Informative Speech outline

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Informative Speech outline

Topic Selection

This assignment requires you to research a job field that you already work in or that you may wish to enter someday to show how someone can use it as a platform for promoting something God values in the world. See the Alban text pp. 405–480 for descriptions of several job fields you may wish to consider for the purpose of this project.  list of things God values in the world.

Speech Goals: Because this is an informative speech—a speech in which you merely report information from credible sources without expressing your personal opinion—your goal in this presentation is simply to use information from appropriately credited expert sources in 2 ways:

(1)  To describe this occupation to your audience; and,

(2)  To show through documented examples or expert quotations how people can use this occupation as a platform for advancing something that God values according to the list of things God values that appears in the Alban text, pp. 73–76.

Among the many occupation-related points you could communicate to your audience in this informative speech are the nature of the work, the training or credentials required, employment-related trends, future outlook there, pay scale, etc. See the “Profiles” section on the WebCOM site for examples of people from a variety of occupational fields who have used job skills/situations as platforms for promoting something God values in the world.

Other Topic Criteria: Your topic must satisfy not only the preceding criteria, but also the topic selection criteria set forth in the Alban text and the Liberty University Online Honor Code. In addition, your topic must comply with the following:

· Topic Appropriateness: Avoid any topic that leads you to portray legally or ethically questionable texts or behaviors in a favorable light. This includes but is not limited to theses that advance sexually promiscuous activity, the use of illegal substances, or other behaviors that Liberty University’s statement of values prohibits. Questions about the appropriateness of topics, sources, etc. should be directed to your instructor early in the speech-planning process.

· Topic Originality: Your speech topics MUST be researched, selected, and delivered primarily for this course and not primarily for, or in conjunction with, a presentation for a church group, a Sunday School class, a social group, or any other small group. You may not give a speech that serves a double purpose.

· Topic Grading Criteria: You must choose a topic that enables you to construct the speech in a way that satisfies the specific requirements of the Speeches Grading Rubric, which lists the criteria that your instructor will use when grading your presentation.

Research, Organization, and Outlining

Basic Requirements: For your informative speech, you are required to:

(1) Research credible sources for information about your topic.

(2) Form a main idea for your speech based on your research.

(3) Express this main idea as a complete thought in a single declarative thesis statement sentence.

(4) Choose the information from your research that most powerfully delivers the type of information that this thesis statement requires.

(5) Present this information in a logically sequenced outline of properly documented main points, sub-points, and perhaps even sub-sub-points, using the Informative Speech Outline Template document as your formatting guide. Your outline in its final form will serve as the blueprint that you mentally must follow while extemporaneously delivering the speech to your audience.

· Research Requirements: For your informative speech, you are required to use 3 expert sources. You must use and clearly cite examples, illustrations, statistics, quotations from experts, etc. from at least 3 expert sources in this project. An expert source is a person, group of persons, or organization with documentable expertise in the area it addresses. Information from such sources typically derives from personal interviews with credentialed experts or from documentable print and/or electronic publications

· The Bible as an Expert Source: While you may of course use the Bible as a source when related to your topic, it must be in addition to the 3 required sources.

· Non-Expert Sources: Never use information from anonymous or questionable sources such as Wikipedia or any printed source authored by someone whose credentials for addressing the topic are not clearly established.

· Liberty University Database Source Options: It behooves you to consult the Liberty University Library’s research portal for access to many potentially useful, credible databases.

Organization and Outlining Requirements

Topical Sequencing Required: You must use the Topical organizational pattern for addressing your topic (see the Alban text page 221–222 for more about this).

The Draft and the Final Outlines: The speech outline process involves 2 submissions. If you post the optional draft version of your outline by the Module/Week 3 deadline for it, your instructor will post constructive feedback that you should heed and assimilate as you compose the final outline for submission a week later. The draft outline (if you do it) and the final outline must be submitted as Microsoft Word documents via the designated Blackboard submission links.

Use the Outline Template: You must use the Informative Speech Outline Template document as a guide for constructing your speech outline. Retain the given formatting. Provide information for each category—an audience description, organizational pattern, purpose statement, etc. Include clearly distinguished introduction, body, and conclusion sections.

Outline Parts:

· The introduction must be listed in this order: your attention-getter, motive-for-listening, credibility statement, purpose statement, and preview statement.

· The body must include 2–5 main points, each with supportive subpoints, and perhaps even sub-subpoints. These will consist mainly of documented examples, illustrations, statistics, quotations from experts, etc. that you have derived from the 3 or more expert sources that this project requires.

· The conclusion must include a summary statement and a concluding element that refocuses the audience’s attention on the main point.

· The Works Cited (MLA), Reference page (APA), or Bibliography (Turabian) must properly credit your sources and must do so in the format prescribed by the respective format used.

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Informative Speech Outline Template

 

Your Name:

COMS 101 Section ___

Date Due:

 

Organization:                   Identify your outline pattern here. Your only option for this speech is the Topical pattern (see the textbook, pp. 221–222).

 

Audience analysis:           Provide a description of your audience (e.g., its demographics like age, gender, ethnicity, etc. as well as any other information about them that impacts the way you plan and present the speech (see the textbook, pp. 137–145).

 

Topic:                               In 1 or 2 sentences, identify the career/job field that you, in this speech, will define, describe, and present to the audience as a platform for promoting what God values. Simply state here that one can use this job field [identify it] to promote specific things that God values [identify them]. (See the Sample Informative Speech document.)

 

General Purpose:            To inform (see p. 98)

 

Specific Purpose:            To inform my audience about how this vocation or vocational skill [identify it by name here] can serve as a platform for promoting something that God values according to Scripture [identify this God-valued something here and identify biblical passages that support the idea that He values this]. (See p. 98)

 

Introduction:

  1. Attention-getter

Use an attention-getter to introduce the topic (see the textbook, pp. 238–239, 242–247).

  1. Motive for Listening

Show the audience how this topic relates to them (see the textbook, p. 240).

  • Credibility Statement

Identify the credentials or experiences that qualify you to address this topic as an authority (see the textbook, p. 240).

  1. Purpose or Thesis Statement

Present your purpose or thesis statement—a statement that encapsulates your speech’s main idea—here. State it as 1 complete sentence (subject, verb, complete thought).

 

  1. Preview Statement

Present your preview statement here (see the textbook, p. 240). Briefly explain that you will now validate or prove the thesis by presenting Main Point 1 (state it), Main Point 2 (state it), Main Point 3 (state it), etc. Be sure to list each of the body section’s main points, in the order you will cover them.

 

Transition: Use a word, phrase, or sentence to notify your audience that you now will support your purpose or thesis by presenting the main points in their stated order and in greater detail (see the textbook, pp. 222–224).

 

Body:

  1. Main Point 1. State it as 1 complete, declarative sentence. Works with the other main points to develop the purpose statement. Be sure it consists with the chosen organizational pattern you identified above.
    1. An example, illustration, statistic, comparison, quote from an expert or other supportive material that supports or illustrates Main Point 1 (Parenthetical Citation, if this came from a source).
    2. Another example, illustration, statistic, comparison, quote from an expert or other supportive material that supports or illustrates Main Point 1 (Parenthetical Citation, if this came from a source).
    3. If needed, another example, illustration, statistic, comparison, quotes from an expert, or other supportive material that supports or illustrates Main Point 1 (Parenthetical Citation, if this came from a source).

 

Transition: Use a word, phrase, or sentence to notify your audience that you are now transitioning from your first main point to your second main point (see the textbook, pp. 222–224).

 

  1. Main Point 2. State it as 1 complete, declarative sentence. Works with the other main points to develop the purpose statement. Be sure it consists with the chosen organizational pattern you identified above.
    1. An example, illustration, statistic, comparison, quote from an expert or other supportive material that supports or illustrates Main Point 2 (Parenthetical Citation, if this came from a source).
    2. Another example, illustration, statistic, comparison, quote from an expert or other supportive material that supports or illustrates Main Point 2 (Parenthetical Citation, if this came from a source).
    3. If needed, another example, illustration, statistic, comparison, quotes from an expert, or other supportive material that supports or illustrates Main Point 2 (Parenthetical Citation, if this came from a source).

 

Transition: Use a word, phrase, or sentence to notify your audience that you are now transitioning from your second main point to your third main point (see the textbook, pp. 222–224).

 

  • Main Point 3. State it as 1 complete, declarative sentence. Works with the other main points to develop the purpose statement. Be sure it consists with the chosen organizational pattern you identified above.
    1. An example, illustration, statistic, comparison, quote from an expert or other supportive material that supports or illustrates Main Point 3 (Parenthetical Citation, if this came from a source).
    2. Another example, illustration, statistic, comparison, quote from an expert or other supportive material that supports or illustrates Main Point 3 (Parenthetical Citation, if this came from a source).
    3. If needed, another example, illustration, statistic, comparison, quotes from an expert, or other supportive material that supports or illustrates Main Point 3 (Parenthetical Citation, if this came from a source).

 

Other Main Points: These are optional, depending on the needs of your speech. If you use them, they function in the same way as the preceding points.

 

Transition: Use a word, phrase, or sentence to notify your audience that you are now transitioning into your conclusion (see the textbook, pp. 222–224).

 

Conclusion:

  1. Summary

Summarize your presentation’s main points (see the textbook, pp. 250–251). Your wording should be very similar to the wording you used when previewing the main points in the introduction section and when presenting the main points in the body section.

 

  1. Refocus Audience Attention (see the textbook, pp. 251–256).

 

Works Cited (if MLA) or References (if APA) or Bibliography (if Turabian)

 

Using MLA, APA, or Turabian style, present an alphabetized, properly formatted list of any sources that you cited parenthetically in the outline. For a helpful online guide to proper formatting in each of these styles, see the Hacker Handbooks “Research and Documentation” site via this link (right-click and select “Open Hyperlink”). For automated source formatting assistance, see Landmark’s Citation Machine via this link (right-click and select “Open Hyperlink”).

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Informative Speech Outline Grading Rubric

Criteria Levels of Achievement
Advanced (90-100%) Proficient (70-89%) Developing (1-69%) Not Present
DEVELOPMENT: Planning Items and Purpose Statements 5 to 5 points

All planning items (organizational pattern name, audience description, topic statement), the general statement, and the specific purpose statement are present and are perfectly developed.

 4 to 4 points

Planning items (organizational pattern name, audience description, topic statement), the general statement, and the specific purpose statement are mostly present but are moderately developed.

 1 to 3 points

Some planning items (organizational pattern name, audience description, topic statement), the general statement, and the specific purpose statement are present but are minimally developed.

 0 points
DEVELOPMENT: Introduction and Conclusion 7 to 7 points

Introduction and conclusion sections include all required sub-sections (attention-getter, purpose statement, etc.–see the template), and each is perfectly developed.

 5 to 6 points

Introduction and conclusion sections include most if not all required sub-sections (attention-getter, purpose statement, etc.–see the template), but these are moderately developed.

 1 to 4 points

Introduction and conclusion sections include some required sub-sections (attention-getter, purpose statement, etc.—see the template), but these are minimally developed.

 0 points
DEVELOPMENT: Main Point Statement 5 to 5 points

Main point statements are stated in single, declarative sentence format and in wording that clearly relates them to each other and to the introduction’s thesis statement.

 4 to 4 points

Main point statements are clear but partly relevant to thesis.

 1 to 3 points

Main point statements are unclear, or irrelevant to thesis.

 0 points
DEVELOPMENT: Main Point Development 11 to 12 points

Main points and their sub-points are strongly developed via supportive examples, illustrations, statistics, expert quotations, explanations, or narrative details.

 8 to 10 points

Main points and their sub-points are moderately backed by supportive examples, illustrations, statistics, expert quotations, explanations, or narrative details.

 1 to 7 points

Main points and their sub-points (if any) are minimally developed via supportive examples, illustrations, statistics, expert quotations, explanations, or narrative details.

 0 points
ORGANIZATION: Introduction and Conclusion Sequencing 5 to 5 points

Introduction and conclusion sections include and properly sequence all of their required sub-sections (attention-getter, etc.).

 4 to 4 points

Introduction and conclusion sections improperly sequence most of their required sub-sections (attention-getter, etc.).

 1 to 3 points

Introduction and conclusion sections include and properly sequence some but not most of their required sub-sections (attention-getter, etc.).

 0 points
ORGANIZATION: Organizational Pattern 8 to 8 points

Body section clearly follows an appropriate organizational pattern.

 6 to 7 points

Body section partly follows an appropriate organizational pattern.

 1 to 5 points

Body section does not follow an appropriate organizational pattern.

 0 points
ORGANIZATION: Transitions 4 to 4 points

Transitional wording links all sections and sub-sections.

 3 to 3 points

Some transitional wording links sections and/or subsections.

 1 to 2 points

No transitional wording links sections and/or sub-sections.

 0 points
ORGANIZATION: Unity 5 to 5 points

The presentation as a whole is strongly unified and coherent.

 4 to 4 points

The presentation as a whole is moderately unified and cohesive.

 1 to 3 points

The presentation as a whole is minimally unified and cohesive.

 0 points
STYLE/GRAMMAR: Mechanics 4 to 4 points

The writing satisfies grammatical, punctuation-related, and spelling-related standards.

 3 to 3 points

The writing contains some grammatical, punctuation-related, and/or spelling-related errors.

 1 to 2 points

The writing contains many grammatical, punctuation-related, and/or spelling-related errors.

 0 points
STYLE/GRAMMAR: Language Use 4 to 4 points

Language use is accurate, appropriate, and effective.

 3 to 3 points

Language use is partly unclear, awkward or inappropriate.

 1 to 2 points

Language use is largely inaccurate or inappropriate.

 0 points
STYLE/GRAMMAR: Tone 4 to 4 points

The writing’s tone is appropriate and highly effective.

 3 to 3 points

The writing’s tone is generally appropriate and moderately effective.

 1 to 2 points

The writing’s tone is ineffective and/or inappropriate.

 0 points
STYLE/FORMAT: General Style Formatting 4 to 4 points

The writing correctly follows style/formatting guidelines.

 3 to 3 points

The writing partly follows style/formatting guidelines.

 1 to 2 points

The writing lacks many elements of correct style/formatting.

 0 points
STYLE/FORMAT: In-Text References 4 to 4 points

In-text parenthetical citations are consistently correct and appropriate.

 3 to 3 points

In-text source citations are moderately correct and appropriate.

 1 to 2 points

In-text source citations are minimally correct and appropriate.

 0 points
STYLE/FORMAT: Reference List Page 4 to 4 points

End reference page is correctly and appropriately formatted.

 3 to 3 points

End reference page contains some formatting problems.

 1 to 2 points

End reference page is present but badly formatted.

 0 points
Total /75
Instructor’s Comments:

 

 

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Consequences of the Fall and Contemporary Response

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Consequences of the Fall and Contemporary Response

In this assignment, you will identify the consequences of the fall of humanity that leads to human suffering, and describe how a Christian organization fights back for creational purpose.

One of the central components of every worldview is the topic of human nature. The topic of human nature asks questions about human value, human flourishing, and human purpose. Within the Christian worldview, the issue of sin and the consequences of the fall factor prominently into the topic of human nature.

In the “Consequences of the Fall and Contemporary Response” three-part document, you will explore the topic of human nature from the perspective of the Christian worldview. The first part of the assignment involves examining the immediate implications of the fall. The second and third parts of the assignment address how the effects of the fall are still evident in the world today.

For Part Two and Part Three, you will select an organization from the “Christian Organizations That Address a Consequence of the Fall” list provided in the topic study materials.

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

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

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Consequences of the Fall and Contemporary Response

Name:

Course:

Date:

Instructor:

Be sure you answer Part One, Part Two, Part Three, and the Reference page of this assignment before submitting.

Part One: Human Nature in Genesis 1-3

Use and cite at least two of the following topic study materials: textbook Chapter 4, Topic 3 Overview, “The Mystery of Original Sin” article, and Bible passages. Cite all of the resources used with in-text citations. These should be included on a reference page at the end of this document.

Based on at least two of the listed topic study materials, type your answer to the following questions in the box beneath each question.

  1. What is revealed about human nature (from Genesis 1-2)? Cite and reference the textbook.

Your answer in 100-150 words:

<Answer>
  1. What are the consequences of the fall for human nature (from Genesis 3)?

Your answer in 100-150 words:

<Answer>
  1. What is revealed about human purpose? What does it mean for humans to flourish, in other words, to achieve spiritual, emotional, and mental well-being? Cite and reference “The Mystery of Original Sin” article.

Your answer in 100-150 words:

<Answer>
  1. How would pantheism or atheism (choose one) view human nature, human purpose, and human flourishing?

Your answer in 100-150 words:

<Answer>
  1. The question, “How can an all-powerful, all knowing, and all good God allow suffering?” is called the problem of evil and suffering. Briefly summarize the Christian worldview’s response to the problem of evil and suffering. Cite and reference the topic overview and/or the textbook.

Your answer in 100-150 words:

<Answer>

Part Two: Consequence of the Fall Today

Select a Christian organization from the “Christian Organizations That Address a Consequence of the Fall” list provided in the topic study materials.

Based upon your selection, research the issue that organization addresses. Use and cite at least two academic resources from the GCU Library. Cite all of the resources used with in-text citations. These resources should also be included on a reference page at the end of this document.

  1. Based on your research, address the following: highlight how the consequences of the fall are evident in the issue(s) that the organization addresses; include statistics, causes, and impact on people (victim, perpetrator, others as appropriate).

Your answer in 75-100 words:

<Answer>
  1. Describe how this issue creates dehumanization and diminishes human dignity. Include statistics, causes, and impact on people (victim, perpetrator, others as appropriate).

Your answer in 75-100 words:

<Answer>

Part Three: Analysis of a Christian Organization’s Solution

Use and cite the organization’s website, in addition to the topic study materials. Cite all of the resources used with in-text citations. These should also be included on a reference page at the end of this document.

Write how the Christian worldview ministry that you selected is combatting the consequence of the fall.

  1. What organizational statement reveals that this organization is operating from a Christian worldview?

Your answer in 250-300 words:

<Answer>
  1. Explain how the organization uses a God-centered worldview (as defined in the “The Mystery of Original Sin” article) to address dehumanization and restore human dignity.

Your answer in 250-300 words:

<Answer>

References:

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Make a SOAP Note: Assessing Ear, Nose, and Throat

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Make a SOAP Note: Assessing Ear, Nose, and Throat

Make a SOAP Note: Assessing Ear, Nose, and Throat

Most ear, nose, and throat conditions that arise in non-critical care settings are minor in nature. However, subtle symptoms can sometimes escalate into life-threatening conditions that require prompt assessment and treatment. Nurses conducting assessments of the ears, nose, and throat must be able to identify the small differences between life-threatening conditions and benign ones. For instance, if a patient with a sore throat and a runny nose also has inflamed lymph nodes, the inflammation is probably due to the pathogen causing the sore throat rather than a case of throat cancer. With this knowledge and a sufficient patient health history, a nurse would not need to escalate the assessment to a biopsy or an MRI of the lymph nodes, but would probably perform a simple strep test.

In this Discussion, you consider case studies of abnormal findings from patients in a clinical setting. You determine what history should be collected from the patients, what physical exams and diagnostic tests should be conducted, and formulate a differential diagnosis with several possible conditions.

Note: By Day 1 of this week, your instructor will have assigned you to one of the following case studies to review for this Discussion. Also, your Discussion post should be in the SOAP Note format, rather than the traditional narrative style Discussion posting format. Refer to Chapter 2 of the Sullivan text and the Comprehensive SOAP Template in the Week 4 Learning Resources for guidance. Remember that not all comprehensive SOAP data are included in every patient case.

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Case 1: Nose Focused Exam

Richard is a 50-year-old male with nasal congestion, sneezing, rhinorrhea, and postnasal drainage. Richard has struggled with an itchy nose, eyes, palate, and ears for 5 days. As you check his ears and throat for redness and inflammation, you notice him touch his fingers to the bridge of his nose to press and rub there. He says he’s taken Mucinex OTC the past two nights to help him breathe while he sleeps. When you ask if the Mucinex has helped at all, he sneers slightly and gestures that the improvement is only minimal. Richard is alert and oriented. He has pale, boggy nasal mucosa with clear thin secretions and enlarged nasal turbinates, which obstruct airway flow but his lungs are clear. His tonsils are not enlarged but his throat is mildly erythematous.

Case 2: Focused Throat Exam

Lily is a 20-year-old student at the local community college. When some of her friends and classmates told her about an outbreak of flu-like symptoms sweeping her campus over the past two weeks, Lily figured she shouldn’t take her three-day sore throat lightly. Your clinic has treated a few cases similar to Lily’s. All the patients reported decreased appetite, headaches, and pain with swallowing. As Lily recounts these symptoms to you, you notice that she has a runny nose and a slight hoarseness in her voice but doesn’t sound congested.

Case 3: Focused Ear Exam

Martha brings her 11-year old grandson, James, to your clinic to have his right ear checked. He has complained to her about a mild earache for the past two days. His grandmother believes that he feels warm but did not verify this with a thermometer. James states that the pain was worse while he was falling asleep and that it was harder for him to hear. When you begin basic assessments, you notice that James has a prominent tan. When you ask him how he’s been spending his summer, James responds that he’s been spending a lot of time in the pool.

To prepare:

With regard to the case study you were assigned:

·         Review this week’s Learning Resources and consider the insights they provide.

·         Consider what history would be necessary to collect from the patient.

·         Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis?

·         Identify at least 10 possible conditions that may be considered in a differential diagnosis for the patient.

Note: Before you submit your initial post, replace the subject line (“Week 5 Discussion”) with “Review of Case Study ___,” identifying the number of the case study you were assigned.

Address the following in the SOAP Note:

1.     A description of the health history you would need to collect from the patient in the case study to which you were assigned.

2.     Explain what physical exams and diagnostic tests would be appropriate and how the results would be used to make a diagnosis.

3.      List five different possible conditions for the patient’s differential diagnosis and justify why you selected each.

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REFERENCES:

Readings

·         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.

o    Chapter 10, “Head and Neck” (pp. 184-203)

This chapter reviews the anatomy and physiology of the head and neck. The authors also describe the procedures for conducting a physical examination of the head and neck.

o    Chapter 11, “Eyes” (pp. 204-230)

In this chapter, the authors describe the anatomy and function of the eyes. In addition, the authors explain the steps involved in conducting a physical examination of the eyes.

o    Chapter 12, “Ears, Nose, and Throat” (pp. 231-259)

The authors of this chapter detail the proper procedures for conducting a physical exam of the ears, nose, and throat. The chapter also provides pictures and descriptions of common abnormalities in the ears, nose, and throat.

·         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.

o    Chapter 15, “Earache” (pp. 174–183)

This chapter covers the main questions that need to be asked about the patient’s condition prior to the physical examination, as well as how these questions lead to a focused physical examination.

o    Chapter 21, “Hoarseness” (pp. 248-255)

This chapter focuses on the most common causes of hoarseness. It provides strategies for evaluating the patient both through questions and through physical exams.

o    Chapter 25, “Nasal Symptoms and Sinus Congestion” (pp.301-309)

In this chapter, the authors highlight the key questions to ask about the patients symptoms, the key parts of the physical examination, and potential laboratory work that might be needed to provide an accurate diagnosis of nasal and sinus conditions.

o    Chapter 30, “Red Eye” (pp. 357-368)

The focus of this chapter is on how to determine the cause of red eyes in a patient, including key symptoms to consider and possible diagnoses.

o    Chapter 32, “Sore Throat” (pp. 381-389)

A sore throat is one most common concerns patients describe. This chapter includes questions to ask when taking the patient’s history, things to look for while conducting the physical exam, and possible causes for the sore throat.

o    Chapter 38, “Vision Loss” (pp. 446-457)

This chapter highlights the causes of vision loss and how the causes of the condition can be diagnosed.

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

o    Chapter 5, “SOAP Notes” (pp. 91–118)

Note: Download the seven documents (Adult Examination Checklists and Physical Exam Summaries) below, and use them as you practice conducting assessments of the head, neck, eyes, ears, nose, and throat.

·         Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Adult examination checklist: Guide for head, face, and neck. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby.

This Adult Examination Checklist: Guide for Head, Face, and Neck was published as a companion to Seidel’s guide to physical examination (8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). Fromhttps://evolve.elsevier.com/

·         Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Adult examination checklist: Guide for eye assessment. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby.

This Adult Examination Checklist: Guide for Eye Assessment was published as a companion to Seidel’s guide to physical examination (8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). Fromhttps://evolve.elsevier.com/

·         Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Adult examination checklist: Guide for ear assessment. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby.

This Adult Examination Checklist: Guide for Ear Assessment was published as a companion to Seidel’s guide to physical examination (8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). Fromhttps://evolve.elsevier.com/

·         Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Adult examination checklist: Guide for nose, paranasal sinuses, mouth, oropharynx. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby.

This Adult Examination Checklist: Guide for Nose, Paranasal Sinuses, Mouth, Oropharynx was published as a companion toSeidel’s guide to physical examination (8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). From https://evolve.elsevier.com/

·         Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Physical exam summary: Ears, nose, and throat. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby.

This Ears, Nose, and Throat Physical Exam Summary was published as a companion to Seidel’s guide to physical examination(8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). Fromhttps://evolve.elsevier.com

·         Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Physical exam summary: Eyes. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby.

This Eyes Physical Exam Summary was published as a companion to Seidel’s guide to physical examination (8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). From https://evolve.elsevier.com/

·         Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Physical exam summary: Head, face, and neck. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby.

This Head and Neck Physical Exam Summary was published as a companion to Seidel’s guide to physical examination (8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). Fromhttps://evolve.elsevier.com/

·         Browning, S. (2009). Ear, nose, and throat problems. General Practice Update, 2(9), 9–13.

Retrieved from the Walden Library databases.

This article contains a question and answer session on ear, nose, and throat problems. The article reviews specific topics, such as when to use eardrops and new post-nasal drip treatments, and the referral of persisting cough cases by general practitioners.

·         Lloyd, A., & Pinto, G. L. (2009). Common eye problems. Clinician Reviews, 19(11), 24–29.

Retrieved from the Walden Library databases.

The authors of this article describe different eye problems, their symptoms, and recommended treatments. The authors also emphasize the need to conduct an eye exam and take an ocular history.

·         Otolaryngology Houston. (2014). Imaging of maxillary sinusitis (X-ray, CT, and MRI). Retrieved fromhttp://www.ghorayeb.com/ImagingMaxillarySinusitis.html

This website provides medical images of sinusitis, including X-rays, CT scans, and MRIs (magnetic resonance imaging).

Media

Online media for Seidel’s Guide to Physical Examination

It is highly recommended that you access and view the resources included with the course text, Seidel’s Guide to Physical Examination. Focus on the videos and animations in Chapters 10, 11, and 12 that relate to the assessment of the head, neck, eyes, ears, nose, and throat. Refer to Week 4 Learning Resources area for access instructions on https://evolve.elsevier.com/.

Optional Resources

·         LeBlond, R. F., Brown, D. D., & DeGowin, R. L. (2009). DeGowin’s diagnostic examination (9th ed.). New York, NY: McGraw Hill Medical.

 

o    Chapter 7, “The Head and Neck” (pp. 178–301)

This chapter describes head and neck examinations that can be made with general clinical resources. Also, the authors detail syndromes of common head and neck conditions.

Hardee Transportation Case 4-2

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Hardee Transportation Case 4-2

Case 4-2 Hardee Transportation

The Assignment: Answer the four (4) questions at the end of Case 4-2

Resources: Course Textbook, Appendix 4B, Table 4B-1, Attached worksheet (Word or Excel format)

Acceptable Length: Show your work for solution to questions 1 and 2.  Well-written responses to question 3 and 4.

Formatting Requirements:

  • Enter your name and date
  • Provide well-structured solutions/answers- incomplete answers will receive partial credit
  • Show your work

2. Answer case questions, using the attached word template or excel document.  Complete assignment and submit as an attachment using the assignment link when finished.

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   Case 4.2 -Hardee Transportation Worksheet/Answer Sheet-LOG-125

 

Student Name:  Click or tap here to enter text.      Date: Click or tap to enter a date.

The analysis for this case can be structured in the same manner as the truckload costing example given in the Appendix to this chapter. The analysis is as follows.

  1. Pickup: 40 miles and 4 hours
  2. Sorting: 8 hours (using 2 dock workers)
  3. Linehaul: 1249 miles and 43 hours, 48 minutes
  4. Delivery: 15 miles and 2 hours, 30 minutes

 

  1. What are the pickup, sort, line-haul, and delivery costs to Hardee for this move?
  2.  Pickup
1. Depreciation: Tractor Click or tap here to enter text. Click or tap here to enter text.
                              Trailer Click or tap here to enter text. Click or tap here to enter text.
2.  Interest: Tractor Click or tap here to enter text. Click or tap here to enter text.
                      Trailer Click or tap here to enter text. Click or tap here to enter text.
3   Fuel Click or tap here to enter text. Click or tap here to enter text.
4.  Labor Click or tap here to enter text. Click or tap here to enter text.
5.  Maintenance Click or tap here to enter text. Click or tap here to enter text.
6. Insurance Click or tap here to enter text. Click or tap here to enter text.
7. Billing Click or tap here to enter text. Click or tap here to enter text.

Total Pickup Cost (Max 10 points)  Click or tap here to enter text.

  1. Sorting
1. Labor Click or tap here to enter text. Click or tap here to enter text.

Total Sort Cost (Max 10 points)  Click or tap here to enter text.

III.  Line-haul

1. Depreciation: Tractor Click or tap here to enter text. Click or tap here to enter text.
                              Trailer Click or tap here to enter text. Click or tap here to enter text.
2.  Interest: Tractor Click or tap here to enter text. Click or tap here to enter text.
                      Trailer Click or tap here to enter text. Click or tap here to enter text.
3   Fuel Click or tap here to enter text. Click or tap here to enter text.
4.  Labor Click or tap here to enter text. Click or tap here to enter text.
5.  Maintenance Click or tap here to enter text. Click or tap here to enter text.
6. Insurance Click or tap here to enter text. Click or tap here to enter text.

Total Line-haul Cost (Max 10 points)  Click or tap here to enter text.

 Case 4.2 -Hardee Transportation Worksheet/Answer Sheet-LOG-125

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  1. Delivery Cost
1. Depreciation: Tractor Click or tap here to enter text. Click or tap here to enter text.
                              Trailer Click or tap here to enter text. Click or tap here to enter text.
2.  Interest: Tractor Click or tap here to enter text. Click or tap here to enter text.
                      Trailer Click or tap here to enter text. Click or tap here to enter text.
3   Fuel Click or tap here to enter text. Click or tap here to enter text.
4.  Labor Click or tap here to enter text. Click or tap here to enter text.
5.  Maintenance Click or tap here to enter text. Click or tap here to enter text.
6. Insurance Click or tap here to enter text. Click or tap here to enter text.

Total Delivery Cost (Max 10 points)  Click or tap here to enter text.

  1. What is the total cost of this move?

 

  1.  Total Cost
1. Pickup, Sort, linehaul, delivery Click or tap here to enter text.
2. Administrative/Overhead (10%) Click or tap here to enter text.

Total Cost of Move (Max 10 points)  Click or tap here to enter text.

 

2b.  Cost per cwt? Cost per revenue mile?

 

  1. Revenue Needs
1. Per cwt. Click or tap here to enter text. Click or tap here to enter text.

Cost per CWT (Max 5 points)  Click or tap here to enter text.

 

2. Cost per Revenue Mile Click or tap here to enter text. Click or tap here to enter text.

Cost per Revenue Mile (Max 5 points)  Click or tap here to enter text.

 

 

  1. If Hardee would put two drivers in the tractor for the line-haul move, there would be no rest required for drivers during the line-haul move. What would happen to the total costs? (Max 20 points)

Click or tap here to enter text.

 

 

  1. Assume that Hardee has no loaded backhaul to return the vehicle and driver to Pittsburgh. How would you account for the empty backhaul costs associated with this move? Would you include those in the headhaul move? How would this impact your pricing strategy? (Max 20 points)

 

Click or tap here to enter text.

How has technology influenced ethical decision-making in healthcare?

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How has technology influenced ethical decision-making in healthcare?

Please Answer

How has technology influenced ethical decision-making in healthcare?

After your answer, In a separate page Give your opinion on two different paragraph to  Tiah Denton and Tiffany Laubach

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Tiah Denton

Technology has influenced ethical decision-making in healthcare by the rapidly changing medical technology and availability of high tech and changing practices of doctors over the course of time has evolved the way healthcare is being produced today. Today’s medical technology is more advanced, more effective, and also more costly than ever before. This makes the healthcare industry have an increasing demand for high technology diagnostic facilities to have conflict with medical necessity and social justice which all ties into ethics. Current trends in health care decision making support a transition from a rationale based primarily on resources and opinion to a rationale derived from research.

It is important to recognize the impact of developing a new health care technology within the healthcare system. Demands for increased productivity despite small financial resources brings up cost effectiveness in healthcare. Most issues within decision making are cost versus benefit analysis. It is very difficult to place a dollar value on a person’s life especially when it comes to decisions made within healthcare.

The ethical issues on medical technology and availability are broad. Before any technological changes were made ethics and medicine were not often in conflict. The providing physician would attempt to save lives when he or she could, but technology was limited so this made practicing more along the lines of ethics. Now since technology is available and constantly changing, physicians have the options to keep life going for an unknown periods, undermining distinctions between life and death.

Resources

Kent DL, Larson EB. Disease, level of impact, and quality of research methods. 2012 p. 245-248

Soza H. Reducing medical errors through technology. Cost Qual 2000; p. 24-25

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Tiffany Laubach 

Interpersonal relationships and data are entwined as fundamental foundations of health care. In spite of the fact that information technology (IT) has done a great deal to advance medicine, we are way off the mark to understanding its maximum capacity. To be sure, issues identified with mismanaging health information undermine relationship-focused consideration. Data innovation must be actualized in ways that save and elevate connections in consideration, while pleasing real inadequacies in overseeing data and settling on therapeutic choices. Increased coordinated efforts between specialists in IT and relationship-centered care consideration is required, alongside incorporation of relationship-based measures in informatics research.

Information technology is starting to encourage numerous connections in medicinal services. Clinicians and patients have uncommon access to health-related information data, including the nation’s bibliographic database of in excess of 12 million references to journal articles in the life sciences. Discovering health-information data is a standout among the most widely recognized employments of the web, and the present patients have turned out to be more dynamic members in the basic leadership process, frequently teaching themselves about accessible interventions identified with their therapeutic conditions preceding seeing their specialists (Ethical Analysis, 2014).

The significance of considering technology’s impact on “social, ethical, legal and other systems” was perceived early and has therefore been for the most part acknowledged. The significance of ethics in HTA depends on three bits of knowledge. To begin with, executing well-being innovations may have ethical outcomes, which legitimizes adding a moral investigation to a “customary” evaluation of expense and viability. Second, innovation additionally conveys values and may challenge common good standards or tenets of society that ought to be tended to by HTA. Third, a more principal knowledge, is that the entire HTA endeavor is esteem loaded. The objective of HTA is to enhance medicinal services, and as social insurance is esteem loaded (in endeavoring to enhance the prosperity of individuals), at that point HTA is esteem loaded as well (Weiner & Biondich, 2006).

References

Ethical analysis to improve decision-making on health technologies. (2011, March 04). Retrieved from http://www.who.int/bulletin/volumes/86/8/08-051078/en/

Weiner, M., & Biondich, P. (2006, January). Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1484834/

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Anne Bradstreet’s Use of the Metaphor/Extended Metaphor in “The Author to her Book”

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Anne Bradstreet’s Use of the Metaphor/Extended Metaphor in “The Author to her Book”

Add two more pages to a Essay, I already started. Also add on the last Paper of the essay the respective works cited citations added to those 2 new papers. It has to have 3 primary citations and only one secondary citation. this is the topic:

• Anne Bradstreet’s Use of the Metaphor/Extended Metaphor in “The Author to her Book”

Metaphor in The Author to Her Book

The Author to Her Book by Anne Bradstreet is a perfect representation of the author’s feelings towards her book following its publication and criticism for being an unfinished piece. Bradstreet uses the controlling metaphor in the poem to illustrate an author’s dissatisfaction with her book. In essence, she uses the leading metaphor entailing Bradstreet and her book to the association of a caring mother and her kid so as to demonstrate the complicated attitude of the author, which changes in the entire process of the work. The controlling metaphor represents the poem’s part that expresses the faults characterizing her book, which shows the author’s conflicting tone. Thus, Bradstreet uses metaphor in the poem to clearly communicate her emotions towards the publication of her works.

While Bradstreet applies extended metaphor in the poem, The Author to Her Book to stress her displeasure with the works, she demonstrates an unwillingness to abandon her original piece. In the first line, Bradstreet offers the overall description regarding her view of her own creation. For instance, she says “ill-formed offspring” to illustrate that the book is her own making and that it is flawed (Bradstreet 1). Additionally, the author expresses her feeling of embarrassment concerning the publication of her private pieces without her approval. Bradstreet feels disappointed that the works were published before they were corrected and edited. From line six to nine, the author compares the humiliation from her unperfected work to the shame that a parent experiences because of their irritable child. Moreover, Bradstreet shows her intention to delete errors in line 10 through 14 of the poem. However, she notices that it is impossible to erase errors since the poem is already printed. Line 9 through 10 demonstrates that Bradstreet is not the finest mother (Shmoop 1). The author attempts to renounce the work since it is “irksome”, meaning that the book is irritating and frustrating.

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In The Author to Her Book, Bradstreet demonstrates her shame, which is manifested throughout the poem. She struggles with the aspect of her piece’s publication before perfection. In her skillful usage of extended metaphor, the author piles a complex series of parallels entailing parent and author as well as book and child, which are both creator to creation associations. As a result, the reader is emotionally connected to the author’s condition (eNotes 1). Furthermore, Bradstreet equates herself to an imperfect parent or mother through metaphor. In line 17 through 18, Bradstreet contends, “In better dress to trim thee was my mind, / But nought save homespun cloth I’th’ house I find” (Bradstreet 1). Bradstreet maintains that despite her intentions to perfect the text, she could only manage to “dress it” using homely cloth. Metaphorically, the concept implies that Bradstreet uses what is at his disposal while she recognizes that the flaws in the texts were as result of homeliness as well as her individual brain shortfalls. Overall, it can be said that the “child”/texts are flawed because of the defective mind of the creator, who is Bradstreet in this case. Bradstreet instructs the “child” in the final lines. Generally, she maintains that the “child” only has a missing mother, which is the reason why she is unable to dress in a better cloth despite her desire.

Other metaphors exist within the extended metaphor. Bradstreet illustrates that she “washed” the book’s face to suggest that she attempted to enhance the content and appearance of the book. However, Bradstreet says “And rubbing off a spot still made a flaw” to mean that she committed other blunders in the process of correcting the errors in the book (Bradstreet 1). The metaphors to illustrate Bradstreet’s activities on the work are responsible for the personification of the book as a “child”. She also uses metaphor in the last line as sending the book out of the door implies that the book is released for publication. In conclusion, extended metaphor is used in The Author to Her Book to precisely demonstrate Bradstreet’s displeasure with her book, which is released while still imperfect.

 

Works Cited

Bradstreet, Anne. The Author to Her Book. 1978. Available at: https://www.poets.org/poetsorg/poem/author-her-book

eNotes. What literary devices are most important in Anne Bradstreet’s poem, “The Author to Her Book”? 2011. Available at: https://www.enotes.com/homework-help/what-literary-elements-would-anne-bradstreets-poem-268355

Shmoop. The Author to Her Book by Anne Bradstreet. 2019. Available at: https://www.shmoop.com/the-author-to-her-book/mother-children-imagery.html

THEO 104 QUIZ 6

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THEO 104 QUIZ 6

Question 1 

  1. Johnathan Edwards and George      Whitefield were key figures in the Second Great Awakening.

True

False

2 points

Question 2 

  1. What is the name of the first      major division within the Christian church?

 

The Great Schism

 

The Reformation

 

The Great Awakening

2 points

Question 3 

  1. It was at the Council of Nicea      that the Roman Catholic Church set its doctrines in contrast with the      doctrines of the Protestant movement.

True

False

2 points

Question 4 

  1. The persecution of Christians increased      when Emperor Constantine was appointed ruler of Rome and Christianity was      proclaimed as the official religion.

True

False

2 points

Question 5 

  1. Who had a large influence and      ministry in Switzerland and wrote institutes of the Christian religion?

 

Martin Luther

 

John Calvin

 

Ulrich Zwingli

2 points

Question 6 

  1. The call to be a member of a      church is more than a call for participation. It is also a call for      ________.

 

Transformation

 

Initiation

 

Accommodation

 

Anticipation

2 points

Question 7 

  1. Within the New Testament,      especially within the letters of Paul, one notices that there were many      different churches within each city.

True

False

2 points

Question 8 

  1. In the Bible, Baptism is      reserved only for individuals who professed faith in the risen      Jesus.

True

False

2 points

Question 9 

  1. The Greek term ekklesia,      commonly translated “church” means, “the people of God.”

True

False

2 points

Question 10 

  1. The church has a local and global connotation.

True

False

2 points

Question 11 

  1. The Bible strictly forbids women      from holding the office of deacon.

True

False

2 points

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Question 12 

  1. Which of the following is not one      of the three basic models of church government?

 

Protestant

 

Episcopalian

 

Presbyterian

 

Congregational

2 points

Question 13 

  1. The term apostle in the strict      sense of the word refers to those who accompanied Jesus throughout his      earthly ministry and who had witnessed his resurrection.

True

False

2 points

Question 14 

  1. Acts 14:23 does NOT point in the      direction of a plurality of elders as the normative practice in the early      church planting movement.

True

False

2 points

Question 15 

  1. Which of the following is not one      of the three main church offices listed in the New Testament?

 

Pastor

 

Apostle

 

Deacon

 

Bishop

2 points

Question 16 

  1. The early church did not have much      fellowship or community.

True

False

2 points

Question 17 

  1. What passage of scripture gives      insight into the routine activity of the early church?

 

Acts 12:3-9

 

Luke 24:13-34

 

Acts 2:41-47

 

None of the above

2 points

Question 18 

  1. New Testament Scripture indicates      that the church is made up mostly of nonbelievers.

True

False

2 points

Question 19 

  1. In a healthy church, church      leadership, including pastors, are exclusively responsible for      doing the work of the ministry.

True

False

2 points

Question 20 

  1. Though prayer is important, it      should not be prioritized in the church.

True

False

2 points

Question 21 

  1. __________ baptism was a baptism      of identification with sinful humanity.

 

John’s

 

Jesus’s

 

Christian

 

Paul’s

2 points

Question 22 

  1. Most theologians agree that the      purpose of the Lord’s Supper is to proclaim the significance of Jesus’s      death.

True

False

2 points

Question 23 

  1. The      major debate concerning baptism throughout church history is concerning      the recipients of baptism and the mode of baptism.

True

False

2 points

Question 24 

  1. The examples of Jesus’s baptism      and baptism in Acts bear witness to baptism by sprinkling.

True

False

2 points

Question 25 

  1. _______ communion allows any      Christian to participate in the Lord’s Supper.

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SOAP Note for Differential Diagnosis for Skin Conditions

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SOAP Note for Differential Diagnosis for Skin Conditions

Differential Diagnosis for Skin Conditions

Properly identifying the cause and type of a patient’s skin condition involves a process of elimination known as differential diagnosis. Using this process, a health professional can take a given set of physical abnormalities, vital signs, health assessment findings, and patient descriptions of symptoms, and incrementally narrow them down until one diagnosis is determined as the most likely cause.

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In this Discussion, you will examine several visual representations of various skin conditions, describe your observations, and use the techniques of differential diagnosis to determine the most likely condition.

Note: Your Discussion post should be in the SOAP (Subjective, Objective, Assessment, and Plan) note format, rather than the traditional narrative style Discussion posting format. Refer to Chapter 2 of the Sullivan text and the Comprehensive SOAP Template in this week’s Learning Resources for guidance.Remember that not all comprehensive SOAP data are included in every patient case.

To prepare:

·         Review the Skin Conditions document provided in this week’s Learning Resources, and select two conditions to closely examine for this Discussion.

·         Consider the abnormal physical characteristics you observe in the graphics you selected. How would you describe the characteristics using clinical terminologies?

·         Explore different conditions that could be the cause of the skin abnormalities in the graphics you selected.

·         Consider which of the conditions is most likely to be the correct diagnosis, and why.

A description of the two graphics you selected (identify each graphic by number). Use clinical terminologies to explain the physical characteristics featured in each graphic. Formulate a differential diagnosis of three to five possible conditions for each. Determine which is most likely to be the correct diagnosis, and explain your reasoning.

REMINDERS:

 

Please follow the Note above. Do SOAP note format and check it out on the uploaded file the SOAP template as your outline for your writings… No traditional essay on this assignment, again use SOAP note. Thank you.

 

Required Resources

Note: Because the information in this course is so vital, a large number of resources are provided in various formats to facilitate your competence in diagnosing a wide variety of health conditions. When multiple resources are available on the same topic, select those that best meet your personal learning needs to prepare you to accurately diagnose patient health problems.

 

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

Readings

·         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.

o    Chapter 8, “Skin, Hair, and Nails” (pp. 114-165)

This chapter reviews the basic anatomy and physiology of skin, hair, and nails. The chapter also describes guidelines for proper skin, hair, and nails assessments.

·         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.

o    Chapter 28, “Rashes and Skin Lesions” (pp. 325-343)

This chapter explains the steps in an initial examination of someone with dermatological problems, including the type of information that needs to be gathered and assessed.

Note: Download and use the Adult Examination Checklist and the Physical Exam Summary when you conduct your video assessment of the skin, hair, and nails.

·         Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Adult examination checklist: Guide for skin, hair, and nails. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby.

This Adult Examination Checklist: Guide for Skin, Hair, and Nails was published as a companion to Seidel’s guide to physical examination (8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). Fromhttps://evolve.elsevier.com/

·         Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Skin, hair, and nails physical exam summary. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby.

This Skin, Hair, and Nails Physical Exam Summary was published as a companion to Seidel’s guide to physical examination(8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). Fromhttps://evolve.elsevier.com/

·         Chadha, A. (2009). Assessing the skin. Practice Nurse, 38(7), 43–48.

Retrieved from the Walden Library databases.

In this article, the author explains how to take a relevant skin health history. In addition, the article defines common terms used to describe skin lesions and rashes.

·         Ely, J. W., & Stone, M. S. (2010). The generalized rash: Part I. Differential diagnosis. American Family Physician, 81(6), 726–734.

Retrieved from http://www.aafp.org/afp/2010/0315/p726.html

This article focuses on common, uncommon, and rare causes of generalized rashes. The article also specifies tests to diagnose generalized rashes.

·         Ely, J. W., & Stone, M. S. (2010). The generalized rash: Part II. Diagnostic approach. American Family Physician, 81(6), 735–739.

Retrieved from http://www.aafp.org/afp/2010/0315/p735.html

This article revolves around the diagnosis of generalized rashes. The authors describe clinical features that may help in distinguishing generalized rashes.

·         Everyday Health, Inc. (2013). Resources for dermatology and visual conditions. Retrieved fromhttp://www.skinsight.com/ info/for_professionals 

This interactive website allows you to explore skin conditions according to age, gender, and area of the body.

·         Document: Skin Conditions (Word document)

This document contains five images of different skin conditions. You will use this information in this week’s Discussion.

·         Document: Comprehensive SOAP Exemplar (Word document)

·         Document: Comprehensive SOAP Template (Word document)

Media

Online media for Seidel’s Guide to Physical Examination

In addition to this week’s media, it is highly recommended that you access and view the online resources included with the course text, Seidel’s Guide to Physical Examination. Focus on the videos and animations in Chapter 8 that relate to the assessment of the skin, hair, and nails.

The following suturing tutorials provide instruction on the basic interrupted suture, as well as the vertical and horizontal mattress suturing techniques:

·         Tulane Center for Advanced Medical Simulation & Team Training. (2010, July 8). Suturing technique.Retrieved from https://www.youtube.com/watch?v=c-LDmCVtL0o

·         Mikheil. (2014, April 22). Basic suturing: Simple, interrupted, vertical mattress, horizontal mattress. Retrieved from https://www.youtube.com/watch?v=MFP90aQvEVM

Optional Resources

·         LeBlond, R. F., Brown, D. D., & DeGowin, R. L. (2009). DeGowin’s diagnostic examination (9th ed.). New York, NY: McGraw Hill Medical.

o    Chapter 6, “The Skin and Nails”

In this chapter, the authors provide guidelines and procedures to aid in the diagnosis of skin and nail disorders. The chapter supplies descriptions and pictures of common skin and nail conditions.

·         Ethicon, Inc. (n.d.a). Absorbable synthetic suture material. Retrieved fromhttp://academicdepartments.musc.edu/surgery/education/resident_info/supplement/suture_manuals/absorbable_suture_chart.pdf

·         Ethicon, Inc. (2006). Dermabond topical skin adhesive application technique. Retrieved fromhttp://academicdepartments.musc.edu/surgery/education/resident_info/supplement/suture_manuals/db_application_poster.pdf

·         Ethicon, Inc. (2001). Ethicon needle sales types. Retrieved fromhttp://academicdepartments.musc.edu/surgery/education/resident_info/supplement/suture_manuals/needle_template.pdf

·         Ethicon, Inc. (n.d.b). Ethicon sutures. Retrieved fromhttp://academicdepartments.musc.edu/surgery/education/resident_info/supplement/suture_manuals/suture_chart_ethicon.pdf

·         Ethicon, Inc. (2002). How to care for your wound after it’s treated with Dermabond topical skin adhesive. Retrieved fromhttp://academicdepartments.musc.edu/surgery/education/resident_info/supplement/suture_manuals/db_wound_care.pdf

·         Ethicon, Inc. (2005). Knot tying manual. Retrieved fromhttp://academicdepartments.musc.edu/surgery/education/resident_info/supplement/suture_manuals/knot_tying_manual.pdf

 

·         Ethicon, Inc. (n.d.c). Wound closure manual. Retrieved fromhttp://academicdepartments.musc.edu/surgery/education/resident_info/supplement/suture_m

Comprehensive SOAP Template

 

 

Patient Initials: _______                 Age: _______                                   Gender: _______

 

Note: The mnemonic below is included for your reference and should be removed before the submission of your final note.

O = onset of symptom (acute/gradual)

L= location

D= duration (recent/chronic)

C= character

A= associated symptoms/aggravating factors

R= relieving factors

T= treatments previously tried – response? Why discontinued?

S= severity

 

SUBJECTIVE DATA: Include what the patient tells you, but organize the information.

 

Chief Complaint (CC): In just a few words, explain why the patient came to the clinic.

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History of Present Illness (HPI): This is the symptom analysis section of your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis. Paint a picture of what is wrong with the patient. You need to start EVERY HPI with age, race, and gender (e.g., 34-year-old AA male). You must include the seven attributes of each principal symptom in paragraph form not a list:

  1. Location
  2. Quality
  3. Quantity or severity
  4. Timing, including onset, duration, and frequency
  5. Setting in which it occurs
  6. Factors that have aggravated or relieved the symptom
  7. Associated manifestations

 

Medications: Include over-the-counter, vitamin, and herbal supplements. List each one by name with dosage and frequency.

 

Allergies: Include specific reactions to medications, foods, insects, and environmental factors. Identify if it is an allergy or intolerance.

 

Past Medical History (PMH): Include illnesses (also childhood illnesses), hospitalizations., and

 

Past Surgical History (PSH): Include dates, indications, and types of operations.

 

Sexual/Reproductive History: If applicable, include obstetric history, menstrual history, methods of contraception, sexual function, and. risky sexual behaviors.

 

Personal/Social History: Include tobacco use, alcohol use, drug use, patient’s interests, ADL’s and IADL’s if applicable, and exercise and eating habits.

 

Immunization History: Include last Tdap, Flu, pneumonia, etc.

 

Significant Family History: Include history of parents, grandparents, siblings, and children.

 

Lifestyle: Include cultural factors, economic factors, safety, and support systems and sexual preference.

 

Review of Systems: From head-to-toe, include each system that covers the Chief Complaint, History of Present Illness, and History (this includes the systems that address any previous diagnoses). Remember that the information you include in this section is based on what the patient tells you. To ensure that you include all essentials in your case, refer to Chapter 2 of the Sullivan text

General: Include any recent weight changes, weakness, fatigue, or fever, but do not restate HPI data here.

            HEENT:

Neck:

            Breasts:

            Respiratory:

            Cardiovascular/Peripheral Vascular:

            Gastrointestinal:

            Genitourinary:

            Musculoskeletal:

            Psychiatric:

            Neurological:

            Skin:  Hematologic:

            Endocrine:

            Allergic/Immunologic:

 

OBJECTIVE DATA: From head-to-toe, include what you see, hear, and feel when doing your physical exam.. Do not use “WNL” or “normal.” You must describe what you see.

 

Physical Exam:

Vital signs: Include vital signs, ht, wt, and BMI. Pulse Ox, Pain level.

General: Include general state of health, posture, motor activity, and gait. This may also include dress, grooming, hygiene, odors of body or breath, facial expression, manner, level of consciousness, and affect and reactions to people and things.

HEENT:

Neck:

Chest

Lungs:

Heart

Peripheral Vascular: Abdomen:

Genital/Rectal:

Musculoskeletal:

Neurological:

Skin:

Include any labs, x-rays, or other diagnostics that are needed to develop the differential diagnoses IF YOU ALREADY HAVE RESULTS.

 

ASSESSMENT: List your priority diagnosis(es). For each priority diagnosis, list at least three differential diagnoses, each of which must be supported with evidence and guidelines. For holistic care, you need to include previous diagnoses and indicate whether these are controlled or not controlled. These should also be included in your treatment plan.

 

PLAN: This section is not required for the assignments in this course (NURS 6512) but will be required for future courses.

 

Treatment Plan: If applicable, include both pharmacological and non-pharmacological strategies, alternative therapies, follow-up recommendations, referrals, consultations, and any additional labs, x-ray, or other diagnostics. Support the treatment plan with evidence and guidelines.

 

Health Promotion: Include exercise, diet, and safety recommendations, as well as any other health promotion strategies for the patient/family. Support the health promotion recommendations and strategies with evidence and guidelines.

 

Disease Prevention: As appropriate for the patient’s age, include disease prevention recommendations and strategies such as fasting lipid profile, mammography, colonoscopy, immunizations, etc. Support the disease prevention recommendations and strategies with evidence and guidelines.

 

REFLECTION: Reflect on your clinical experience, and consider the following questions: What did you learn from this experience? What would you do differently? Do you agree with your preceptor based on the evidence? This is worth 25 points!

 

References: Should use two peer-reviewed journal articles or references to support your reflection and differentials as well as any textbooks used.

Comprehensive SOAP Exemplar

 

Purpose: To demonstrate what each section of the SOAP Note should include. Remember that nurse practitioners treat patients in a holistic manner, and your SOAP Note should reflect that premise.

 

Patient Initials: _______                 Age: _______                                   Gender: _______

 

SUBJECTIVE DATA:

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Chief Complaint (CC): Coughing up phlegm and fever

 

History of Present Illness (HPI): Sara Jones is a 65-year-old Caucasian female who presents today with a productive cough x 3 weeks and fever for the last 3 days. She reported that the “cold feels like it is descending into her chest.” The cough is nagging and productive. She brought in a few paper towels with expectorated phlegm – yellow/brown in color. She has associated symptoms of dyspnea of exertion and fever. Her Tmax was reported to be 102.4 last night. She has been taking Ibuprofen 400mg about every 6 hours and the fever breaks, but it returns after the medication wears off. She rated the severity of her symptom discomfort at 4/10.

 

Medications:

  • Lisinopril 10mg daily
  • Combivent 2 puffs every 6 hours as needed
  • Serovent daily
  • Salmeterol daily
  • Over-the-counter Ibuprofen 200mg -2 PO as needed
  • Over-the-counter Benefiber
  • Flonase 1 spray each night as needed for allergic rhinitis symptoms

 

Allergies:

Sulfa drugs – rash

 

Past Medical History (PMH):

1.) Emphysema with recent exacerbation 1 month ago – deferred admission – RX’d with outpatient antibiotics and hand held nebulizer treatments.

2.) Hypertension – well controlled

3.) Gastroesophageal reflux (GERD) – quiet, on no medication

4.) Osteopenia

5.) Allergic rhinitis

 

Past Surgical History (PSH):

  • Cholecystectomy 1994
  • Total abdominal hysterectomy (TAH) 1998

 

Sexual/Reproductive History:

Heterosexual

G1P1A0

Non-menstruating – TAH 1998

 

Personal/Social History:

She has smoked 2 packs of cigarettes daily x 30 years; denied ETOH or illicit drug use.

 

Immunization History:

Her immunizations are up to date. She received the influenza vaccine last November and the Pneumococcal vaccine at the same time.

 

Significant Family History:

Two brothers – one with diabetes, dx at age 65, and the other with prostate CA, dx at age 62. She has one daughter in her 30s, healthy, living in nearby neighborhood.

 

Lifestyle:

She is retired, has been widowed x 8 years, and lives in the city in a moderate crime area with good public transportation. She is a college graduate, owns her home, and receives a pension of $50,000 annually – financially stable.

 

She has a primary care nurse practitioner provider and goes for annual and routine care twice annually and as needed for episodic care. She has medical insurance but often asks for drug samples for cost savings. She has a healthy diet and eating pattern. There are resources and community groups in her area at the senior center that she attends regularly. She enjoys bingo. She has a good support system composed of family and friends.

 

Review of Systems:

 

General: + fatigue since the illness started; + fever, no chills or night sweats; no recent weight gains of losses of significance

 

HEENT: No changes in vision or hearing; she does wear glasses, and her last eye exam was 1 ½ years ago. She reported no history of glaucoma, diplopia, floaters, excessive tearing, or photophobia. She does have bilateral small cataracts that are being followed by her ophthalmologist. She has had no recent ear infections, tinnitus, or discharge from the ears. She reported her sense of smell is intact. She has not had any episodes of epistaxis. She does not have a history of nasal polyps or recent sinus infection. She has a history of allergic rhinitis that is seasonal. Her last dental exam was 3/2014. She denied ulceration, lesions, gingivitis, gum bleeding, and has no dental appliances. She has had no difficulty chewing or swallowing.

 

Neck: No pain, injury, or history of disc disease or compression. Her last Bone Mineral density (BMD) test was 2013 and showed mild osteopenia, she said.

 

Breasts: No reports of breast changes. No history of lesions, masses, or rashes. No history of abnormal mammograms.

 

Respiratory: + cough and sputum production (see HPI); denied hemoptysis, no difficulty breathing at rest; + dyspnea on exertion; she has history of COPD and community acquired pneumonia 2012. Last PPD was 2013. Last CXR – 1 month ago.

 

CV: No chest discomfort, palpitations, history of murmur; no history of arrhythmias, orthopnea, paroxysmal nocturnal dyspnea, edema, or claudication. Date of last ECG/cardiac work up is unknown by patient.

 

GI: No nausea or vomiting, reflux controlled. No abd pain, no changes in bowel/bladder pattern. She uses fiber as a daily laxative to prevent constipation.

 

GU: No change in her urinary pattern, dysuria, or incontinence. She is heterosexual. She has had a total abd hysterectomy. No history of STDs or HPV. She has not been sexually active since the death of her husband.

 

MS: She has no arthralgia/myalgia, no arthritis, gout or limitation in her range of motion by report. No history of trauma or fractures.

 

Psych: No history of anxiety or depression. No sleep disturbance, delusions, or mental health history. She denied suicidal/homicidal history.

 

Neuro: No syncopal episodes or dizziness, no paresthesia, headaches. No change in memory or thinking patterns; no twitches or abnormal movements; no history of gait disturbance or problems with coordination. No falls or seizure history.

 

Integument/Heme/Lymph: No rashes, itching, or bruising. She uses lotion to prevent dry skin. She has no history of skin cancer or lesion removal. She has no bleeding disorders, clotting difficulties, or history of transfusions.

 

Endocrine: No endocrine symptoms or hormone therapies.

 

Allergic/Immunologic: Has hx of allergic rhinitis, but no known immune deficiencies. Her last HIV test was 10 years ago.

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OBJECTIVE DATA

 

Physical Exam:

Vital signs: B/P 110/72, left arm, sitting, regular cuff; P 70 and regular; T 98.3 orally; RR 16; non-labored; Wt: 115 lbs; Ht: 5’2; BMI 21

General: A&O x3, NAD, appears mildly uncomfortable

HEENT: PERRLA, EOMI, oronasopharynx is clear

Neck: Carotids no bruit, jvd or tmegally

Chest/Lungs: CTA AP&L

Heart/Peripheral Vascular: RRR without murmur, rub, or gallop; pulses+2 bilat pedal and +2 radial

ABD: benign, nabs x 4, no organomegaly; mild suprapubic tenderness – diffuse – no rebound

Genital/Rectal: external genitalia intact, no cervical motion tenderness, no adnexal masses.

Musculoskeletal: symmetric muscle development – some age-related atrophy; muscle strengths 5/5 all groups

Neuro: CN II – XII grossly intact, DTR’s intact

Skin/Lymph Nodes: No edema, clubbing, or cyanosis; no palpable nodes

 

ASSESSMENT:

 

Lab Tests and Results:

CBC – WBC 15,000 with + left shift

SAO2 – 98%

 

Diagnostics:

Lab:

Radiology:

CXR – cardiomegaly with air trapping and increased AP diameter

ECG

Normal sinus rhythm

 

Differential Diagnosis (DDx):

  • Acute Bronchitis
  • Pulmonary Embolis
  • Lung Cancer

 

Diagnoses/Client Problems:

 

1.) COPD

2.) HTN, controlled

3.) Tobacco abuse – 40-pack-a-year history

4.) Allergy to sulfa drugs – rash

5.) GERD – quiet, on no current medication

 

PLAN: [This section is not required for the assignments in this course but will be required for future courses.]

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Why Is It So Important To Formulate Your Brief For A Data Presentation?

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Why Is It So Important To Formulate Your Brief For A Data Presentation?

A brief is a way of communicating to clients and stakeholders about the objectives of a business and what the business aims to achieve at the end. Formulating a brief provides information to clients and partners and thus it is important to provide the right information in a proper manner for the best results (Brigham, 2016). An effective data presentation brief utilizes the relationship between the presenter and the clients and ensures that it puts data in a clear and concise manner which is able to draw the attention of the audience and make them comprehend the data (Kirk, 2016). Data presentations may contain large volumes of variable data and using the right method to formulate a brief determines the ease with which the audience is able to understand, visualize the data and create interest in the project.

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One of the methods of formulating an effective data presentation brief is through the use of charts. Charts provide an interesting way of presenting data to an audience. Charts have an advantage when presenting a data brief in that they enable presenters to display data in ways that are appealing to the audience (Kirk, 2016). This is because different charts like bar graphs can use different colors that are appealing which help to capture the attention of the audience (Kirk, 2016). In addition, bar graphs are easy to read, interpret and understand at a glance. One of the disadvantage of using charts as a method of presenting data briefs is that focusing on the visual aspects of charts as a way to make them attractive to the audience may end up camouflaging the data being presented which can make the audience to miss the objectives (Brigham, 2016). In addition, presenting complex data on charts may be boring to the audience. Another limitation with the use of charts such as pie charts is that they are limited to the number of variables that they can display and therefore, if the data contains numerous variables, they become inappropriate.

Using a Tedtalk can help in presenting data statistics to an audience. This is normally accompanied by some data slides. This method gives the presenter a golden opportunity to be more convincing to the audience through their display of confidence (Brigham, 2016). The presentation can win over the audience depending on the credibility of the speaker. This method might be a disadvantage if the presenter has poor communication skills and lack of confidence. Talking might also get the audience bored and make them fail to visualize the data.

The method of formulating a data brief presentation is very critical to the success of a presentation in terms of the ease in which the audience is able to visualize and comprehend the data and therefore presenters to select a method whose benefits outweigh the disadvantages in order to communicate effectively to the audiences.

References

Brigham, T. J. (2016). Feast for the eyes: an introduction to data visualization. Medical reference services quarterly, 35(2), 215-223.

Kirk, A. (2016). Data Visualisation: A Handbook for Data Driven Design. Thousand Oaks, CA: Sage Publications, Ltd.

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NURS 6050

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NURS 6050

Assignment: Agenda Comparison Grid and Fact Sheet or Talking Points Brief

 

It may seem to you that healthcare has been a national topic of debate among political leaders for as long as you can remember.

Healthcare has been a policy item and a topic of debate not only in recent times but as far back as the administration of the second U.S. president, John Adams. In 1798, Adams signed legislation requiring that 20 cents per month of a sailor’s paycheck be set aside for covering their medical bills. This represented the first major piece of U.S. healthcare legislation, and the topic of healthcare has been woven into presidential agendas and political debate ever since.

As a healthcare professional, you may be called upon to provide expertise, guidance and/or opinions on healthcare matters as they are debated for inclusion into new policy. You may also be involved in planning new organizational policy and responses to changes in legislation. For all of these reasons you should be prepared to speak to national healthcare issues making the news.

In this Assignment, you will analyze recent presidential healthcare agendas. You also will prepare a fact sheet to communicate the importance of a healthcare issue and the impact on this issue of recent or proposed policy.

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The Assignment: (1- to 2-page Comparison Grid, 1-Page Analysis, and 1-page Fact Sheet)

 

Part 1: Agenda Comparison Grid

Use the Agenda Comparison Grid Template found in the Learning Resources and complete the Part 1: Agenda Comparison Grid based on the current/sitting U.S. president and the two previous presidential administrations and their agendas related to the public health concern you selected. Be sure to address the following:

  • Identify and provide a brief description of the population health concern you selected and the factors that contribute to it.
  • Describe the administrative agenda focus related to the issue you selected.
  • Identify the allocations of financial and other resources that the current and two previous presidents dedicated to this issue.
  • Explain how each of the presidential administrations approached the issue.

(A draft of Part 1: Agenda Comparison Grid should be posted to the Module 1 Discussion Board by Day 3 of Week 1.)

 

Part 2: Agenda Comparison Grid Analysis

Using the information you recorded in Part 1: Agenda Comparison Grid on the template, complete the Part 2: Agenda Comparison Grid Analysis portion of the template, by addressing the following:

  • Which administrative agency would most likely be responsible for helping you address the healthcare issue you selected?
  • How do you think your selected healthcare issue might get on the agenda for the current and two previous presidents? How does it stay there?
  • Who would you choose to be the entrepreneur/ champion/sponsor of the healthcare issue you selected for the current and two previous presidents?

 

Part 3: Fact Sheet or Talking Points Brief (THIS PART IS NEEDED)

Based on the feedback that you received from your colleagues in the Discussion, revise Part 1: Agenda Comparison Grid and Part 2: Agenda Comparison Grid Analysis.

Then, using the information recorded on the template in Parts 1 and 2, develop a 1-page Fact Sheet or Talking Points Brief that you could use to communicate with a policymaker/legislator or a member of their staff for this healthcare issue. You can use Microsoft Word or PowerPoint to create your Fact Sheet or Talking Point Brief. Be sure to address the following:

  • Summarize why this healthcare issue is important and should be included in the agenda for legislation.
  • Justify the role of the nurse in agenda setting for healthcare issues.

Agenda Comparison Grid and Fact Sheet or Talking Points Brief Assignment Template for Part 1 and Part 2

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Part 1: Agenda Comparison Grid

 

Use this Agenda Comparison Grid to document information about the population health/healthcare issue your selected and the presidential agendas. By completing this grid, you will develop a more in depth understanding of your selected issue and how you might position it politically based on the presidential agendas.

 

You will use the information in the Part 1: Agenda Comparison Grid to complete the remaining Part 2 and Part 3 of your Assignment.

 

 

Identify the Population Health concern you selected.  

Mental Health Issue (Depression)

 
Describe the Population Health concern you selected and the factors that contribute to it. Depression is the foremost cause leading young population to death in the USA. According to Cockerham, depression is a mental disorder, which is caused by psychological, persistent social and biological pain. This leads to disinterest of social life and committing suicide. Yet, if depression is not treated, it may lead to dementia, stroke and heart attack. In the past six to ten years, researchers such as Disease Control and Prevention found that youngsters at the age of 18 to 24 years, experience depression and going through suicidal thoughts. Unlike citizens 45 to 65 years of age, reports have reported that deaths among these particular group have been significantly rising. Mental health illnesses have brought many US presidents attention, which most of them have taken various steps allowing easy access to treatments and medicines.

 

 

 
Administration (President Name) (Current President)

Donald Trump

 

 (Previous President)

Barack Obama

 (Previous President)

George W. Bush
Describe the administrative agenda focus related to this issue for the current and two previous presidents. – To renovate the Patient Protection and Affordable Care Act, president Donald Trump came up with a different strategy, a new healthcare bill.

– Diminishing the amount of Medicaid is one of the undertaken steps of Donald Trump’s administration. This way, insurance plan will only cover substance use and mental issues meanwhile majority of them depend on low income.

 

 

 

 

 

 

 

 – Obama signed an act, the Patient Protection and Affordable Care Act. It is also known to be Obamacare, allowing the extension of federal mental parity to Medicaid.

– The purpose of the act is to support people with mental illnesses and people who are disable. In 2010, president Obama signed the Frank Melville Supportive Housing Investment Act.

 

 

 – In 2002, George W Bush shaped a commission, which involved experts in the mental health field.

– President George W Bush wanted to bring the anguishes undergone by mentally ill citizens to an end. President George W Bush signed the Pete Domenici Mental Health Parity and Addictions Equity Act in 2008. An all-inclusive law that covers health insurance. The act states the treatment of drug abuse and other health conditions.

– In 2003, W. Bush signed the Medicare Modernization Act. He also supported the formation of health savings accounts. Patients who have metal health can also access the savings scheme.

 

 

 
Identify the allocations of financial and other resources that the current and two previous presidents dedicated to this issue.  

– Funds provision to mental health and abuse services has been reduced by $600 million in the economic year 2019. To the erection of new healthcare system, President Donald Trump proposed a provision of $500 million.

 

 

 

 

 

 

 

 

  

– Obama proposed $500 million in 2008/2009. The money was to be used to increase Americans mental health medication and care.  Early identification permits doctors to prompt treatment for mentally ill citizens. Therefore, President Obama defied agencies to post additional data to check citizen’s background.

  

None
Explain how each of the presidential administrations approached the issue.  

– Regardless of the funds that have been planned for the new healthcare plan, Trump’s management happened to fail. The consideration of low-income earners depends on ACA and Medicaid. So the American Heal Care Act will not identify the Act compelling Medicaid.

 

 

 

 

 

 

 

 

  

– President Obama came up with a healthcare plan that helped to rationalize the healthcare subdivision. The way it is done is by identifying the need for efficient use and that is deliberating all the Americans.

  

– With President W. Bush’s management, it actually made a great breakthrough undertaking mental health and healthcare issues. Through Medicaid, the government was able to access to healthcare to low-income earners.

 

 

 

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Which administrative agency would most likely be responsible for helping you address the healthcare issue you selected?

Centers for Disease Control and Prevention (CDC). The Centers for Disease Control and Prevention cooperates on creating the expertise, tools, and information allowing people and communities insure their health through health promotion, preventing diseases, injury, disability, alertness for new health threats.

How does the healthcare issue get on the agenda and how does it stay there?

Across the globe, there is a growing number of diseases being reported everyday. The need for healthcare wellbeing and planning must be recognized by political leaders. Many Americans are being affected by this matter, therefore the administrations must make these health issues part of their agenda. Healthcare issues can be deliberated through legislation and become part of the government’s agenda. With that said, leaders must come up with new ideas on how to reduce and accommodate medical bills that are paid by their people. The healthcare will stay on the agenda until a solution is made.

Who was the entrepreneur/champion/sponsor of the healthcare issue you selected?

–    John F. Kennedy

 

References

 

Alexander, L. M., Keahey, D., & Dixon, K. (2018). Opioid use disorder: A public health emergency. Journal of the American Academy of PAs, 31(10), 47-52.

Centers for Disease Control and Prevention. (n.d.). Retrieved from https://www.cdc.gov/

Cockerham, W. C. (2016). Sociology of mental disorder. Taylor & Francis. Heller, B. D. (2016). Revolutionizing the Mental Health Parity and Addiction Equity Act of 2008. Seton Hall L. Rev., 47, 569. Thompson, F. J., Gusmano, M. K., & Shinohara, S. (2018). Trump and the Affordable Care Act: Congressional Repeal Efforts, Executive Federalism, and Program Durability. Publius: The Journal of Federalism, 48(3), 396-424.