Summary with references to the Course and Program Outcomes.

Points:
8.5 (8.5%)

Student presents an Executive Summary of the course that addresses the questions posed in the assignment and makes some connections to the Course and Program Outcomes. Some examples and resources support thinking.

Points:
7.5 (7.5%)

Student provides cursory coverage of some or all the questions posed as part of the requirements for the Executive Summary or does not address all of the questions, although he/she does provide a summary of one or two.

Points:
0 (0%)

Not submitted or little to no evidence of addressing the criterion.

Element 1b: Content of Executive Summary: Impact of Lessons Learned In Course

Points:
10 (10%)

Student provides a comprehensive summary of his/her main lessons from the course and how those support his/her achievement of at least two course outcomes providing a rich assessment of the main ideas or conclusions he/she has taken from the experience in the course including assessing how these will affect his/her practices now and in the future.

Points:
9.3 (9.3%)

Student provides a summary of his/her main lessons from the course and how those support his/her achievement of one or two course outcomes providing an assessment of the main ideas or conclusions he/she has taken from the experience in the course including assessing how these will affect his/her practices now and in the future.

Points:
8.5 (8.5%)

Student provides a description of the main lessons of the course and how those relate to his/her achievement of course and program outcomes as well as how these will affect his/her practices now and in the future.

Points:
7.5 (7.5%)

Student summarizes a few main points from the classroom, but does not create an Executive Summary aligned with the expectations as outlined in the document provided in the classroom.

Points:
0 (0%)

Not submitted or little to no evidence of addressing the criterion.

Element 1c: Format of Executive Summary: Beginning

Points:
5 (5%)

Student begins the Executive Summary with a compelling statement of its purpose and presents a succinct and cohesive summary that focuses on the main outcomes he/she ascertained from the course and his/her experience in engaging in the assignments and discussions. Relevant examples and resources support thinking.

Points:
4.65 (4.65%)

Student begins the Executive Summary with a statement of its purpose and presents a succinct summary that focuses on the main outcomes he/she ascertained from the course and his/her experience in engaging in the assignments and discussions. Examples and resources support thinking.

Points:
4.25 (4.25%)

Student begins the Executive Summary with a clear statement of its purpose and presents a summary that focuses on the main outcomes he/she acquired from the course and his/her experience in engaging in the assignments and discussions. Some examples and resources support thinking.

Points:
3.75 (3.75%)

Student summarizes a few main points from the classroom, but does not create an Executive Summary aligned with the expectations as outlined in the document provided in the classroom. Few examples or resources support thinking.

Points:
0 (0%)

Not submitted or little to no evidence of addressing the criterion.

Element 1d: Format of Executive Summary: Middle

Points:
5 (5%)

Student provides a thorough and detailed explanation for why he/she chose to highlight the content and topics, providing relevant details and examples, discusses each main point in the order in which it was encountered in the classroom, and organizes his/her thoughts logically and with clarity. Relevant examples and resources support thinking.

Points:
4.65 (4.65%)

Student provides an explanation for why he/she chose to highlight the content and topic, providing supporting details and examples, discusses each main point in the order in which it was encountered in the classroom, and organizes his/her thoughts logically. Examples and resources support thinking.

Points:
4.25 (4.25%)

Student provides an explanation with some details of each main point in the order in which it was encountered in the classroom, and organizes his/her thoughts logically. Some examples and resources support thinking.

Points:
3.75 (3.75%)

Student summarizes a few main points from the classroom, but does not create Executive Summary content aligned with the expectations as outlined in the document provided in the classroom. Few examples or resources support thinking.

Points:
0 (0%)

Not submitted or little to no evidence of addressing the criterion.

Element 1e: Format of Executive Summary: End

Points:
5 (5%)

The Executive Summary is clear and organized; concise (no more than 3 paragraphs); and the student writes in non-technical language and defines any language that may not be familiar to his/her audience. Student presents a brief and cogent conclusion at the end of the summary that enables the reader to synthesize the information provided. Relevant examples and resources support thinking.

Points:
4.65 (4.65%)

The Executive Summary is clear and organized; concise (no more than 3 paragraphs); and the student mostly writes in non-technical language. Student presents a brief and cogent conclusion at the end of the summary that enables the reader to synthesize the information provided. Examples and resources support thinking.

Points:
4.25 (4.25%)

The Executive Summary is clear, concise (no more than 3 paragraphs), and written in non-technical language. Student presents a brief conclusion at the end of the summary that enables the reader to somewhat synthesize the information provided. Some examples and resources support thinking.

Points:
3.75 (3.75%)

Student summarizes a few main points from the classroom, but does not create an Executive Summary aligned with the expectations as provided in the classroom and/or student does not present a brief and clear conclusion at the end of the summary that enables the reader to synthesize the information provided. Few examples or resources support thinking.

Points:
0 (0%)

Not submitted or little to no evidence of addressing the criterion.

Element 2a: Strategy for Professional and Personal Life: Strategy To Be Innovative Leader

Points:
5 (5%)

Student presents a detailed strategy for his/her personal and professional life and explicitly demonstrates how that strategy will enable him/her to be the innovation leader described in the Week 7 Individual Reflection, providing specific examples and observations to support the strategy, and identifying risks or challenges that potentially exist and suggests ways to address those.

Points:
4.65 (4.65%)

Student presents a strategy for his/her personal and professional life and explicitly demonstrates how that strategy will enable him/her to be the innovation leader described in the Week 7 Individual Reflection, providing examples and observations that supports the strategy, and identifies risks or challenges that potentially exist.

Points:
4.25 (4.25%)

Student presents a focused and succinct strategy for his/her personal and professional life that will enable him/her to be the innovation leader as described in the Week 7 Individual Reflection.

Points:
3.75 (3.75%)

Student briefly describes the innovation leader he/she aspires to be as described in the Week 7 Individual Reflection.

Points:
0 (0%)

Not submitted or little to no evidence of addressing the criterion.

Element 2b: Strategy for Professional and Personal Life: 3 Ways to Focus on Innovative Strategy in Workplace

Points:
5 (5%)

Student lists three areas he/she could focus on for his/her innovation strategy relative to his/her own organization, an organization for which he/she would aspire to work, or the student’s personal life providing a thorough and detailed description of the importance of each of the focus areas chosen and providing relevant examples with support from the course resources.

Points:
4.65 (4.65%)

Student lists three areas he/she could focus on for his/her innovation strategy relative to the his/her own organization, an organization for which he/she would aspire to work, or his/her personal life providing a thorough description of the importance of each of the focus areas chosen and providing examples with support from the course resources.

Points:
4.25 (4.25%)

Student lists three areas he/she could focus on for his/her innovation strategy relative to the his/her own organization, an organization for which he/she would aspire to work, or his/her personal life providing a description with some details of the importance of each of the focus areas chosen and providing some examples with support from the course resources.

Points:
3.75 (3.75%)

Student provides a cursory review of his/her findings with a few observations.

Points:
0 (0%)

Not submitted or little to no evidence of addressing the criterion.

Element 2c: Strategy for Professional and Personal Life: Measuring Progress Towards Success

Points:
5 (5%)

Student provides a thorough and detailed description of how he/she will measure progress toward his or her success. Relevant examples and resources support thinking.

Points:
4.65 (4.65%)

Student provides a thorough description of how he/she will measure progress toward his or her success. Examples and resources support thinking.

Points:
4.25 (4.25%)

Student provides a description with some details of how he/she will measure progress toward his or her success. Some examples and resources support thinking.

Points:
3.75 (3.75%)

Student provides a cursory review of his/her findings with a few observations.

Points:
0 (0%)

Not submitted or little to no evidence of addressing the criterion.

Element 2d: Strategy for Professional and Personal Life: Fostering Positive Social Change

Points:
5 (5%)

Student provides a thorough and detailed description of how being an innovation leader could potentially enable him/her to foster positive social change with a detailed assessment of the extent to which he/she thinks innovation can contribute to positive social change and a salient example to support the student’s position.

Points:
4.65 (4.65%)

Student provides a description of how being an innovation leader could potentially enable him/her to foster positive social change with an assessment of the extent to which he/she thinks innovation can contribute to positive social change and an example to support the student’s position.

Points:
4.25 (4.25%)

Student provides a description with some details of how being an innovation leader could potentially enable him/her to foster positive social change with an explanation of the extent to which he/she thinks innovation can contribute to positive social change and an example to support the student’s position.

Points:
3.75 (3.75%)

Student provides a cursory review of his/her findings with a few observations.

Points:
0 (0%)

Not submitted or little to no evidence of addressing the criterion.

Element 3: Action Plan

Points:
10 (10%)

Student delineates at least one new specific goal for personal and professional development assessing the importance of the goal(s) by providing concrete and specific examples/observations that support why the goal is important, assesses the personal or professional value expected from achieving the goal(s), and cohesively integrates course resources into his/her definition and assessment of the new goal(s).

Points:
9.3 (9.3%)

Student defines at least one new goal for personal and professional development explaining the importance of the goal(s) by providing specific examples/observations that support why the goal is important, explaining the personal or professional value expected from achieving the goal(s, and integrates resources from the course into his/her definition of the new goal(s).

Points:
8.5 (8.5%)

Student identifies a new goal for personal and professional development with an explanation as to why the goal was selected, why it is important, the personal or professional value he/she expects from achieving the goal, and how the goal relates to the resources from the course.

Points:
7.5 (7.5%)

Student provides a new goal and a cursory description of why it is important.

Points:
0 (0%)

Not submitted or little to no evidence of addressing the criterion.

Element 4: Social Change Impact

Points:
10 (10%)

Student evaluates at least three of the most important lessons he/she is taking from this course, explains how those lessons will shape his/her future enabling him/her to make a positive difference, and provides at least three concrete and specific examples illustrating how the learning supports his/her goal(s) for being or becoming an effective agent for positive social change.

Points:
9.3 (9.3%)

Student explains at least three of the most important lessons he/she is taking from this course, explains how those lessons will shape his/her future enabling him/her to make a positive difference, and provides at least three examples illustrating how the learning supports his/her goal(s) for being or becoming an effective agent for positive social change.

Points:
8.5 (8.5%)

Student describes some lessons he/she is taking from this course, describes how those lessons will shape his/her future and enable him/her to make a positive difference, provides some examples illustrating how the learning supports his or her goal(s) for being or becoming an effective agent for positive social change.

Points:
7.5 (7.5%)

Student provides a cursory description with vague or missing details linking his or her knowledge from the course to goal(s) for making a positive change, but does not provide specific or relevant examples of how he/she will use the learning from the course to further his or her efforts to promote positive social change.

Points:
0 (0%)

Not submitted or little to no evidence of addressing the criterion.

Element 5: Critical Thinking, Analysis, and Synthesis

Points:
10 (10%)

Student exhibits evidence of thoughtful critical analysis and thinking; careful examination is made of assumptions and possible biases, with detailed supporting rationale. Writing synthesizes the classroom experiences and content; analyzes patterns or connections between theory and practice; and draws logical conclusions based on well-reasoned arguments. New questions may be presented based on synthesis of ideas and input.

Points:
9.3 (9.3%)

Student exhibits evidence of thoughtful critical analysis and thinking; examination is made of assumptions and possible biases, with supporting rationale. Writing synthesizes the classroom experiences and content; analyzes patterns or connections between theory and practice; and draws logical conclusions based on well-reasoned arguments. New questions may be presented based on synthesis of ideas and input.

Points:
8.5 (8.5%)

Student exhibits some evidence of thoughtful critical analysis and thinking; some examination is made of assumptions and possible biases, with rationale. Writing somewhat synthesizes the classroom experiences and content; analyzes patterns or connections between theory and practice; or draws logical conclusions based on well-reasoned arguments.

Points:
7.5 (7.5%)

Student exhibits little or no evidence of thoughtful critical analysis and thinking; minimal examination is made of assumptions and possible biases, with rationale. Writing minimally synthesizes the classroom experiences and content; analyzes patterns or connections between theory and practice; or draws logical conclusions based on well-reasoned arguments.

Points:
0 (0%)

Not submitted or little to no evidence of addressing the criterion.

Element 6: Written Communications

Points:
5 (5%)

Writing is clear, logical, well-organized and appropriate. Work is free from spelling and grammar/syntax errors. Tone is professional and free from bias (i.e., sexism, racism). There are no errors.

Points:
4.65 (4.65%)

Writing is mostly clear, logical, and organized. Few, if any spelling and grammar/syntax issues are noted. Overall, a few sections need additional editing, but generally, work appears proofread. Tone is professional and free from bias (i.e., sexism, racism). There are one or two minor errors.

Points:
4.25 (4.25%)

The main points are clear and organized. Some spelling, grammar/syntax issues are noted. Tone is professional and free from bias (i.e., sexism, racism).

Points:
3.75 (3.75%)

There are key sections that lack organization or logical flow. Many spelling, grammar/syntax issues are noted. Work requires additional proofreading.

Points:
0 (0%)

Not submitted or little to no evidence of addressing the criterion.

Element 7: Relevance

Points:
5 (5%)

Student effectively and directly integrates discussion/assignment content with relevant and compelling personal experiences, additional research, or current events from credible news sources. Specifically adds a new and/or different insight or perspective on the subject area(s) being discussed or treated in the assignment.

Points:
4.65 (4.65%)

Student offers personal experiences, additional research, or current events from credible news sources, discussing their relevance, but does not specifically add new or different insights or perspectives on the subject areas(s) being discussed or treated in the assignment.

Points:
4.25 (4.25%)

Student offers some examples of how the content of the discussion/application applies to real-world scenarios with general discussion of why those examples are relevant.

Points:
3.75 (3.75%)

Student offers brief or cursory descriptions of personal experiences, additional research, or current events from credible news sources.

Points:
0 (0%)

Not submitted or little to no evidence of addressing the criterion.

Element 8: Formal and Appropriate Documentation of Evidence, Attribution of Ideas (APA Citations)

Points:
5 (5%)

Student demonstrates full adherence to scholarly or credible reference requirements and adheres to APA style with respect to source attribution and references. There are no APA errors.

Points:
4.65 (4.65%)

Student demonstrates full adherence to scholarly or credible reference requirements and adheres to APA style with respect to source attribution and references. There are one or two minor errors in APA style or format.

Points:
4.25 (4.25%)

Student addresses guidelines for scholarly or credible references and/or APA style with respect to source attribution and references. Some errors in APA format and style are evident.

Points:
3.75 (3.75%)

Student demonstrates inconsistent adherence to scholarly reference requirements and/or inconsistent adherence to APA style with respect to source attribution and references. Significant and/or numerous errors in APA format and style are evident.

Points:
0 (0%)

Not submitted or little to no evidence of addressing the criterion.

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-12 hours? PAY FOR YOUR FIRST ORDER AFTER COMPLETION..

Get Answer Over WhatsApp Order Paper Now

Do you have an upcoming essay or assignment due?

Order a custom-written, plagiarism-free paper

If yes Order Paper Now

Introduction to management 3 questions

Minimal 1,000-words and three different scholarly sources referenced in APA format. The book can be used as one source. Distribute the 1,000-word count as even as possible among the questions. (References cannot be counted in the word count).

Kinicki, A. & Williams, B. (2012). Management: A Practical Introduction (6th ed.). New York, NY: McGraw-Hill Irwin.

The Apple company is famous for building excitement and anticipation for a new product by keeping it a secret. What kind of planning/control cycle issues does this approach create?

How have your experiences as a citizen of a very diverse nation helped you to understand the other cultures of the world?

How might you improve your preparedness to one day assume an international position? Explain

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-12 hours? PAY FOR YOUR FIRST ORDER AFTER COMPLETION..

Get Answer Over WhatsApp Order Paper Now

Do you have an upcoming essay or assignment due?

Order a custom-written, plagiarism-free paper

If yes Order Paper Now

​Mechanisms of Defense, Alterations and Infection; Alterations in Hematologic and Lymphatic Systems;

Mechanisms of Defense, Alterations and Infection; Alterations in Hematologic and Lymphatic Systems; Circulatory System Disorders.

Please note that this assignment is in three (3) parts, PART I to III, and are to be submitted as one document.


PART I

Questions 1-3 refer to this scenario: A man presents to an ER with a large laceration sustained at a construction site a few hours before. The area around the laceration is erythematous, painful, and swollen.

1.The erythema and swelling can be explained at a cellular level by all the following EXCEPT

a.mast cell degranulation and release of histamine.

b.pro-inflammatory prostaglandins released.

c.increased vasomotor tone (tightening) of the capillaries in the area.

d.local reaction to acute phase reactants.

2.The patient is given a TIG (tetanus immunoglobulin) injection because the wound is high risk for tetanus exposure and he doesn’t remember ever having a tetanus vaccination.The purpose of the TIG is to

a.prevent any tetanus bacteria from activating the inflammatory system.

b.introduce tetanus bacteria so that the immunocyte system can create antibodies to tetanus.

c.give the patient natural active acquired immunity.

d.provide tetanus antibodies to fight any tetanus bacteria that might be present.

3.The patient ______(should or should not) be instructed to also get a tetanus vaccination, because_____.

a.should: he needs protection against future tetanus exposure.

b.should: the vaccination will provide additional passive immunity.

c.should not: the TIG is enough, as it will provide long term active acquired immunity

d.should not: the vaccine will do nothing for the current exposure.

note: “B-cells” & “T-cells” are short-cut terms for B-lymphocytes & T-lymphocytes

4.A microbe invades the body for the first time.Which statement is most likely about the processes that follow?

a.Plasma cells (a type of B-lymphocyte) will immediately secrete T-cells specific to that microbe.

b.CD4 cells will introduce remnants of the microbe to the plasma cells, which directly phagocytize the remnants.

c.Antigens will be created from the memory cells of immunocytes.

d.Immunocytes will begin the process of developing memory to that microbe.

5.A patient has a systemic inflammation.All the following are likely associated with his condition EXCEPT

a.increased acute phase reactants.

b.lab results showing a high C-reactive protein (CRP).

c.lab results showing leukopenia.

d.increased pro-inflammatory prostaglandins.

6.A baby who has received immunoglobulins against the “XYZ” virus via its mother’s milk now has

a.natural active acquired immunity.

b.natural passive acquired immunity.

c.passive innate immunity.

d.active innate immunity.

7.The baby in the previous question will________.

a.have lifelong immunity to the XYZ virus because of receiving the immunoglobulins that are specific to that particular microbe.

b.develop temporary immunity to the XYZ virus due to receiving Mom’s antibodies that are specific to that particular microbe.

c.now have complete 2nd line of defense protection, having received it in the breast milk.

d.develop alphabetophobia due overdose of anti-XYZ immunoglobulins.

8.A person starts Jazzercise for the first time and becomes very sore all over.The most appropriate self-treatment for this person is to __________, because _______.

a.take an NSAID such as Aleve : it powerfully suppresses phospholipase enzymes in the arachidonic pathway.

b.take an NSAID such as Advil : it is an effective suppressor of certain levels of pro-inflammatory prostaglandin activity.

c.go in for a CRP test: it will determine the degree of pain.

d.take an antihistamine: it will suppress steroidal influence.

9.A patient has been in the hospital for treatment of an infection.One day his BP drops to 80/50 (normal ~ 120/80), he has a fever of 102, and he becomes restless and confused.All the following are correct about this situation EXCEPT

a.a likely diagnosis is septic shock, partly because his BP is low, and he has S&S related to low blood volume to the brain.

b.a good mini-concept map would be:infection goes systemic (sepsis)à increases circulating acute phase reactantsàsystemic vasodilationàless blood centrallyà low BP.

c.a good mini-concept map would be:local infection gets worseà invades lining of blood vessels in the areaàlocal sepsis developsà chronic inflammation results in hypotension.

d.the patient’s blood work will show leukocytosis, neutrophilia, and high CRP as part of the high degree of inflammatory response in his body.

See the table on the next page. It is numbered I-XIV. In the right column are words and phrases that link in some way with each of the numbered items on the left.In other words, this is a typical “matching” exercise.Fill out the table, and use it to answer questions 10-15 directly below (these are what you will submit electronically).ONLY ONE ANSWER TO EACH LEFT-HAND TERM, AND DO NOT CHOOSE THE SAME ANSWER MORE THAN ONCE—CHOOSE THE BEST FIT.

10.Granuloma (#I)

a.I

b.N

c.A

d.F

11.Example of qualitative defect of “not enough” inflammatory function (#IV)

a.K

b.L

c.G

d.N

12.Leukopenia (#V11)

a.D

b.E

c.K

d.O

13.Part of inflammation in which vasomotor tone of capillaries “relaxes”(#X)

a.H

b.N

c.A

d.J

14. Steroidal suppression of protective prostaglandins(#XII)

a.B

b.F

c.M

d.G

15.A way of conferring artificial active acquired immunity. (#XI)

a.D

b.A

c.B

d.C

I.granuloma______

A.vasodilation

II. erythema______

B. booster shot

III. decrease in phagocytic functions______

C.steroid

IV. example of qualitative defect of “not enough” inflammatory function______

D. oncogenic event resulting in defective creation of multiple cells

V. breach of first line of defense______

E. example of quantitative defect of “not enough” inflammatory function

VI. serosanguinous exudate______

F.degranulation releases histamine, prostaglandins, leukotrienes

VII. leukopenia ______

G. stomach ulcers

VIII.benign neoplasm of the bone______

H. wound fluid leakage contains serous fluid and blood

IX.mast cells of tissue______

I. reddened, inflamed appearance of skin

X.part of inflammation in which vasomotor tone of capillaries “relaxes”______

J. results in decreased inflammatory response and less healing ability

K. chemotactic defect

XI.a way of conferring artificial active acquired immunity______

L.can have negative effect on normal bowel flora, resulting in breach of body’s defenses

XII.steroidal suppression of protective prostaglandins______

M.Sjogren’s syndrome

XIII.suppresses pro-inflammatory aspects of prostaglandins___C___ (giving you one answer to get started)

N. local chronic inflammatory tissue reaction

XIV.antibiotics______

O. osteoma

16.A patient has just had a liver transplant and is beginning to display S&S consistent with rejection. The following is most likely a true statement about the situation:

a.The patient is undergoing an autoimmune hypersensitivity.

b.The patient is undergoing an IgE-mediated hypersensitivity reaction.

c.The donor’s immunoglobulins are attacking the HLA’s on the patient’s RBCs.

d.The recipient’s immunoglobulins are attacking the HLA’s on the donor liver.

Questions 17-19 refer to the following scenario:A woman has just been diagnosed with SLE (lupus).

17.In educating the patient about her disease, the nurse shows complete understanding of the pathophysiology of SLE when he tells the patient:

a.“Unfortunately, you will need to be on a gluten-free diet.”

b.“You should expect to have swelling in the area of your thyroid.”

c.“Fortunately SLE only affects one area, usually the joints in your hands.”

d.“You may have a variety of symptoms that come and go.”

18.Some labs are done.Which of the following is a likely finding?

a.Test results that indicate hemolytic anemia.

b.A low CRP.

c.A positive ANA.

d.Test results that indicate a low ANA.

19.The pathophysiology related to the above test is best described by which of the following?

a.Vasculitis caused breakdown of RBCs, resulting in anemia that the lab test detects.

b.SLE is a hypersensitivity disorder in which autoantibodies attack nucleic acids and form detectable complexes that circulate in the blood.

c.SLE is a hypersensitivity disorder in which autoantibodies attack DNA and form detectable complexes

that migrate to one type of tissue.

d.Immune complexes invade CD4 cells, a phenomenon which is detected by lab tests as a low ANA.

20.A patient tells his nurse practitioner (NP) that he had rheumatic fever as a child.Knowing the pathophysiology behind this disease, the NP will need to assess the patient for

a.angioedema.

b.S&S of immunodeficiency.

c.heart valve problems.

d.urticaria.

21.A patient who receives blood with an incompatible blood type may develop

a.an alloimmune reaction.

b.an opportunistic infection.

c.ahumoral autoimmune reaction.

d.a cell-mediated hyposensitive reaction.

22.Which of the following compatibility situations is most likely?A patient who is

a.B positive and receives B negative blood will have a transfusion reaction.

b.AB positive and receives B negative blood will do fine.

c.A negative and receives A positive blood will do fine.

d.A negative and receives O negative blood will have a transfusion reaction.

23.A patient presents with generalized itching, urticaria, and wheezing.She says it started after she was stung

by a bee.The patient is most likely experiencing

a.the effects of complement system opsonization of an invading microbe.

b.localized effects of mast cell degranulation.

c.a cell-mediated response.

d.anaphylaxis.

24.The wheezing in the patient scenario above is at least partly caused by

a.bronchoconstriction due to leukotriene over-release from mast cells throughout the body.

b.over-active response to immune complex deposition in the lung tissue.

c.bronchoconstriction from humoral immunodeficiency.

d.vasoconstriction from the effect of autoimmune over-degranulation.

Questions 25-28 refer to the following scenario:Upon his yearly physical a 68 year old male patient was found to be HIV positive.Six months later he had a CD4 count of 400 and for many years it stays at this level. Now the patient presents to his NP with complaints of difficult and painful swallowing (dysphagia); upon examination, the NP notes white patchy areas in the mouth and throat.The NP orders a CD4 count, which is 198.

(Norm CD4 ct = >600)

25.To establish the diagnosis of being HIV positive, all the following were true of this patient picture EXCEPT

that the

a.ELISA test showed antibodies to HIV.

b.Western blot was positive.

c.CD4 count was 198.

d.ELISA was positive.

26.Which is true?

a.A diagnosis of AIDS was established when the patient’s CD4 count was 400.

b.The patient officially has AIDS because of the opportunistic infection in his mouth and because of his

HIV+ status.

c.An AIDS diagnosis is automatic when the ELISA test shows antibodies to HIV.

d.The patient officially has AIDS because of the opportunistic infection in his mouth and because of the

CD4 count of 198.

27.The patient’s nurse describes to him a couple of opportunistic disease processes that he is at high risk for.Which of the following shows that the nurse has a complete understanding of the link between AIDS and opportunistic infections?

a.“You are more likely to get PCP (pneumocystis carinii pneumonia) because your HIV antibody level is

so high.”

b.“The numbers of your infection-fighting cells is low, so you are more likely to get unusual infections

such as CMV retinitis.”

c . “The numbers of your infection-fighting cells is low, so you are more likely to get autoimmune

diseases such as lupus.”

d.“Your CD4 count of 198 is ok for now, but when it drops below 50 you will need to avoid people with

common infections such as a cold or the flu.”

28.This patient is put on several medications.All the following are steps in the HIV invasion process that a medication might target EXCEPTthe

a.use of viral protease to make new viral proteins in the CD4 cell.

b.insertion of the HIV DNA molecule into the CD4 cytoplasm.

c.use of the viral enzyme reverse transcriptase.

d.use of integrase to insert viral DNA into the CD4 nucleus.

29.A patient presents to the ED with fever, chills, myalgia, and a dry cough.He says he has recently traveled to

China.He says he got a flu shot a year ago. Which is most likely in this case?

a.This disease is pertussis, probably contracted from an unvaccinated contact when he visited China.

b.The disease is probably not influenza, since he had a flu shot during last year’s flu season.

c.The diagnosis is influenza, probably contracted via fecal/oral route while in China.

d.The diagnosis is influenza, possibly contracted because patient did not have this year’s flu shot.

30The disease mentioned above has the following characteristic:

a.The causative microbe can also cause a membrane across the pharynx.

b.This disease is difficult to treat because of the antigenic drift of its exotoxin.

c.Mutations of proteins on the causative organism’s viral cell envelope result in a different version each year.

d.A later outbreak may include skin lesions in a dermatome pattern.

31.A commonality of herpetic organisms that cause diseases like chicken pox and shingles is that

a.each is caused by a bacterial organism that penetrates the nervous system.

b.the causative microbe can remain dormant in the nervous system.

c.the causative microbe causes bloody diarrhea.

d.each is transmitted via vector.

32.An otherwise healthy Texas rancher whose water supply comes from a well is more at risk for a _____

infection than a Dallas suburbanite.

a.giardia

b.trichinosis

c.C. diff

d.cysticercosis

33.A 4 year old patient presents with bloody diarrhea.Possible causes include _______ because_______

a.shigella: the microbe has caused inflammation in the lining of the intestines.

b.pseudomembranous colitis: C. diff has eradicated normal flora.

c.giardia: this protozoa invades the intestinal wall and causes necrosis.

d.diphtheria: this bacteria causes parotid enlargement.

34.After coming home from an overseas assignment a young army officer begins complaining of extreme fatigue and arthralgia.He has a very high fever and shaking chills, and he is anemic.The most likely etiology of his

S&S is

a.infection with rabies virus.

b.protozoal invasion of his RBCs

c.Staph aureus-related cellulitis.

d.Guinea worm infestation.

Questions 35-38 refer to the following scenario:A patient presents to the ED with a local skin infection (cellulitis). She says she has no idea how she got it.She is told that it is a staph infection.A penicillin-type antibiotic called Augmentin is prescribed, and she is sent home.A week later, despite taking all her Augmentin, she is back with worsening of the local infection, plus fever and leukocytosis.She is hospitalized.A culture of the wound shows MRSA and she is placed on more appropriate antibiotics.

35.Which best describes the pathology behind the events in this scenario?

a.A certain Staphylococcus aureas species developed special bonding affinity with methicillin.

b.The patient likely had a compromised immune system, as evidenced by the leukocytosis.

c.A certain Staphylococcus aureas species developed beta-lactamase, which destroyed the penicillin molecule.

d.Staphylococcus aureas is an organism that doesn’t respond to any kind of penicillin.

36.The fever and leukocytosis

a.are evidence that the staph infection may have become systemic.

b.show that the patient is unable to mount an appropriate inflammatory response to the infection.

c.show that the patient’s third line of defense is not needed.

d.are evidence that the patient likely has VRE.

37.After three of weeks of being on strong antibiotics, the patient develops chronic diarrhea.Her stool is cultured. In this question’s context, what organism would you expect the stool culture to grow?

a.MRSA.

b.VRE.

c.Salmonella.

d.C. diff.

38.Choose the mini-concept map that best describes the links from the events and pathophysiology to the diagnosis.

a.3 weeks on antibioticsà normal bowel flora wiped outà Clostridium difficile has no competition and

flourishesàpseudomembranous colitis.

b.3 weeks on antibioticsà normal bowel flora proliferateà bowel walls are irritatedà

inflammationàantibiotic-associated diarrhea.

c.vancomycinà destroys enterococcus in bowelà other bowel flora have no competition and flourishà

pseudomembranous diarrhea.

d.iatrogenic antibioticsà normal bowel flora wiped outà giardia invadesà bowel inflammationà

nosocomial diarrhea.

39.A patient who is undergoing a course of chemotherapy for cancer contracts chicken pox and almost dies.What is the most likely reason for this severe response to a fairly mild disease?

a.Because of the cancer, the patient likely has neutropenia, which is a state of overabundance of nonfunctional WBCs.

b.Because of the chemotherapy, the patient likely has acquired combined B-cell and T-cell immunodeficiency.

c.The patient developed shingles, which is a secondary infection that is harder to treat.

d.The patient probably has severe combined immunodeficiency syndrome (SCIDS).

40.A woman whose blood type is AB+ is pregnant with a baby who is B- (B negative)Which is true about getting aRhogam shot?

a.Mom would not need a Rhogam shot, since the baby’s RBCs have a B antigen, which is compatible with mom’s AB blood.

b.Mom will always need a Rhogam shot following pregnancies in which the baby is Rh negative, such as this baby.

c.The baby will need Rhogam; otherwise he will develop Rh-antibodies that will attack the Rh antigen on the mom’s RBCs.

d.Mom will never need a Rhogam shot with any pregnancy; she will never develop antibodies to Rh antigens on an Rh+ baby’s RBCs.

PART II

Questions 1-4 refer to the following scenario: A young woman presents to her nurse practitioner complaining of SOB and fatigue.She states that her menstrual periods have been very heavy.

(norm RBC count/L = 4-6million; norm MCV = 80-95).

1.What is her most likely diagnosis and CBC results?

a.macrocytic anemia; RBCs = 3 mill & MCV = 102.

b.microcytic anemia; RBCs = 3 mill & MCV = 70.

c.normocytic anemia; RBCs = 5 mill & MCV = 90.

d.polycythemia vera; RBCs = 20 mill & MCV = 90.

2.Based on the diagnosis, the patient’s S&S can be explained by the following:

a.a malfunction in DNA during erythropoiesis causes inadequate ATP formation.

b.an underlying chronic disease causes a sudden loss in RBCs.

c.a steady loss of iron results in insufficient hemoglobin production.

d.a malformed hemoglobin molecule that decreases oxygen-carrying capacity of each RBC.

3.The patient probably has a certain degree of hypoxemia because

a.her low levels of iron have decreased the O2-carrying capacity of her Hgb.

b.a secondary polycythemia has resulted from an underlying lung disease.

c.she is not breathing in enough oxygen, resulting in unsaturated Hgb molecules.

d.her heavy periods have led to a loss of Von Willebrand factor.

4.Which of the following will most likely be part of the treatment rationales for this patient?

a.Iron (Fe) supplements will help the SOB by increasing the capacity of Hgb to carry O2.

b.A well-rounded diet will provide nutrients to increase production of intrinsic factor.

c.Give her blood thinners for the polycythemia.

d.Injections of vitamin B12 will increase the size of the RBCs.

5.A patient recently diagnosed with a vertebral fracture says, “I can’t understand how I broke it.I sat down a little too hard, but not hard enough to break anything.”His diagnosis is possibly _____because _____.

a.Hodgkin’s lymphoma: it causes widespread lymphadenopathy.

b.idiopathic thrombocytopenia purpura (ITP): the low platelet count causes increased risk of bleeding.

c.anemia: suppression of bone marrow stem cell proliferation causes pancytopenia.

d.multiple myeloma: increased osteoclastic activity causes osteoporosis.

6.The patient above most likely has additional S&S of this disease, including

a.multiple petechiae due to coagulopathy.

b.leukocytosis due to the infection and inflammation.

c.lethargy from the hypercalcemia.

d.decreased production of clotting factors.

7.A person with cirrhosis (bad liver disease) and splenomegaly notices ecchymosis under her skin in several areas of her body but denies any substantial trauma to those areas.These ecchymoses are can be linked to the presence of all the following EXCEPT:

a.hypoproteinemia.

b.increased thrombosis.

c.hypersplenism.

d.thrombocytopenia.

8.The patient in the previous question is also anemic.What mechanism is most likely?

a.Increased hemolysis of RBCs from hypersplenism.

b.Parasitic infection that caused leeching of nutrients.

c.Thrombocytosis from hypersplenism.

d.Decreased hemolysis of RBCs because of splenic shrinkage.

9.A 92-year old patient presents with complaints of fatigue and strange burning sensations of the legs. Upon assessment, the nurse notes an appearance of undernourishment and pallor, and a CBC that shows:RBCs 2.5 mill; MCV 110; platelets 200,000. (norm RBC = 4-6million; norm MCV = 80-95; norm platelets = 150,000-400,000; norm WBCs = 6-10,000).Which of the following is the best mini-concept map to explain aspects of this scenario?

a.older adultà less parietal cell function in stomachàdiminished ability to absorb nutrientsà normocytic anemia.

b.paresthesia of legsà general discomfortà less appetiteà less vitamin B12 absorptionà faulty DNA coding of RBCsàerythrocytosis.

c.older adultàless intrinsic factor producedà less vitamin B12 absorbedàfaulty DNA coding of RBCsàmacrocytic anemia.

d.macrocytic anemiaàtoo fatigued to eat muchànot eating enough vitamin B12 àless intrinsic factor producedàparesthesia of legs.

10.A patient has developed random ecchymotic areas on her skin over the last few months.A CBC shows: RBCs 1.5 mill; MCV 95; platelets 95,000; WBCs 50,0000 (see norms above).Which of the following is the best mini-concept map to explain aspects of this scenario?

a.She has developed leukemiaàpathologic leukocyte proliferation has crowded out development of other cells like plateletsà thrombocytopeniaàeasy bleeding.

b.An infection has developedà WBCs and coagulation factors are used up à leukopenia and easy bleedingàanemia.

c.Bone marrow canceràpathologic leukocyte, RBC, and thrombocyte proliferation àerythrocytosis, leukocytosis, thrombocytosisà thickening of the blood.

d.She has developed hemophiliaà lack of coagulation factorsàeasy bleedingà anemia.

See the table below. It is numbered I-X. In the right column are words and phrases that link in some way with each of the numbered items on the left.In other words, this is a typical “matching” exercise.Fill out the table, and use it to answer questions 11-15.ONLY ONE ANSWER TO EACH LEFT-HAND TERM, AND DO NOT CHOOSE THE SAME ANSWER MORE THAN ONCE—CHOOSE THE BEST FIT.

MATCH CORRECT LETTER FROM RIGHT COLUMN TO NUMBER ON LEFT

I.easy bleeding due to diminished platelet-binding tissue substance.______

A. hypocalcemia

II.glossitis______

B. idiopathic thrombocytopenia purpura (ITP)

III. a type of neuropathy ______

C.pathologically increased osteoclastic activity

IV.pinpoint-sized pathological bleeding under the skin ______

D. associated with stasis of blood that can increase thrombosis

V.easy bleeding due to diminished numbers of platelets. ______

E. hypercalcemia

VI.causes increased resorption of calcium ______

F.Hodgkin’s lymphoma

VII. a blood electrolyte abnormality associated with multiple myeloma ______

G.splenomegaly

VIII.associated with increased hemolysis of blood cells ______

H.von Willebrand disease

IX.polycythemia ______

I.paresthesia

X.type of cancer associated with lymphadenopathy______

J.petechiae

K.a pathologic sign associated with the need to get extra vitamin B12

11.Polycythemia (#IX)

a.G

b.K

c.D

d.B

12.Glossitis (#II)

a.K

b.H

c.F

d.J

13.A blood electrolyte abnormality associated with multiple myeloma (#V11)

a.A

b.E

c.I

d.B

14.Associated with increased hemolysis of blood cells (#VIII)

a.H

b.G

c.B

d.D

15.A type of neuropathy (III)

a.I

b.H

c.F

d.J

PART III

1.A patient has intermittent claudication and a history of atherosclerosis.What other findings are most likely?

a.pitting edema of the ankles.

b.jugular vein distention.

c.cool feet with diminished pulses.

d.S&S of increased preload.

2.A patient is diagnosed with venous insufficiency.What treatment is most likely and why?

a.a clot-busting medication, because it is used to dissolve arterial clots that block off flow.

b.drop the legs lower than the heart so that circulation can bypass DVTs.

c.complete bedrest, as venous stasis is the best way to prevent thrombosis.

d.elevation of feet as often as possible, because it enhances venous return.

***Questions 3-7 refer to this scenario:A patient with a history of atherosclerosis and HTN is complaining of chest pain, SOB, and pain radiating to his left arm.He is diagnosed with an MI of his left ventricular wall.

3.What S&S would be expected and would indicate decreased CO /perfusion?

a.ankle edema and varicose veins.

b.decreased urine output and capillary refill of 4 seconds.

c.BP of 190/90 and capillary refill of 2 seconds.

d.strong, bounding DP & PT pulses.

4.Lab work done during the MI most likely shows high blood levels of certain substances, including:

a.troponin.

b.BNP.

c.histamine.

d.inotropes.

5.He develops a blood pressure of 80/50.Which statement is most accurate?

a.The patient is in cardiogenic shock and should be given meds to increase SVR (systemic vascular resistance).

b.The patient should be given a negative inotrope, as this will cause vasodilation.

.c.The patient is hypotensive and should be given large volumes of fluid.

d.The patient is in cardiogenic shock and should be given a positive inotrope.

6.Several days later the patient manifests S&S of heart failure.Given the area of his heart involved in the MI, which are the most likely S&S?

a.increased preload & ankle edema.

b.decreased afterload & intermittent claudication.

c.tricuspid regurgitation & right atrial hypertrophy.

d.shortness of breath and lung crackles.

7.When the patient was suspected of developing the heart failure (HF), lab work was drawn that specifically corroborated the diagnosis of HF by showing that the ______was elevated.

a.CRP.

b.BNP.

c.CK.

d.RBC.

8.A 40-year-old man is undergoing a yearly physical.Everything is fine except that the nurse practitioner hears a murmur.All the following are likely etiologies EXCEPT:

a.pulmonic valve insufficiency.

b.a heart valve that is ischemic from a coronary artery blockage.

c.incompetent venous valves.

d.a stenotic mitral valve.

9.A patient with CAD reports that he gets angina only when he walks more than a mile.It always goes away when he rests or takes a NTG.Which statement best fits this patient?

a.He has unstable angina due to worsening of an atherosclerotic plaque.

b.He has ACS that is stable due to development of collateral circulation over time.

c.He has stable angina due to development of collateral circulation over time.

d.His pain is caused by increased preload from venous congestion.

10.The patient in the question above is on medications.All the following are likely EXCEPT that he takes­

a.NTG to maximize coronary artery patency.

b.NTG to dilate coronaries.

c.aspirin to prevent inflammation that leads to increased plaque formation.

d.negative inotropic medications.

11.A patient in atrial fibrillation has an increased likelihood of

a.no cardiac output and dying immediately.

b.an arterial embolus to the lungs.

c.a venous embolus to the brain.

d.a thromboembolic event.

12.Lab work done on a heart patient shows a potassium of 5.5 (normal = 3.5 – 5.0).The patient is at risk for

a.ventricular fibrillation because his heart cells will be more irritable.

b.bradycardia because his heart cells will be more sluggish.

c.atrial fibrillation because he will be in heart failure.

d.increased afterload for the left ventricular because of systemic vasoconstriction.

13.A patient has a DVT of the right calf.Which of the following is the LEAST LIKELY to develop?­

a.Pain at the DVT site.

b.Loss of perfusion in right foot because of the thrombus blocking distal arterial flow.

c.Erythema of the skin in the local DVT area.

d.Shortness of breath secondary to an embolus that breaks off the DVT.

14.An otherwise healthy patient has had hypertension (HTN) for many years.Which of the following is most likely true?

a.He has secondary hypertension.

b.Etiologic factors of the HTN include epinephrine depletion.

c.The atrial natriuretic peptide system is in overdrive.

d.Etiologic factors of the HTN include pathologic overaction of the RAAS.

15.A patient with chronic bronchitis says: “Look how swollen my legs and feet and belly are.This has been increasing over the last couple of years.What’s going on?”As his nurse, you would most likely suspect that the patient has all the following EXCEPT

a.venous backflow from LHF.

b.core pulmonale.

c.ascites from RHF backflow.

d.venous backflow from increased PVR.

***Questions 16 & 17 refer to this scenario:An 80-year old woman with a medical history of HTN and CAD goes to her NP for a check-up.She complains that her vision has been slightly blurry but otherwise has no changes in her usual S&S.Her VS (vital signs) are as follows: BP 168/100, HR 100, RR 20.Lab work is done which shows a high LDL and HDL of 38 (desired = > 40).Urinalysis is normal except for proteinuria and hematuria (normally there is no protein or blood in the urine).

16.The patient’s blurred vision is likely caused by

a.accumulation of cholesterol on the sclera of both eyes.

b.coronary arterial blockage causing sudden myocardial infarction with resultant lack

of blood flow to the eyes.

c.chronic hypertensive damage to the retinal arterioles.

d.the low heart rate causing low cardiac output and thus ischemia to the optic nerve.

17.Which concept map best explains the proteinuria and/or hematuria?

a.Heart diseaseà high density lipoproteins accumulate and overcome renal

thresholdà spill into urineà proteinuriaà HDL now too low.

b.HTN + CAD à weakened walls of renal veinsàsubstances such as RBCs

pathologically spill into urineà hematuria.

c.Interaction between HDLs and LDLs cause damage to kidneysà spillage of

lipoproteins into urineà proteinuria.

d.Chronic HTNà high pressures inside renal arterial system cause damage and “leakiness”àspillage of substances into urine from renal capillariesà hematuria.

***Questions 18 -20 refer to this patient scenario:A patient with CAD presents to her NP with a change in her usual pattern of angina.Her usual pattern for the last several years is to have anginal pain (rated “3/10”) after walking up a flight of stairs, but the pain usually quickly subsides after resting a few minutes.Now she says she has pain rated at “6/10” with minimal activity and it will only go away after taking 2 NTG pills.The NP hospitalizes the patient with a diagnosis of ACS.

18.To which category of CAD did this patient belong before the current change in anginal pattern?

a.Unstable angina.

b.Stable angina.

c.Stable aortic aneurysm.

d.CVI (chronic venous insufficiency).

19.What concept map best explains the pathology behind the several years of unchanged anginal pattern?

a.Slow-developing plaque in coronary arteryàcompensatory collateral circulation

developsàdistal tissue receives enough O2 for all but most strenuous activities.

b.Small thrombi grow in coronary arteriesà emboli develop slowlyàblood flow not blocked off till emboli break off and fill lumen.

c.Slow-developing plaque in coronary arteryàcompensatory higher venous pressures in distal tissueà perfusion stays steady for many years.

d.Ischemic pain from CAD actually worsens but patient ignores the anginaà only seeks help when higher activity levels cause shortness of breath (SOB) and nausea.

20.In the hospital, the patient begins complaining of worsening pain (“8/10”).The RN suspects she is having a myocardial infarction, and the MI is located in her right ventricle. All of the following fit with the RN’s thinking EXCEPT

a.the patient’s EKG monitor shows bradycardia, which is often associated with sino-atrial (SA) node ischemia from a right coronary artery blockage.

b.it is likely that a previously stable right coronary plaque has ruptured and completely

blocked off flow to distal tissue.

c.the high level of pain indicates there are areas of myocardial tissue that are

undergoing necrosis because of lack of O2.

d.the patient has a heart rate (HR) of 90 beats/minute and a BP of 118/80, indicating probable high preload and afterload.

See the table on next page. It is numbered I-X. In the right column are words and phrases that link in

some way with each of the numbered items on the left.In other words, this is a typical “matching”

exercise.Fill out the table FIRST, then use it to answer questions 21-25 directly below.ONLY ONE

ANSWER TO EACH LEFT-HAND TERM, AND DO NOT CHOOSE THE SAME ANSWER MORE THAN ONCE.

CHOOSE THE BEST FIT.

21.Person has chronic lung diseaseàlungs very stiffàpulmonary vascular resistance increasesàRV struggles to push blood into the high pressure pulmonary system àRV failsà back pressure eventually results in peripheral edema (III)

a.E

b.G

c.C

d.J

22.Pathology underlying why diuretics (meds that increase urination) are given in a person with heart failure (I)

a.F

b.B

c.H

d.E

23.BNP (B-type natriuretic peptide) (IX)

a.A

b.J

c.F

d.B

24.Mini-concept map that explains S&S of LHF (II)

a.A

b.D

c.G

d.J

25.A treatment for a person with heart failure(V)

a.F

b.C

c.H

d.I

Matching (put ONE correct letter next to the term in first column).

I.pathology underlying why diuretics (meds that increase urination) are given in a person with heart failure_____

A.decreased cardiac outputàkidneys sense this and increase renin as a compensatory responseà RAAS kicks in but its results exacerbate the problem.

II.mini-concept map that explains S&S of LHF _____

B. increased preload is almost always part of the heart failure picture

III.person has chronic lung diseaseàlungs very stiffàpulmonary vascular resistance increasesàRV struggles to push blood into the high pressure pulmonary system àRV failsà back pressure eventually results in peripheral edema­­­­­­­­­­­______

C.one of the S&S associated with RHF

IV.clinical presentation of LHF _____

D.right ventricular MIàmyocardial tissue damageàRV can’t pump forward as wellà back pressure accumulatesàfluid eventually forced from veins of legs and feet into tissue (peripheral edema)

V. a treatment for a person with heart failure _____

E classic picture of cor pulmonale

VI. jugular venous distention _____

F.increases during heart failure because body is “frantically” trying to rid of fluid

VII. main etiology of fluid overload in any kind of heart failure _____

G.left ventricular MIàmyocardial tissue damageàLV can’t pump forward as wellà back pressure accumulatesàfluid eventually forced from capillaries of lungs into the alveoli (pulmonary edema)

VIII. mini-concept map that explains S&S of RHF_____

H. sound of air going through fluid in alveoli when there is pulmonary edema

IX.BNP (B-type natriuretic peptide) _____

I.decrease systemic vascular resistance (SVR), a type of afterload, by giving vasodilating drugs

X.explains crackles heard in lungs upon auscultation with a stethoscope_____

J.classic pulmonary edema S&S of SOB, orthopnea, hemoptysis

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-12 hours? PAY FOR YOUR FIRST ORDER AFTER COMPLETION..

Get Answer Over WhatsApp Order Paper Now

Do you have an upcoming essay or assignment due?

Order a custom-written, plagiarism-free paper

If yes Order Paper Now

follow first journal and request write a 2 page internship assignment .

Real-Time Reflecting: So What? How are you Making Sense of your Internship?


Consider your existing academic and practical knowledge and answer the following questions. If you are working on a specific project for your internship organization, please draw from this experience to answer these questions. At the top of your assignment please list the name of your internship site so your faculty advisor is aware of the environment you are writing about.

  • How is the internship experience consistent with your academic knowledge and coursework?
  • What principles, concepts, theories, skills, or information have you learned in school that is helpful to you now?
  • How does your internship experience contradict or challenge the knowledge you gained from your coursework?

Consider the general workplace skills and behaviors: professionalism & work ethic, problem solving,communication, and collaboration (see descriptions above to assist you).

  • How are you developing or enhancing these skills and behaviors during your internship?
    • Please address each of these skills and behaviors and provide specific examples during your experience relative to these skills and behaviors.

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-12 hours? PAY FOR YOUR FIRST ORDER AFTER COMPLETION..

Get Answer Over WhatsApp Order Paper Now

Do you have an upcoming essay or assignment due?

Order a custom-written, plagiarism-free paper

If yes Order Paper Now

Analyze email (1 page)

For this exercise, you need to find a relatively recent commercial (e.g., business-related) email that you received that you are willing to share with the class. The best way to share these emails is as an image inserted in your response. You can create this image using screen capture or the snipping tool (partial screen capture). Make sure you include the email subject line in your image/screen capture. Using what you learned in Chapter 9 (and the expert sessions this module), analyze the email you received.

To receive credit for this exercise, REPLY to THIS message and answer the following questions:

  1. Why did you receive this email? Did you sign up for it? If so, what led you to sign up for it? How often do you receive email from this sender? What percentage of those emails do you look at and what percentage do you delete without opening?
  2. What was the subject line of the email? Was it an effective subject? How did it entice you to open up the email? Did the content match the subject line?
  3. What is the call to action? Is it effective? (Did you click on anything?) Is the quantity of content appropriate? Should they have included additional offers or content? Should they have included fewer offers?
  4. What was the objective of this email? Did it accomplish its objective? (This could include more than inducing a click. For example, if it’s a newsletter, did it build the brand?). What would you expect to receive next from this sender?

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-12 hours? PAY FOR YOUR FIRST ORDER AFTER COMPLETION..

Get Answer Over WhatsApp Order Paper Now

Do you have an upcoming essay or assignment due?

Order a custom-written, plagiarism-free paper

If yes Order Paper Now

Unit 7 Discussion Board Topic 1 and 2

Unit 7 Discussion Topic 1

Customer Communication

Menus serve as the best communication with your customers and are a sales tool for food service managers to be creative in their design. Truth-in-menu laws require specific details and address concerns for customer health and nutrition. Describe the elements in an organized system for ensuring the health of customers with food allergies.

  • Unit 7 Discussion Topic 2 Discussion Topic UpdatedTask: Reply to this topic Control of Labor Costs Using the exhibit 7.11 steps in your eBook, describe how you will control your labor costs in the F & B Diner scenario from Unit 5 Discussion. Be specific and provide your projected customer forecasts/labor hours, and staff schedule.Respond per the guidelines in your Syllabus.
  • Needs help with similar assignment?

    We are available 24x7 to deliver the best services and assignment ready within 3-12 hours? PAY FOR YOUR FIRST ORDER AFTER COMPLETION..

    Get Answer Over WhatsApp Order Paper Now

    Do you have an upcoming essay or assignment due?

    Order a custom-written, plagiarism-free paper

    If yes Order Paper Now

    Contract Pricing and Negotiations

    In other to get an idea on how to do this assignment, I want you to read through this document. it was the first assignment that was done by one Tutor and I did bad on the grading. After the references to this paper, you will see the instructor note. please read it carefully before attempting to write the second paper. The due date is on the attached document. it is on the 3rd of November.

    Independent Government Cost Estimate (IGCE)

    Momo D. Kamara

    University of Maryland University College

    Author Note

    This paper was prepared for ASCM 628 9040 taught by Professor Dorrell Crittenden

    Why IGCE is Important?

    The IGCE (Independent Government Cost Estimate) refers to the estimated price or cost for the purchases or the services which are to be for, by the government to the federal government (Compton, 2010). IGCE is very important in the government contracts. This is because when the government is contracting all the cost which is to be incurred by the contractor are factored in the IGCE. This is irrespective of whether the cost is direct or indirect. For instance, the cost of labor would include the annual, monthly and hourly payments for all the workers involved are factored in. Other items which should be factored in the IGCE include the performance period of the contract, the administrative cost, travel, transport and communication cost and the fringe benefits. The IGCE is required as a complete document when the contract is being signed by the government and the contractor (Feldman & Keyes, 2011).

    The IGCE is the cost estimate of the suppliers and the purchases that are made by the national government to the federal governments. Therefore, it is possible for the estimates to either be overestimated or underestimated (Compton, 2010). Consequently, the estimates are prepared incorrectly. The audit review of the acquisition has shown that most of the contract entered to, have inadequate or incomplete estimates. However, the standard materials which are available in the market such as the catalog and the information on the market survey may be enough for effective estimates if used well. The following discussion focuses on the estimates of the services where the catalogs or any information on the market survey on the prices is not available.

    The estimation of the cost plays three key roles. The first role is to help the government to determine the funds to reserve at the acquisition planning phase. This is because the estimates help the government to compare the process proposed by the prospective vendors and determines how reasonable the prices are as they try to solicit for a vendor. The estimates are also important in the establishment of the priorities in the allocation of funds and forecasting of the budgets annually (Compton, 2010). The main objective of the IGCE in a written form is to help the government to get the most cost-effective supplies and services. This means that government will be sensitive to cost as it negotiates the contracts (Feldman & Keyes, 2011).

    IGCE and Confidentiality

    According to Compton (2010), the IGCE should always remain confidential. The main reason why the IGCE should be confidential is to ensure that the process of awarding the tenders is transparent and competitive among the contenders. The other reason why the IGCE should remain confidential is to prevent the contractors from knowing what amount the government is likely to accept. In this regard, it is important to safeguard the IGCE because there is no existing situation which allows the vendors to access it before they make their proposals. It should be safeguarded from access by any person who is not part of the acquisition team tasked with the responsibility of preparing the pre-awarding documentation. The maintenance of the confidentiality of the IGCE protects the leakage of any sensitive information which if released can compromise the integrity of the process making the contracting officer (CO) cancel the acquisition. The CO has the authority to cancel the acquisition if it comes to his knowledge that the vendors are not likely to compete fairly.

    One of the best ways to maintain the confidentiality of IGCE is to minimize the number of people who have access or handles it. Further to enhance the public trust in the whole process of acquisition, the representatives of the CO must avoid any conflict of interest in the process. In case any of the representatives has any interest in the matter in question, they should inform their supervisors in advance so that the appropriate measures may be taken (OUSD (AT&L) Website, 2015). Given the above position, the most appropriate persons to handle the IGCE are the project manager or the CO. The other way to ensure the Confidentiality of IGCE is through restrictive marking. For instance, if it is marked ‘confidential’ it will have to be kept at a very confidential area with limited access to the acquisition team. This would ensure that the procurement information does not leak to any unauthorized party.

    Types of Statements of Work in regard to Compatibility with this Contract

    In the government contracting, one of the most challenging tasks is the preparation of the statements of work. This is because there is the risk on one undervaluing them which becomes a challenge to the execution of the contract (ICN, 2012).

    The main types of the statements of work are three. The functional statements of work which is the first, describes where, when and what supplies and services will be provided. This allows the contractor an opportunity to decide the most effective way of executing the contract. The other type is performance-based statements of work which allows flexibility on how the contractor will meet the objectives of the contract (Compton, 2010). It outlines and defines the goals of the contract as well as the schedule requirements without providing on how those goals are to be met. The design based statements of work provide the physical characteristics and the designs of the work. It provides how the work is to be done as well as the material to be used. It is mostly used in construction work (Compton, 2010).

    The most Appropriate Statement of Work in the Present Contract

    The performance-based is the most effective for the contract of construction of forty towers with CCTV surveillance. This is because the statement of work will provide all the aspects as well as the objective of the contract. It is possible to, measure the performance and

    the quality of the work done. Further, this statement of the work will allow the contractor creativity and innovation in their work. It will, therefore, be easy to hold them accountable for any work not well done.

    basic cost/price elements estimates

    Contracting Officer

    Tijuana Silvers

    Period of Performance

    January 26, 2015 through January 25, 2016

    Project Description: Build 52 Towers with Camera and Radars

    Overhead

    Direct Labor By Category

    Days

    Rates/Day

    Foreman

    3390

    $150

    508500

    Structural Iron/Steel Workers

    3390

    $75

    254250

    Painters

    2650

    $30

    79500

    Systems Specialist

    3100

    $175

    542500

    IT Training

    140

    $225

    31500

    Total Direct Labor

    $1,416,250

    Fringe Benefits

    Included in Direct Labor Cost

    Direct cost of Materials

    Supplies and purchases

    Other Materials

    $225800

    $35000

    The Total cost of Materials

    $260,000

    Other Direct Cost

    Travel

    Consultants

    Other

    $25650

    $101850

    0

    SUM OF DIRECT COSTS

    $127500

    Contingencies and other Expenses

    $155450

    Profit

    $40000

    TOTAL CONTRACT COST

    $2M

    References

    Compton, P. B. (2010). Federal Acquisition: Key Issues and Guidance. Vienna, VA:

    Management Concepts, Inc.

    Feldman, S. W., & Keyes, W. N. (2011). Government Contracts in a Nutshell (5th Edition). St.

    Paul, MN: Thomson Reuters.

    ICN (2012) Statements of Work That Work.” Procurement Consulting: Strategic Sourcing Process: Negotiation Training: Procurement Conference: DoBetterDeals.com.

    OUSD(AT&L) Website (2015)”Office of the Under Secretary of Defense for Acquisition, Technology & Logistics OUSD(AT&L).” Office of the Under Secretary of Defense for Acquisition, Technology & Logistics OUSD(AT&L).

    INSTRUCTOR NOTE

    ASCM 628 9040 2178 Paper #1

    Name: Momo Kamura

    Date: 10/15/2017

    MHP IGCE Cost Element Documentation

    Rating

    Score

    MHP Direct Cost basis Documentation

    Partially Met

    1.563

    MHP Indirect Cost basis Documentation

    Partially Met

    1.563

    MHP G&A, COM, and Profit basis Documentation

    Partially Met

    1.563

    MHP IGCE Cost Element Documentation Total

    4.69

    Organization and Mechanics

    Paper length

    Substantially Met

    1.250

    4 References

    Substantially Met

    2.500

    General writing mechanics – Organization, Headings, Formatting, Correctness

    Substantially Met

    2.500

    Organization and Mechanics Total

    6.25

    Assignment Total

    11.00

    Momo,
    The scope focus of the Paper 1 Assignment called for documentation to support the basic cost/price elements estimates that are included in the given MHP IGCE, explain how each of these elements are typically derived in the estimation process, and present Paper 1 using appropriate academic writing mechanics and within APA formatting standards.

    You did a good job in capturing important points by explaining why the IGCE is important, its confidentiality, and Statements of Work. It highlights a good explanation and rationale that may be tied to the acquisition process beyond the IGCE and for future negotiations. It includes some well-designed templates to identify, analyze, and selection for proceeding with the technical negotiation relevant to CCTV surveillance, which is not a requirement, and beyond the scope of this Assignment and IGCE Cost Elements. You did earn partial credit for the information because it is implicitly useful for analysis in future work.

    Please keep in mind that the level of aggregated total cost is disaggregated to represent a summary sub-total costs at the Cost Element level for the MHP IGCE. That is direct, indirect costs, Cost of Money, G&A, and Profit. Your Paper briefly mentions direct and indirect costs but does not unpackage the detail and how the individual cost elements are typically derived, a major requirement. Improvement would be made by discussing (documenting) the specific Cost Elements in the MHP IGCE in primary favor of listing the requirements for CCTV specifications, which are not relevant in the scope of this Paper 1 Assignment.

    There are abundant sources for information to document the basis of Cost Elements in the IGCE. Your Course Material provides adequate background to meet the basic Assignment requirements. Module 1: Assigned presentations in Module 1 especially the cost principles & procedures presentation shows the fundamentals of direct and indirect costs elements. Other examples may be found in FAR Part 31.2, www.usaid.gov/sites/default/files/documents/1868/3… – Independent Government Cost Estimate. http://ezproxy.umuc.edu/login?url=http://search.eb… – Improving the Reliability & Validity of Independent Government Cost Estimates. Module 2, Market Research Summary also Reference useful information for the cost element composition.

    Mechanically, you earned credit for the satisfactory page length, and relative quality, and you used, at least 4, relevant sources important for benchmarking critical thought, to develop ideas that are appropriate for contributing to the discipline and theme of the Assignment. In context citations and parenthetical documentation are appropriate, and are in agreement with the Reference List. The Paper is done with the use of Headings, and no errors in grammar which impede the conveyance of the narrative you presented.

    Needs help with similar assignment?

    We are available 24x7 to deliver the best services and assignment ready within 3-12 hours? PAY FOR YOUR FIRST ORDER AFTER COMPLETION..

    Get Answer Over WhatsApp Order Paper Now

    Do you have an upcoming essay or assignment due?

    Order a custom-written, plagiarism-free paper

    If yes Order Paper Now

    Customer Behavior Marketing

    TOPIC 1:

    Marketers are consistently interested in two main types of Learning: Classical Conditioning and Operant/Instrumental Conditioning. Give one marketing communication (ad) example for each of these types of learning. Explain why and how the marketing communication uses each particular type of learning for success. Be sure to end/foot note this area. Embed the example of the ad in the post to support. Just be sure that all viewers of this response can view what you are exemplifying. NO LINKS PLEASE.

    TOPIC 2:

    How does Nostalgia shape Schema? Identify a brand and explain how you have realized that you have a good deal of Nostalgia embedded within the pieces of LTM for the brand. Describe with some detail the schema surrounding the brand.

    TOPIC 3:

    By looking at the traditional 5 levels of Maslow’s Hierarchy (see content are from the pyramid pictorial), we can see that Motivations are fueled by both primary and secondary needs. Identify one product category or brand that represents each of the traditional Maslow’s Motivation levels and explain why their is a fit (a separate brand/product category for each level) or explain how they are tapping into the specific level to capitalize on that specific level’s motivation. Embed an example of a still ad that demonstrates each of the specific brand or product category from above. Do not repeat peer responses in terms of specific brands.

    TOPIC 4:

    Hopefully you had the opportunity to watch TV or were exposed to some promotions (radio, billboard or magazine) when you were younger. Share with the class, one ad, jingle or promotion that you remember from youth. Sum up in a couple of sentences why you believe this promotion had such a lasting impact on your memory (utilize memory concepts to support).

    Please respond to all Topics in one main thread. Be sure to organize your post. Do not repeat brands used by peers already posted in conference. Usage of end/foot noting is required within the text of the post responses. Cite the sources (in total) at the bottom of the discussion responses. Also part of the discussion rubric is that each student must comment and post to two other peer posts during the week. Support with end notes/citations and include a bibliography at the bottom of the post.

    Needs help with similar assignment?

    We are available 24x7 to deliver the best services and assignment ready within 3-12 hours? PAY FOR YOUR FIRST ORDER AFTER COMPLETION..

    Get Answer Over WhatsApp Order Paper Now

    Do you have an upcoming essay or assignment due?

    Order a custom-written, plagiarism-free paper

    If yes Order Paper Now

    Help with post

    Use APA format 200 to 250 words with in text citations. Respond to the following discussion post.

    The information presented in this course was very informative. To apply acceptable ideas, I will need to have the willingness to learn, keep an open mind, and discover that I’m not always right. For the most part my topic has not changed. Burton (2014) stated “understanding where you are positioned in your field in terms of research interests allows you to begin seeing more potential problems to research” (p. 4). The influencing process has not changed my learning or way of thinking at all. For me, my focus is to press on so that I can reach my goal. I’m learning to find capacity within myself. For those that have experienced it can relate and for those that haven’t will do so in due time. If I prepare in advance things will fall into place. I do see the importance of strengthening one’s research. I need to better grasp the concept of finishing assignments in a timely fashion. I must form the drive to put off changes that I know need to be made. When I think about it waiting and putting off change has nothing to do with getting more information or finishing with different sections of my dissertation. It is essential to gather data and do analysis, but I can’t allow too much defer time between knowing and doing. So, what I have really absorbed in this class is that resistance to change benefits me in making sure I’m not lacking any concepts.

    Melaine

    Needs help with similar assignment?

    We are available 24x7 to deliver the best services and assignment ready within 3-12 hours? PAY FOR YOUR FIRST ORDER AFTER COMPLETION..

    Get Answer Over WhatsApp Order Paper Now

    Do you have an upcoming essay or assignment due?

    Order a custom-written, plagiarism-free paper

    If yes Order Paper Now