Blog – Page 46 of 62215 –


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Consider the patient’s immediate presentation – what are you thinking? Why are you thinking that? Is it a gut feeling, or
is it because you have considered his age and gender and so therefore the most likely diagnosis because of his situation?
• This is to be written as a case study
• Word limit: 1000
• References: Strictly Vancouver
• Font: Arial.
• Professional language is used along with good academic writing skills to be demonstrated
• Peer reviewed research, textbooks, national guidelines etc (these can be Australian/UK/USA guidelines) to be
used. 6-8 references please.
• I have attached the case study I have been provided with by the university, which includes subjective and
objective data about this patient.
• This assignment should describe in detail the following:
1. Definition of each 3 differential diagnosis.
2. Pathophysiology of each of the 3 differentials in detail and the differences in children i.e. anatomy &
physiology etc.
3. Epidemiology in Australia and internationally i.e. race, sex and age.
4. Clinical presentation of each condition and how this compares to the child’s signs, symptoms and vital signs in
the case study. Describe what the normal vital signs would be on a 3 yr old child.
5. Causes of each of the differential diagnosis.
6. Demonstrate a confirmed diagnosis and why this diagnosis was chosen (Reactive airways disease is my diagnosis)
i.e. from the child’s previous medical history of the same and subjective/objective data and vitals results. Look at most
important factors of severity i.e. child’s general appearance, mental state and work of breathing.
7. Please also discuss the relevance of the child’s vital signs in this case and their relevance being the most
useful diagnostic aid. i.e. the resp rate and depth, child is tachycardia due to the amount of salbutamol he received??
What SpO2 reading is normal etc etc?
8. Discuss how the patient is still too young to receive a formal diagnosis of asthma and why.
9. Pharmacological: Please discuss the treatment of choice for RAD in children and why i.e. inhaled short acting
beta 2 antagonist, brief description of their action, the recommended dose in children and any side effects.
Paediatric Case Study
Subjective Information
PC – Shortness of breath and increased work of breathing
HPC – 3-year-old male presents to the Emergency Department with a two-day history of rhinorrhoea, a productive cough and
fevers. He woke up overnight gasping for breath and required his ventolin inhaler every three hours until 3am when it
became hourly. His mother called an ambulance at 6am. The patient (John) has a twin brother who was admitted to hospital
with the similar issue and was discharged only the previous day.
PMH
• Overall general health: Normally a healthy and sociable 3-year-old little boy. Normal weight for age and height.
Good appetite. Sleeps well.
• Immunisations: Childhood vaccinations up to date
• Allergies: Shellfish (urticaria)
• Past hospitalisations: Age 4 months with bronchiolitis, Age 2 x2 admissions with similar symptoms as today and 3
months ago with the same.
• Past medical illnesses: (as above)
• Past surgical illnesses: Nil of note.
• Pregnancy & Birth Hx: First pregnancy with non identical twin boys. Born pre term at 35+4 weeks by emergency
caesarean section for pre eclampsia. John was kept in the special care baby unit for 9 days post delivery. Birth weight
5lb and 6 oz.
• Medications: Fluticasone (Flixotide) inhaler 50mcg via spacer BD & Salbutamol (ventolin) inhaler 100mcg 1-2 puffs
as required.
• Social history: Lives at home with his parents and twin brother. Attends kindergarten twice a week.
Review of Systems
• Weight: Currently 15kg. No recent changes.
• Skin: Intact. No rashes, lumps, wounds or bruising.
• HEENT: No headaches or concussion, no visual or hearing problems, no sore throats or tonsillitis.
• Respiratory: Bronchiolitis age 4 months. Recent coryzal symptoms. No wheeze or productive cough.
• Cardiovascular: Nil significant.
• Gastrointestinal: No abdominal pain, diarrhoea, constipation or vomiting.
• GU: Nil significant.
• MSK: Nil significant.
Objective information
• Vital signs: BP 100/75, HR 165-170, RR 35, T 38.4, SpO2 100% in room air, CRT <2 seconds, weight 15kg.
• General survey: sitting up on the bed watching a movie, alert, cheerful and interacting with myself and others.
• Skin: Looks pale. No obvious rashes, birth marks, scars or bruises. Good skin tugour and warm to touch.
• Head/Face/Eyes: Nil significant.
• Ears: Tympanic membranes intact and clear.
• Nose: clear discharge.
• Mouth & throat: moist pink mucous membranes, throat clear, no erythema or pus evident on tonsils.
• Neck: No cervical or supraclavicular lymphadenopathy. Trachea midline.
• Respiratory: RR 35bpm, SpO2 100% in RA, talking in full sentences. Symmetrical chest expansion, mild dyspnoea and
work of breathing. Mild inter-costal recession. No cyanosis. Auscultation: Equal air entry, no wheeze or stridor.
Productive cough with yellow sputum.
• Cardiovascular: Dual heart sounds. Nil added.
• Abdomen: Soft and non-tender. Active bowel sounds.
• Renal: No urinary symptoms.
• Neuro: GCS 15. Alert. Moving all 4 limbs. Normal gait.
• Endocrine: Nil significant.
• Nutrition: eats a well-balanced healthy diet. 3 meals a day plus snacks.
Assessment
Differential diagnosis:
• Reactive airways disease (RAD)
• Upper respiratory tract infection (common cold)
• Acute bronchitis
Actual diagnosis:
• Reactive airways disease (RAD)
1. Management Plan: Non pharmacological oxygen, cardiorespiratory monitoring, pulse oximetry, offer fluid and diet,
monitor vitals every 30 mins or more frequently if his symptoms worsen, reassure child and mother and keep them fully
informed of the patients care, answereing any questions they may have. Look at guidelines for oxygen etc.
 
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Of the three origins and determinants of motivation (curiosity and interests, goals and goal orientations, and self-efficacy beliefs), which one tends to have the biggest impact on instruction?


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Of the three origins and determinants of motivation (curiosity and interests, goals and goal orientations, and self-efficacy beliefs), which one tends to have the biggest impact on instruction? Explain your rationale. o Which of the three is often the easiest to address? Explain. o Describe a time when you experienced low motivation concerning a learning task and describe what might have been done to help you overcome it

 
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What are some typical on-the-job training techniques?


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What are some typical on-the-job training techniques?  What do you think are some of the main drawbacks of relying on informal on-the-job training for breaking new employees into their jobs?
2-One reason for implementing global training programs is the need to avoid business losses “due to cultural insensitivity.”  What sort of cultural insensitivity do you think is referred to, and how might that translate into lost business?

 
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Post-Merger


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Post-Merger Analysis Due Week 9 and worth 280 points
In today’s uncertain economic and regulatory environment for the health services industry, many organizations may be presented with merger and acquisition opportunities to gain market share and drive financial and operational efficiencies. Given the current state of this market segment:

 
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booster bost, Author at Blog – Page 283 of 2090


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Prof. Daniel 1. Harris
Choose one of the following passages and write a
response to it. In the response, you should I) explain the
meaning of the passage in your own words and 2) explain
why the ideas in the passage are important to the overall
argument of the philosopher.
Passage one: “But ‘oppression’ also refers to systemic
and structural phenomena that are not necessarily the
result of the intentions of a tyrant. Oppression in the
structural sense is part of the basic fabric of a society, not
a function of a few people’s choice or policies. You won’t
eliminate this structural oppression by getting rid of the
rulers or making some new laws, because oppressions are
systematically reproduced in major economic, political,
and cultural institutions.”
Passage two: “The history of all hitherto existing society
is the history ofclass struggles. Free man and slave,
patrician and plebeian, lord and serf, guild master and
journeyman, in a word, oppressor and oppressed, stood in
constant opposition to one another, carried on an
uninterrupted now hidden, now open fight, a fight that
each time ended either in a revolutionary reconstitution of
society at large or in the common ruin of the contending
classes.”
Due: Friday, May 15 8:1oam
Length: 2 pages, double-spaced, 12 point font size,
normal margins.
Instructions: No cover pages or report covers are
necessary. In the top right comer of the first page, put
your name, course number, my name, date. If you cite
the textbook, use a footnote to give the citation
information. There are footnotes to the above passages
that show the proper citation format.
Assignments should be submitted in hard copy, during
class. If you submit late, you may submit by email
attachment (.doe, .docx only) by emailing me at
dh730@hunter.cuny.edu.
Marking Rubric: 20 Style: clear, concise, polished.
Two marks lost for every spelling and
obvious grammar mistake
WWI‘ICL-
Passage one: “But ‘oppression’ also refers to systemic
and structural phenomena that are not necessarily the
result of the intentions of a tyrant. Oppression in the
structural sense is part of the basic fabric of a society, not
a function of a few people‘s choice or policies. You won’t
eliminate this structural oppression by getting rid of the
rulers or making some new laws, because oppressions are
systematically reproduced in major economic, political,
and cultural institutions.”
Passage two: “The history of all hitherto existing society
is the history of class struggles. Free man and slave,
patrician and plebeian, lord and serf, guild master and
journeyman, in a word, oppressor and oppressed, stood in
constant opposition to one another, carried on an
uninterrupted now hidden, now open fight, a fight that
each time ended either in a revolutionary reconstitution of
society at large or in the common ruin of the contending
classes.”
Due: Friday, May 15 8:1oam
Length: 2 pages, double-spaced, 12 point font size,
normal margins.
Instructions: No cover pages or report covers are
necessary. In the top right corner of the first page, put
your name, course number, my name, date. If you cite
the textbook, use a footnote to give the citation
information. There are footnotes to the above passages
that show the proper citation format.
Assignments should be submitted in hard copy, during
class. If you submit late, you may submit by email
attachment (.doc, .docx only) by emailing me at
dh730@hunter.cuny.edu.
Marking Rubric: 20 Style: clear, concise, polished.
Two marks lost for every spelling and
obvious grammar mistake
40 Explanation of passage: use of your own
words; accurate understanding; picks up on
the most important elements
40 Connection of passage to the main
argument: clear connections outlined;
comprehensive understanding of the purpose
and methods of the argument
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MANAGEMENT


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Task
Write a business report based on the following:
Sheltex is the merging of two very popular petrol service stations in Australia. The merging of these two very large chains has caused a problem. Their traditional proximity to each other (previously for competition) is now a non-issue. Senior management has finalised on the following decisions:
Service stations nearby each other (defined as 1km apart) will be converted to :
OPTION 1: One station selling certain fuels such as E10 and RON95 and the other station selling the other fuel: RON98 and Diesel.
OPTION 2: One station to continue selling the entire range of fuel and the other station converting solely to be a small supermarket, taking advantage of the short term parking space available (where pumps were previously)
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Mill, John Stuart, On Liberty and Machiavelli, The Prince (Political Theory)


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this is going to be COMPARATIVE ESSAY
Compare and contrast the following themes:
a. What are the most important political ideas or themes presented in each book?
b. Identify & discuss, if any, the political perspectives of the main characters at the onset of the story?
c. Identify & discuss any incidents that challenge or provoke the perspectives of the characters?
d. How do these incidents influence the outcome of the story?
e. What new insights did you, as reader & student, gain from reading these works?
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PHILO 106 sec. 1 Writing Assignment #3


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Prof. Daniel 1. Harris
Choose one of the following passages and write a
response to it. In the response, you should I) explain the
meaning of the passage in your own words and 2) explain
why the ideas in the passage are important to the overall
argument of the philosopher.
Passage one: “But ‘oppression’ also refers to systemic
and structural phenomena that are not necessarily the
result of the intentions of a tyrant. Oppression in the
structural sense is part of the basic fabric of a society, not
a function of a few people’s choice or policies. You won’t
eliminate this structural oppression by getting rid of the
rulers or making some new laws, because oppressions are
systematically reproduced in major economic, political,
and cultural institutions.”
Passage two: “The history of all hitherto existing society
is the history ofclass struggles. Free man and slave,
patrician and plebeian, lord and serf, guild master and
journeyman, in a word, oppressor and oppressed, stood in
constant opposition to one another, carried on an
uninterrupted now hidden, now open fight, a fight that
each time ended either in a revolutionary reconstitution of
society at large or in the common ruin of the contending
classes.”
Due: Friday, May 15 8:1oam
Length: 2 pages, double-spaced, 12 point font size,
normal margins.
Instructions: No cover pages or report covers are
necessary. In the top right comer of the first page, put
your name, course number, my name, date. If you cite
the textbook, use a footnote to give the citation
information. There are footnotes to the above passages
that show the proper citation format.
Assignments should be submitted in hard copy, during
class. If you submit late, you may submit by email
attachment (.doe, .docx only) by emailing me at
dh730@hunter.cuny.edu.
Marking Rubric: 20 Style: clear, concise, polished.
Two marks lost for every spelling and
obvious grammar mistake
WWI‘ICL-
Passage one: “But ‘oppression’ also refers to systemic
and structural phenomena that are not necessarily the
result of the intentions of a tyrant. Oppression in the
structural sense is part of the basic fabric of a society, not
a function of a few people‘s choice or policies. You won’t
eliminate this structural oppression by getting rid of the
rulers or making some new laws, because oppressions are
systematically reproduced in major economic, political,
and cultural institutions.”
Passage two: “The history of all hitherto existing society
is the history of class struggles. Free man and slave,
patrician and plebeian, lord and serf, guild master and
journeyman, in a word, oppressor and oppressed, stood in
constant opposition to one another, carried on an
uninterrupted now hidden, now open fight, a fight that
each time ended either in a revolutionary reconstitution of
society at large or in the common ruin of the contending
classes.”
Due: Friday, May 15 8:1oam
Length: 2 pages, double-spaced, 12 point font size,
normal margins.
Instructions: No cover pages or report covers are
necessary. In the top right corner of the first page, put
your name, course number, my name, date. If you cite
the textbook, use a footnote to give the citation
information. There are footnotes to the above passages
that show the proper citation format.
Assignments should be submitted in hard copy, during
class. If you submit late, you may submit by email
attachment (.doc, .docx only) by emailing me at
dh730@hunter.cuny.edu.
Marking Rubric: 20 Style: clear, concise, polished.
Two marks lost for every spelling and
obvious grammar mistake
40 Explanation of passage: use of your own
words; accurate understanding; picks up on
the most important elements
40 Connection of passage to the main
argument: clear connections outlined;
comprehensive understanding of the purpose
and methods of the argument
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Architecture, Building and Planning


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LIFE CYCLE OF MATERIAL, PRODUCT OR ASSEMBLY
Describe the process for each step in the life cycle of …………………………………………………………………………………………………………..
Mining Raw Materials
Processing Raw Materials
Manufacturing
Construction
Operation
Maintenance
Demolition
Disposal
ASSESS THE ENVIRONMENTAL IMPACT
Mining & Processing
Raw Materials Manufacturing & Transport Construction Operation & Maintenance Demolition & Disposal
Energy Consumption
1 – Low
2 – Med
3 – High
Waste Generation
1 – Low
2 – Med
3 – High
Water Consumption
1 – Low
2 – Med
3 – High
Green House Gas Emissions
1 – Low
2 – Med
3 – High
Depletion of Natural Resources
1 – Low
2 – Med
3 – High
TOTAL
Conclusion?
 
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