Nursing

Assignment: Peripheral Vascular System
Assignment: Peripheral Vascular System
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Scenario 2
Vital signs:
Temperature: 97.9 oral
Respiratory rate: 32, labored
Heart rate: 112, tachycardic
BP right arm: 148/88
Oxygen saturation: 90% on room air
Weight: 210 lbs, stable
Skin: Cool, diaphoretic
Thorax and lungs: Thorax symmetrical; diminished breath sounds right middle and lower lobes; no rales, rhonchi, or wheezes; breath sounds vesicular with no adventitious sounds left lung
Cardiovascular: Heart rate is irregular with good S1, S2; no S3 or S4; no murmur
Abdomen: Protuberant with normoactive bowel sounds auscultated x4 quadrants
Peripheral vascular: Right calf with 2+ edema, erythema; warmth and tenderness on palpation noted; left lower extremity without edema or erythema; 2+ dorsalis pedis pulses bilaterally
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Instructions: Your Discussion post should be in the SOAP Note format, rather than the traditional narrative style Discussion posting format. Refer to the Comprehensive SOAP Template/Exemplar on the attachments below.
Address all these in the SOAP Note:
1. A description of the health history you would need to collect from the patient in the case study 2.
2. Explain what physical exams and diagnostic tests would be appropriate and how the results would be used to make a diagnosis.
3. List five different possible conditions for the patient’s differential diagnosis, and justify why you selected each.
REMINDER: Please make a SOAP NOTE for this case. Make your own patient’s data, applicable health history, review of systems, P.E., labs, etc. Incorporate the data from the case 2 in the SOAP note that you will do… This is not essay ok…. I need SOAP note (Nurse Practitioner/RN/MD makes SOAP note)… Be guided with the templates/exemplar… Don’t copy paste. Formulate your own… Don’t forget to cite the Five different possible conditions (Differential diagnosis) and have Reference lists too.
RESOURCES:
Readings
· Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2015). Seidel’s guide to physical examination (8th ed.). St. Louis, MO: Elsevier Mosby.
o Chapter 13, “Chest and Lungs” (pp. 260-293)
This chapter explains the physical exam process for the chest and lungs. The authors also include descriptions of common abnormalities in the chest and lungs.
o Chapter 14, “Heart” (pp. 294-331)
The authors of this chapter explain the structure and function of the heart. The text also describes the steps used to conduct an exam of the heart.
o Chapter 15, “Blood Vessels” (pp. 332-349)
This chapter describes how to properly conduct a physical examination of the blood vessels. The chapter also supplies descriptions of common heart disorders.
· Dains, J. E., Baumann, L. C., & Scheibel, P. (2016). Advanced health assessment and clinical diagnosis in primary care (5th ed.). St. Louis, MO: Elsevier Mosby.
o Chapter 8, “Chest Pain” (pp. 81–96)
This chapter focuses on diagnosing the cause of chest pain and highlights the importance of first determining whether the patient is in a life-threatening condition. It includes questions that can help pinpoint the type and severity of pain and then describes how to perform a physical examination. Finally, the authors outline potential laboratory and diagnostic studies.
o Chapter 11, “Cough” (pp. 118-147)
A cough is a very common symptom in patients and usually indicates a minor health problem. This chapter focuses on how to determine the cause of the cough through asking questions and performing a physical exam.
o Chapter 14, “Dyspnea” (pp. 159–173)
The focus of this chapter is dyspnea, or shortness of breath. The chapter includes strategies for determining the cause of the problem through evaluation of the patient’s history, through physical examination, and through additional laboratory and diagnostic tests.
o Chapter 26, “Palpitations” (pp. 310-317)
This chapter describes the different causes of heart palpitations and details how the specific cause in a patient can be determined.
o Chapter 33, “Syncope” (pp. 390-397)
This chapter focuses on syncope, or loss of consciousness. The authors describe the difficulty of ascertaining the cause, because the patient is usually seen after the loss of consciousness has happened. The chapter includes information on potential causes and the symptoms of each.
· Sullivan , D. D. (2012). Guide to clinical documentation (2nd ed.). Philadelphia, PA: F. A. Davis.
o Chapter 6, “Outpatient Charting and Communications” (pp. 119–141)
Note: Download these Adult Examination Checklists and Physical Exam Summaries to use during your practice cardiac and respiratory examination.
· Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). . In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby.
This Blood Vessels Physical Exam Summary was published as a companion to Seidel’s guide to physical examination (8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). From https://evolve.elsevier.com/
· Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). . In Mosby’s guide to physical examination(7th ed.). St. Louis, MO: Elsevier Mosby.
This Adult Examination Checklist: Guide for Cardiovascular Assessment was published as a companion to Seidel’s guide to physical examination (8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). From https://evolve.elsevier.com/
· Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). . In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby.
This Adult Examination Checklist: Guide for Chest and Lung Assessment was published as a companion to Seidel’s guide to physical examination (8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). From https://evolve.elsevier.com/
· Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). . In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby.
This Chest and Lungs Physical Exam Summary was published as a companion to Seidel’s guide to physical examination (8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). From https://evolve.elsevier.com/
· Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby.
This Heart Physical Exam Summary was published as a companion to Seidel’s guide to physical examination (8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). From https://evolve.elsevier.com/
· McCabe, C., & Wiggins, J. (2010a). Differential diagnosis of respiratory disease part 1. Practice Nurse,40(1), 35–41.
Retrieved from the Walden Library databases.
This article describes the warning signs of impending deterioration of the respiratory system. The authors also explain the features of common respiratory conditions.
· McCabe, C., & Wiggins, J. (2010b). Differential diagnosis of respiratory diseases part 2. Practice Nurse, 40(2), 33–41.
Retrieved from the Walden Library databases.
The authors of this article specify how to identify the major causes of acute breathlessness. Additionally, they explain how to interpret a variety of findings from respiratory investigations.
· SkillStat Learning, Inc. (2014). The 6 second ECG. Retrieved from
This interactive website allows you to explore common cardiac rhythms. It also offers the Six Second ECG game so you can practice identifying rhythms.
· University of Virginia. (n.d.). Introduction to radiology: An online interactive tutorial. Retrieved from
This website provides an introduction to radiology and imaging. For this week, focus on cardiac radiography and chest radiology.
Media
· Laureate Education. (Producer). (2012). . Baltimore, MD: Author.
Note: You will use the case studies presented in the media, Advanced Health Assessment and Diagnostic Reasoning, to complete this week’s Discussion.
· Online media for Seidel’s Guide to Physical Examination
In addition to this week’s media, it is highly recommended that you access and view the resources included with the course text, Seidel’s Guide to Physical Examination. Focus on the videos and animations in Chapters 13, 14, and 15 that relate to the assessment of the heart, lungs, and peripheral vascular system. Refer to Week 4 for access instructions on .
Optional Resources
· LeBlond, R. F., Brown, D. D., & DeGowin, R. L. (2009). DeGowin’s diagnostic examination (9th ed.). New York, NY: McGraw Hill Medical.
o Chapter 8, “The Chest: Chest Wall, Pulmonary, and Cardiovascular Systems; The Breasts” (Section 1, “Chest Wall, Pulmonary, and Cardiovascular Systems,” pp. 302–433)

Note: Section 2 of this chapter will be addressed in Week 10.
This section of Chapter 8 describes the anatomy of the chest wall, pulmonary, and cardiovascular systems. Section 1 also explains how to properly conduct examinations of these areas.

Qualitative Peer-reviewed Research Article
Qualitative Peer-reviewed Research Article
Write a critical appraisal that demonstrates comprehension of two qualitative research studies. Use the “Research Critique Guidelines – Part 1” document to organize your essay. Successful completion of this assignment requires that you provide rationale, include examples, and reference content within 5 years from the studies in your responses.
Use the practice problem and two qualitative, peer-reviewed research article you identified in the Topic 1 assignment to complete this assignment. References must be no more than 5 years old.
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In a 1,000–1,250 word essay, summarize two qualitative studies, explain the ways in which the findings might be used in nursing practice, and address ethical considerations associated with the conduct of the study.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Lopes Write.
Write a critical appraisal that demonstrates comprehension of two qualitative research studies. Use the “Research Critique Guidelines – Part 1” document to organize your essay. Successful completion of this assignment requires that you provide rationale, include examples, and reference content within 5 years from the studies in your responses.
Use the practice problem and two qualitative, peer-reviewed research article you identified in the Topic 1 assignment to complete this assignment. References must be no more than 5 years old.
In a 1,000–1,250 word essay, summarize two qualitative studies, explain the ways in which the findings might be used in nursing practice, and address ethical considerations associated with the conduct of the study.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Lopes Write.

Risk Factors and Protective Factors
Risk Factors and Protective Factors
Drug use is found among all ages, genders, races, socioeconomic statuses, educational levels, and cultures. Throughout the course, you will follow the story of Aaliyah where you will apply the concepts you learn. In this module, you will meet Aaliyah and get to know her current situation.
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Case Study Analysis—Part I
Aaliyah is a 25-year-old, single, Caucasian woman, w
ho lives in an apartment with a friend. She moved out
of her parents’ house at 18, after completing high school
, to remove herself from her father’s alcohol use.
Aaliyah smokes cigarettes and drinks alcohol occasionally.
She is dissatisfied with her current job. She works full
time as an administrative assistant at a contracting
company, but she is ready for a career change. Aaliyah has decided to return to school to pursue a degree
in criminal justice. She will be working and taking classes
at the same time, fitting her school schedule
around her work schedule.
During her first session of school, Aaliyah notices that s
he is having difficulty staying awake to complete her
schoolwork at night after a full workday. She does not w
ant her grades to fall, as her education is very
important to her. However, she cannot
afford to reduce her work hours.
Her roommate makes coffee at night to help her stay aw
ake. Soon, Aaliyah is drinking three or more cups
of coffee a night to help her stay awake to complete her schoolwork.
Analyze the case study and review your readings. Respond to the following:
Identify and analyze Aaliyah’s risk and protective factors for drug use. Describe at least two factors for each.
Discuss at least one thing not mentioned in the case study that could be an additional risk factor or protective factor for Aaliyah.
Explain what these risk and protective factors imply for future substance use.
Write a 2-3-page paper in Word format. Apply APA standards to citation of sources.

Discussion: Small Skull Bones
Discussion: Small Skull Bones
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Answer five of the seven essay questions (no extra credit for extra work)
Each essay question is worth 20 points. Response should be at least 150 words long. Sentences should be well developed, show logical and independent critical thinking, understanding of the concepts and their application to provided case studies/scenarios. Answers should be written in your own words.
1. While working at an excavation, an archeologist found several small skull bones. She examines the frontal, parietal, and occipital bones and concludes that the skull belonged to a child not even one year old. How can she tell the child’s age from examining the bones? Explain the importance of her finding in relationship to the infant’s postnatal development.
2. Michael is a thirty year old salesman who spends approximately 4 days each week traveling to visit with customers in his region. During his routine physical he casually mentions to his physician that he seems to be sweating more profusely than normal and most rooms that once were comfortable are now too “hot”. Michael also reports that he seems to be losing weight even though his appetite has increased. He also complains that he has a shortened attention span and that he always wants to be moving around. Despite the fact that he feels fatigued, Michael claims to have difficulty sleeping and seems to have more frequent bowel movements, occasionally accompanied by diarrhea. The physician checks Michael’s medical history and finds that indeed he has lost 15 pounds since his last physical.
Results of Michael’s physical examination and tests performed by endocrinologist concluded that Michael had Grave’s disease, a form of hyperthyroidism believed to be autoimmune in nature. Michael was presented with a number of possible treatment options. After considering all the options, especially the possible effects of radiation on gamete development, Michael chose surgical removal of the thyroid gland. Following successful surgery, Michael was prescribed synthetic thyroid hormone to ensure that his body was receiving adequate thyroid hormone and told to return within 2 months for a follow-up evaluation of circulating thyroid hormone concentrations. He was also cautioned to carefully monitor his calcium intake.
a. Thyroid hormones exert their effects on cells in a manner similar to steroid hormones; describe the mechanism of action of thyroid hormones.
b. Why would an imbalance in thyroid hormones have such widespread effects on the body?
3. Charlie is badly burned in a fireworks accident on the Fourth of July. When he reaches the emergency room, the examining physician determines the severity of the incident as a third-degree burn. What therapeutic measures is the physician likely to recommend? What are the major concerns with third-degree burns? Are third-degree burns more or less painful than the second-degree burns? Explain.
4. E.M.S. went to bed about 11 PM after a busy evening of entertaining friends and family. He was awakened at 2 AM with chest pain that radiated to his left shoulder, arm and fingers. His son took him to the emergency room, where he was immediately given oxygen by mask and nitroglycerin. His chest pain was relieved in about 39 minutes. An ECG revealed evidence of myocardial ischemia but no evidence of a myocardial infarction. He was admitted to the cardiac intensive unit for further evaluation.
a. What’s the most likely cause of the pain (what’s the name of the condition and what causes it)?
b. What kind of medication is nitroglycerin and why does it help to relieve the pain? What are other treatment options for this condition?
c. Define the underlined terms.
5. Until recently, 6-year-old Billie had no apparent health problems. About 1 week ago, she started to lose weight despite a healthy appetite. She urinated frequently and complained of being tired. Her mom noticed that she was very thirsty and was getting up in the middle of the night to urinate. On examination, her blood sugar was elevated. She was diagnosed with type 1 (juvenile-onset) diabetes mellitus.
a. Which homeostatic mechanism is not properly functioning?
b. Explain the physiology of this disease, what’s going wrong? Be specific.
c. What can happen if the diabetes is not controlled?
6. Keith is a college student. He is extremely busy studying and working part-time. Keith sleeps in late and therefore does not take time for breakfast. He rushes off to class. At lunch he has time for only French fries. When he gets home from school, he eats canned corn (only corn, nothing else) and washes it down with water. Then, he goes to work, only to start the same routine the next day. Discussion: Small Skull Bones
When Keith is confronted about his poor diet, he responds, “The French fries are a good source of carbohydrates. Since they are fried in oil, I get my daily requirement of fat. At supper time, I eat corn and it has a lot of amino acids in it.” You, a medical student, suggest that Keith see a doctor. Keith complies and makes an appointment with a doctor. The doctor’s report looks like this: Keith is pale and underweight, his urine and blood pH are low, and the ketones in the urine and blood are high. The Na+ concentration in the blood is low. Keith seems to have possible nerve problems. The doctor explains that Keith is pale due to anemic conditions brought on by the poor diet. With a poor protein diet, Keith’s erythrocytes may not be making adequate hemoglobin. Because his diet is very low in carbohydrates, his body is metabolizing fat, which is causing the weight loss. By products of fat metabolism are ketones, which are acidic. This accounts for the increase in ketones in the urine and the blood and a drop in the pH. A drop in blood pH will inhibit the small intestine from putting Na+ into the bloodstream. Sodium ions are necessary for proper nerve function. In short, Keith needs to begin eating well-balanced meals.
a. Why is corn considered to be an incomplete protein?
b. How are ketones formed?
c. How are sodium ions involved in the nervous system?
d. How does this scenario relate to fad diets?
7. Analyze the need of climbers of Mt. Everest to set up camps at various levels and stay in those camps for a predetermined amount of time before proceeding with their climb to the top of the mountain.

Johnson Human Sexual Response Cycle
Johnson Human Sexual Response Cycle
Complete the template provided by comparing and contrasting the Masters and to the Kaplan’s Three Stages of Sexual Response.
Include the following in the chart:
A detailed description of the phases in both models of sexual response.
The differences and similarities between male and female sexual responses noted in each of the two models.
MUST DO THE DOC THAT IS ATTACHED ON
HAS TO PASS TURN IT IN WITH LESS THAN 5%
Complete the template provided by comparing and contrasting the Masters and Johnson Human Sexual Response Cycle to the Kaplan’s Three Stages of Sexual Response.
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Include the following in the chart:
A detailed description of the phases in both models of sexual response.
The differences and similarities between male and female sexual responses noted in each of the two models.
MUST DO THE DOC THAT IS ATTACHED ON
HAS TO PASS TURN IT IN WITH LESS THAN 5%
PCN-530 Topic 2: Sexual Response Cycle Chart
Masters and Johnson’s Human Sexual Response Cycle Kaplan’s Three Stages of Sexual Response
Detailed Description of Phases: Detailed Description of Phases:
Similarities:
Differences:
© 2017. Grand Canyon University. All Rights Reserved.
© 2014. Grand Canyon University. All Rights Reserved.
Complete the template provided by comparing and contrasting the Masters and to the Kaplan’s Three Stages of Sexual Response.
Include the following in the chart:
A detailed description of the phases in both models of sexual response.
The differences and similarities between male and female sexual responses noted in each of the two models.
MUST DO THE DOC THAT IS ATTACHED ON
HAS TO PASS TURN IT IN WITH LESS THAN 5%
Complete the template provided by comparing and contrasting the Masters and Johnson Human Sexual Response Cycle to the Kaplan’s Three Stages of Sexual Response.
Include the following in the chart:
A detailed description of the phases in both models of sexual response.
The differences and similarities between male and female sexual responses noted in each of the two models.
MUST DO THE DOC THAT IS ATTACHED ON
HAS TO PASS TURN IT IN WITH LESS THAN 5%
PCN-530 Topic 2: Sexual Response Cycle Chart
Masters and Johnson’s Human Sexual Response Cycle Kaplan’s Three Stages of Sexual Response
Detailed Description of Phases: Detailed Description of Phases:
Similarities:
Differences:
© 2017. Grand Canyon University. All Rights Reserved.
© 2014. Grand Canyon University. All Rights Reserved.

Assignment: Gender-Stereotyped Beliefs
Assignment: Gender-Stereotyped Beliefs
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1. During early childhood, gender-stereotyped beliefs
A. first emerge.
B. strengthen.
C. weaken.
D. disappear.
2. Gender-schematic thinking is so powerful that when children see others behaving in gender-inconsistent ways, they
A. become more pronounced in their gender segregation as well as gender-role conformity.
B. experience a crisis of gender labeling that disrupts peer interactions.
C. object and tell that person not to behave in such a way.
D. often can’t remember the behavior or distort their memory to make it gender-consistent.
3. The connection between mature moral reasoning and action is
A. nonexistent due to the fact that theoretical morality and real-life morality are based on different constructs.
B. weak due to the impact of personal relationships on the decision-making process.
C. modest due to the influence of empathy, sympathy, and guilt.
D. strong due to the realization that behavior reflects thinking and judgments.
4. Dr. Arbus is interested in learning how children come to understand their multifaceted world. In her research, she asks questions like, “When do infants discover that they are separate beings, distinct from other people and objects?” Dr. Arbus is studying
A. the inner self.
B. social cognition.
C. personality development.
D. self-concept.
5. Colin says, “I’m Colin. I’m 6 years old and have two older brothers. I’m good at running and football. I’m not very good at wrestling, and I don’t like doing my chores. Sometimes I get mad at my brothers.” Colin is constructing his
A. self-concept.
B. remembered self.
C. theory of mind.
D. autobiographical narrative.
6. Research findings suggest that language is _______ teach children about gender stereotypes and gender roles.
A. the only method to
B. the primary means through which parents
C. not a factor in the way that parents
D. a powerful indirect means to
7. Twin studies reveal that empathy is _______ heritable.
A. slightly
B. highly
C. rarely
D. moderately
8. Which of the following statements is an example of recursive thought?
A. “If she doesn’t give me the book, I’m going to tell the teacher.”
B. “Mommy is mad because I hit my sister.”
C. “I thought you would think I was just kidding when I said that.”
D. “My teacher is always happy.”
9. During the evening drive home, Mr. Cruz looks at his 4-year-old daughter in the rearview mirror and asks what she’s doing. She responds, “I’m thinking inside.” Her response indicates an awareness of the _______ self.
A. categorical
B. enduring
C. remembered
D. inner
10. Eight-year-old Oren has just begun describing other people’s personalities. He is most likely to describe someone as
A. “tall and thin.”
B. “boring and dull.”
C. “angry and sad.”
D. “always fighting with people.”
11. In the United States, _______ students are the most isolated group.
A. white
B. Hispanic
C. black
D. Asian
12. Because cross-cultural findings on the reversals of traditional gender roles are inconclusive, a more direct test of the importance of biology on gender typing could be achieved by
A. studying adolescent boys and girls in tribal villages.
B. observing other-sex play in children who score high in androgyny.
C. observing infant behavioral preferences immediately after birth.
D. testing the impact of sex hormones on gender typing.
13. To manage her emotion, 12-year-old Britney appraises the situation as changeable, identifies the difficulty, and decides what to do about it. Britney is using
A. problem-centered coping.
B. emotion-centered coping.
C. emotional self-efficacy.
D. a secure base.
14. _______ is the only emotion that males express more freely than females in everyday interaction.
A. Anger
B. Sorrow
C. Embarrassment
D. Envy
15. Which of the following four babies who went to the doctor for the same vaccination will most likely remember it better?
A. Mari, who smiled and cooed at the doctor
B. Bina, who was highly upset by the injection
C. Wyatt, who was startled by the injection, but didn’t cry
D. Juan, who remained alert throughout the appointment
16. Mastery-oriented children focus on learning goals, whereas learned-helpless children focus on _______ goals.
A. performance
B. specific
C. short-term
D. social
17. Temper tantrums tend to occur because toddlers
A. frequently compete with siblings for desired toys.
B. are easily overwhelmed and often have a difficult temperament.
C. recall that crying as an infant got them immediate adult attention.
D. can’t control the intense anger that often arises when an adult rejects their demands.
18. After seeing two little boys taunt another child on the playground, Najai tells the teacher that they should make playground rules that protect other people’s rights and welfare. Najai is requesting a common set of
A. social conventions.
B. moral imperatives.
C. moral ideals.
D. matters of personal choice.
19. In 1990, shyness in Chinese children was positively associated with being well-adjusted. However, as China’s market economy exp Assignment: Gender-Stereotyped Beliefs

Assignment: Overall Human Health
Assignment: Overall Human Health
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Many interventions, protocols, and prevention methods are used to maintain or improve overall human health. The aim of some is to improve quality of life, while others specifically reduce, remove, or eradicate microbial pathogens which would otherwise cause disease.
Many such processes may also result in, or cause, unintended consequences to humans, pathogens, and/or the environment that were not predicted. The most well-known example is that of the rise of multiple antibiotic-resistant bacteria following the use (and overuse) of antibiotics.
Each of the papers in this discussion provides an example of interventions originally intended to improve health and prevent disease. The first paper by Alharbi et al concerns restroom electric hand dryers. The second by Nettleton et al discusses artificial sweeteners and their impact on the gut bacteria. The third is a review of the latest findings that trehalose, an artificial sweetener, may have contributed to the current disease epidemic of Clostridium difficile. Finally, McNamara and Levy discuss the current status of triclosan which was first introduced in the 1970s. A background paper which defines and reviews the Hygiene Hypothesis, by Roduit et al, is also provided.
DISCUSSION PROMPTS
What was the specific original intent of the intervention or procedure described in each of the papers and what was their unintended consequence(s)?
Can you offer a solution or remediation for any or all of the resulting consequences from these interventions?
What is the Hygiene Hypothesis (described in the Roduit paper) and how is it related to this discussion?
READINGS

Assignment: Bacterial Or Fungal Infection
Assignment: Bacterial Or Fungal Infection
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Theme 1
Each student will have to select and discuss a case study. The Case Study can involve a bacterial, viral, parasitic, or fungal infection or an intoxication caused by an infectious agent (such as Botulism or Staphylococcus aureus food poisoning, to name two).
The discussion should present information about the disease, including symptoms, pertinent diagnostic tests, laboratory (including Microbiology) and physical findings, treatments, and prognoses.
Please write the whole scenario on your discussion thread for referencing.
Case 10
A 22-year old woman presents at the walk-in health clinic with slight fever (38.5C), a complaint of frequent urination, burning on urination, vaginal discharge and a small lesion on the labia.
The woman reported that she was moderately sexually active and had three sexual partners in the past six months. Her last sexual contacts were about 7 days earlier. She had developed mild symptoms about 5 days earlier, beginning with a discharge from the vagina. She began having pain on urination about 3 days earlier.
Urine analysis revealed a pH of 8.2, some white cells and a few red blood cells. There was protein in the urine. A smear of the vaginal secretion showed a number of Gram-negative cocci.
1. What is your diagnosis here?
2. What clinical features are critical to your diagnosis?
3. What further actions must be taken?
Theme 2
Mutations in PDE6? gene result in a progressive loss of vision. Describe generation of a potential viral vector for treatment of this disease. What are the advantages and disadvantages of using this viral vector in gene therapy?
Theme 3
Clostridium difficile (C. diff.) is an opportunistic intestinal bacteria causes severe forms of diarrhea and bowel inflammatory disease. Search and discuss the treatment of C. diff. with Bacteriophages. Are there other types of bacterial infections treated with bacteriophages? What is the mode of action of this treatment option and what is the proposed route of delivery?

Motivation: Biological Psychological And Environmental
Motivation: Biological Psychological And Environmental
Motivation: Biological, Psychological, and Environmental, Third Edition, by Lambert Deckers. Published by Allyn & Bacon. Copyright © 2010 by Pearson Education, Inc. C H A P T E R E I G H T / Drives, Needs, and Awareness 185 from physiological needs. Murray (1938), for instance, assumed that psychological needs emerged from processes that occurred in the brain. However, the possible physiological ori- gin of psychological needs is usually ignored. Need as the Physiological Basis for Motivation. Homeostasis (see Chapter 5) describes the maintenance of constant conditions within the body. Motivation theorists who emphasize internal events, such as Clark Hull (1943, 1951, 1952) and Judson Brown (1961), accepted the idea that a set of ideal internal conditions was necessary for survival. Deviation from these conditions defines physiological need and is responsible for pushing an organism into action. The need for food can correspond to a low amount of glucose in the blood. The need for putting on a sweater corresponds to a drop in body temperature below 98.6°F. The need for iron exists when the amount in the body is so low so that the blood’s capacity to carry oxygen is reduced.
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This condition results in feeling tired and weak and being unable to per- form manual work without extensive feelings of fatigue (Sizer & Whitney, 1997). Thus, a physiological need implies that it is possible to specify a deficit in a physiological state that is detrimental to a person’s physical well-being. Another category of need refers to sensory stimulation that exceeds a certain intensity thereby causing pain or harm. Excessive sensory stimulation occurs when french fries are too hot, the volume on the stereo is too loud, or the light in one’s eyes is too bright. Sensations of pain or discomfort are warnings of possible tis- sue damage and prompt the need to escape and avoid such stimulation. Hull’s Drive Theory. Related to physiological need is psychological drive, which is a mo- tivational construct that results when an animal is deprived of a needed substance (Hull, 1943, 1951, 1952). Drive is the persistent internal stimulus or pushing action of a physio- logical need. Drive has several properties or characteristics (Hull, 1943, 1951, 1952). First, it energizes behavior by intensifying all responses in a particular situation. The more intense the drive, the more intense the behavior (Hull, 1943, 1952). This point is illustrated in an experiment by Hillman and associates (1953), who deprived two groups of rats of water for either 2 or 22 hours and then measured how long it took them to run a 10-unit T maze for a water reward. After 10 trials, one-half of each group remained at the original deprivation level, while the other half switched to the other deprivation level. For example, group 2-2 and group 22-22 remained at 2 and 22 hours of water deprivation, respectively, throughout the experiment. Group 2-22 switched from 2 to 22 hours of water deprivation after the first 10 trials, while group 22-2 switched from 22 to 2 hours of water deprivation. According to Hull’s theory, 22 hours of water deprivation corresponds to high thirst drive, while 2 hours of water deprivation corresponds to low drive. High drive should multiply or intensify instrumental behavior much more than low drive. As shown in Figure 8.1, the rats took less time to run the maze under high drive than under low drive. The interpretation based on drive theory is that high drive is a more intense source of internal motivation than low drive. A second characteristic is that each drive has its own unique internal sensations that serve as internal stimuli for guiding behavior. For example, hunger and thirst feel different and provide the basis for knowing when to eat and when to drink. Leeper (1935) used thirst and hunger drives as cues for rats to choose the correct goal box when water or food de- prived. In his experimental apparatus, rats had to make a choice between an alley leading to food and another alley leading to water. The rats learned to choose the alley leading to IS B N 0- 55 8- 46 77 0- 9 Motivation: Biological, Psychological, and Environmental, Third Edition, by Lambert Deckers. Published by Allyn & Bacon. Copyright © 2010 by Pearson Education, Inc. 186 P A R T T H R E E / Psychological Properties of Motivation Trial R u n n in g T im e (m ea n lo g ) 1 0.0 1.0 1.5 2.0 2.5

Quantitative Article Review And Critique
Quantitative Article Review And Critique
By now, you should be aware that the findings from a research study are only part of the story. As a consumer, hoping to inform practice by use of an evidence base, you want to know much more. A sound research study includes all the steps highlighted in previous weeks: reviewing existing literature, focusing a research question, choosing a qualitative or quantitative method for answering the question, designing the study including selection of data collection procedures and/or measures, procedures used, data analysis plan, and findings. In addition, the study commonly discusses how ethical concerns were addressed and acknowledges the limitations of the study. For this assignment, you review a published research study with two purposes in mind:
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Observing the structure and content of the article
Comparing the content of the article to the recommended content of sections for a research study By Day
Submit a 7-10 page critique and review of the article, which includes the title page and the reference list. Follow the guidelines below:
Use the quantitative or qualitative research article that you located and that your instructor approved as part of the Week 5 assignment.
Provide an APA reference for the article you select.
If you selected a quantitative research study, use the “Quantitative Article Review and Critique. If you selected a qualitative study, use the “Qualitative Article Review and Critique.” Respond to all the questions.
Be sure to include the questions in your critique. This will cause your Turnitin report to show high similarity to other students’ papers. However, do not be concerned about that. Do, however, appropriately paraphrase and cite specific details from the article you review.
By now, you should be aware that the findings from a research study are only part of the story. As a consumer, hoping to inform practice by use of an evidence base, you want to know much more. A sound research study includes all the steps highlighted in previous weeks: reviewing existing literature, focusing a research question, choosing a qualitative or quantitative method for answering the question, designing the study including selection of data collection procedures and/or measures, procedures used, data analysis plan, and findings. In addition, the study commonly discusses how ethical concerns were addressed and acknowledges the limitations of the study. For this assignment, you review a published research study with two purposes in mind:
Observing the structure and content of the article