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Disorders of Coagulation & Thromboembolism ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Disorders of Coagulation & Thromboembolism For this assignment you will be able to create an infographic or video presentation. Disorders of Coagulation & Thromboembolism 1. Select one of the topics below. Disorders of Coagulation, (Chapter 21, p. 544) 2. Explore the topic and gather the information needed to teach your fellow learners. 3. Please create these items using infographics ( Canva.com ) or video ( Powtoon.com ). If you would like to use a different media source, please email your Instructor first for permission. attachment_1 Understanding Pathophysiology FRST CANADIAN EDITION Mohamed Toufic El-Hussein, RN, PhD Associate Professor, School of Nursing Faculty of Health, Community & Education Mount Royal University Calgary, Alberta Kelly Power-Kean, MHS, NP, RN Center for Nursing Studies Memorial University St. John’s, Newfoundland Stephanie Zettel, BN, MN Associate Professor 2 School of Nursing and Midwifery Mount Royal University Calgary, Alberta U.S. AUTHORS Sue E. Huether, MS, PhD Professor Emeritus College of Nursing University of Utah Salt Lake City, Utah Kathryn L. McCance, MS, PhD Professor Emeritus College of Nursing University of Utah Salt Lake City, Utah U.S. Section Editors Valentina L. Brashers, MD Professor of Nursing and Woodard Clinical Scholar Attending Physician in Internal Medicine University of Virginia Health System Charlottesville, Virginia Neal S. Rote, PhD Academic Vice-Chair and Director of Research Department of Obstetrics and Gynecology University Hospitals Case Medical Center William H. Weir, MD, Professor of Reproductive Biology and Pathology Case Western Reserve University School of Medicine 3 Cleveland, Ohio 4 Table of Contents Cover image Title Page Health Promotion Boxes Copyright Reviewers Contributors Preface Organization and Content Features to Promote Learning Art Program Teaching/Learning Package Acknowledgments Introduction to Pathophysiology 5 Part One Basic Concepts of Pathophysiology Unit 1 The Cell 1 Cellular Biology Prokaryotes and Eukaryotes Cellular Functions Structure and Function of Cellular Components Cell-to-Cell Adhesions Cellular Communication and Signal Transduction Cellular Metabolism Membrane Transport: Cellular Intake and Output Cellular Reproduction: The Cell Cycle Tissues Did You Understand? Key Terms References 2 Genes and Genetic Diseases DNA, RNA, and Proteins: Heredity at the Molecular Level Chromosomes Elements of Formal Genetics Transmission of Genetic Diseases Linkage Analysis and Gene Mapping Multifactorial Inheritance 6 Did You Understand? Key Terms References 3 Epigenetics and Disease Epigenetic Mechanisms Epigenetics and Human Development Genomic Imprinting Inheritance of Epigenetic States Epigenetics and Cancer Future Directions Did You Understand? Key Terms References 4 Altered Cellular and Tissue Biology Cellular Adaptation Cellular Injury Manifestations of Cellular Injury: Accumulations Cellular Death Aging and Altered Cellular and Tissue Biology Somatic Death Did You Understand? Key Terms References 7 5 Fluids and Electrolytes, Acids and Bases Distribution of Body Fluids and Electrolytes Alterations in Water Movement Sodium, Chloride, and Water Balance Alterations in Sodium, Chloride, and Water Balance Alterations in Potassium and Other Electrolytes Acid-Base Balance Pediatric Considerations Geriatric Considerations Did You Understand? Key Terms References Unit 2 Mechanisms of Self-Defence 6 Innate Immunity Human Defence Mechanisms Disorders of Coagulation & Thromboembolism Acute and Chronic Inflammation Wound Healing Pediatric Considerations Geriatric Considerations Did You Understand? Key Terms References 8 7 Adaptive Immunity Third Line of Defence: Adaptive Immunity Antigens and Immunogens Antibodies Immune Response: Collaboration of B Cells and T Cells Cell-Mediated Immunity Pediatric Considerations Geriatric Considerations Did You Understand? Key Terms References 8 Infection and Defects in Mechanisms of Defence Infection Deficiencies in Immunity Hypersensitivity: Allergy, Autoimmunity, and Alloimmunity Did You Understand? Key Terms References 9 Stress and Disease Historical Background and General Concepts The Stress Response Stress, Personality, Coping, and Illness Geriatric Considerations 9 Did You Understand? Key Terms References Unit 3 Cellular Proliferation: Cancer 10 Biology of Cancer Cancer Terminology and Characteristics The Biology of Cancer Cells Clinical Manifestations of Cancer Diagnosis, Characterization, and Treatment of Cancer Did You Understand? Key Terms References 11 Cancer Epidemiology Genetics, Epigenetics, and Tissue Incidence and Mortality Trends In Utero and Early Life Conditions Environmental and Lifestyle Factors Did You Understand? Key Terms References 12 Cancer in Children and Adolescents 10 Incidence, Etiology, and Types of Childhood Cancer Prognosis Did You Understand? Key Terms References Part Two Body Systems and Diseases Unit 4 The Neurological System 13 Structure and Function of the Neurological System Overview and Organization of the Nervous System Cells of the Nervous System The Nerve Impulse The Central Nervous System The Peripheral Nervous System The Autonomic Nervous System Geriatric Considerations Did You Understand? Key Terms References 14 Pain, Temperature, Sleep, and Sensory Function Pain Temperature Regulation Sleep 11 The Special Senses Somatosensory Function Geriatric Considerations Geriatric Considerations Geriatric Considerations Did You Understand? Key Terms References 15 Alterations in Cognitive Systems, Cerebral Hemodynamics, and Motor Function Alterations in Cognitive Systems Alterations in Cerebral Hemodynamics Alterations in Neuromotor Function Alterations in Complex Motor Performance Extrapyramidal Motor Syndromes Did You Understand? Key Terms References 16 Disorders of the Central and Peripheral Nervous Systems and Neuromuscular Junction Central Nervous System Disorders Peripheral Nervous System and Neuromuscular Junction Disorders Tumours of the Central Nervous System Did You Understand? 12 Key Terms References 17 Alterations of Neurological Function in Children Development of the Nervous System in Children References Structural Malformations Alterations in Function: Encephalopathies Disorders of Coagulation & Thromboembolism Cerebrovascular Disease in Children Childhood Tumours Did You Understand? Key Terms References Unit 5 The Endocrine System 18 Mechanisms of Hormonal Regulation Mechanisms of Hormonal Regulation Structure and Function of the Endocrine Glands Geriatric Considerations Did You Understand? Key Terms References 19 Alterations of Hormonal Regulation 13 Mechanisms of Hormonal Alterations Alterations of the Hypothalamic-Pituitary System Alterations of Thyroid Function Alterations of Parathyroid Function Dysfunction of the Endocrine Pancreas: Diabetes Mellitus Alterations of Adrenal Function Did You Understand? Key Terms References Unit 6 The Hematological System 20 Structure and Function of the Hematological System Components of the Hematological System Development of Blood Cells Mechanisms of Hemostasis Pediatric Considerations Geriatric Considerations Did You Understand? Key Terms References 21 Alterations of Hematological Function Alterations of Erythrocyte Function Myeloproliferative Red Blood Cell Disorders 14 Alterations of Leukocyte Function Alterations of Lymphoid Function Alterations of Splenic Function Hemorrhagic Disorders and Alterations of Platelets and Coagulation Did You Understand? Key Terms References 22 Alterations of Hematological Function in Children Disorders of Erythrocytes Disorders of Coagulation and Platelets Neoplastic Disorders Did You Understand? Key Terms References Unit 7 The Cardiovascular and Lymphatic Systems 23 Structure and Function of the Cardiovascular and Lymphatic Systems The Circulatory System The Heart The Systemic Circulation The Lymphatic System Did You Understand? 15 Key Terms References 24 Alterations of Cardiovascular Function Diseases of the Veins Diseases of the Arteries Disorders of the Heart Wall Manifestations of Heart Disease Shock Did You Understand? Key Terms References 25 Alterations of Cardiovascular Function in Children Congenital Heart Disease Acquired Cardiovascular Disorders Did You Understand? Key Terms References Unit 8 The Pulmonary System 26 Structure and Function of the Pulmonary System Structures of the Pulmonary System Function of the Pulmonary System 16 Geriatric Considerations Did You Understand? Key Terms References 27 Alterations of Pulmonary Function Clinical Manifestations of Pulmonary Alterations Disorders of the Chest Wall and Pleura Pulmonary Disorders Did You Understand? Key Terms References 28 Alterations of Pulmonary Function in Children Disorders of the Upper Airways Disorders of the Lower Airways Sudden Unexpected Infant Death Did You Understand? Key Terms References Unit 9 The Renal and Urological Systems 29 Structure and Function of the Renal and Urological Systems Structures of the Renal System 17 Renal Blood Flow Kidney Function Tests of Renal Function Pediatric Considerations Geriatric Considerations Did You Understand? Key Terms References 30 Alterations of Renal and Urinary Tract Function Urinary Tract Obstruction Urinary Tract Infection Glomerular Disorders Acute Kidney Injury Chronic Kidney Disease Did You Understand? Key Terms References 31 Alterations of Renal and Urinary Tract Function in Children Structural Abnormalities Glomerular Disorders Nephroblastoma Bladder Disorders Urinary Incontinence 18 Did You Understand? Key Terms References Unit 10 The Reproductive Systems 32 Structure and Function of the Reproductive Systems Disorders of Coagulation & Thromboembolism Development of the Reproductive Systems The Female Reproductive System Structure and Function of the Breast The Male Reproductive System Aging and Reproductive Function Did You Understand? Key Terms References 33 Alterations of the Female Reproductive System Abnormalities of the Female Reproductive Tract Alterations of Sexual Maturation Disorders of the Female Reproductive System Disorders of the Female Breast Did You Understand? Key Terms References 19 34 Alterations of the Male Reproductive System Alterations of Sexual Maturation Disorders of the Male Reproductive System References Disorders of the Male Breast Sexually Transmitted Infections Did You Understand? Key Terms References Unit 11 The Digestive System 35 Structure and Function of the Digestive System The Gastro-Intestinal Tract Accessory Organs of Digestion Geriatric Considerations Did You Understand? Key Terms References 36 Alterations of Digestive Function Disorders of the Gastro-Intestinal Tract Disorders of the Accessory Organs of Digestion Cancer of the Digestive System Did You Understand? 20 Key Terms References 37 Alterations of Digestive Function in Children Disorders of the Gastro-Intestinal Tract Disorders of the Liver Gastro-Intestinal Malignancies in Children Did You Understand? Key Terms References Unit 12 The Musculo-skeletal and Integumentary Systems 38 Structure and Function of the Musculo-skeletal System Structure and Function of Bones Structure and Function of Joints Structure and Function of Skeletal Muscles Aging and the Musculo-skeletal System Did You Understand? Key Terms References 39 Alterations of Musculo-skeletal Function Musculo-skeletal Injuries 21 Disorders of Bones Disorders of Joints Disorders of Skeletal Muscle Musculo-skeletal Tumours Did You Understand? Key Terms References 40 Alterations of Musculo-skeletal Function in Children Congenital Defects Bone Infection Juvenile Idiopathic Arthritis Osteochondroses Scoliosis Muscular Dystrophy Musculo-skeletal Tumours Nonaccidental Trauma Did You Understand? Key Terms References 41 Structure, Function, and Disorders of the Integument Structure and Function of the Skin Disorders of the Skin Disorders of the Hair 22 Disorders of the Nail Geriatric Considerations Did You Understand? Key Terms References 42 Alterations of the Integument in Children Acne Vulgaris Dermatitis Infections of the Skin Insect Bites and Parasites Cutaneous Hemangiomas and Vascular Malformations Other Skin Disorders Did You Understand? Key Terms References Index Prefixes and Suffixes Used in Medical Terminology Word Roots Commonly Used in Medical Terminology 23 21 Alterations of Hematological Function Anna Schwartz, Kathryn L. McCance, Neal S. Rote, Kelly Power-Kean CHAPTER OUTLINE Alterations of Erythrocyte Function, 520 Classification of Anemias, 520 Macrocytic-Normochromic Anemias, 522 Microcytic-Hypochromic Anemias, 524 Normocytic-Normochromic Anemias, 526 Myeloproliferative Red Blood Cell Disorders, 526 Polycythemia Vera, 526 Iron Overload, 529 Alterations of Leukocyte Function, 529 Quantitative Alterations of Leukocytes, 529 Alterations of Lymphoid Function, 538 Lymphadenopathy, 538 Malignant Lymphomas, 538 Alterations of Splenic Function, 545 1532 Hemorrhagic Disorders and Alterations of Platelets and Coagulation, 546 Disorders of Platelets, 546 Alterations of Platelet Function, Disorders of Coagulation & Thromboembolism 549 Disorders of Coagulation, 550 Alterations of erythrocyte function involve either insufficient or excessive numbers of erythrocytes in the circulation or normal numbers of cells with abnormal components. Anemias are conditions in which there are too few erythrocytes or an insufficient volume of erythrocytes in the blood. Polycythemias are conditions in which erythrocyte numbers or volume is excessive. All of these conditions have many causes and are pathophysiological manifestations of a variety of disease states. Many disorders involving leukocytes range from increased numbers of leukocytes (i.e., leukocytosis) in response to infections to proliferative disorders (such as leukemia). Many hematological disorders are malignancies, and many nonhematological malignancies metastasize to bone marrow, affecting leukocyte production. Thus a large portion of this chapter is devoted to malignant disease. The primary role of clotting (hemostasis) is to stop bleeding through an interaction of endothelium lining the vessels, platelets, and clotting factors. A large number of disease states may be associated with a clinically significant increase or decrease in clotting resulting from alterations in any of the three main 1533 components of the clotting process. Alterations of Erythrocyte Function Classification of Anemias Anemia is a reduction in the total number of erythrocytes in the circulating blood or a decrease in the quality or quantity of hemoglobin. Anemias commonly result from (1) impaired erythrocyte production, (2) blood loss (acute or chronic), (3) increased erythrocyte destruction, or (4) a combination of these three factors. Anemias are classified by their causes (e.g., anemia of chronic disease) or by the changes that affect the size, shape, or substance of the erythrocyte. The most common classification of anemias is based on the changes that affect the cell’s size and hemoglobin content (Table 21-1). Terms used to identify anemias reflect these characteristics. Terms that end with -cytic refer to cell size, and those that end with -chromic refer to hemoglobin content. Additional terms describing erythrocytes found in some anemias are anisocytosis (assuming various sizes) and poikilocytosis (assuming various shapes). TABLE 21-1 Morphological Classification of Anemias Structure of Erythrocytes Macrocytic-normochromic anemia: large, abnormally shaped erythrocytes, normal hemoglobin concentrations Microcytic-hypochromic anemia: small, abnormally shaped erythrocytes and reduced hemoglobin concentration Name and Mechanism of Anemia Pernicious anemia: lack of vitamin B12; abnormal DNA and RNA synthesis in erythroblast; premature cell death Folate deficiency anemia: lack of folate; premature cell death Iron deficiency anemia: lack of iron for hemoglobin; insufficient hemoglobin Sideroblastic anemia: dysfunctional iron uptake by erythroblasts and defective porphyrin and heme synthesis Thalassemia: impaired synthesis of ?- or ?-chain of hemoglobin A; phagocytosis of 1534 Primary Cause Congenital or acquired deficiency of intrinsic factor; genetic disorder of DNA synthesis Dietary folate deficiency Chronic blood loss, dietary iron deficiency, disruption of iron metabolism or iron cycle Congenital dysfunction of iron metabolism in erythroblasts, acquired dysfunction of iron metabolism as result of medications or toxins Congenital genetic defect of globin synthesis abnormal erythroblasts in marrow Normocytic-normochromic Aplastic anemia: insufficient anemia: normal size, erythropoiesis normal hemoglobin Posthemorrhagic anemia: concentration blood loss Hemolytic anemia: premature destruction (lysis) of mature erythrocytes in circulation Sickle cell anemia: abnormal hemoglobin synthesis, abnormal cell shape with susceptibility to damage, lysis, and phagocytosis Anemia of chronic disease; abnormally increased demand for new erythrocytes Depressed stem cell proliferation Increased erythropoiesis; iron depletion Increased fragility of erythrocytes Congenital dysfunction of hemoglobin synthesis Chronic infection or inflammation; malignancy Disorders of Coagulation & Thromboembolism DNA, Deoxyribonucleic acid; RNA, ribonucleic acid. Clinical manifestations The main alteration of anemia is a reduced oxygen-carrying capacity of the blood resulting in tissue hypoxia. Symptoms of anemia vary, depending on the body’s ability to compensate for the reduced oxygen-carrying capacity. Anemia that is mild and starts gradually is usually easier to compensate and may cause problems for the individual only during physical exertion. As red blood cell reduction continues, symptoms become more pronounced and alterations in specific organs and compensation effects are more apparent. Compensation generally involves the cardiovascular, respiratory, and hematological systems (Figure 21-1). 1535 Progression and Manifestations of Anemia. BPG, bisphosphoglycerate; RBC, red blood cell; SV, stroke volume. FIGURE 21-1 A reduction in the number of red blood cells in the blood causes a reduction in the consistency and volume of blood. Initial compensation for cellular loss is movement of interstitial fluid into the blood, causing an increase in plasma volume. This movement maintains an adequate blood volume, but the viscosity (thickness) of the blood decreases. The “thinner” blood flows faster and more turbulently than normal blood, causing a hyperdynamic circulatory state. This hyperdynamic state creates cardiovascular changes— increased stroke volume and heart rate. These changes may lead to cardiac dilation and heart valve insufficiency if the underlying anemic condition is not corrected. Hypoxemia, reduced oxygen level in the blood, further contributes to cardiovascular dysfunction by causing dilation of arterioles, capillaries, and venules, thus increasing flow through them. Increased peripheral blood flow and venous return further contributes to an increase in heart rate and stroke volume in a continuing effort to meet normal oxygen demand and prevent 1536 cardiopulmonary congestion. These compensatory mechanisms may lead to heart failure. Tissue hypoxia creates additional demands and effects on the pulmonary and hematological systems. The rate and depth of breathing increase in an effort to increase oxygen availability accompanied by an increase in the release of oxygen from hemoglobin. All of these compensatory mechanisms may cause individuals to experience shortness of breath (dyspnea), a rapid and pounding heartbeat, dizziness, and fatigue. In mild chronic cases, these symptoms may be present only when there is an increased demand for oxygen (e.g., during physical exertion), but in severe cases, symptoms may be experienced even at rest. Manifestations of anemia may be seen in other parts of the body. The skin, mucous membranes, lips, nail beds, and conjunctivae become either pale because of reduced hemoglobin concentration or yellowish (jaundiced) because of accumulation of end products of red blood cell destruction (hemolysis) if that is the cause of the anemia. Tissue hypoxia of the skin results in impaired healing and loss of elasticity, as well as thinning and early greying of the hair. Nervous system manifestations may occur where the cause of anemia is a deficiency of vitamin B12. Myelin degeneration occurs, causing a loss of nerve fibres in the spinal cord, resulting in paresthesias (numbness), gait disturbances, extreme weakness, spasticity, and reflex abnormalities. Decreased oxygen supply to t … Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Major principles that guide 21st-century journalists Major principles that guide 21st-century journalists Identify the major principles that guide 21st-century journalists, including newsworthiness, style, modality, and some ethical and legal frameworks. In short, our OBJECTIVES for this assignment are: ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS To demonstrate what we now know about producing 21st-century journalism with examples of article-writing that represent our best-quality work. To reflect on our accomplishment of course objectives and the ways this course material may be valuable in our future activities and careers. ** As a reminder, those course objectives are: Identify the major principles that guide 21st-century journalists , including newsworthiness, style, modality, and some ethical and legal frameworks. Identify the parts of a news story, describe the relationship among those parts, and explain the way they work together to produce meaning. Demonstrate an understanding of a journalistic story\’s context and audience. Articulate, evaluate, and justify journalistic writing choices at various stages of the revision process, including sentence-level grammatical errors and stylistic effects, AP style, structure, coherence, and multimedia integration. Consume media content with a more informed and critical eye. COMPONENTS undefined (A) ONE original multimedia article, from pitch to publication-ready DETAILS (1) ONE original multimedia article, from pitch to publication-ready. You will make a pitch for a story idea that you would like to cover for the Albion College Pleiad. The pitch should include (a) as many of the 5Ws + H questions as you can answer; (b) which aspects of newsworthiness (FOCII) readers would care most about with this story; (c) the section of the publication in which the story should appear (e.g. \”Sports\” or \”Features\”); and (d) opportunities or challenges the reporter should keep in mind. Then you\’ll get down to the reporting — schedule “interviews” (use the name Aanika Batra a sophomore at Albion College and Athena Levigne a junior at Albion College for your interviewee names!) , perhaps do some internet research, — in short, gather all the materials you need to make the story the best it can be. Components you MUST have in your story: Headline Byline (author\’s name) Date Lead — standard (Inverted Pyramid) or narrative/anecdotal Clear organization — Inverted Pyramid, ice-cream cone, kebab, other Quotes from multiple sources — indirect AND direct, all properly attributed Emphasis on one or two distinct FOCII elements At least ONE non-text media — photo slideshow with captions (3 or more photos), short audio or video clip, short form (good content that is effective as a visual element) Requirements: 2 pages Answer preview to identify the major principles that guide 21st-century journalists, including newsworthiness, style, modality, and some ethical and legal frameworks. Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Importance of Toxic Release Inventory ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Importance of Toxic Release Inventory Provide a quick summary of your city’s TRI report. Importance of Toxic Release Inventory From the “Top Five Facilities by Total Disposal” in your city, choose one facility and describe the company and the reasons you think it uses such a large amount of hazardous chemicals. Choose one chemical from the list of “Top Five Chemicals Released to Air and Water” and discuss its toxicity to humans and the environment. Use legitimate websites such as the Environment Protection Agency (EPA), the Food and Drug Administration (FDA), or other U.S. government agency websites, or international organizations such as the World Health Organization (WHO). Looking at the map of TRI facilities in your city, do you think there is an environmental justice issue in your city? Discuss and support your answer with evidence. Your paper should be 3–4 pages in length (excluding cover page and reference page). Use APA format to style your paper and to cite your sources. Your sources should be integrated into the paragraphs. Use internal citations pointing to evidence in the literature and supporting your ideas. You will need to include a reference page listing those sources. 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

Human Disease Drug Exam Questions ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Human Disease Drug Exam Questions Question 1 For the following, match the appropriate drug or drug class to its correct action. Choose the best answer for each. Human Disease Drug Exam Questions – A. B. C. D. E. F. G. H. I. J. K. ACE inhibitor – A. B. C. D. E. F. G. H. I. J. K. Alpha-beta blocker – A. B. C. D. E. F. G. H. I. J. K. Calcium channel blocker – A. B. C. D. E. F. G. H. I. J. K. Nitroglycerin – A. B. C. D. E. F. G. H. I. J. K. Sodium channel blocker – A. B. C. D. E. F. G. H. I. J. K. Statin drugs – A. B. C. D. E. F. G. H. I. J. K. Bile acid sequestrants – A. B. C. D. E. F. G. H. I. J. K. corticosteroids – A. B. C. D. E. F. G. H. I. J. K. bronchodilator – A. B. C. D. E. F. G. H. I. J. K. Bisphosphonates – A. B. C. D. E. F. G. H. I. J. K. Flexeril A. relaxes the smooth muscle around airways, causing the openings to enlarge B. slows the heart rate and reduces cell excitability by inhibiting sodium movement through the cell C. cholesterol lowering drugs that bind cholesterol containing bile acids and removes them via bowel movements D. similar to natural cortisol that prevents or limits inflammation E. causes vasodilation and decreased blood pressure by opposing the excitatory effects of norepinephrine F. lowers blood pressure G. known as calcium-modifying drugs that prevent calcium loss in the bones and increases bone density H. is a vasodilator I. a skeletal muscle relaxant J. relaxes blood vessels and reduces the workload of the heart by slowing the movement of calcium into the heart cells K. class of drugs used to lower LDL levels and triglycerides 3.338 points Question 2 Matching: Match the appropriate laboratory finding with its possible disease, pathology or condition. – A. B. C. D. E. F. Elevated LDL levels – A. B. C. D. E. F. Elevated Creatine Kinase (CK) – A. B. C. D. E. F. Elevated Total Cholesterol – A. B. C. D. E. F. Elevated C-Reactive protein – A. B. C. D. E. F. Elevated ESR – A. B. C. D. E. F. Abnormal electromyelography (EMG) study A. indication of myocardial infarction B. will identify site of neuronal lesions C. non-specific indiction for ongoing disease D. RA, inflammation of body tissues E. diabetes mellitus, renal failure F. atherosclerosis, congestive heart failure 3.338 points Question 3 It is the legal responsibility of the health care provider when encountering battered spouse syndrome A. to only become involved if it is within scope of practice. B. responsibility may from facility to facility. C. responsibility varies by state but needs to be known and followed. D. all of the above. 3.338 points Question 4 Short answer: For each of the following drug/drug class provide 2 possible side effects or adverse reactions that may been seen with each medication: Flexeril ______________________________ ______________________________ Bisphosphonates ______________________________ ______________________________ Anti-platelet drugs ______________________________ ______________________________ Statin drugs ______________________________ ______________________________ Potassium channel blockers ______________________________ ______________________________ Disease-Modifying Antirheumatic Drugs (DMARDs) ______________________________ ______________________________ Mobic & Celebrex (Cox-2 inhibitors) ______________________________ ______________________________ For the toolbar, press ALT+F10 (PC) or ALT+FN+F10 (Mac). Content Editor Use arrow keys to select functions Bold Italic Underline Font family — Font family — Font size — Font size — Text Color ? Bullet List Number List Toggle Spell Checker Insert/Edit Link Remove Link Bold Italic Underline Strikethrough — Format — Heading Sub Heading 1 Sub Heading 2 Paragraph Formatted Code Format Font family — Font family — Andale Mono Arial Arial Black Book Antiqua Comic Sans MS Courier New Georgia Helvetica Impact Symbol Tahoma Terminal Times New Roman Trebuchet MS Verdana Webdings Wingdings Font size — Font size — 1 (8pt) 2 (10pt) 3 (12pt) 4 (14pt) 5 (18pt) 6 (24pt) 7 (36pt) Bullet List ? Number List ? Text Color ? Highlight ? Remove Formatting Cut Copy Paste Find Undo Redo Align Left Align Center Align Right Align Full Indent Outdent Superscript Subscript Insert/Edit Link Remove Link Direction Left to Right Direction Right to Left Line Horizontal Rule Insert Nonbreaking Space Character Toggle Spell Checker ? Browse My YouTube Videos Launch Math Editor Insert Mashup ? Show Nonprinting Characters Blockquote Symbol Emotions Anchor Insert/Edit Table Table Row Properties Table Cell Properties Insert Row Before Insert Row After Delete Row Insert Column Before Insert Column After Delete Column Merge Table Cells Split Merged Table Cells HTML Code View Edit CSS Style Preview Help Full Screen Show Less Path: p Words:0 3.338 points Question 5 The treatment of sinusitis may include A. antibiotics. B. corticosteroids. C. decongestants. D. All listed treatment are correct. 3.333 points Question 6 Injury to a vessel or predisposition to clot formation increases the risk of A. pulmonary embolism. B. chronic obstructive pulmonary disease (COPD). C. emphysema. D. All of the condition listed are correct. 3.333 points Question 7 Emboli may result in A. cerebral vascular accident (CVA). B. MI. C. pulmonary venous obstruction. D. All are possible outcomes of emboli. 3.333 points Question 8 Fluid shift into the extravascular spaces in bilateral lower extremities is often indicative of MI. pulmonary edema. CHF. angina pectoris. 3.333 points Question 9 Permanent, irreversible dilation of alveoli, resulting in inability to remove air passively from the thorax cavity, describes A. emphysema. B. bronchiectasis. C. pneumoconiosis. D. pneumothorax. 3.333 points Question 10 When a bone moves away from the joint in which it is normally attached, resulting in loss of normal movement at that joint, is called a: Human Disease Drug Exam Questions A. fracture. B. separation. C. dislocation. D. dorsiflexion. 3.333 points Question 11 When a muscle or tendon is overworked by overuse, overstretching, or forcible stretching it results in a tearing of the tissue called. A. Avulsion B. Sprain C. Shin splints D. Strain 3.333 points Question 12 The soft-tissue injury that occurs when the skin is cut leaving a jagged wound is a(n) A. laceration. B. avulsion. C. incision. D. abrasion. 3.333 points Question 13 Which statement is true about osteomalacia? A. Osteomalacia can be caused excessive exposure to UV light. B. In children, osteomalacia is called rickets. C. The treatment involves taking vitamin B. D. All the statements listed are true. 3.333 points Question 14 A lateral curvature of the spine is known as A. kyphosis. B. lordosis. C. lumbago. D. scoliosis. 3.333 points Question 15 The rule of nines is used to calculate A. the degree of cardiac or respiratory failure.The rule of nines is for approximating how of the body’s surface was burned. B. the percentage of body surface affected by burns. C. the source of thermal trauma. D. All listed statements are correct. 3.333 points Question 16 The condition where fat-containing substances are deposited in the blood vessels surrounding the heart causing a decrease in blood flow to the heart is A. congestive heart failure (CHF). B. cerebral artery disease. C. ischemia. D. coronary artery disease (CAD). 3.333 points Question 17 A vitamin D deficiency can cause the abnormal metabolic disease causing softening of the bone called A. osteoporosis. B. osteogenesis imperfecta. C. osteomalacia. D. osteoclasis. 3.333 points Question 18 Which of the following is a chronic, progressive, disease of bones and joints caused by degenerative changes in the cartilage? A. chondromalacia. B. osteochondroma. C. osteoarthritis. D. rheumatoid arthritis (RA). 3.333 points Question 19 Causes of atelectasis, a loss of air inside the pulmonary tissue or lung collapse, may result from A. a “sucking wound” in the thorax. B. extended times of inactivity. C. failure to breathe deeply after general anesthesia. D. All statements are correct. 3.333 points Question 20 The condition in which the patient experiences chest pain with exertion may be associate with A. angina pectoris. B. CAD. C. MI. D. All of the conditions listed are correct. 3.333 points Question 21 Which of the following are consistent with physical patterns associated with child abuse: A. bruising and multiple fractures in different phases of healing. B. observable injuries such as teeth marks. C. welts and burns. D. all of the above. 3.333 points Question 22 A burn that involves destruction involving all layers of the skin is termed A. superficial. B. partial thickness. C. full thickness. D. radiation. 3.333 points Question 23 Which of the following statements is/are true about osteoporosis? A. Osteoporosis rarely causes irreversible disability. B. Osteoporosis is often undetected until a bone breaks. C. Diagnostic data available to confirm osteoporosis is limited. D. All of the given statements are true. 3.333 points Question 24 In electrical shock, the current A. follows the path of least resistance. B. will generally burn the entry and exit points. C. can travel between people or objects that are contacted. D. All the statements are correct. 3.333 points Question 25 Which of the following statement(s) about fibromyalgia is/are true? A. It involves chronic pain in muscles and soft tissues surrounding joints. B. The cause is unknown. C. Diagnosis includes the presence of pain points on the body. D. All of the above are true. 3.333 points Question 26 Sudden onset of chest pain, with possible referred pain in the jaw, left arm, or back, are associated with A. CHF. B. MI. C. malignant hypertension. D. angina pectoris. 3.333 points Question 27 A patient presents with skin that is pale, cold, clammy; fast breathing, and weak thread pulse is experiencing A. CHF. B. shock. C. atherosclerosis. D. hypertension. 3.333 points Question 28 Inflammation of the synovial sac used to decrease friction of a tendon near a joint is called A. myositis. B. bursitis. C. fibrositis. D. gouty arthritis. 3.333 points Question 29 Lateral humeral epicondylitis is also known as A. trigger finger. B. tennis elbow. C. carpal tunnel syndrome. D. thoracic outlet syndrome. 3.333 points Question 30 To treat a laceration A. gentle cleanse, approximate and secure the edges of the wound. B. debride, suture, and apply a sterile dressing. C. use of tissue glue may be involved. D. could involve all the statements provided here. 3.333 points Save and Submit Click Save and Submit to save and submit. Click Save All Answers to save all answers. Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

History of Downs Syndrome history homework ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON History of Downs Syndrome history homework I need help writing a 8 page (double spaced, 12pt) paper of the history of down’s syndrome and how societies attitudes/treatment of it has changed over different periods of time. Focus of paper must be 51% prior to 21st century. Conclusion of paper should be about modern attitudes. Try to focus on attitudes within the United States but some information from other countries is okay too. Also need to incorporate the following references in APA format. Please add other references as well and APA citations. History of Downs Syndrome history homework Down Syndrome Human and Civil Rights Timeline. (2015). Retrieved October 05, 2016, from http://www.globaldownsyndrome.org/about-down-syndrome/history-of-down-syndrome/down-syndrome-human-and-civil-rights-timeline/ Down Syndrome Research and Medical Care Timeline. (2015). Retrieved October 05, 2016, from http://www.globaldownsyndrome.org/about-down-syndrome/history-of-down-syndrome/research-and-medical-care-timeline/ History of NADS. (n.d.). Retrieved October 05, 2016, from http://www.nads.org/about-us/history-of-nads/ Mandal, A., MD. (2014). Down Syndrome History. Retrieved October 05, 2016, from http://www.news-medical.net/health/Down-Syndrome-History.aspx 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

UOP HCS 456 Week 5 Assignment UOP HCS 456 Week 5 Assignment Wk 5 – Team Assignment: Risk Reporting and Adjustment Paper [due Day#] Assignment Content Write a 200- to 300-word paper in which you: Diagnosis-Based Approaches a.Intro and Conclusion Include at least 2 outside sources. Format your assignment according to APA guidelines. Submit your assignment. Resources Center for Writing Excellence Reference and Citation Generator Grammar and Writing Guides Copyright 2020 by University of Phoenix. All rights reserved. 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. UOP HCS 456 Week 5 Assignment 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

SOCIAL/ BEHAVIORAL AND PSYCHOSOCIAL CAUSES OF DISEASES: TYPE 2 DIABETES SOCIAL/ BEHAVIORAL AND PSYCHOSOCIAL CAUSES OF DISEASES: TYPE 2 DIABETES (T2D)ASSIGNMENT INSTRUCTIONS To complete this assignment, use the Internet and Strayer databases and recall your readings in Chapter 15 of Introduction to Epidemiology and Chapter 15 of Epidemiology for Public Health Practice .Write a 5–6 page paper in which you do the following: ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS Analyze the development of T2D in the United States, and compare its development to developing countries in general. Compare the rates in the United States to the rates in MARYLAND state using T2D statistics. In addressing community concerns, analyze the cost of treating T2D in the community. Suggest five prudent steps to address the psychosocial proliferation of the disease. Provide support for the suggestion. Propose at least six steps to address T2D in current or previous workplace environment and recommend the one believed to be the most important. Provide support for recommendation. Use at least six peer-reviewed academic resources in this assignment. These must come from journal sources. Note : Fact Sheets, Wikipedia, and nonacademic websites do not qualify as academic resources. Propose steps to address a disease based on analysis of its development and treatment costs . By submitting this paper, you agree: (1) that you are submitting your paper to be used and stored as part of the SafeAssign™ services in accordance with the Blackboard Privacy Policy ; (2) that your institution may use your paper in accordance with your institution\’s policies; and (3) that your use of SafeAssign will be without recourse against Blackboard Inc. and its affiliates. INSTITUTION RELEASE STATEMENT Requirements: Other | 6 pages, Double spaced Answer preview to compare the rates in the United States to the rates in MARYLAND state using T2D statistics. Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Discussion: incentive system employed by Wells Fargo Discussion: incentive system employed by Wells Fargo What about the incentive system employed by Wells Fargo resulted in massive creation of fake accounts by the retail operation This week we looked at the principle-agent problem and what went wrong at Wells Fargo. On March 28, 2019, Tim Sloan, the CEO of Wells Fargo, who was supposed to restore the bank’s reputation, stepped down. After a very poor showing by Sloan in testimony about the bank before Congress and with long-standing restrictions by the Federal Reserve still in place, the bank seems unable to overcome the crisis created by a whole collection of deceptive practices which rose to the level of fraud. (For more information, refer to the 2018 article ”Fed Won’t Lift Wells’ Growth Cap Until Deficiencies Are Fixed: Powell” from American Banker.) ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS On October 21, 2019, Charles Scharf officially assumed the role of CEO. Can he succeed in restoring the reputation of Wells Fargo as ”the bank that always does the right thing”? This week’s discussion will provide you with an opportunity to put yourself in the shoes of someone advising Mr. Scharf. Instructions For this discussion, you are going to advise Mr. Scharf on a key issue. What about the incentive system employed by Wells Fargo resulted in massive creation of fake accounts by the retail operation ? And why did it only get worse from there?As you dig into this issue, remember Froeb’s rule from Chapter 1: ”Avoid the temptation to think about the problem from the employee’s point of view . . . [and ask] how does the organization give employees enough information to make good decisions and the incentives to do so?” (1).Your post for this discussion should answer the question above and address components of motivation and incentive in order to present Mr. Scharf with reasonable and evidence-supported advice on this issue.SourcesLuke M. Froeb. 2018. Managerial Economics: A Problem Solving Approach (5th ed.). p. 8. Cengage.Note: In your discussion posts for this course, do not rely on Wikipedia, Investopedia, or any similar website as a reference or supporting source.To earn full credit for your discussion, you must complete one post Answer preview to what about the incentive system employed by Wells Fargo resulted in massive creation of fake accounts by the retail operation Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Apply information literacy and library research skills to obtain scholarly information in the field of health care Apply information literacy and library research skills to obtain scholarly information in the field of health care Identify academic peer-reviewed journal articles relevant to a health care problem or issue and describe the criteria used for the literature search. Assess the credibility and relevance of information sources. Summarize what was learned from developing an annotated bibliography. ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS Analyze academic peer-reviewed journal articles using the annotated bibliography organizational format. Competency 4: Write for a specific audience, in appropriate tone and style, in accordance with Capella’s writing standards. Summarize a health care problem or issue and describe a personal interest in it and experience with it. Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics. Requirements-and-resources-1 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

Acute Respiratory Distress Syndrome Discussion ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Acute Respiratory Distress Syndrome Discussion Discussion Questions: Explain what ARDS is. Acute Respiratory Distress Syndrome Discussion Explain what is significant with her lab results using the ABG normal values and the nursing mnemonic ROME which was also referenced in week #2 of this course. Explain what an appropriate treatment would be. Case Study: Mrs. Breathless is a 43-year-old female, just getting off the late shift. She reports to the ER in the early morning with shortness of breath. She has cyanosis of the lips. She has had a productive cough for 2 weeks. Her temperature is 102.2, blood pressure 110/76, heart rate 108, respiration 32, rapid and shallow. Breath sounds are diminished in both bases, with coarse rhonchi in the upper lobes. Chest X-ray indicates bilateral pneumonia. ABG (Arterial Blood Gases) Lab results are: pH= 7.44 PaCO2= 28 HCO3= 24 PaO2= 54 Note: rhonchi are continuous low pitched rattling lung sounds that often resemble snoring or wheezes. Problems: PaCO2 is low. pH is on the high side of normal, therefore compensated respiratory alkalosis . Also, PaO2 is low, probably due to mucous displacing air in the alveoli affected by the pneumonia. 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. Acute Respiratory Distress Syndrome Discussion Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10