Medical bondage: Race, gender & origins of American Gynecology
Medical bondage: Race, gender & origins of American Gynecology
Write a 1 page reflection paper of the meeting attended. Reflect on the topics discussed. Identify the type of leadership style used by the speaker (Democratic- speaker was asked questions, received feedbacks etc). Attached 1 leadership style reference.
Topic Medical bondage: Race, gender & origins of American Gynecology
John Peter Mettauer, pioneer in obstetrical fistula surgery
Leadership and management Course evaluation.
Discussed what you thought of the leadership class and highlight areas covered (Leadership style, conflict management, conflict resolution, budgeting, decision making, organizational structure, SWOT analysis). Discuss how you may apply some of this content in your nursing career.
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Janet, a 20 year-old college student, is experiencing a five-week history of itchy eyes and nasal congestion with watery nasal discharge. She also complains of a “tickling” cough, especially at night, and she has had episodes of repetitive sneezing. Janet gets frequent “colds” every spring and fall.
Physical Examination
Vital Signs: Temp, 98.8; BP 110/68; Pulse 72; Respirations 18
Head, Eyes, Ears, Nose, and Throat: Tender over maxillary sinuses; sclera red and slightly swollen with frequent tearing; outer nares with red, irritated skin; internal nares with red, boggy, moist mucosa and one medium-sized polyp on each side; pharynx slightly erythematous, with clear postnasal drainage
Lungs: Clear to auscultation and percussion
Discussion Questions:
Provide three differential diagnoses based on Janet’s subjective and objective data and discuss your reasoning for each.
What additional history questions would be useful in your evaluation of Janet?
Discuss the pathophysiological process of your primary diagnosis.
Differentiate the types of hypersensitivity mechanisms.
As per your analysis, what type of hypersensitivity reaction is Janet experiencing?
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In this unit, you’ve been learning about the different food groups, the nutrients they provide, and the necessity of a “balanced diet”. For this project, you’ll take a look at your own diet and make some evaluations about what you may be doing well and where you might improve. Then you’ll compile that information, do a little research, and then write an essay about what you’ve learned.
Learning Goals:
•Students will record their diet over a 5 day week
•Students will classify their meals into food groups
•Students will quantify the serving sizes of foods they consume
•Students will evaluate their diets
•Students will research information about different food groups and nutrition
•Students will write a paper combining their research and diet evaluations
Vocabulary:
•Grains: Foods made from cereal grains including: wheat, rice, oats, corn, barley. Examples include: bread, pasta, oatmeal, or tortillas.
•Vegetables: Food made from various plant products, typically with lower sugar content and higher vitamin/mineral content. Examples include: carrots, celery, leafy greens, onions, potatoes, and peppers.
•Fruits: Food made from various plant products, often containing higher sugar contents and seeds. Examples include: apples, oranges, bananas, and berries
•Proteins: Foods made from meat, poultry, seafood, legumes (beans, peas), seeds, nuts, eggs, and soy products. Examples include beef, chicken, fish, pinto beans, almonds, peanuts, eggs, and tofu.
•Dairy: Products made from milk. Examples include, milk, cheese, yogurt, butter, and calcium-fortified soymilk.
•Oils: Products that include fats or oils, often found in or extracted from plants, fish, or nuts. Fats and Oils are NOT a food group, but are necessary in small amounts for a health diet. Often they are found in small amounts in the main food groups.
•Serving Size: The recommended portion of food to be eaten in a general meal.
Part 1: Tracking Your Diet
The first thing you need to do is start tracking what foods you are eating each day. Use the provided table provided below to help you know what information to provide. Make sure to enter all your information into the table and save it, because you will be turning it in for grading along with your essay.
How to Use the Table:
First, add your name, age, and sex to the top of the table. Then, you will need to find the Daily Recommended Amount for each food group based on your age and sex. We will be using the ChooseMyPlate.gov website to find most of the information you need for the table.
Go to the ChooseMyPlate.gov website here: https://www.choosemyplate.gov/ . Then, hover over the “MyPlate” tab underneath the banner (it should be first from the left). From the expanded tab, you will be able to choose from each of the 5 main food groups. Click on the food group that you want information about, for example, “Grains”. On the food group’s page, you will find a “How many [Food Group] are needed” section. Expand the table in that section to see how much of that food group you need to consume based on your age and gender. Record this amount at the top of your table (be sure to include the units because each food group might not use the same one). The ChooseMyPlate links for each food group have been added to the provided table, just click the column title to see the link to the ChooseMyPlate page for that food group.
Now you will track your diet for a typical week. After every meal or snack, record the food you ate in the proper food category under the “Food Eaten” column. Then, record the amount of that food you ate under the “Amount” column. At the end of the day, tally up the amount of each food group you ate and put the sum in the “Total” box. Then, underneath, indicate whether you ate enough of that food to satisfy the Recommended Daily Amount for that day.
Tips:
•Break down food items into their separate food groups and put the item into each category. A turkey sandwich might include the Grains, Proteins, and Vegetable food groups.
•Each ChooseMyPlate Food Group page contains a table that lists common items and their portion equivalents. Use it to help convert difficult food items into standardized portions.
•You don’t need to be exact. If you can’t find the exact food group or portion equivalent, make your best educated guess.
•If you need more space for a given day, you can add additional rows. Right click on the last completed row for the day. Under the option menu that pops up, click on the “Insert Row Below” option. A new row with the correct size and formatting will be added to the table.
•You will not be graded on your diet, just your ability to record your meals. Don’t feel guilty if you are eating too much or not enough of a certain food group.
Part 2: Essay
Evaluate your diet:
Now you will evaluate your diet. Take a look through each food group category and take note of how many days you did or did not meet the Daily Recommended Amount. Identify the 3 following food groups:
1.The food group you ate the most below the recommended daily amount.
2.The food group you ate the most above the recommended daily amount.
3.The food group you ate closest to the recommended daily amount.
These food groups will the be the three topics of your essay
Research:
Now do some research about each of your food groups. Topics might include:
•The importance of that food group and what nutrients it provides
•The types of vitamins or minerals that are commonly found in that food group
•The types of nutritional imbalances or disorders that may occur if not enough of that food group is consumed
•Cheap and easy ways to introduce more of that food group into your diet
•The best items to eat to fulfill the serving requirements (if you are eating too much of that food group)
Keep track of the sources you used to find your information because you will need to cite your information in your paper (at least one citation per body paragraph). Try to use reputable sources such as governmental organizations like the United States Department of Agriculture (USDA) or nutrition or health companies. Try avoid nutrition blogs, especially if they don’t list their own sources.
Write:
Compile your research into an essay. Your paper should be at least 500 words long, and include an introduction and conclusion. It should have three body paragraphs. I recommend one body paragraph per food group, but as long as you devote equal time to each paragraph, you can organize your paper however you want.
Make sure to include MLA citations for all sources that you used to help write your paper. This includes using parenthetical citations in the body of your paper and a Works Cited page at the end of your paper.
What would you like to do next?
Work on questions
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Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
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Positive Psychology Term Paper Inspiration
Topics
NOTE: (You are not limited to these choices! They are only a platform for inspiration). If you find
a different topic that can be related back to positive psychology, go for it!
· Self-determination theory
· Meditation & practice + positive psychology effects
· Resilience
· Savoring
· Positive psychology therapies
· Strengths & virtues
· Growth mindsets
· Character strengths and virtues
· Pleasure, engagement and meaning
· Hope
· Goal theory
· Learned helplessness
· Optimism
· Psychological capital
· High quality connections
· Happiness/ Subjective well-being
· Mindfulness
· Love and relationships
· Courage
· Wisdom
· Spirituality
· Forgiveness
· Well-being
Use at least three (3) quality references Note: Wikipedia and other related websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
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The health problem that I have identified in my community is allergies. Allergies are said to occur mainly when the immune system of an individual reacts differently to substances such as pets, foods, pollen, insect and some medicine. Such elements are however referred to as allergens. A few people experience the allergies, and the allergens might not also be harmful to people in the same environment. People also develop allergic diseases for example atopy which is inherited. People, therefore, become allergic when they come in contact with the allergens after that occurrence of allergic reactions. This paper, thus, delves to discuss the physical, social, cultural and behavioral factors that contributed to allergy.
The physical factors in my community that contribute to allergy include consumption of certain foodstuffs. Some people are allergic to certain foods such as eggs, beef or fish. Such people develop allergic reactions whenever they consume such foods. Another physical factor in my community is the availability of pests and insects breeding sites such as swampy areas which facilitates the accommodation of insects that when sting human beings and bring about allergic reactions. The presence of some substances which get in contact with the skins has also caused a lot of allergic reactions among people. Such components include pollens from plantations.
The social and cultural factors in my community that contribute to this problem include poverty and low living standards. Many people suffer nutrition health thus ending up eating foods that might cause them allergy because of lack of ability to afford other better options of nutrition. They also don’t get treatment for their allergic situations because of poverty. Another social cause is the types of meals which are culturally prepared to be consumed on certain occasions that are mandatory. Lastly, lack of nutritional health programs from the federal social services in the community.
The individual behaviors that have also contributed to the development of allergies are lack of proper eating habits. Some people might develop the allergies because they don’t watch their diet keenly and eat anything without considerations. Some foodstuffs might be harmful when consumed which is commonly accidental because people don’t know proper food consumption. Lack of appetite can also cause allergy in some people whereby they will have reactions because they haven’t taken any meal. It is therefore not advisable not to eat for long periods because of the lack of appetite that might be caused by a personal thing. Meal timing also contributes to allergies as some people might stay long without consuming any food substance. It is therefore important to consider taking meals at the right time of the day.
In conclusion, allergies are caused by a lot of factors that might generate from many corners in society. For example, the physical elements can easily facilitate the development of allergies in human beings more so when society does not consider eliminating the causes. For instance, keeping away pests could be helpful to people who are allergic to pests and insects. Social and cultural factors are also common causes of allergies among people more so the young children who might not be well conversant with most of the cultural aspects of the community. It, therefore, calls for social assistance and awareness of the causes of allergic reactions and also community lessons that will help the community stay healthy form allergies.
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You must choose one film from this list to examine and connect to the themes covered in class. The film will be the primary source of your paper, but will NOT be the only source you should use to support your argument. You will be expected to connect the movie to at least one major theme covered in class.
These are the themes that were covered in class:
1. The rise of the importance of human rights connected Enlightenment, from the foundation of the nation through the slave issues leading to the Civil War.
2. The ideas of religion that brought respite from persecution, built colonial settlements, caused conflicts, brought solace in times of upheaval and rapid change.
3. The institution of slavery from its conception in the Atlantic Slave Trade through the Civil War including moral, religious, cultural, and racial connections.
4. The development of the nation politically including the institution of a two party system, the creation of the Declaration, the Articles of Confederation, the Constitution, the Bill of Rights, and the debates surrounding these founding documents based on political beliefs.
5. The Industrial Revolution and the changes it sparked in society, including but not limited to, connections to nature, social reforms, and the impact on slavery.
6. An understanding of relations with Native Americans from contact through attempts at segregation and/or assimilation to removal of Native Americans.
7. The Frontier Myth, the development of the idea of Frontier Democracy and why this myth still persists.
8. The development of class structure, the causes of class definitions, and how these class structures developed.
You should review the themes before you view the movie.
Reading the Film:
Remember, this paper is not a summary of the plot of the film, but rather an examination of the message conveyed in the film as it relates to the major themes. You are expected to clearly document the theme(s) within the paper using the film as evidence of that theme. You should also include an examination of the historical accuracy and why this may or may have been modified using artistic license. Also take into consideration when the film was released as this is relevant to the message that the film is conveying. All of this will help you to “read” the film, rather than merely watch the story.
Writing the Paper:
• Start your paper with a general introduction that offers the reader some background into the major themes to which your movie will relate. Then follow through with a connection to your film choice and tie your intro into the thesis statement.
• The body of your paper should give specific examples and evidence relating the film to the themes. The more evidence, the stronger your paper will be.
• Finish your paper with a conclusion that goes beyond summarizing your paper but instead analyze the importance of the message of the film and relate it to its contemporary settings. Why was the film released at this particular time? Why are these themes relevant to the release date? Are the themes still relevant to major socio-political issues of today?
Please remember to cite any quotes or paraphrased ideas from your sources. Any citation style is acceptable as long as it is consistent throughout the essay. Must have works cited page.
MOVIE CHOICES:
Avatar (2009)
12 Years a Slave (2013)
The Crucible (1996)
Bury My Heart at Wounded Knee (2007)
Lincoln (2012)
Black Panther (2018)
Sons of Liberty (2015)
Django Unchained (2012)
A More Perfect Union (2010)
Gangs of New York (2002)
The Revenant (2015)
How the West Was Won (1962)
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Imagine you work for a correctional facility and have been tasked with creating a handbook with detailed strategies for managing special issues involved with sex offenders in a jail, prison, or inpatient treatment setting.
Create a 1,400- to 1,750-word handbook that details strategies for dealing with 5 of the 7 issues listed below as they pertain to the management of sex offenders in your chosen setting:
Preventing sexual assault
Psychotherapeutic treatment options
Placing victims in separate housing
Safety concerns
Furlough programs
Screening and classification procedures
Undiagnosed sex offenders
Strategies for dealing with resistance to treatment
Inmates who become sex offenders after being incarcerated
Effect of incarceration on the offenders after their release
Reintegrating sex offenders into the community
Include a minimum 3 sources.
Format any citations in your handbook consistent with APA guidelines.
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Identify and write the main issues found discussed in the case (who, what, how, where and when (the critical facts in a case).
List all indicators (including stated “problems”) that something is not as expected or as desired
Briefly analyze the issue with theories found in your textbook or other academic materials. Decide which ideas, models, and theories seem useful. Apply these conceptual tools to the situation.
Identify the areas that need improvement (use theories from your textbook)
-Specify and prioritize the criteria used to choose action alternatives.
-Discover or invent feasible action alternatives.
Examine the probable consequences of action alternatives.
-Select a course of action.
-Design and implementation plan/schedule.
-Create a plan for assessing the action to be implemented.
Conclusion (every paper should end with a strong conclusion or summary)
* Writing Requirements:
-Provide a 3–5 pages in length (excluding cover page, abstract, and reference list)
-APA format, Use the APA template located in the Student Resource Center to complete the assignment.
-Please use the Case Study Guide as a reference point for writing your case study.
CASE of Family Opposition to Organ Donation: Despite First Person Consent
You are the Administrator of a 250 bed hospital. Upon arriving at work in the morning, the physician came to the
office and explained that we had a problem with a young man in the ICU.
“JD is a 25 year old patient who sustained massive head trauma and neurological injury in a motorcycle accident. He
is not brain dead, but after 4 weeks in ICU and several neuro consults, the prognosis for “meaningful recovery” is said to be less than 1%. JD has not regained consciousness, and is apt to remain permanently in a vegetative state.
His parents are attentive and religious. After consulting with their priest and their son’s doctors, including palliative care specialists and a hospital ethicist, they decide to withdraw ventilator support and tube feedings, and “to allow whatever happens to happen.” The parents say they are “placing JD in God’s hands now.” A decision is made to withdraw life support that very evening since the priest is there with them and extended family members have gathered, also, some from long distances.
With palliative care involved and since death is anticipated soon after extubation, the ICU nurse manager already had notified the regional organ procurement organization for assessment of donor potential. When the OPO representative arrives, she discovers that JD’s driver’s license has a little heart and “organ donor” stamped on the front. The backside is scuffed so as to make illegible any signature or date that might have been there. He had not signed up for the online state donor registry and has no healthcare directives on file. Yet on the basis of his driver’s license, it’s determined that JD had authorized donation, a “first person consent,” leaving no record of revocation or refusal of authorization.
Suggestions for Review: Updated Information.
The state’s recently revised Uniform Anatomical Gift Act states that, “in the absence of an express, contrary indication by the donor, a person other than the donor is barred from making, amending, or revoking an anatomical gift of a donor’s body or a part if the donor made an anatomical gift . . . . [194.240. 1]
Although JD is not brain dead, he might qualify to be a donor under the hospital’s “Donation after Cardiac Death” protocol. Further evaluation of the potential donor may take several hours, including tissue testing, reviewing the medical record, external communications, and the medical history interview with next of kin. It is already close to 9:00 p.m. when the OPO approaches JD’s family about the donation evaluation that has been ramped up following the parents’ decision to withdraw life support. They had intended that the ventilator be withdrawn an hour ago, but were told by MICU staff that they need to wait for some other healthcare personnel to arrive. Per contractual agreement with the OPO, no one but their representative is allowed to discuss organ donation with families, and MICU staff have been compliant.
When the OPO representative, with a palliative care physician, ushers the parents into a small conference room, she asks if they are aware that JD’s wishes had been to donate organs and tissue to help others. His parents appear startled and say, “No, we never discussed such things as a family. And we don’t want to talk about it now. Please, ask us what you need to, but quickly. We need to go be with our son in his last moments on this earth. As to removing his organs, we will not permit that. He has suffered enough cuts and needle sticks and bruises. Please let us alone with him now.” Soon they get up and leave the room.
The OPO representative does not follow the parents back to the bedside, but goes immediately instead to the attending physician. She and the palliative care physician report what had happened with JDs parents, and review with staff the hospital’s policies on DCD and First Person Consent Opposition. She also cites state law: “When a hospital refers an individual at or near death to a procurement organization, the organization may conduct any reasonable examination necessary to ensure the medical suitability of a part . . . . During the examination period,measures necessary to ensure the medical suitability of the part may not be withdrawn unless the hospital or procurement organization knows a contrary intent had or has been expressed by the individual . . . .” [194.265. 3]
Meanwhile, JD’s family has come looking for the Administrator and the physician wondering why it is taking so long to proceed with their decision to remove all the machine” (Rosell, 2011, pp. 1-6)
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Testing for Sexually Transmitted Infections Imagines a scenario in which you and a new partner are discussing testing for sexually transmitted infections. Devise a strategy for addressing this issue with your partner.
Testing for Sexually Transmitted Infections
Write out a role-play conversation with your partner using the effective communication strategies discussed in this lesson. Your script must be at least 650 words long. Your script should demonstrate accurate knowledge of sexually transmitted diseases, and how to test for them. Use at least 2 references to support your work. If you would like, you may write a script for a couple that differs from your personal experience (culturally or in terms of orientation, for example) or even writes a script detailing how you would convince two clients of yours to get tested. All assignments and forums in the class are designed for you to demonstrate your understanding and your knowledge of the material content. It is never acceptable or appropriate to simply provide information that is copied and pasted from a source – any source. Even if the information were cited properly, copying and pasting do not demonstrate knowledge. All assignments are submitted to Turnitin, which is a plagiarism checking tool. Any assignment receiving a score of 30% or better raises serious concerns about the originality of your work. An originality score should generally be no more than 20%. Originality scores between 20 and 50% will be graded with a point deduction. Any originality score over 50% after review will be graded with a 0. Please keep this in mind as you are submitting work.
