Does the note support the appropriate differential diagnosis process? Is there evidence that you know what systems and what symptoms go with which complaints?

Soap Note 1 Acute ConditionsSoap Note 1 Acute Conditions (15 Points) Due 10/06/18 The patient, a 30-year-old homosexual man, complained of unexplained weight loss, chronic diarrhea, and respiratory congestion during the past 6 months. Physical examination revealed right-sided pneumonitisSoap notes will be uploaded to Moodle and put through TURN-It-In (anti-Plagiarism program)
This sheet is to help you understand what we are looking for, and what our margin remarks might be about on your write ups of patients. Since at all of the white-ups that you hand in are uniform, this represents what MUST be included in every write-up. 1) Identifying Data (___5pts): The opening list of the note. It contains age, sex, race, marital status, etc. The patient complaint should be given in quotes. If the patient has more than one complaint, each complaint should be listed separately (1, 2, etc.) and each addressed in the subjective and under the appropriate number. 2) Subjective Data (___30pts.): This is the historical part of the note. It contains the following: a) Symptom analysis/HPI(Location, quality , quantity or severity, timing, setting, factors that make it better or worse, and associate manifestations.(10pts).b) Review of systems of associated systems, reporting all pertinent positives and negatives (10pts).c) Any PMH, family hx, social hx, allergies, medications related to the complaint/problem (10pts). If more than one chief complaint, each should be written u in this manner. 3) Objective Data(__25pt.): Vital signs need to be present. Height and Weight should be included where appropriate. a) Appropriate systems are examined, listed in the note and consistent with those identified in 2b.(10pts).b) Pertinent positives and negatives must be documented for each relevant system.c) Any abnormalities must be fully described. Measure and record sizes of things (likes moles, scars). Avoid using ok, clear, within normal limits, positive/ negative, and normal/abnormal to describe things. (5pts). 4) Assessment (___10pts.): Diagnoses should be clearly listed and worded appropriately. 5) Plan (___15pts.): Be sure to include any teaching, health maintenance and counseling along with the pharmacological and non-pharmacological measures. If you have more than one diagnosis, it is helpful to have this section divided into separate numbered sections. 6) Subjective/ Objective, Assessment and Management and Consistent (___10pts.): The assessment/diagnoses should be consistent with the subjective section and then the assessment and plan. The management should be consistent with the assessment/ diagnoses identified. 7) Clarity of the Write-up(___5pts.): Is it literate, organized and complete?

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Think about the course terms about this unit: text, electronic text, pose text, visual text, print text, variety, register, language, education, instruction, script, to decode, to read, reading strategies, reading process. Consider how these terms help you to describe students reading process. Consider the following questions: Which types of Reading and decoding do first year students perform?

Which types of reading they can perform? Which of these types of decoding were students instructed about in school or other academuc contexts? Is the type (or, are the types) of reading that students learned thus far in school adequate? Why or why not?

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In the first section (The CSI effect defined), do the authors ever give you their opinion on the CSI effect? How do they support their definition and their expansion on the definition? How many different sources do they cite in this section?

On pages 84-85, the authors provide an introduction to the research study they conducted. You can read this section if you would like to. Please read from page 85 (The CSI effect defined) to page 94 (up to the section entitled Method).
2. From pages 86-88, the authors discuss lawyers, police officers, judges, and community members. In this section, do the authors ever give you their opinion on any of the issues discussed?
3. Examine the section entitled Verdicts (pp. 90-92). How do the results from the study by Shelton et al. differ from the results of the study by Kim, Barak, and Shelton? How do the results of the study by Baskin and Sommers differ from the results of other studies?
4. As a result of having read this article, please write a few sentences about what you might have learned about a) synthesizing sources or b) the CSI effect.Review additional files: Beyond Frequency

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Compare and contrast the 4 main sentencing goals (retribution, deterrence, incapacitation, rehabilitation).

Discuss the advantages and weaknesses of each goal. Would different sentencing models (indeterminate sentence, determinate sentence, consecutive & concurrent sentences) be appropriate for different crimes? Why or why not? Considering the goals of sentencing, what sentencing model would you attach for violent crimes? Property crimes? Drug crimes? Review the presentation titled Courts (Part 2) found in the Reading & Study folder of Module/Week 5. From a Christian viewpoint, present at least 2 arguments for the preservation of the death penalty and at least 2 arguments for the abolishment of the death penalty.

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write an academic essay that addresses the following topic to showcase your sociological understanding of community analysis

Using ideas covered in the subject material throughout this session, please write an academic essay that addresses the following topic to showcase your sociological understanding of community analysis. This essay is worth 40% of your final grade for the subject. Communities are ‘real-world’ social environments that respond and react to a range of social, environmental, and economic circumstances that contribute to community sustainability. One of the main tasks of the community analyst is to apply theory to real world examples to improve our understanding of how and why communities act as they do, change over time, or fail to take action. When a sociologist undertakes community analysis, the first step requires locating the existing research about a subject to permit articulating what the social and cultural problems are in the context of what needs to be understood. The guiding question for your critical research essay for Session 2 is: Using sociological theory that you encountered in Part 2 or 3 of this subject and academic research of relevance for sociologically understanding community action that you independently sourced, please write a critical essay that explains community participation, or lack thereof using a contemporary case example of your choice. Step-by-step Instructions: 1. Create a time management plan by week 4 of this session that will enable you to complete the research and writing necessary to submit this assessment item by 12 October 2018. Please plan to book an appointment with a CSU ALLaN team member to enquire what CSU university-level learning support opportunities are available should you feel you require individualised writing assistance and/or have received feedback in Assessments 1 and/or 2 that you require development of your academic writing skills. 2. Review all Part 3 readings and associated modules. 3. Identify a sociological theory encountered in the required readings in Parts 2 and/or 3 of this subject that you wish to explore in greater depth through this essay and apply to your research topic, explaining community participation or lack of participation. 4. Conduct library research to obtain academic journal articles, books, and/or book chapters (minimum of 5 external (non-subject) references, maximum of 10) about your chosen social theory and community participation/non-participation 5. After you have read the material collected for Step 4, identify a ‘contemporary’ (i.e., 2010 or more recent) case example of a practical and/or academic community issue that will constitute the ‘topic’ of the essay which you will endeavour to explain/anlayse using your sociological theory and community research material obtained from your library research. 6. With all information gathered and read for your essay, create an outline for the ‘critical’ argument you wish to put forth in your essay. Remember, what distinguishes a ‘critical’ essay from a non-critical essay is your articulation of existing theory and research limitations, strengths, biases, insights, etc. rather than ‘factual’ / descriptive account (i.e., study x found y, study a said b, etc.). 7. Review how to ‘properly’ cite and reference the ideas you include in your essay that are derived from others, rather than represent your independent thought to keep learning how to not plagiarise. If this is an area where you feel and/or have received marking feedback that you require further development to master, please seek additional support through the ALLaN team and/or other university support opportunities. 8. After you have completed draft 1 of your essay, please proofread it for grammar, typos, spelling, punctuation, and other technical aspects of writing so your final submission may offer a fully polished writing sample for this subject. 9. Finally, while I encourage you to discuss content and technical aspects of essay writing in your SOC308 learning communities, as well as interacting to better understand the sociological theories covered in Part 2 and 3 of this subject that may be used to write your essay, please note that your final, submitted Assessment 3 must reflect your independent work; this is not a collaborative assessment task. Nevertheless, general-level conversation about theory, research, and writing are encouraged. It will not be possible to submit drafts for marker review / feedback, however, prior to the assessment submission. Rationale back to top This assessment task will assess the following learning outcome/s: be able to understand sociological ways of describing and investigating communities be able to understand some of the sociological theories that have been developed to help us understand the variety of forms of community we have in our society be able to explain sociological research about communities clearly in writing be able to think critically about community be able to apply sociological theory and concepts to real world cases of issues that occur in communities One of the main tasks of the community analyst is to apply theory to real world examples. When a sociologist undertakes such a task, s/he looks to the existing research about a subject and tries to establish what the social and cultural problems are in the context of what is attempting to be understand. Sometimes theory can help us not only understand observed social phenomena, but also lends insight into solutions to ‘real world’ problems. The learning task set forth in Assessment 3 seeks to consolidate your learning experiences over this session, enabling you to demonstrate you have been able to meet the most difficult of this subject’ s learning outcomes – learning outcome 5. In addition to providing you with a final formal assessment item to illustrate your achievement of learning outcomes 1-5, the critical research essay asks you to perform the role of community analyst. By identifying and thinking about a particular theory and investigating what that theory can and cannot offer to understand a specific case example, you may gain insight into the strengths and limitations of specific theoretical lenses and research method approaches. In summary, Assessment 3 helps you to think about how to approach researching and explaining a single social issue, community participation or lack of participation, in the creation of ‘sustainable’ communities. In so doing, it allows you to develop several ‘soft skills’ that are useful for most employment and other broader life environments: effective time management, planning, researching, communicating, critical thinking, argument development, writing, and working through how to find suitable evidence for the points you wish to make. It also demands attention to detail and the capacity to follow instructions. Importantly, this assignment asks you to take a position about an issue for which there are multiple ‘sides’ and issues, as reflected by realities influencing complex societies locally and globally. As a ‘real-world’ issue, your chosen case example will helps you sociologically explore a specific topic, apply academic knowledge to make sense of the social issues demonstrated by your example, and choose what arguments and recommendations you will, and will not, make, explaining why in light of the theory and research. Marking criteria and standards back to top Assessment 3 will be assessed according to 8 Standards: 1. Knowledge and understanding of sociological theory – This is your chance to show that you have met learning outcomes 1 and 2. That is you are able to understand the structure, processes and factors influencing social life in communities and can examine these sociologically. 2. Knowledge and understanding of the case example – This standard is your opportunity to show that you can identify problems in communities, learning outcome 3. 3. Application of the theory to the case example – This standard refers to the your capacity to use theory to assess problems in communities and use sociological ideas to solve those problems, learning outcomes 4 and 5. 4. Capacity to assess the merits of a theory and its value to the case – This standard assesses how well you conduct the sociological community analysis, learning outcomes 2 and 5, and use the theory and concepts, learning outcome 3. 5. Essay structure (logic of your argument) – This further demonstrates your writing style and communications skills, specifically identifying community problems and solutions and what affect them, learning outcome 3. 6. Quality of additional research – Accessing and understanding a broad range of existing research and ways others have responded to problems is a key task of sociologists and community analysts. By researching widely in quality peer reviewed literature, you will be exposed to a variety of academic writing styles, ideas, theories, and research methods, all useful for widening your understanding of how others deal with ‘real world’ community problems. In learning how to incorporate prior research into your essay, you will be learning how to evidence and support your own ideas, justify judgements and build an argument for your recommended community analysis and evaluation, thereby showing you have met learning outcomes 3 and 4. 7. Writing (paragraphing, sentence structure, clarity) – As detailed for Assessments 1 and 2, Assessment 3 offers further opportunity to show you have met learning outcome 3, and possibly worked to improve your academic writing capacity over the duration of this session. 8. Referencing and formatting (APA 6th Ed) – Assessment 3 is your last opportunity in this subject to show you have met learning outcome 2. Assessment 3, Critical Research Essay, should follow the same formatting style as Assessments 1 and 2 – 11pt Times font, single-spaced, and using APA 6th Edition formatting for all in-text citations and the Reference List. Please ensure your name, CSU ID number and the subject code are included and include a word count, recalling the minimum word limit is 1500 words and the maximum is 2000 words, including in-text citations and excluding the Reference List.
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At the heart of the works of Kant and Hegel lies an intimate relationship between theory and practice, ideas and action, argumentation and progress, principles and politics, philosophy and the world. In short, Kant and Hegel are convinced of the social and political power of ideas.

In this paper, explore the relationship between human thought (i.e., philosophy, theory, ideas, moral and ethical principles, religious discourses, etc.) and the human world (i.e., present and past social and political realities, historical progress, etc.). CONCRETELY, what are the authors positions on theory and practice, philosophy and politics, values and action, and what do you think of the strengths, weaknesses, uses, or dangers of their arguments? *This essay MUST NOT merely summarize each authors arguments. Instead: *Organize your essay around a thesis statementthat is, a particular position you would like to explore, develop, and/or defend. You must reflect on what YOU think about the works and what YOU would like to say, argue, explore in this paper related to Kant and Hegel and the relationship between theory and practice. In this essay you must (a) analyze and explicate the relevant arguments with clarity and precision and with reference to key terms and concepts. Also, you must (b) provide a critique of what you think is right and wrong about the authors arguments. Be argumentative and take a position. What, in the writings of Kant and Hegel, is more or less convincing and/or useful? Why? Organize the paper in whatever way enables you to accomplish your goals. I suggest you restrict your sources to assigned readings (primary source material), class notes, and discussions. ASSESSMENT: I assess your work on two levels: First, is an examination component, requiring you to demonstrate a precise reading and careful study of the texts. Use text from G.W.F Hegel: Political Writings a) General Introduction written by Laurence Dickey (pp. vii xli). b) The Magistrates Should Be Elected by the People (pp. 1 5). c) Inaugural Address, Delivered at the University of Berlin (pp. 181 185). a) Lectures on the Philosophy of History (pp. 197 224).

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Develop your vision of the ideal health care system and post in the discussion board.

Include: Answer those question below separably and correctly a.List some of the characteristics that constitute such as system. b.What would be the goal(s) of your ideal system? c.Think about how you would go about implementing your ideal system. D.Consider some of the problems you would likely encounter. E.Identify individuals, groups, and organizations with a vested interest in the present system. F.How might you expect them to react to your proposal?

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