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Walter Mischels personality theory Essay Walter Mischels personality theory Essay Essay Question: In the context of Walter Mischel’s personality theory , analyze what is meant by a consistency paradox. Need: Introduction Body Conclusion Reference: Theories of Personality Jess Feist, Gregory J. Feist, and Tomi-Ann Roberts, 2018Mc Graw-Hill Education ISBN.13: 978-0-077-86192-6 ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes. Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages. Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor. The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument. ADDITIONAL INSTRUCTIONS FOR THE CLASS Discussion Questions (DQ) Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses. Weekly Participation Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week. APA Format and Writing Quality Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition. Use of Direct Quotes I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. LopesWrite Policy For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score. Late Policy The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. Communication Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Electrogastrography Detecting Electrical Activities & Processes Lab ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Electrogastrography Detecting Electrical Activities & Processes Lab Hello, I need someone to write me a lab report about this experiment. This requires various equipment. You must be able do PERL programming. please pick the question if you can help. I have attached everything from notes to date and sample lab report in the bottom of this question. Electrogastrography Detecting Electrical Activities & Processes Lab attachment_1 attachment_2 attachment_3 attachment_4 attachment_5 Updated 2.27.12 BSL PRO Lesson H34: Electrogastrogram From a Human Subject This PRO Lesson describes how to record an electrogastrogram (electrical activity from the stomach muscles) from a resting human subject. All data collection and analysis is done via the Biopac Student Lab PRO software. Objectives 1. To record EGG from a human subject using surface electrodes. 2. Analyze the frequency of the signal using a Fast Fourier Transform. 3. Optional: The subject will eat a meal and record the EGG signal before and after eating. Overview In a healthy individual, the stomach muscles contract at regular intervals, giving a rhythmic electrical signal that is recorded by the electrodes. In a healthy subject at rest, the rhythm of the contraction is approximately three cycles per minute (.05 Hz). The power and frequency of the signal changes after a subject eats a meal. Students will place three disposable surface electrodes on the surface of the abdomen above the stomach to record the electrogastrogram (electrical activity from the stomach muscles) from a fasting human subject and, if desired, after eating. ? Read more about the electrogastrogram at MedicineNet.com Equipment ? BIOPAC electrode lead set (SS2L) ? BIOPAC electrodes (EL503)—three per subject ? Electrode gel and abrasive pad (BIOPAC GEL1 and ELPAD) ? Computer running Windows XP or Mac OS X ? Biopac Student Lab PRO software (BSL 3.7.3 or higher) ? BIOPAC Hardware (MP36, MP35 or MP45) www.biopac.com Page 1 of 5 BSL PRO Lesson H34 BIOPAC Systems, Inc. Setup Hardware 1. Turn your computer ON. ? If using an MP36/35 unit, turn it OFF. ? If using an MP45, make sure USB cable is connected and “Ready” light is ON. 2. Plug the Electrode Lead (SS2L) into CH 2. 3. Turn ON MP36/MP35 unit. Software 1. Launch the BSL PRO software. 2. Open the template file by choosing File menu > Open > choose Files of type: Graph Template (*GTL) > File Name: h34.gtl or H34 Electrogastrogram.gtl Calibration ? None required. Subject 1. Prepare the subject. For best results a. Remove all substantial metal jewelry from the Subject. b. Make sure that the Subject is not touching any metal (metal pipes, chairs etc.). c. Clean and abrade skin around electrode sites. ? If the skin is oily, clean electrode sites with soap and water or alcohol before abrading. d. Apply a drop of gel to each electrode. 2. Place three EL503 disposable surface electrodes on the Subject as indicated below. Electrode Position a. Place two electrodes on either side of the upper abdomen above the stomach. b. Place a third electrode above one of the first two. Lead Color RED Top (side with two electrodes) BLACK Bottom (side with two electrodes) WHITE Opposite (side with one electrode) 3. Attach the SS2L electrode leads by color as indicated above. ? The pinch connectors work like small clothes pins; however they will attach to the electrode only on one side. You may have to rotate the pin to make sure the metal on the inside of the clip is connected, touching, and clamped onto the electrode at the base of the nipple. ? Clip connector cables to subject’s clothing, or place so that there is no strain on the electrode clips or the cable wires at any point in the set up. 4. Turn on the MP unit. www.biopac.com Page 2 of 5 BSL PRO Lesson H34 BIOPAC Systems, Inc. 5. Subject gets in a supine position, with eyes closed. It is important that Subject is completely still during the recording. 6. Wait 5 minutes after the electrodes have been attached to the skin to begin recording (this gives the gel time to settle and maximize conductivity). Recording 1. Click the Start button to begin recording. UTA BE 4382 Electrogastrography Detecting Electrical Activities & Processes Lab 2. Record at least 10 minutes of continuous EGG data from the Subject at rest and then click Stop. o A clinical EGG normally takes 2-3 hours (to record fasting and after a meal), but you can see the essential characteristics of an EGG recording in much less time. o The template is set for 60 minutes of recording, but it can be lengthened or shortened as desired. 3. Optional: Ask the Subject to sit up and eat some food. After eating, the Subject should lie down and relax. 4. Click Start to begin recording. 5. Record at least 10 minutes of continuous EGG data from the Subject after eating and then click Stop. The following shows sample data. Note that the first 30 seconds of data is not valid as the filters are settling. Sample Data www.biopac.com Page 3 of 5 BSL PRO Lesson H34 BIOPAC Systems, Inc. Analysis 1. To make sure all data is shown, select Display > “Autoscale Horizontal” followed by Display > “Autoscale Waveforms”. 2. Select an area of data (using I-beam tool) that does not include the filter settling time (approx. first 30 seconds). Note: If multiple recordings (segments) were performed (i.e. before and after eating), only select data in the first recording. An append event marker ( ) is displayed at the start of each recording. Sample Data Selection 3. Select FFT from the Transform menu. 4. Select “Pad with zeros”, “Remove mean”, “Magnitude”, “Linear”, “Remove trend”, and “Window Hamming”, and then click OK. FFT Dialog Selections 5. The system will perform an FFT over the selected region of data. 6. In the FFT graph, zoom in on the frequencies of interest (0 to approx. 0.5 Hz.) www.biopac.com Page 4 of 5 BSL PRO Lesson H34 BIOPAC Systems, Inc. Zoom in on frequencies of interest 7. Set the first measurement box for “F@Max” (Frequency at maximum amplitude) from the pull-down menu. 8. Select an area that encompasses the maximum amplitude and record the measurement “F@Max”. Note that the frequency units will vary depending on software used. In the example below, the units are in “mHz” which is milli-Hertz. The measurement should be close to .05 Hz (50 mHz), which represents three contractions per minute. Frequency at Maximum measurement 9. If you performed the test before and after eating, repeat the analysis for the second recording segment. o You should notice a change in amplitude and frequency. www.biopac.com Page 5 of 5 Electrogastrography BE 5382 11th February, 2014 Food Processing Components of the Digestive System Gastrointestinal tract (GI) is a continuous tube that consists of the mouth, pharynx, esophagus, stomach, small intestine, large intestine, and anus. The lumen of this tube is continuous with the external environment. The accessory organs are the salivary glands, exocrine glands, and biliary system (liver and gallbladder). Digestive Tract Sructure ? mucosa – luminal surface. ? inner epithelial layer has exocrine and endocrine cells. ? middle lamina propria is connective tissue. ? muscularis mucosa is sparse layer of smooth muscle. ? ? ? submucosa – under the mucosa – large blood and lymph vessels. muscularis externa – between sub mucosa & serosa (outer layer) – an inner circular and outer longitudinal layer – contractions produce the propulsive and mixing movements. UTA BE 4382 Electrogastrography Detecting Electrical Activities & Processes Lab myenteric plexus – between the two smooth muscle layers – innervates stomach wall. Functions of the digestive system ? ? ? ? ? MOTILITY – movement of food through the digestive tract (ingestion, mastication, deglutition, peristalsis). SECRETION – both exocrine (water, acids, enzymes) and endocrine (gastrin, cholecystokinin, secretrin). DIGESTION – the breakdown of food molecules into their smaller absorbable subunits ABSORPTION – passage of digested end products into the blood or lymph. STORAGE & ELIMINATION – temporary storage and subsequent elimination of indigestible food molecules. GI Problems & Their Diagnosis ? GI Problems: ? ? ? ? ? Nausea Gastric Reflux Peptic Ulcer Irritable Bowel Syndrome Cirrhosis ? Clinical methods: – Electrogastrography; ?-raying methods; Endoscopy. – – What is EGG? ? Like ECG & heart Measures muscle activity related to the stomach and abdominal region. ? Measured from a baseline reading containing a regular rhythm. In a normal subject a current increase is observed after a meal. ? Still an early experimental procedure because it has yet to become a standard medical procedure. ? ECG electrodes are typically used ? Physiological Basis of EGG ? GI tract motility is a result of 2 complementary rhythms ? ? ? Slow wave activity ? smooth muscle contraction timing Electrical response activity ? peristaltic contractions Recognized in cells of the distal 2/3rd of the stomach Information from EGG ? ? ? Normal EGG has regular rhythm (similar to ECG) Electrical activity increases after meal No increase in case of abnormalities Gastric Activity ? ? ? ? ? Large intestine Stomach Ileum Jejunum Duodenum Freq. (Hz) Waves/min 0.01 – 0.3 0.03 – 0.07 0.07 – 0.13 0.13 – 0.18 0.18 – 0.25 2-17 3 8 11 12 Duodenum: Latin, duodeni ‘in twelves’ (approx. twelve fingers across) Jejunum: Latin, jejunus ‘fasting’ Ileum: Latin, ilia ‘flanks, entrails’ Gastric Alterations ? Bradygastria: < 2 cycles/min, 1 minute ? Tachygastria: > 4 cycles/min, 1 minute ? Associated with nausea, gastroparesis, irritable bowel syndrome, and functional dyspepsia Capabilities of EGG ? Slight increase in gastric frequency obtained after feeding. ? Frequency is the most reliable parameter for clinical applications. ? Recorded deviations will be related to gastric electrical abnormalities. Limitations of EGG ? ? ? ? Data obtained is difficult to analyze and abnormalities difficult to define. Interference from the duodenum and from the transverse and descending colon. Absence of standard technique or standard norms Noise must be reduced Experimental Objective ? ? ? To record EGG from a human subject using surface electrodes. Analyze the frequency of the signal using a Fast Fourier Transform. UTA BE 4382 Electrogastrography Detecting Electrical Activities & Processes Lab The subject will eat a meal and record the EGG signal before and after eating. Materials and Set Up • Biopac Materials : • Transducers: SS2L (Electrode lead set) • Disposable vinyl electrodes (EL503), Electrode gel (GEL1) • Acquisition unit (MP30), • Student Lab software v3.6.7 PC • Wall transformer (AC100A), serial cable (CBLSERA) or USB cable (USB1W) Recording ? ? ? ? BSL PRO – Open h34.gtl file (Z:) Subject relaxed and lying in supine position quietly, face upward (Minimal Body Movements to avoid EMG artifacts) Record at least 10 minutes of continuous EGG (no calibration) Ask the Subject to sit up and eat some food. After eating, the Subject should lie down and relax. Record for 10 minutes Analysis 1. Select a section of the raw EGG data by highlighting it with the I-beam tool. 2. Select FFT from the Analysis menu. 3. Select Remove mean, Remove trend, and Linear, and then click OK. FFT You will see a peak of activity close to .05 Hz, which represents three contractions per minute Repeat the analysis for the second segment. You should notice a change in amplitude and frequency Group: Subject: Hours after last meal: Gender: maxF(Hz) amplitude (mV) Baseline (lying down) (15 minutes) Reading 1 After intake (30 minutes) Reading 2 Analysis: Follow steps 1 to 8 from the procedure document, for each segment Remember FFT is under the Analysis tab Group: Subject: Hours after last meal: Gender: maxF(Hz) amplitude (mV) Baseline (lying down) (15 minutes) Reading 1 After intake (30 minutes) Reading 2 Analysis: Follow steps 1 to 8 from the procedure document, for each segment Remember FFT is under the Analysis tab BME 4382 Laboratory Principles, Spring 2016 Lab Title: Put the appropriate title Author Name: The one who is writing the report Experiment Date: When you conducted the study Submission Date: The date you submitted the report Subject Names: On whom the study was conducted Observer Names: Those who took the readings … Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Explain the Roles of mucus and cilia in the respiratory system Explain the Roles of mucus and cilia in the respiratory system ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS Answer preview to explain the Roles of mucus and cilia in the respiratory system You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes. Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages. Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor. The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument. ADDITIONAL INSTRUCTIONS FOR THE CLASS Discussion Questions (DQ) Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses. Weekly Participation Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week. APA Format and Writing Quality Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition. Use of Direct Quotes I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. LopesWrite Policy For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score. Late Policy The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. Communication Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Role of the gene and how it predisposes someone to a specific cancer Role of the gene and how it predisposes someone to a specific cancer Pick three genes that are linked to cancer, and create a presentation that describes the role of the gene and how it predisposes someone to a specific cancer. Assignment Expectations: Length should be 1500-1750 words, not including the title and references pages (typed, 12 point font, double spaced). ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS Support your content with at least (4) citations. Make sure to reference the citations using APA writing style for the presentation. Required Subtopics-Title Page (include all group members names on the title page) Gene 1 Role of Gene 1 and type of cancer related gene (tumor suppressor, oncogene, etc.) Type of Cancer(s) linked to Gene 1 Gene 2 Role of Gene 2 and type of cancer related gene (tumor suppressor, oncogene, etc.) Type of Cancer(s) linked to Gene 2 Gene 3 Role of Gene 3 and type of cancer related gene (tumor suppressor, oncogene, etc.) Type of Cancer(s) linked to Gene 3References Answer preview to create a presentation that describes the role of the gene and how it predisposes someone to a specific cancer. You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes. Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages. Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor. The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument. Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Bereavement and Client Diagnosis ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Bereavement and Client Diagnosis Although grief may be painful, for many individuals, it is a temporary journey of sadness. Yet, for others, grief may be a painful, unending road into despair. With grief there is usually a period of bereavement, more commonly known as a mourning period or sadness experienced from death or separation. Bereavement may result in temporary psychological distress or despair, or it may manifest into severe and/or reoccurring psychological disorders, such as depression, posttraumatic stress disorder, and other anxiety disorders. Additionally, the effects of bereavement may complicate client diagnosis, especially for clients that you may already be treating for other disorders. Bereavement and Client Diagnosis For this Discussion, review the attached learning resources as well as any additional current literature to examine how unremitting effects of bereavement may complicate client diagnosis. Select an example from the learning resources where bereavement might present an issue for an existing client. Consider if a psychologist might have to change the original client diagnosis. With these thoughts in mind: Post a brief description the example you selected. Then explain how bereavement might complicate a client’s diagnosis. Finally, post your position on whether a psychologist must change the client’s diagnosis in the example you selected and explain why or why not. Give specific examples and references. Be sure to support your postings and responses with specific references to current literature. 3-4 Paragraphs. APA Format. In-text Citations to Support Literature. Minimum of 2 Peer Reviewed References. attachment_1 attachment_2 attachment_3 attachment_4 DEPRESSION AND ANXIETY 29:425–443 (2012) Review THE BEREAVEMENT EXCLUSION AND DSM-5 Sidney Zisook, M.D.,1,2 ? Emmanuelle Corruble, M.D., Ph.D.,3 Naihua Duan, Ph.D.,4,5 Alana Iglewicz, M.D.,1,2 Elie G Karam, M.D.,6,7 Nicole Lanuoette, M.D.,1,2 Barry Lebowitz, Ph.D.,1,8 Ronald Pies, M.D.,9,10 Charles Reynolds, M.D.,11,12 Kathryn Seay, B.S.,13 M. Katherine Shear, M.D.,14 Naomi Simon, M.D.,15 and Ilanit Tal Young, M.D.1,2 Background: Pre-DSM-III (where DSM is Diagnostic and Statistical Manual), a series of studies demonstrated that major depressive syndromes were common after bereavement and that these syndromes often were transient, not requiring treatment. Largely on the basis of these studies, a decision was made to exclude the diagnosis of a major depressive episode (MDE) if symptoms could be “better accounted for by bereavement than by MDE” unless symptoms were severe and very impairing. Thus, since the publication of DSM-III in 1980, the official position of American Psychiatry has been that recent bereavement may be an exclusion criterion for the diagnosis of an MDE. This review article attempts to answer the question, “Does the best available research favor continuing the ‘bereavement exclusion’ (BE) in DSM-5?” We have previously discussed the proposal by the DSM-5 Mood Disorders Work Group to remove the BE from DSM-5. Methods: Prior reviews have evaluated the validity of the BE based on studies published through 2006. The current review adds research studies published since 2006 and critically examines arguments for and against retaining the BE in DSM-5. Results: The preponderance of data suggests that bereavement-related depression is not different from MDE that presents in any other context; it is equally genetically influenced, most likely to occur in individuals with past personal and family histories of MDE, has similar personality characteristics and patterns 1 Department of Psychiatry, University of California, San Diego, California 2 Veterans Affairs San Diego Healthcare System and Veterans Medical and Research Foundation, La Jolla, California 3 INSERM U669, Department of Psychiatry, Bice?tre University Hospital, Assistance Publique–Ho?pitaux de Paris, France 4 Departments of Biostatistics and Psychiatry, Columbia University, New York, New York 5 Division of Biostatistics and Data Coordination at New York State Psychiatric Institute, New York, New York 6 Department of Psychiatry and Clinical Psychology, St. George Hospital University Medical Center, Balamand University, Beirut Lebanon 7 Faculty of Medicine, Medical Institute for Neuropsychological Disorders (MIND) and Institute for Development, Research, Advocacy & Applied Care (IDRAAC), Beirut Lebanon 8 Departments of Biostatistics and Psychiatry, Columbia University, New York, New York 9 Department of Psychiatry, SUNY Upstate Medical University, Syracuse, New York 10 Department of Psychiatry, Tufts University School of Medicine, Boston, Massachusetts 11 Department of Psychiatry, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania C 2012 Wiley Periodicals, Inc. 12 Department of Community and Behavioral Health Science, University of Pittsburgh Graduate School of Public Health, Western Psychiatric Institute and Clinic, Pittsburgh, Pennsylvania 13 University of California and San Diego State Joint Doctoral Program in Clinical Psychology and Veterans Medical, Education and Research Foundation, La Jolla, California 14 Complicated Grief Treatment Research Program, Columbia University School of Social Work and Department of Psychiatry, Columbia University College of Physicians and Surgeons, New York, New York 15 Center for Anxiety and Traumatic Stress Disorders and Complicated Grief Program, Bereavement and Client Diagnosis Massachusetts General Hospital, Boston, Massachusetts ? Correspondence to: Sidney Zisook, Department of Psychiatry, Uni- versity of California, 9500 Gilman Dr. #9116A, La Jolla, San Diego, CA 92093. E-mail: [email protected] Received for publication 03 October 2011; Revised 24 January 2012; Accepted 28 January 2012 DOI 10.1002/da.21927 Published online in Wiley Online Library (wileyonlinelibrary.com). 426 Zisook et al. of comorbidity, is as likely to be chronic and/or recurrent, and responds to antidepressant medications. Conclusions: We conclude that the BE should not be C 2012 Wiley retained in DSM-5. Depression and Anxiety 29:425–443, 2012. Periodicals, Inc. Key words: bereavement; grief; major depressive disorder; psychiatric diagnosis; nosology; DSM-5 INTRODUCTION BACKGROUND Episodes of major depression often occur in the aftermath of stressful life events, especially those that are associated with loss or humiliation.[1] Thus, it is no surprise that the death of a loved one, one of the most stressful life events of ordinary life,[2] is a robust risk factor for the onset or persistence of a major depressive episode (MDE).[3] Yet, bereavement is the one life event that has been singled out by recent editions of the Diagnostic and Statistical Manual (DSM-III, IV, and IV-TR) to negate the diagnosis of MDE. Thus, since its ?rst appearance in DSM-III in 1980, the syndromal criteria for MDE included a criterion admonishing the clinician not to diagnose MDE if the symptoms “are better accounted for by bereavement,” called the “bereavement exclusion” (BE). However, the empirical validity of this exclusion has not been well established. This unique stature afforded bereavement, compared to all other adverse life events, is rational only if major depressive syndromes following bereavement are substantially different than MDEs occurring spontaneously or following other stressful events. As DSM-5 is now being planned, it is timely to reexamine the BE, particularly in the light of new evidence since the last reviews of this subject.[4, 5] This review assesses studies published after the previously published reports that address similarities and differences between bereavement-related depressive syndromes (BRD) and nonbereavement-related major depressive episodes (NBRD) to answer the question of whether the best available research favors continuing the BE in DSM-5. The BE is not part of the International Diagnostic Classi?cation of diseases (ICD). Nor was it part of DSMI or DSM-II. In the 1960s and early 1970s, Paula Clayton and colleagues completed a series of studies[6–10] on bereaved (mostly) widows and widowers that yielded important data on what to expect in the bereavement period. Her work showed that in the ?rst month of bereavement it is not unusual to experience depressed mood, sleep disturbance, crying, anorexia/weight loss, and dif?culty concentrating/poor memory. By the end of the ?rst year, most somatic symptoms have improved, although insomnia, restlessness, and periodic low mood often persist. They reported that a full depressive syndrome was present in 35–42% of the bereaved at 1 month, decreasing to 16% at 1 year. The 1 year incidence of a full deDepression and Anxiety pressive syndrome was 47% in the bereaved versus 8% in the nonbereaved controls.[11] It was largely on the basis of this work that the DSM-III added the BE. The goal of this exclusion was to prevent “medicalizing” a normal phenomenon, grief, and the subsequent overdiagnosis of MDE in situations where depressive symptoms were common, normal, and perhaps even adaptive.[12, 13] DSM-III AND DSM-III-R In DSM-III, “uncomplicated bereavement” was both a V-Code (clinical condition that is not a mental disorder) and an exclusionary criterion for the diagnosis of MDE. According to DSM-III, “uncomplicated bereavement” “can be used when a focus of attention or treatment is a normal reaction to the death of a loved one (bereavement). A full depressive syndrome is a normal reaction to such a loss, with feelings of depression and such associated symptoms as poor appetite, weight loss, and insomnia. The reaction to the loss may not be immediate, but rarely occurs after the ?rst 2 or 3 months. Bereavement and Client Diagnosis The duration of normal bereavement varies considerably among different subculture groups.[14] To help distinguish “uncomplicated bereavement” from MDE, DSM-III identi?ed several features more characteristic of one than the other: (1) a bereaved individual typically regards the depressed mood as “normal,” although the person may seek professional help for relief of associated symptoms such as insomnia or anorexia; (2) the diagnosis of MDE is generally not given unless the symptoms are still present 2–3 months after the loss; and (3) MDE should be considered in the presence of certain symptoms that are not characteristic of a “normal” grief reaction, such as guilt about things other than actions taken or not taken by the survivor at the time of the death, thoughts of death other than the survivor feeling that he or she would be better off dead or should have died with the deceased person, morbid preoccupation with worthlessness, marked psychomotor retardation, prolonged and marked functional impairment, and hallucinatory experiences other than thinking that he or she hears the voice of, or transiently sees the image of, the deceased person. DSM-IV AND DSM-IV-TR In DSM-IV, “uncomplicated bereavement” was replaced by “bereavement.” The time frame for bereavement was more sharply delineated to be 2 months 427 The Bereavement Exclusion and DSM-5 after the death. Subtle wording changes allowed any one “severe” feature (i.e. marked functional impairment, morbid preoccupation with worthlessness, suicidal ideation, psychotic symptoms, or psychomotor retardation) to be suf?cient for a diagnosis of MDE.[15] Bereavement remained the only life event that excludes the diagnosis of MDE and MDE is the only psychiatric disorder superseded by bereavement. HYPOTHESES Although the diagnostic conventions described above were based on the best data available when DSM-III was ?rst being crafted, newer data generated over the ensuing 3+ decades allows us to reexamine the validity of maintaining bereavement as an exclusion criterion for the diagnosis of MDE.[4, 5] Although there has not been a de?nitive study to test the validity of the BE, the preponderance of the available data does not support continuing the BE in DSM-5. Two prior reviews critically examined the BE,[4, 5] and found that depressive syndromes occurring in the context of bereavement, BRDs, are similar to NBRDs on almost all MDE validators: demographic features, past personal and family histories of MDE, severity and duration of episodes, biological features, symptomatic patterns, responses to antidepressant medications, and long-term outcome. Subsequently, several newer studies that more directly address the validity of the BE have been published[16–24] and are the focus of this review. As in previous reviews, to answer the question of whether the best available research favors continuing the BE in DSM-5, this review evaluates the relative validity of two competing hypotheses as follows: 1. BRD is fundamentally different than NBRD; and 2. BRD is not fundamentally different than NBRD. To the extent that research supports Hypothesis 1, especially if the differences are in the direction of BRD being less severe, chronic, and treatment-responsive, maintaining the BE in DSM-5 is warranted. To the extent the data support Hypothesis 2, the BE should be dropped from DSM-5. Wherever possible, this review focuses on the subset of individuals who, within 2 months after the loss of a loved one, develop symptoms that technically meet the broad heterogeneous criteria for MDE (i.e. at least 5 of 9 symptoms lasting at least 2 weeks); but who— because of the duration, severity, and impairment features described above—are considered by the DSM-IV to be experiencing “normal bereavement” rather than MDE. also characterize BRD, and especially those instances of BRD that are excluded from the diagnosis of MDE based on the DSM-IV BE. If the predominant weight of the evidence suggests that they do, BRD may be best conceptualized as a form of MDE rather than an extension of “normal” bereavement. Bereavement and Client Diagnosis As described previously,[4, 5] we examined three classes of potential validators with subclasses as follows: (1) antecedent validators (e.g. age, gender, familial aggregation and/or coaggregation, prior history of MDE, and age of onset ?rst MDE); (2) concurrent validators (e.g. severity and duration of depression, speci?c symptoms, patterns of comorbidity, emotional, temperamental and personality correlates, functional and cognitive impairment, and associated clinical features); and (3) predictive validators (e.g. response to treatment and course of illness). The previous reviews included only studies published through 2006; therefore, this report comprises studies published since then, each of which focuses more directly on examining the validity of the BE than most previous studies. In addition, this review provides a more explicit discussion of the main arguments for and against the removal of the BE in DSM-5. Only English language articles were located with Medline searches from January 2007 through November 2011. Exploded searches, using “grief or bereavement” and “depression” in the title or abstract or as key words, were employed. Bibliographies of located articles were searched for additional studies. Publications were selected for inclusion if they contained original data; included adults with a recent bereavement who were diagnosed with syndromal depression or threshold levels for clinically signi?cant depression based on validated depression interviews or scales; and included one or more nonbereaved comparison groups. The literature search was conducted by the ?rst author (SZ) and other authors were invited to add relevant studies that might have been missed. Although it would have been ideal to conduct a formal meta-analysis of the literature, this was not feasible as very few primary reports provided con?dence intervals (or standard errors) of the estimates or primary data (i.e. contingency or correlations; Fig. 1). Each validator was scored in terms of whether it provided more support for Hypothesis 1 (BRD does not resemble NBRD and continuing the BE in DSM-5 is warranted) or for Hypothesis 2 (BRD resembles NBRD and continuing the BE in DSM-5 is not warranted). The initial judgment was made by the ?rst author (SZ) subject to discussion and a consensus decision if any of the coauthors disagreed. If BRD was statistically and clinically similar to NBRD, it was scored as H.2. (favoring Hypothesis 2) for the corresponding validator. If the BRD was unlike NBRD on a given validator, it was generally scored as H.1. (favoring Hypothesis 1). However, in those instances when BRD was different than NBMR but the difference was in the direction of being consistent with well-known characteristics of MDE, such as having more previous episodes of depression than the NBRD control group, the validator was scored as H.1./H.2. (not favoring either Hypothesis). H.1./H.2. was also used for results that were equivocal or not clearly favoring either hypothesis, such as when “uncomplicated” BRD resembled “uncomplicated” NBRD, but neither resembled “complicated” depressive syndromes[16] . To conserve space, studies that were previously reported in comprehensive reviews of the BE[4, 5] are not included in this report. METHODS RESULTS This review focuses on studies published from January 2007 through November 2011. Using diagnostic validators as originally proposed by Robins and Guze[25] and expanded by Kendler,[26] this review evaluates whether key characteristics that de?ne and characterize MDE Nine informative studies from four countries published since the last comprehensive reviews on the validity of the BE are reviewed: ?ve large populationbased studies[16–18,23, 24] and four studies of clinical Depression and Anxiety 428 Zisook et al. Figure 1. Selection of studies for review. populations[19–22] . The text below brie?y summarizes results from each of the nine studies. Bereavement and Client Diagnosis Table 1 provides a detailed summary of each key study and Tables 2–4 tabulate results related to each validator. The last three columns in Tables 2–4 provide summary judgments of whether the data best supports Hypothesis 1 (noted as H.1), Hypothesis 2 (noted as H.2.), or is too close to call (H.1./H.2.). In the ?rst of these studies, Wake?eld et al.[16] provided a secondary analysis from the National Comorbidity Survey of 8,089 persons representative of the United States population and identi?ed 157 individuals whose major depressive syndromes were triggered by bereavement (BRD) and 710 triggered by other losses (NBRD). They further divided the sample into uncomplicated and complicated cases based on an approximation of Depression and Anxiety the DSM-IIIR duration, severity, and impairment criteria for the BE. Wake?eld et al. de?ned a “complicated case” as a depressive syndrome that satis?es at least two of the following features: morbid feelings of worthlessness, psychomotor retardation, suicidal ideation, suicide attempts, marked functional impairment, and duration >12 weeks. The use of this terminology is unfortunate as it invites confusion with the term “complicated grief,” which is a bereavement-related syndrome distinct from MDE.[27] However, using this terminology, Wake?eld et al. identi?ed four groups as follows: (1) uncomplicated BRD (n = 56), (2) complicated BRD (n = 101), (3) uncomplicated NBRD (n = 174), and (4) complicated NBRD (n = 536). The main ?ndings were that uncomplicated BRD resembled uncomplicated NBRD on almost all features measured (e.g. age, gender, race, Comparison group Type of comparison Kessing et al.[20] BRD versus NBRD 167 (1.8%) with NBRD 83 (1%) with BRD related to other stressful 23/82 (28%) with BRD were life events excluded by DSM BE 55/167 (25%) also had criteria (duration <2 episodes lasting <2 months, no psychomotor months. and no retardation, suicidal psychomotor retardation, ideation, or severe suicidal ideation, or severe functional impairment. mood impairment. (uncomplicated BRD group) (uncomplicated NBRD group) Clinical sample: 301 ?rst BRD versus NBRD 26 (8.6%) with BRD 275 (91.4%) with NBRD episode MDE (ICD-10) 163/275 (54.2%) experienced inpatients or outpatients in other stressful life events East Denmark within 6 months prior to the onset MDE 112/275 (37.2%)—no bereavement or other stressful life event within 6 months onset of NBRD Community-based epidemiologic study of twins from the VATS PSUD involving 266,409 person–months of data from 9,242 individuals Kendler et al.[17] BRD versus NBRD 710 (8.8%) with NBRD 157 (1.9%) with BRD triggered by other loss 56/157 “uncomplicated” BRD (<12 weeks and not 174/710 “uncomplicated” other loss-related depression impaired AND <2 of the (>12 weeks and not following symptoms: impaired AND <2 of the worthlessness, following symptoms: psychomotor retardation, suicidal ideation, or suicide worthlessness, psychomotor retardation, attempt) suicidal ideation, or suicide 101/157 “complicated” BRD attempt) (>12 weeks or impaired 536/710 “complicated” other OR ?2 of the following loss-related depression (>12 symptoms: worthlessness, weeks OR impaired OR psychomotor retardation, suicidal ideation or suicidal ?2 of the following symptoms: worthlessness, attempt) psychomotor retardation, suicidal ideation, or suicidal attempt) Sample Community-based epidemiologic study from the NCS involving 8,098 persons ages 15–54 Type of study Wake?eld et al.[16] Author TABLE 1. Overview of studies published 2007–2011 Life events assessment SCAN SCID <3 months and >3 months Time since death IRLE <6 months <2 months At each interview (four and 2–12 times over 10 years) months participants provided information on li … Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Public relations news release ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Public relations news release Write a thorough and well-written press release from the following facts. Remember, you are the PR person for the NFIB, not the congresswoman. So this is written from the organization’s point of view. Public relations news release The Facts: Maryland State Rep. Constance Wei today joined with the states largest small business advocacy organization—the National Federation of Independent Businesses—in support of NFIB’s petition drive to abolish the Internal Revenue Service’s tax code. Wei is among a group of Republican House members sponsoring a resolution in Congress to sunset the entire IRS code as unfair and overly burdensome. Wei called the IRS Code “an injustice to the hard working small business owners of my state.” She said that “Congress has tried to amend and simplify the tax code for years and it just hasn’t worked. The time has come to scrap the Tax Code and start from scratch.” As a substitute, Wei suggests a flat tax or national sales tax. Experts say that such a tax would never raise the necessary revenue to run the U.S. government. At a rally today in Annapolis, Maryland, Wei was joined by Andrew Santana, President of the National Federation of Independent Businesses (NFIB), GOP members of the state’s congressional delegation, other state lawmakers, and small business owners. Last month, NFIB launched a national petition drive to sunset the IRS code and replace it was a simpler, fairer code that rewards work and saving. NFIBs goal is to present one million signatures to Congress by July 4. The group is calling the petition drive “tax independence day.” So far, 433 people have signed the petition. “Small business owners are overwhelmed by a tax code that is complex, confusing and disproportionately biased against people who run small businesses,” said Santana, president of NFIB. “How can anyone understand a tax code that contains 7 million words and forces people to spend millions of hours trying to comply?” Alan Wilke, State Director of NFIB, commended Wei for her support of NFIBs petition drive. “The fight to dump the tax code isn’t restricted to the halls of Congress. We’ll only win this fight because of the dedication of small business owners and the hard work and leadership of Wei and other pro-business members of our state legislatures,” Wilke said. attachment_1 attachment_2 Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Succession in MSN program Discussion Succession in MSN program Discussion Identify at least two academic and at least two professional individuals, colleagues, or teams that might help you succeed in your MSN program To Prepare: Consider individuals, departments, teams, and/or resources within Walden University and within your profession that you believe can support your academic and professional success. Identify at least two academic and at least two professional individuals, colleagues, or teams that might help you succeed in your MSN program and as a practicing nurse . Download the Academic Success and Professional Development Plan Template . The Assignment: Academic and Professional Network ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS Complete Part 1 of your Academic Success and Professional Development Plan Template . Be sure to address the following: Identify at least two academic and at least two professional individuals or teams to collaborate with to be successful in your MSN program and as a practicing nurse. Explain why you selected these individuals and/or teams and how they will support your success in the MSN program and as a practicing nurse. Answer preview to identify at least two academic and at least two professional individuals, colleagues, or teams that might help you succeed in your MSN program You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes. Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages. Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor. The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument. Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Cholesterol biosynthesis Research Paper Cholesterol biosynthesis Research Paper Cholesterol biosynthesis was discussed in this unit. A large problem in America is high cholesterol , which leads to cardiovascular disease . To address this growing problem, a group of drugs have been produced which dramatically lowers circulating cholesterol levels. These drugs are the Statins. Many physicians and researchers see these drugs as a magic bullet to fix high cholesterol ( http://abcnews.go.com/GMA/DrJohnson/story?id=127342&page=1 ). In your initial post, please address these questions: ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes. Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages. Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor. The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument. ADDITIONAL INSTRUCTIONS FOR THE CLASS Discussion Questions (DQ) Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses. Weekly Participation Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week. APA Format and Writing Quality Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition. Use of Direct Quotes I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. LopesWrite Policy For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score. Late Policy The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. Communication Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Describe the clinical manifestations present in Mr M Describe the clinical manifestations present in Mr M It is necessary for an RN-BSN-prepared nurse to demonstrate an enhanced understanding of the pathophysiological processes of disease, the clinical manifestations and treatment protocols, and how they affect clients across the life span.Evaluate the Health History and Medical Information for Mr. M., presented below. Based on this information, formulate a conclusion based on your evaluation, and complete the Critical Thinking Essay assignment, as instructed below. Health History and Medical Information ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS Health History Mr. M., a 70-year-old male, has been living at the assisted living facility where you work. He has no know allergies. He is a nonsmoker and does not use alcohol. Limited physical activity related to difficulty ambulating and unsteady gait. Medical history includes hypertension controlled with ACE inhibitors, hypercholesterolemia, status post appendectomy, and tibial fracture status postsurgical repair with no obvious signs of complications. Current medications include Lisinopril 20mg daily, Lipitor 40mg daily, Ambien 10mg PRN, Xanax 0.5 mg PRN, and ibuprofen 400mg PRN. Case Scenario Over the past 2 months, Mr. M. seems to be deteriorating quickly. He is having trouble recalling the names of his family members, remembering his room number, and even repeating what he has just read. He is becoming agitated and aggressive quickly. He appears to be afraid and fearful when he gets aggressive. He has been found wandering at night and will frequently become lost, needing help to get back to his room. Mr. M has become dependent with many ADLs, whereas a few months ago he was fully able to dress, bathe, and feed himself. The assisted living facility is concerned with his rapid decline and has decided to order testing. Objective DataTemperature: 37.1 degrees C BP 123/78 HR 93 RR 22 Pox 99% Denies pain Height: 69.5 inches; Weight 87 kg Laboratory Results WBC: 19.2 (1,000/uL) Lymphocytes 6700 (cells/uL)CT Head shows no changes since previous scan Urinalysis positive for moderate amount of leukocytes and cloudy Protein: 7.1 g/dL; AST: 32 U/L; ALT 29 U/L Critical Thinking Essay In 750-1,000 words, critically evaluate Mr. M.’s situation. Include the following: Describe the clinical manifestations present in Mr. M. Based on the information presented in the case scenario, discuss what primary and secondary medical diagnoses should be considered for Mr. M. Explain why these should be considered and what data is provided for support. When performing your nursing assessment, discuss what abnormalities would you expect to find and why. Describe the physical, psychological, and emotional effects Mr. M.’s current health status may have on him. Discuss the impact it can have on his family. Discuss what interventions can be put into place to support Mr. M. and his family. Given Mr. M.’s current condition, discuss at least four actual or potential problems he faces. Provide rationale for each. You are required to cite to a minimum of two sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and relevant to nursing practice. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance. Answer preview to describe the clinical manifestations present in Mr. M. Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Develop skills in the use of family maps or genograms Develop skills in the use of family maps or genograms Family Map or Genogram- In this assignment you will have the opportunity to develop skills in the use of family maps or genograms . You will use the family map or genogram as a tool for exploring intergenerational family dynamics and development within your family. Your map or genogram should include your mother’s family of origin, your father’s family of origin, your family of origin, and your current family (3 generations). Your product should provide a picture of your family from an intergenerational perspective, including an analysis of your family’s cultural identity. A narrative description and discussion should accompany the family map or genogram. The student is expected to prepare this paper to include the following Seven (7) components. Title Page Discussion of the definition of family and an introduction of yourself. Identification and discussion of at least two predominant themes (i.e., biological, psychological, Social or Spiritual) which run through at least three generations in your family. Analysis of your family’s cultural identity. ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS Identification and discussion of strengths and resources that you discover in your family. Analysis of your skills in using this tool for understanding family dynamics and development. Evaluation of the usefulness of the tool for working with families in social work practice (e.g., when, with what types of families, in what types of practice settings, and with what presenting problems is it appropriate and why?). Be sure to address issues of gender, class, race, family structure and nature of presenting problem in evaluating this tool. Your family map or genogram and narrative will be confidential with the Instructor. The assignment must be 5-7 pages in length, excluding the Title Page and genogram. The narrative should be typed and double-spaced. Please use HEADINGS within the paper to denote the above required components. Writing style tips and required reference style are found in the American Psychological Association Publication Manual. Requirements: 5-7 page length 37 year old African American female (family) from Florida moved to Savannah GA at 5 years old Spiritual Baptist Pentecostal (Down South Southern Family issues or life style) you can embellish the rest to suit assignment through in obesity on father or whatever side through in obesity on father or whatever side Answer preview to in this assignment you will have the opportunity to develop skills in the use of family maps or genograms. Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10