Write a review of Ms. Sunshine’s medical history

Case Study Ms. Sunshine, a 54-year-old African American woman, is diagnosed with coronary artery disease (CAD). Her main coronary artery is 90% occluded. The resulting decrease in blood flow provides insufficient oxygen for the production of ATP. There is well-established evidence that early intervention of reopening the occlusion significantly improves the outcome of CAD patients. In the case of Ms. Sunshine, the possible early use of thrombolytic intervention pre-PCI may assist in returning adequate, highly oxygenated blood back to the almost-occluded area of her myocardium, but further information is needed to determine if the cellular injury that has already occurred from the lack of oxygen leading to hypoxia to the area of the myocardium will be reversible. Ms. Sunshine decided to travel from Denver to Boston to see her son, Mitchell, and her new grandson. Mitchell left Denver two years ago to take a position at one of the city hospitals and has not seen his mother since he left. He is studying at Southern New Hampshire University to be a master’s-prepared nurse. Mitchell has been quite busy with a new position, a new baby, as well as taking the advanced pathophysiology course. Mitchell meets his mother at the airport, and he notices that Ms. Sunshine is short of breath and looks very tired and anxious. When he asks her whether she has chest pain, she denies chest pain but admits that she did have some chest discomfort before leaving the Denver airport. Mitchell knows that his mother has hypertension and suspects that she has not been faithful about taking her medications. He calls 911 and takes his mother to the hospital directly, despite Ms.Sunshine’s objections. She admits to him that she has had dyspnea and fatigue for the past week but thought that she might have the flu or that perhaps the long trip had made her tired and caused some breathing problems. Mitchell has a slight delay negotiating his way out of the airport to follow the route to the nearest emergency department. Ms. Sunshine has been triaged, and a series of diagnostic tests have been ordered and are being processed. Mitchell finds his mother lying in bed with the head of the bed elevated, an oxygen mask in place, and IV infusing into her right arm, and she is connected to telemetry and being attended to by the emergency department staff. Mitchell informs the ED staff that his mother is allergic to penicillin and shellfish. He reiterates that she does not always take her BP medication. A review of Ms. Sunshine’s medical history with her son reveals the following:  Hypertension  Hyperlipidemia  Insomnia  Episodes of Anxiety since husband’s death last year Other pertinent data reveled during the interview with Mitchell finds that Ms. Sunshine lives alone in Denver in a one bedroom ground-level garden apartment with group of fellow widowers in the neighborhood who she sees frequently. She is known to socialize with the group at least once a week and admits to 1 glass of red wine per night with dinner. She has a remote history of smoking ½ pack of cigarettes per day, but quit 10 years ago. Current Vital Signs: BP 148/88 L arm, pulse 88 regular, RR 16, Temp; 36.9°C oral You now take the role of the master’s-prepared nurse in the emergency department and have received the following diagnostic results: Relevant lab values (assume all other lab values are normal) Na = 138; K = 6.2; Cl = 106; BUN = 28; Cr = 2.4; Cholesterol = 248 mg/dl, LDL = 160 mg/dl Date 3/15 3/15 3/16 3/16 Time 1700 0000 0600 1400 CPK 778 966 598 103 CPK-MB 12 15 10 2 Troponin T: mcg/L 0.03 0.5 1 1 Relevant diagnostic tests: Chest x-ray: lungs clear, tortuous aorta, cardiomegaly ECG: inferior MI; ST-segment elevation, T wave elevation, pathologic Q waves. prompt: use the information in this case study to prepare a SAOP note document showing the S: subjective information, O: objective information, A: Assessment, P: plan,

Do you suppose they would have been allowed to do so without repercussion?

For example, Marx might have a great deal to say regarding individual access to healthcare right now and the inequalities faced by those that “have” compared to those that “have not”. Think about some of the rhetoric you currently hear concerning “opening up the country to save capitalism” even if it could be devastating to many of the population, especially those from lower socioeconomic means. Perhaps we might be able to hear DuBois here in a discussion of racial inequality. For example, if those in Ohio that took up arms and surrounded the state capital were people of color…..do you suppose they would have been allowed to do so without repercussion? Maybe we think about Durkheim and the state of anomy that many are experiencing right now based on the loss of their jobs, mandated but neccesary isolationism, and disconnect from their support networks. Perhaps we think of Weber in a variety of different ways including how our Judeo-Christian legacy is affecting how we deal with this new reality as a society and where we go from here.

Explain each of these vocabulary words in an anthropological way (defining each term in your own words, not directly from the notes) in relationship to the article.

For this assignment, you will be reading an article about conservation.Once you have read the content, in one full paragraph, tell me (in three sentences minimum) one specific thing that you learned from the article. In your second paragraph, tell me some specific information that you would have liked to have seen discussed further in the article (in three sentences minimum). Then, choose 2 vocabulary terms from the fieldwork notes and 3 vocabulary terms from the conservation notes from the Canvas module section. Explain each of these vocabulary words in an anthropological way (defining each term in your own words, not directly from the notes) in relationship to the article. Each vocabulary word should be defined in one sentence and each relationship in another sentence.

DISCUSS EDUCATION- FAMILY ENGAGEMENT.

Part 1: Required for All Research and secure a copy of your district’s and/or school’s Family Engagement Plan. Submit a copy of the district/school Family Engagement Plan with your completed plan. Part 2: Required for All View: Linking Family Engagement to Learning: Karen Mapp’s 8 for 8, https://youtu.be/KDPY1t8E6Cg Read: Joining Together to Create a Bold Vision for Next Generation Family Engagement: Engaging Families to Transform Education, Global Family Research Project, Ocober 2018 Read: Re-imaging the Parent-Teacher Conference, by Heather b. Weiss, Global Family Research Project, October 2015 VVVVVV https://www.researchgate.net/publication/234687228_Beyond_Random_Acts_Family_School_and_Community_Engagement_as_an_Integral_Part_of_Education_Reform_National_Policy_Forum_for_Family_School_Community_Engagement Reading Response: After viewing and reading the required text selection, prepare a written response and refer to the following guiding questions to structure your response. What are the complexities of this issue? What new ideas are here for you to consider? What connections can you make between the research and your district/school’s family engagement plan? Part 3: Personal Family Engagement Plan Research: Your personal Family Engagement Plan needs to be supported with current research. The first part of your plan needs to cite the research that resonates with you and that you think you can feasibly apply within your first year of teaching. Best Practices: Identify and describe best practices from the research and from your district/school’s family engagement plan that you will strive to implement within your first year of teaching.

Discuss how psychological theories and research contributed to the apprehension, prosecution, understanding and/or treatment of this criminal.

pick a high-profile criminal listed on the assignment page and explain the biological, situational, and developmental factors that contributed to this criminal’s behavior to include geographic mobility, victimology, and M.O./signature. Examples of Possible Criminal Profiles David Berkowitz (son of sam) Dennis Rader (BTK) Ted Bundy Jeffry Dahmer Albert Fish John Wayne Gacy Aileen Wuornos Make sure you provide the following: 1. Give a thorough description of the criminal’s background (life story). 2. Utilize course material to explain the criminal’s behavior to include geographical mobility, victimology, modus operandi, and signature 3. Discuss how psychological theories and research contributed to the apprehension, prosecution, understanding and/or treatment of this criminal.

Write a Case Study on Ms. Terra Jones.

Ms. Terra Jones is a 30 year old African American single mother of three children and resides in an economically disadvantaged housing project in the inner city. She frequently visits the health center with a multitude of complaints typically focused around injury. In the past 6 months, Ms. Jenkins has been seen for a miscarriage, a fractured wrist related to a fall while rollerblading, and a head injury related to an altercation with another woman for unknown reasons. Ms. Jones states that her husband is incarcerated and she has no family support; her mother died of HIV when she was a teenager, and she doesn’t speak with her father. When she presents to the health center, she is anxious and despondent and seeks pain medication. She seems to have little insight inter her problems. She is currently being investigated by the Department of Children and Families for child neglect.

Discuss The Nizámu’l Mulk, On the Courtiers and Familiars of Kings.

1 is an excerpt from the Nizámu’l Mulk’s Treatise on the Art of Government, in which he explains the type of men with which the Caliph should surround himself. After moving the capital to Baghdad, the Abbasids took on many Persian traditions and institutions, including the use of viziers. These were hereditary, powerful, and often very effective administrative officials within the Caliphate. The Nizámu’l Mulk, On the Courtiers and Familiars of Kings No king can be without worthy courtiers with whom he may be at his ease and behave without restraint. For the constant society of dignitaries, of princes, and of generals, by emboldening them, detracts from the dignity and majesty of the sovereign. Speaking generally, the king should not make a familiar of anyone whom he has appointed to office, for the reason that the freedom which he enjoys on the king’s carpet may lead him to practice extortion and so do harm to the king’s subjects. The governor of a province should forever stand in awe of the king, while the courtier must be ever at his ease, so that the king may derive pleasure from him and the king might find relaxation through him. They should have a fixed time for one another; and it should be after the king has held audience and the great officers have all departed. There are certain advantages in having a courtier. One of these is that he is a friend to the king; another, this, that seeing he is in the king’s company day and night, he acts as his bodyguard; another, that should any danger appear (which Heaven forfend!) he sacrifices his own body and makes it a shield to ward off the peril; still a fourth is that the king may hold conversation on a thousand topics with his courtiers in a way impossible with officers and functionaries of the king. Fifthly, courtiers, like spies, bring the king information about his vassals. Sixthly, they converse in the freest manner of all things, good or ill, being drunk or sober; and in that there is great benefit. The courtier should be essentially honorable and of excellent character, of cheerful disposition and irreproachable in respect of his religion, discreet and a clean liver. He should be able to tell a story and repeat a narrative either humorous or grave, and he should remember news. He should also be consistently a carrier of pleasant tidings and the announcer of felicitous happenings. He should also have acquaintance of backgammon and chess, and if he can play a musical instrument and can handle a weapon, it is all the better. The courtier also must ever be in agreement with the king. Whatever he hears the king say, he must cry “Bravo!” or “Excellent!” and let him never play the pedagogue, saying “Do this,” or “Don’t do that,” or “Why did you do that?” or “This is a thing one should not do.” Such conduct will prove disagreeable to the king and may lead to dislike. . . . On the other hand, whenever the question is one appertaining to kingship, or campaigning, or raiding, or administration, or supplies, or gifts, or war and peace, or the army, or the king’s subjects, and the like matters, then such question had better be decided with the aid of the vizier and the great experts in these faculties, and the elders of experience, in order that affairs may follow their proper course. CREDIT from The Nizámu’l Mulk, Treatise on the Art of Government, translated by Reuben Levy, M.A., 1929 as posted on the Internet Medieval Sourcebook, (c) Paul Halsall. Reprinted with permission.