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Discuss what resources are often necessary for nonacute care for cardiorespiratory issues Discuss what resources are often necessary for nonacute care for cardiorespiratory issues Discuss what resources are often necessary for nonacute care for cardiorespiratory issues. Explain how they support patient independence and decrease readmission. ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS Answer preview to discuss what resources are often necessary for nonacute care for cardiorespiratory issues. 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

Identify the various committees of a HCO Identify the various committees of a HCO HCO’s Board Identify the various committees of a HCO ( Health Care Organization) board and evaluate the function of each committee. Please first read “Physicians on Hospital Boards: Time for New Approaches” (2011, February) and then discuss the Joint Commission requirement: “ Joint Commission requires that medical staff members to be eligible for full membership” on the hospital board—but does not mandate that any medical staff officer or other physician be a voting or nonvoting board member. To support your work, use your course and textbook readings and also use the South University Online Library. As in all assignments, cite your sources in your work and provide references for the citations in APA format. ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS Your assignment should be addressed in a 2- to 3-page document. Answer preview to identify the various committees of a HCO (Health Care Organization) board 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

Talk about the rise of electric cars Talk about the rise of electric cars The topic I choose to talk about is the rise of electric cars . Assignment Criteria This week’s assignment will focus on the following objectives: Choose the topic for your course project. Familiarize yourself with PowerPoint with Audio Narration, which?you will be using for your final presentation. Upload a “mini-presentation” introducing the emerging technology of your choice and explaining why you chose this topic for the course project. NOTE: Your assignment must contain both the Introduction and the Course Project parts to be considered complete. UPLOAD A BRIEF PRESENTATION INTRODUCING YOUR COURSE PROJECT TOPIC The topic of the course project will be any emerging or interesting technology. Choose one that interests you and explain why you chose this emerging or interesting technology (i.e., what piqued your interest and why, if it is, relevant to you). Familiarize yourself with the Course Project Guide . Create a narrated PowerPoint presentation (or other multimedia program as approved by your instructor) (2-3 slides). For instructions on how to create audio narration in PowerPoint, see the following link: Record a Slide Show With Narration . Your mini-presentation should include the following: Your name The name of the new or emerging technology you chose Why this topic is relevant or important Why you chose this technology Answer preview to talk about the rise of electric cars. 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

Assignment: Superelevation Autocad ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Assignment: Superelevation Autocad I need you to continue working on Superelevation. I need you to pick a design and draw and write report for autocad. attachment_1 attachment_2 attachment_3 WIDENER UNIVERSITY Department of Civil Engineering CE 250 Dr. Mersky Spring, 2018 20 Points Design Project A four-lane highway of design speed 55 MPH currently ends at sta.12 in the village of Northern Babaganoosh. An extension is planned to connect Northern Babaganoosh with the central business district of South Pita. Your first assignment, as an employee of the firm of Salad Engineering (we’re so environmentally aware that even our name is organic), is to design a curve connecting the existing highway with the new South Pita Extension. Your design will include the horizontal and vertical alignment of the connector. Your design must contain the following: 1. A report clearly showing: ? ? ? ? ? ? ? ? ? ? ? ? Starting and ending stations of the horizontal curve Horizontal curve center line offsets every 20 feet Horizontal curve center line external distance Normal crown on tangents Lane and shoulder widths Superelevation rate Locations of all superelevation transition points (A-E) Starting and ending stations of the vertical curve Vertical elevations of the center line every 20 feet Station and elevation of maximum vertical elevation At least 2 CAD drawings. Justification of all selected design values including: o o o o o Side friction factor Superelevation Length of horizontal curve Length of vertical curve Use or nonuse of transition spirals 2. An appendix with your calculations clearly organized and labeled. Your design must consider: ? ? ? ? AASHTO requirements, specifications and recommendations Cultural and environmental impacts Current events Economic costs The following information is available: The existing highway approaches sta. 12 from the southwest at 210o counterclockwise from 0o. The South Pita extension direction will be southeast at 30o clockwise from 0o. The existing highway is horizontally tangent approaching sta.12. PI for the curve will be at sta. 12. Vertical grade of the existing highway is +2o. The South Pita extension will have a grade of -3%.Assignment: Superelevation Autocad The VPI of the grades occurs at the mid-station of the horizontal curve. The Eggplant Rock Historic Site (marking the location of the first commercial farm in Northern Babaganoosh) is centered 30 feet directly south of the inner edge of the current highway terminus and 11 feet east of the existing highway edge. It is round with a diameter of 6 feet. Rainfall infiltration within a distance of 2 feet from Eggplant Rock is an important aquifer recharge. Any infiltration reduction of more than 30% would cause irrigation deficits. The residential area of Northern Babaganoosh begins 60 feet directly north of sta. 12. In the Spring, endangered Atlantic Condors migrate over Northern Babaganoosh as low as 160? above mean sea level. While Atlantic Condors can avoid slow moving objects, they often cannot avoid vehicles traveling above 50 MPH (which largely explains why they are endangered). Surveying and construction costs for vertical curves are assumed to be $100.00/ft more than construction costs of grade tangents. Surveying and construction costs for horizontal curves are assumed to be $80.00/ft greater than construction costs for horizontal tangents. Excavation and removal of soil for crest curves costs $2.00 per cubic foot. Elevation at sta. 12 is 150’ above mean sea level. Your design must be consistent with the 2001 Green Book. DESING OF SUPERELEVATION INPUT DESIGN SPEED (MPH) RADIUS OF CURVE (FT) OUTPUT SUPER ELEVATION AT 75% OF DESIGN SPEED THE FRICTIONAL COEFFICIENT OF SUPER ELEVATION ALLOWABLE VELOCITY 50 60 22.352 0.63661 0.098814 11.37946 DESIGN DETAILS FRICTION COEFFIECIENT FOUND TO BE LESS THAN 0.15 MAXIMUM SUPER ELEVATION OF 0.06 MAY BE ADOPTED ALLOWABLE VELOCITY IS LESS THAN DESIGN SPEED, THEREFORE CONTROL MEASURES RECOMMENDED S RECOMMENDED … Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Disaster Preparedness Assignment Disaster Preparedness Assignment The one thing the debate over reforming health care taught us all is that there are as many opinions as there are interested groups, and all of them differ in meaningful ways. To look at the views on improving the systems of care delivery, it is important to note where they have points of agreement and where they differ. They are all driven by the values and principles of the constituencies and what they hope to achieve from changes in the delivery system. This module will explore points of agreement and differences between important groups that will influence the direction health care will go in the next decade. Disaster Preparedness Assignment ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS Patients It is an interesting point that all constituencies, in their public statements, emphasize that a strong health care system should focus on getting the best outcomes for patients. What would that be, from the perspective of patients? Typically, patients relate that they want top quality in their care and the latest technology, along with immediate and unrestricted access to care, at the lowest possible cost. This triad has become the stumbling block of change initiatives, since to date, no one has figured out how to deliver all three. However, when patients’ views are explored and probed, some interesting facts emerge. When patients say they want top quality care, in general, they tend to define that as achieving a cure or return to health. They certainly do not want to leave the system feeling worse than when they came in. Patients have been heavily lobbied in the media by pharmaceutical and medical technology companies to convince them that the latest (and most expensive) technology will deliver the desired outcomes. However, very little real research on the true effectiveness of treatments and technology makes its way to most patients, and patients in general do not shop for their medical care as carefully as they would if they were purchasing new cars, for example. The language of research and medicine is difficult for patients to understand and is frequently not well-explained by providers. So, the nuances of top quality care in terms of being able to deliver a cure or return to health are not well understood by the constituency with the most at risk. What patients do understand is whether they feel better or see improvement in their health and whether care was rendered without errors and in a compassionate way. The best health care system, from a patient’s point of view, is one that can consistently deliver the goods in terms of a cure and a return to health, in a way that is safe for the patient and does not hit them with unexpected or heavy costs, from providers they trust to have their best interests at heart. Physicians Physicians, in general, strongly believe that they are the most informed providers of care and are best placed to make the needed decisions about what care is best for the patient. They may or may not be interested in new research results, innovations in care, new drugs or technologies, or new systems of care. Physicians believe that medicine is an art as much as a science, and many of them develop entrenched patterns of providing care that can be resistant to changes unless and until those changes are proven over time. Since physicians believe they are the best primary decision makers on care alternatives, they may strongly resent restrictions on utilization, selections of drugs and treatments, or the requirements to preauthorize care, which are placed by insurance companies. Many physicians see these requirements as bureaucratic waste built into the system to cut costs, without regard for patient benefit. They also struggle with the need to contract with insurance companies for what physicians see as low-value reimbursement and feel helpless to negotiate better rates of pay overall. Their idea of an ideal delivery system is one where they have the freedom to practice medicine without regulatory or utilization restraints, without fears of malpractice claims when patients do not get the outcomes they want, and without worry about being paid appropriately for what they do. Their ideal system would not include any form of micromanagement by insurance companies but instead offers fair and reasonable (by the physician’s definition) payment for services immediately upon receipt of the physician’s bill. In the physician’s ideal world, nothing stands between the patient and his/her physician in determining and carrying out care. Disaster Preparedness Assignment Hospitals Hospitals also tend to remember the days when they provided the services ordered by the physician to patients, submitted their bills, and were paid as requested in a timely manner. The current reality is that increasingly hospitals are being paid a flat fee, or case rate, for an episode of care. This leads hospitals to focus on procedures, which pay better, and to conduct their own utilization management in order to keep their costs down. This may also extend to the physician, who may be told that she/he cannot give a certain drug to a patient due to its high cost or must limit the choice of a hip implant to one or two vendors with which the hospital has contracts. Hospitals and physicians thus enter into a complicated relationship, where they both need each other but also continue to push against each other: the physician striving for more autonomy in providing care and services to the patients, and the hospital attempting to reduce costs below the case rate in order to avoid financial losses. Hospitals are extremely regulated by laws, rules, and regulations, which change frequently. One of the newest departments in hospitals is the compliance department, which did not exist in many hospitals decades ago. The constant monitoring of compliance to all the laws, rules, and regulations that apply to health care providers has added considerable cost to the system, of which most patients and many physicians are unaware. The ideal hospital delivery system would focus on providing top quality care in terms of using whatever was needed to get patients to their desired outcomes; would have much less regulatory load with which to comply; would have a steady and reliable payment source for all patients treated in the hospital; and, under tort reform, would have less malpractice liability. Disaster Preparedness Assignment Payors Insurance companies and government payors also struggle in the current system. Their focus has been to contain costs, given the steady rise in expense during the last several decades. They attempt to reduce the costs of physician care by enabling more care to be done by less expensive midlevel providers, pushing physicians to agree to contracted rates of payment, and in some cases, establishing rates unilaterally on a “take it or leave it” basis, as done by Medicare and Medicaid. The payors are leaders in utilization review, case management, and pushing the shift from expensive inpatient care toward less costly care on an outpatient basis where feasible. They are in a continuous struggle with patients and employers, who do not want to see a rise in premiums; and with hospitals and physicians, who do not want to see payment rates decrease. In a payer’s dream system, the focus would be on efficient achievement of medical and health outcomes, with payment only when outcomes are achieved. They also would have stringent controls over unnecessary utilization of services by a simple refusal to pay for those services without preauthorization for the necessity. Standard protocols of care for particular conditions would be the norm, and these would be grounded in evidence-based research. Payments to hospitals and physicians would be global in nature, with one payment made to the joint entity, leaving the hospital and physicians to divvy it up. Above all, for the business side of insurance, there would be healthy profit margins for the payer to return to its stockholders. The Community The larger community looks at the current system of health care delivery, scratches its collective head, and wonders what is going on. It sees inefficiencies, competing interests, ballooning costs, errors and near-misses, unequal access to care, financial impacts, and controversy about who controls what and how care is delivered. In the community’s ideal system, there would be universal access to health care at an affordable cost, no waste or inefficiency in the system, care would be delivered based on patient needs and expected outcomes, health would be achieved and maintained through prevention activities, and there would be a method of managing the financial aspects of care in a sustainable way, so that all parties are made financially whole, but no one becomes obscenely rich. The cost of care is matched to the community’s available resources and does not exceed them. Disaster Preparedness Assignment Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

The role of customer service during pre-transaction transaction and post-transaction The role of customer service during pre-transaction transaction and post-transaction Discuss the role of customer service during the pre-transaction, transaction and post-transaction components of the company-customer exchange. 1. What are key performance indicators (KPIs) and how are they used in supply chain management? Please write 200 word response to receive full credit for this assignment. Also, it required that you respond in full academic thought. Requirements: 200 words 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. Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Cardiac or respiratory issue and steps necessary for prevention Cardiac or respiratory issue and steps necessary for prevention Identify a cardiac or respiratory issue and outline the key steps necessary to include prevention and health promotion . ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS Answer preview to identify a cardiac or respiratory issue and outline the key steps necessary to include prevention 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

Explain the role of the community health nurse in partnership with community stakeholders Explain the role of the community health nurse in partnership with community stakeholders Explain the role of the community health nurse in partnership with community stakeholders for population health promotion. Explain why it is important to appraise community resources (nonprofit, spiritual/religious, etc.) as part of a community assessment and why these resources are important in population health promotion. Content from the following website must be referenced: https://lc.gcumedia.com/nrs427vn/community-and-public-health-the-future-of-health-care/v1.1/#/home Requirements: Minimum of 300 words 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. Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Case Study Writing Prompt ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Case Study Writing Prompt A 19-year-old male is being seen in the office for a red, swollen, and painful left scrotum. What are the risk factors, diagnostic test, treatment, and prevention for epididymis and orchitis? Which STD scares you the most especially if you have teenagers and young adults, why? Case Study Writing Prompt What are the signs and symptoms of thyroid cancer? After a thyroidectomy, what medications will be required from the rest of the patient’s life? What purpose does the parathyroid have? If during the thyroidectomy, the parathyroid glands also removed, what does this mean for the patient? Assignment Guidelines: This assignment must be in APA format: Times Roman 12 font, double spaced, and include a reference page. At least one textbook source and two and outside sources must be referenced and cited in the paper (sources must be peer reviewed and within the last five years.) Essays: at least 300 words per prompt attachment_1 Human Diseases A Systemic Approach eighth edition Mark Zelman, PhD Associate Professor Aurora University Aurora, Illinois Jill Raymond, PhD Professor Mesa Community College Mesa, Arizona Paul Holdaway, MA Professor William Rainey Harper College Palatine, Illinois Elaine Dafnis, PharmD, MS Consultant Medical and Scientific Affairs Chicago, Illinois Mary Lou Mulvihill, PhD Professor Emeritus William Rainey Harper College Palatine, Illinois Boston Amsterdam Delhi Columbus Cape Town Mexico City Indianapolis Dubai New York London São Paulo Sydney Madrid San Francisco Milan Hong Kong Munich Seoul Upper Saddle River Paris Montreal Toronto Singapore Taipei Tokyo Publisher: Julie Levin Alexander Publisher’s Assistant: Regina Bruno Product Manager: Marlene Pratt Program Manager: Jonathan Cheung Editorial Assistant: Natalya Praschak Director of Marketing: David Gessel Marketing Manager: Brittany Hammond Development Editor: Sandra Breuer Project Management Team Lead: Cindy Zonneveld Project Manager: Yagnesh Jani Art Director: Andrea Nix Text Designer: Maria Guglielmo-Walsh Cover/Interior Designer: Ilze Lemesis Cover Image: Sebastian Tomus/Shutterstock Digital Program Manager: Amy Peltier Lead Media Project Manager: Lorena Cerisano Full-Service Project Management: Rebecca Lazure Composition: Laserwords, Inc Printer/Binder: Courier/Kendallville Cover Printer: Lehigh Phoenix Text Font: ITC Bookman Std Light 10/12 Copyright © 2015, 2010 by Pearson Education, Inc. All rights reserved. Manufactured in the United States of America. This publication is protected by Copyright and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permission Department, One Lake Street, Upper Saddle River, New Jersey 07458 or you may fax your request to 201-236-3290. Notice: The author and the publisher of this book have taken care to make certain that the information given is correct and compatible with the standards generally accepted at the time of publication. Nevertheless, as new information becomes available, changes in treatment and in the use of equipment and procedures become necessary. The reader is advised to carefully consult the instruction and information material included in each piece of equipment or device before administration. Students are warned that the use of any techniques must be authorized by their medical advisor, where appropriate, in accordance with local laws and regulations. The publisher disclaims any liability, loss, injury, or damage incurred as a consequence, directly or indirectly, of the use and application of any of the contents of this book. Many of the designations by manufacturers and seller to distinguish their products are claimed as trademarks. Where those designations appear in this book, and the publisher was aware of a trademark claim, the designations have been printed in initial caps or all caps. Library of Congress Cataloging-in-Publication Data Zelman, Mark, author. Human diseases : a systemic approach. — Eighth edition / Mark Zelman, Jill Raymond, Elaine Tompary, Paul Holdaway,Case Study Writing Prompt Mary Lou Mulvihill. p. ; cm. Includes bibliographical references. ISBN 978-0-13-342474-4 — ISBN 0-13-342474-X I. Raymond, Jill, author. II. Tompary, Elaine, author. III. Holdaway, Paul, author. IV. Mulvihill, Mary L., author. V. Title. [DNLM: 1. Disease. 2. Clinical Medicine. QZ 140] RB111 616—dc23 2014011113 10 9 8 7 6 5 4 3 2 1 ISBN 10: 0-13-342474-X ISBN 13: 978-0-13-342474-4 Brief Contents Part I 1 2 3 4 5 Mechanisms of Disease Introduction to Disease 2 Immunity and Disease 14 Infectious Diseases Cancer 1 34 56 Heredity and Disease 70 Part II Diseases and Disorders of the Systems 6 Diseases and Disorders of the Cardiovascular System 88 7 8 9 Diseases and Disorders of the Blood 122 87 Diseases and Disorders of the Respiratory System 138 Diseases and Disorders of the Gastrointestinal System 166 10 11 12 13 14 15 16 Diseases and Disorders of the Urinary System 198 17 Diseases and ?Disorders of the Integumentary System 380 Diseases and Disorders of the Reproductive System 220 Diseases and Disorders of the Endocrine System 262 Diseases and Disorders of the Nervous System 292 Diseases and Disorders of the Eye and Ear 320 Mental Disorders 338 Diseases and Disorders of the Musculoskeletal System 358 Appendices A. Glossary A-1 B. Diagnostic Procedures and Laboratory Tests C. Interactive Exercises A-29 D. Prevention Plus Suggested Answers A-41 Index A-21 I-1 iii Contents Transmission of Infectious Diseases Preface ix Reviewers x About the Authors Nosocomial Infections xi 37 37 Control of Infectious Diseases 38 Survey of Pathogenic Microorganisms Part I 1 Mechanisms of Disease 1 Introduction to Disease Learning Objectives Treatment of Infectious Disease Common Vaccine-Preventable Childhood Infectious Diseases 47 2 Resources Disease Concepts and Terminology 4 7 Risk Factors 8 Health Promotion and Disease Prevention 8 4 50 Interactive Exercises 54 Cancer 56 Resources Introduction 11 58 Epidemiology Immunity and Disease Immunity 58 Tumor Formation 14 Naming Tumors 14 16 59 59 Known Risk Factors for Cancer 60 Signs and Symptoms of Cancer 61 Nonspecific Immunity 16 Etiology of Cancer 61 Specific Immunity Diagnosis of Cancer 62 17 Age and the Immune System 19 Grading and Staging Cancer 63 Diagnostic Testing Cancer Treatment Autoimmunity Allergy 19 20 Resources 29 Learning Objectives Introduction Heredity and Disease DNA and Chromosomes 32 Infectious Diseases 68 70 Learning Objectives 70 Diseases at a Glance 30 Interactive Exercises 5 65 67 Interactive Exercises Cancers of the Immune System 27 Resources 64 Cancer Prevention 23 Immune Deficiency 25 72 Transmission of Hereditary Diseases 34 34 36 Principles of Infectious Disease 36 iv Diseases at a Glance Learning Objectives 56 Learning Objectives 3 49 Treatment of Disease 11 Interactive Exercises 12 2 44 Emerging and Reemerging Infectious Diseases 45 2 Causes of Disease 40 Abnormal Chromosome Diseases 74 76 Sex Anomalies 77 Genetic Counseling and Diagnosis 78 Congenital Disorders Case Study Writing Prompt 79 Contents??L??v Resources 79 Diagnostic Tests and Procedures Diseases at a Glance 80 Upper Respiratory Diseases 144 Interactive Exercises 84 Lower Respiratory Diseases 142 147 Age-Related Diseases 157 Resources Part II Diseases and Disorders of the Systems 87 6 Diseases and Disorders of the Cardiovascular System 88 9 Learning Objectives 88 111 Diseases at a Glance 112 177 Resources 124 125 125 Disorders of Hemostasis 130 Disorders of White Blood Cells 132 133 133 Diseases at a Glance 134 Interactive Exercises 136 8 Diseases of the Intestines 184 188 Age-Related Diseases 189 Anatomy and Physiology Review 124 Resources 174 Diseases of the Pancreas Learning Objectives 122 Age-Related Diseases 172 Diseases of the Gallbladder 187 Diseases and Disorders of the Blood 122 Anemia 171 Diseases of the Stomach Diseases of the Liver Interactive Exercises 120 Diagnostic Tests and Procedures 170 Diseases Indicated by Stool Characteristics 183 111 Introduction Diseases and Disorders of the Gastrointestinal System 166 Diseases of the Esophagus Heart Disease in Infants and Children 107 7 164 Diseases of the Mouth 107 Resources Interactive Exercises Diagnostic Tests and Procedures Congestive Heart Failure 107 Age-Related Disease 158 Anatomy and Physiology Review 168 95 Cardiovascular Disease 95 Shock Diseases at a Glance Learning Objectives 166 Anatomy and Physiology Review 90 Diagnostic Tests and Procedures 157 10 189 Diseases at a Glance 190 Interactive Exercises 196 Diseases and Disorders of the Urinary System 198 Learning Objectives 198 Anatomy and Physiology Review 200 Diagnostic Tests and Procedures Acute Diseases and Disorders 200 202 Chronic Diseases and Disorders 207 Congenital Disorders 213 Diseases and Disorders of the Respiratory System 138 Age-Related Diseases 213 Learning Objectives 138 Diseases at a Glance 214 Anatomy and Physiology Review 140 Interactive Exercises 218 Resource 213 vi??L??Contents 11 Abnormalities in Secretion of Sex Hormones 282 Diseases and Disorders of the Reproductive System 220 Age-Related Diseases 282 Learning Objectives 220 Resources Anatomy and Physiology of the Female Reproductive System 222 Diagnostic Tests and Procedures 224 Diseases of the Female Reproductive System 224 13 Benign Conditions of the Breast 228 284 Interactive Exercises 290 Diseases and Disorders of the Nervous System 292 Anatomy and Physiology Review 294 Disorders of Pregnancy 234 Diagnostic Tests and Procedures Female Age-Related Diseases 235 Brain and Spinal Cord Trauma Anatomy and Physiology of the Male Reproductive System 236 Epilepsy Stroke Diagnostic Tests and Procedures 238 300 300 Degenerative Diseases of the Nervous System 307 Sexually Transmitted Infections 241 248 Diseases at a Glance 250 Developmental and Congenital Disorders 310 Interactive Exercises??260 Brain Tumors Resources Learning Objectives 262 Thyroid Gland 267 313 Age-Related Diseases 313 Diseases and Disorders of the Endocrine System 262 Pituitary Gland 266 14 313 Diseases at a Glance 314 Interactive Exercises 318 Diseases and Disorders of the Eye and Ear 320 Parathyroid Glands 269 Learning Objectives 320 Case Study Writing Prompt Adrenal Glands Anatomy and Physiology Review: the Eye 322 270 Endocrine Pancreas 271 Ovaries and Testes 271 Diagnostic Tests and Procedures 271 Diseases of the Pituitary 272 Diseases of the Thyroid Gland 273 Diseases of the Parathyroid Gland 275 301 Infectious Diseases of the Nervous System 303 Male Age-Related Diseases 240 Anatomy and Physiology Review 264 297 297 Disorders of the Cranial Nerves Diseases of the Male Reproductive System 238 12 Diseases at a Glance Learning Objectives 292 Menstrual Disorders 231 Resources 283 Diagnostic Tests and Procedures: the Eye 322 Diseases and Disorders of the Eye 323 Anatomy and Physiology Review: the Ear 328 Diseases of the Adrenal Glands 276 Diagnostic Tests and Procedures: the Ear 328 Hyposecretion of the Pancreas 278 Diseases and Disorders of the Ear 328 Contents??L??vii Age-Related Diseases and Disorders 331 Diseases at a Glance 374 Diseases at a Glance 332 Interactive Exercises 378 Interactive Exercises 336 15 16 Mental Disorders 17 338 Diseases and Disorders of the Integumentary System 380 Learning Objectives 338 Learning Objectives 380 Introduction Anatomy and Physiology Review 382 340 Risk Factors 341 Diagnostic Tests and Procedures 383 Early Warning Signs and Symptoms of Mental Disorders 341 Skin Lesions 384 Causes of Mental Disorders 341 Infectious Skin Diseases 384 Diagnosing Mental Disorders 342 Treating Mental Disorders 342 Hypersensitivity or Immune Disorders of the Skin 393 Specific Mental Disorders 342 Benign Tumors of Skin Age-Related Disorders 349 Skin Cancer 398 Resources Sebaceous Gland Disorders 401 Epidermoid Cysts 384 349 397 Diseases at a Glance 350 Pigment Disorders 401 Interactive Exercises 354 Skin Trauma and Injury 403 Age-Related Diseases 407 Diseases and Disorders of the Musculoskeletal System 358 Resources Diseases at a Glance 410 Learning Objectives 358 Interactive Exercises 418 Anatomy and Physiology Review 360 Diagnostic Tests and Procedures 361 Diseases of Bone 362 Diseases and Disorders of the Joints 366 Diseases of the Muscles 372 Age-Related Diseases Resources 373 372 409 Appendices A. Glossary A-1 B. Diagnostic Procedures and Laboratory Tests A-21 C. Interactive Exercises A-29 D. Prevention Plus Suggested Answers A-41 Index I-1 This page intentionally left blank Preface Welcome to the Eighth Edition The eighth edition of Human Diseases: A Systemic Approach has been thoroughly updated and revised for accuracy, organization, and currency. A complete set of multimedia ancillaries accompanies the text and provides a multimedia learning experience. Students and instructors will enjoy the text’s accessible and engaging approach to human diseases. Every chapter has been entirely rewritten for this edition. Organization The text remains organized in two parts. Part I, Mechanisms of Disease, introduces students to terminology, immunity and inflammation, inheri­ tance, cancer, and infectious diseases. Part II, Diseases of the Systems, discusses the major diseases of the body systems. Also returning is the popular Side by Side feature; Prevention Plus!; Diseases at a Glance charts; and Interactive Activities, including case studies and multiple-choice, true/false, and fill-in-the-blank exercises. New to the Eighth Edition • “Healthy Aging” feature.??Throughout the text, highlights practical information about aging and disease prevention. • “Promote Your Health” feature.??­Throughout the text, highlights useful information, tools, and behaviors that reduce the risk for selec­ ted diseases and disorders. • Consistent coverage of disease topics.??Through­ out the text, the authors attempted to include, for each disease, information on incidence, prevalence, risk factors, symptoms, etiology, diagnosis, treatment, and prevention. • New chapter on Diseases and Disorders of the Special Senses.?Case Study Writing Prompt ?This chapter expands and brings together in one place diseases and disorders of the eye and ear. • Resources/references.??Updated professional and credible resources have been included at the end of each chapter. Instructor’s Resource Manual This manual contains a wealth of material to help faculty plan and manage the human disease course. It includes lecture suggestions and content abstracts, learning objectives, a 693-­question test bank, and more for each chapter. Image Library A collection of 198 images is available for instructors to download for presentation purposes. This library encompasses each of the high-quality images contained in the text and may be used in any way that instructors wish. ix Reviewers James Allen, RN, BSN, MBA/HCM, JD Lansing Community College, Lansing, MI Dolly Horton, CMA, BS, MEd Asheville Buncombe Technical Community College, Asheville, NC Alice Macomber, RN, RMA, AHI, RPT, Florida BXMO, Continuing Education Provider for Florida Board of Nursing Keiser University, Fort Lauderdale, FL Michelle Mantooth, MSc, MLS(ASCP)CM, CG(ASCP)CM Trident Technical College, North Charleston, SC x Mary Prorok, RN MSN South Hills School of Business & Technology, State College, PA Amy Semenchuk, RN, BSN Rockerford Career College, Rockford, IL Lynn Slack, BS, CMA Kaplan Career Institute, Nashville, TN Linda Reeves, MD, FAAP Virginia College Online About the Authors Mark Zelman, PhD, is a Professor of B ­ iology at Aurora University in Aurora, Illinois. A native of Chicago, he received his PhD from the Department of Microbiology and Immunology at Loyola University Chicago, where he developed a mouse model for human autoimmune disease. Dr. ­Zelman was a postdoctoral fellow at the University of Chicago, where he studied molecular cell physiology pertaining to cell division and cancer. He has been a biology professor, a college administrator, and a medical writer. Dr. ­Zelman enjoys bird-watching and camping with his family and wears out quite a few sneakers running roads and trails. Mark dedicates the eighth edition of this book to his children. Jill Raymond, PhD, is a Professor in the Department of Life Science at Mesa Community College in Mesa, Arizona, where she teaches microbiology. She received her PhD in Microbiology from the University of California at Davis and completed a postdoctoral fellowship in infectious diseases at the University of California at San Diego, where she studied the parasite Giardia lamblia. Dr. Raymond is proud to dedicate the eighth edition to her husband, Andy. Without his continual support and encouragement, this edition would have been almost insurmountable. Paul Holdaway, MA, a native Hoosier, is a graduate of Indiana State University and was an instructor there for two years. He is retired from the Biology Department at Harper College in Palatine, Illinois, where Dr. Mary Lou ­Mulvihill was an admired fellow biologist and friend. Holdaway takes pleasure in a wide range of biological and clinical interests, as well as sports and family activities. Elaine D ­ afnis, PharmD, MS, received her degree from the University of Illinois at Chicago. She taught courses in pharmacology, pathophysio­ logy, pharmacy law, and pharmaceutical calculations at William Rainey Harper College and the College of Lake County in Illinois. She has served as a mentor and preceptor for pharmacy students at the University of Illinois and Drake University. xi This page intentionally left blank Part I Mechanisms of Disease How do we define and describe ­disease? What causes disease? In Part I, we ­discuss the manifestations, terminology, diagnosis, and mechanisms of disease. Chapters 1. Introduction to Disease 2. Immunity and Disease 3. Infectious Diseases 4. Cancer 5.Case Study Writing Prompt Heredity and Disease Chapter 1 Introduction to Disease Learning Objectives After studying this chapter, you should be able to L Define basic terminology used in the study of human disease L Identify the major causes of disease L Identify risk factors related to disease L Describe how health promotion and disease prevention reduce the burden of disease Fact or Fiction? Plague does not occur in the United States. Fiction: Plague first reached the western United States around 1900. In recent decades, an average of seven human plague cases are reported each year in the United States. Plague is most common in the southwestern states, particularly New Mexico, Arizona, and Colorado. 2 A heart infusion agar culture growing ­colonies of Yersinia pestis bacteria. (Courtesy of the CDC/Dr. Brodsky, 1966) Disease Chronicle The Black Death, also known as the plague, was one of the most devastating pandemics in human history. The Black Death arrived in Europe in October 1347 when 12 Genoese trading ships docked at the Sicilian port of Messina. Most of the sailors aboard the ships were dead. Those still alive were gravely ill and were covered in mysterious black boils that oozed blood and pus. Over the next 5 years the Black Death killed approximately 25 million people or a third of Europe’s population. That is equivalent to killing everyone who lives in the 10 largest cities in the United States in only 5 years. In the 14th century there was no rational explanation for what happened. No one knew what caused the Black Death, how it was transmitted, or how to prevent or treat it. Today we know that plague is caused by Yersinia pestis bacteria, is usually transmitted to humans through fleas, and can be successfully treated with antibiotics. 3 4??L??Part I Mechanisms of Disease Disease Concepts and Terminology “From the bitterness of disease man learns the sweetness of health.” —Catalan proverb In this chapter you embark on the exciting and challenging study of human disease. This chapter of your journey introduces you to key terms and concepts that you will use throughout the text. We first consider the nature of health and disease. Health and Disease We all can recognize a state of health. Health is the condition in which the human body performs its vital functions normally. In health the body’s various organ systems function optimally and a person can participate fully in his or her life. 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