How does the state, civil society, and especially external interests affect African countries, often in similar ways but sometimes quite differently?
Has the US Army maintained its status as a profession? Are you why or why not. Give at least one example to support the argument.
Many cardiac disorders such as myocardial infarctions are a common problem in the acute care setting. Thus it is essential for you, as the advanced practice nurse caring for acute patients, to identify potential signs and symptoms of complications. Although some cardiac disorders require outpatient treatment and management, other procedures such as CABGs or valve replacements are more common and frequently require major interventions. In your role with acute cardiac patients, you must evaluate symptoms and determine how to treat patients. For this Discussion, consider potential diagnoses, treatment, and/or referral options for the patients in the following 3 case studies.
Case Study 1
Tom is 56-year-old African American male who presented to the ED with chest pain radiating to his back. The pain has been continuous for 1 hour. The patient complains of shortness of breath. The pain has not been relieved with rest. The patient’s vitals are: 99.1-98-18-198/110. The patient’s cardiac enzymes are negative. Labs results are as follows:
Na 134
K 4.1
Cr 1.8
BUN 42
Glucose 248
WBC 13.1
Hbg 14.1
Hct 44.2
Plt 236
EKG sinus rhythm no ekg changes
Case Study 2
Liz is a 79-year-old female with a history of aortic stenosis and hypertension. The patient underwent elective aortic valve replacement yesterday. This AM during rounds, the patient is sitting up in the chair. Vital signs: 99.4-54-20-85/50. Pa 29/13, CVP10. Urine output 20 ml/hr for the last 3 hours. Cardiac output 3.9, cardiac index 1.8. Patient’s preop ef was 50%. Labs are as follows:
K 4.0
Cr 1.5
BUN 42
Hgb 9.8
Hct 29.1
Plt 138
Postoperative chest X-ray normal
Case Study 3
Arvid is a 69-year-old male you are seeing in CCU 1 hour after he had a CABG × 4. The patient is intubated. VS: 97.1-78-14-90/50. PA 30/13, CVP 12. ABG 7.21-49-98-19.6-99%- -6 base deficit. Mixed venous O2 sat 68. Hgb 10.2, Hct 32.1. The patient is sedated. Vent settings FiO2 50%, IMV 12, PEEP 5, tidal volume 550.
To prepare:
Review and select 1 of the 3 case studies provided. Analyze the patient information.
Consider a differential diagnosis for the patient in the case study you selected. Think about the most likely diagnosis for the patient.
Think about a treatment and management plan for the patient. Be sure to consider appropriate dosages for any recommended pharmacologic and/or nonpharmacologic treatments.
Consider strategies for educating patients and families on the treatment and management of the cardiac disorder.
By Day 3
Post an explanation of the differential diagnosis for the patient in the case study you selected. Explain which is the most likely diagnosis for the patient and why. Include an explanation of unique characteristics of the disorder you identified as the primary diagnosis. Then, explain a treatment and management plan for the patient, including appropriate dosages for any recommended treatments. Finally, explain strategies for educating patients and families on the treatment and management of the cardiac disorder.
1. What are some examples of industries not mentioned in the lecture / textbook that demonstrate increasing returns to adoption?
2. Identify an example of platform ecosystems not mentioned in the lecture, and discuss how firm strategy differs from traditional businesses.
Hint: watch video “How platforms change structure and strategy (Marshall van Alstyne)” at https://youtu.be/e5B9pfuVrMU
3. What were the most important / insightful / interesting lessons from this week’s lecture? Why?
*Do not write the questions when you answer the questions. Just put the number and answer to the questions directly.
*Do not write any introduction or conclusion. Please just write the number of the question and answers directly.
THE ORIGINAL POST: Watch the video that I posted. Additionally, read those three short articles that I have supplied links to. As you develop your Original Post, take a clear stand on the red-font claim. I would like you to formally address some of these following questions: Should public school teachers be Facebook friends with their students? Why or why not? Is this unethical and/or unprofessional? Again, I am not talking about college instructors here: I am asking you whether or not it is appropriate for K-12 students to be friends with their teachers on Facebook. Is it not OK for K-8 students to be Facebook friends with their teachers, but OK with 9-12 students? Or should teachers wait until students graduate from high school before “friending” them on Facebook? What are the risks of this interaction? What are the benefits? Do the risks outweigh the benefits? Explain. Would you allow your child to “friend” his/her teacher on Facebook? Why or why not? If so, at what age? What is your reaction to the posted materials? Which resource did you find the most compelling? Why?
As you develop your response, you must formally address in detail at least (2) of the resources posted for this forum in an extended fashion. That means quotes or very direct references. For the Idaho Press-Tribune, use (Idaho) as your citation for direct quotes, and for the Kidsafe Foundation, just use (Kidsafe) after your quotes. The other two resources have authors listed.
A nice way to organize this effort would be to offer a good paragraph on one resource, a second good paragraph on another resource, and a final paragraph that tackles in depth some of those questions that I’ve pitched. This final paragraph would make it clear where you stand in regard to that red-font claim.
Your Original Post, an essay of no fewer than 800 words, is due June 13.
RESPONSE POST: None required here. http://www.pamelarutledge.com/2011/06/24/should-teachers-and-students-be-facebook-friends-3/
https://www.modernmom.com/b5319434-3b35-11e3-be8a-bc764e04a41e.html
https://www.idahopress.com/news/national/should-teachers-and-students-be-facebook-friends/article_224bdc54-89ae-11e1-9769-001a4bcf887a.html
1. Introduction and overview of the book (Leading People Through Disasters, An Action Guide, Preparing for and Dealing with the Human Side of Crises, by Kathryn McKee & Liz Guthridge
2. Three (3) points from the book and how they relate to an experience, incident, cultural
phenomenon, activity, program, etc., within the Fire Fighting Industry
3. Conclusion with three (3) recommendations, based on the material from the book, which can be applied, would enhance the Fire Service as an organization or that would be beneficial to the members or have been applied during our current situation.
The magazine industry and the recording industry are specifically geared towards niche audiences. How did both industries accommodate technological (for example cassette tape) and cultural (for example globalization) change? Using your own experiences and observations of audiences (family members, relatives, friends, etc.) illustrate why it is becoming difficult or easy to target specific audiences ( focus only on one of these industries).
AG is a 54-year-old Caucasian male who was referred to your clinic to establish care after a recent hospitalization after having a seizure related to alcohol withdrawal. He has hypertension and a history of alcohol and cocaine abuse. He is homeless and is currently living at a local homeless shelter. He reports that he is out of his amlodipine 10 mg which he takes for hypertension. He reports he is abstaining from alcohol and cocaine but needs to smoke cigarettes to calm down since he is not drinking anymore.
Post an explanation of the specific socioeconomic, spiritual, lifestyle, and other cultural factors associated with the patient you were assigned. Explain the issues that you would need to be sensitive to when interacting with the patient, and why. Provide at least five targeted questions you would ask the patient to build his or her health history and to assess his or her health risks.
Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.
Chapter 1, “The History and Interviewing Process†(Previously read in Week 1)
This chapter highlights history and interviewing processes. The authors explore a variety of communication techniques, professionalism, and functional assessment concepts when developing relationships with patients.
Chapter 2, “Cultural Competencyâ€
This chapter highlights the importance of cultural awareness when conducting health assessments. The authors explore the impact of culture on health beliefs and practices.
Dains, J. E., Baumann, L. C., & Scheibel, P. (2019). Advanced health assessment and clinical diagnosis in primary care (6th ed.). St. Louis, MO: Elsevier Mosby.
Credit Line: Advanced Health Assessment and Clinical Diagnosis in Primary Care, 6th Edition by Dains, J.E., Baumann, L. C., & Scheibel, P. Copyright 2019 by Mosby. Reprinted by permission of Mosby via the Copyright Clearance Center.
Chapter 2, “Evidenced-Based Clinical Practice Guidelinesâ€
Melton, C., Graff, C., Holmes, G., Brown, L., & Bailey, J. (2014). Health literacy and asthma management among African-American adults: An interpretative phenomenological analysis. Journal of Asthma, 51(7), 703–713. doi:10.3109/02770903.2014.906605
Credit Line: Health literacy and asthma management among African-American adults: An interpretative phenomenological analysis by Melton, C., Graff, C., Holmes, G., Brown, L., & Bailey, J., in Journal of Asthma, Vol. 51/Issue 7. Copyright 2014 by Taylor & Francis, Inc. Reprinted by permission of Taylor & Francis, Inc. via the Copyright Clearance Center.
The authors of this study discuss the relationship between health literacy and health outcomes in African American patients with asthma.
Centers for Disease Control and Prevention. (2015). Cultural competence. Retrieved from https://npin.cdc.gov/pages/cultural-competence
This website discusses cultural competence as defined by the Centers for Disease Control and Prevention (CDC). Understanding the difference between cultural competence, awareness, and sensitivity can be obtained on this website.
United States Department of Human & Health Services. Office of Minority Health. (n.d.). A physician’s practical guide to culturally competent care. Retrieved June 10, 2019, from https://cccm.thinkculturalhealth.hhs.gov/
From the Office of Minority Health, this website offers CME and CEU credit and equips healthcare professionals with awareness, knowledge, and skills to better treat the increasingly diverse U.S. population they serve.
Espey , D. K., Jim, M. A., Cobb, N., Bartholomew, M., Becker, T., Haverkamp, D., & Plescia, M. (2014). Leading causes of death and all-cause mortality in American Indians and Alaska Natives. American Journal of Public Health, 104(Suppl 3), S303–S311.
The authors of this article present patterns and trends in all-cause mortality and leading cause of death in American Indians and Alaskan Natives.
Wannasirikul, P., Termsirikulchai, L., Sujirarat, D., Benjakul, S., & Tanasugarn, C. (2016). Health literacy, medication adherence, and blood pressure level among hypertension older adults treated at primary health care centers. Southeast Asian Journal of Tropical Medicine and Public Health, 47(1), 109–120.
The authors of this study explore the causal relationships between health literacy, individual characteristics, literacy, culture and society, cognitive ability, medication adherence, and the blood pressure levels of hypertensive older adults receiving healthcare services at primary healthcare centers.
The South and Slavery
In the 17th and 18th centuries, enslaved Africans worked mainly on tobacco, rice, and indigo plantations of the southern coast from Virginia down to Georgia.
By the end of the 18th century, the land used to grow tobacco was nearly exhausted and the South faced an economic crisis that put the future growth of slavery in doubt.
At the same time, the American Revolution changed the way many former colonists thought about slavery. Particularly, in the North, Americans began to link the oppression of enslaved Africans to their own oppression by the British and started to call for slavery’s abolition. The Federal Constitution acknowledged slavery, but nobody was sure what the future of slavery would be in the United States.
The mechanization of the textile industry in England in the 1790s led to a huge demand for American cotton, a southern crop that was extremely labor intensive. To sell cotton you first have to remove the seeds from the raw cotton by hand. This difficulty had always made cotton an expensive crop to grow. But with demand growing, southern plantation owners began to consider the crop as a replacement for their failing harvests.
In 1793, a young northern schoolteacher named Eli Whitney invented the cotton gin and made slavery more important in the South. The cotton gin was a simple device that efficiently removed the seeds. His device was widely copied and within a few years the South would transition from the large scale production of tobacco to the cotton. King cotton, as it quickly became called, reinforced the region’s dependence on slave labor.
By comparison, in the north slavery died out. Although many of the region’s businessmen grew rich on the slave trade, slavery had never been widespread and under pressure from the new abolitionist movements came to an end. Between 1774 and 1804, all of the northern states abolished slavery. The United States had become a nation divided by slavery.
In the South, the slave population grew rapidly. Although the United States Congress outlawed the African slave trade in 1808, the domestic trade flourished and the enslaved population in the south tripled over the next 50 years. By 1860 there were over 4 million slaves with just over half laboring on cotton plantations. Together they made up one-third of the population of the south
Today, we are going to try and understand what slavery was like from the perspective of the cotton plantation slave.
Reading:
Past and Present, Chapter 11 “Slaves and Masters,” pp. 248-256, 261-265.
In the reading, you should focus on the different types of slavery that existed in the south. Think about the different ways Southern Society reinforced the institution of slavery and the many ways that enslaved Africans tried to resist. Ask yourself, to what extend did enslaved people manage to create their own communities and identities in the South before the Civil War.
Lectures:
Watch the 2004 PBS documentaries Slavery and the Making of America. you should focus on the parts of episodes 3 and 4 that explore plantation slavery. Part 3 — 1:51:45 Part 4 — 2:47:40
Link:
Assignment:
Plantation Slavery
What was life like for enslaved Africans on southern cotton plantations? Here we have a problem with sources. Most of the accounts of plantation of slavery were written by white slave owners or white eyewitnesses. If read carefully, these sources can be useful for understanding how plantation slavery worked, but they rarely offer any insight into the enslaved experience of plantation slavery. The problem is that the enslaved population left almost no first-hand accounts of their lives. Historians rely heavily on a literary genre called “slave narratives.” These are published narratives by formers slaves who escaped to the north before the Civil War. They were published as part of the abolitionist movement with the goal of teaching northern audiences about the horrors of slavery. These sources are good first-hand accounts but written after the experience and influenced by the agenda and strategies of the abolitionist movement.
Instructions:
You are going to write an extract from a slave narrative. You can find a selection of extracts from slave narratives addressing eleven different aspects of the plantation experience:
1. Enslavement
2. The Middle Passage
3. Arrival
4. Conditions of Life
5. Life of a Motherless Child
6. Family
7. Religion
8. Punishment
9. Resistance
10. Flight
11. Emancipation
http://www.vgskole.net/prosjekt/slavrute/primary.htm (Links to an external site.)
Describe Helicopter’s Designed With Crash Resistant Fuel Systems Can Save Lives In Post Crash Fires.
