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  • [Solved] Prof Double R

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    ## Overview In this milestone, you will submit your recommendations for technology for the institution and how it will be implemented. **Specifically the following critical elements must be addressed:** 1. **Technology System Recommendations:** In this final section of your final project, you will r…

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    ## Overview
    In this milestone, you will submit your recommendations for technology for the institution and how it will be implemented.
    **Specifically the following critical elements must be addressed:**
    1. **Technology System Recommendations:** In this final section of your final project, you will review the [provided technology options](https://learn.snhu.edu/content/enforced/1958382-HIM-500-10870.202557-1/him500_technology_information.pdf?isCourseFile=true&ou=1958382) and make informed recommendations to the organization regarding which technology it should choose.
    1. Determine the **needs** of the various roles of the organization in a new technology.
    2. Recommend a new health information technology system that meets the following criteria. Be sure to justify how your recommendations meet the criteria. The new health technology must:
    1. Abide by provided health **regulations and laws**
    2. Align with the needs of all **staff** members of the previously described organization
    3. Ensure the **ethical** management and use of health information
    3. Determine how the organization could more effectively invest its **financial resources** into the recommended technology system. Be sure to justify your response.
    4. Determine how the organization could **monitor** the use of the new health information system. Be sure to justify your response.
    5. Determine how the organization could effectively invest its **time** into the implementation of the new health information technology system. Be sure to justify your response.
    ## What to Submit
    This milestone must be 2–3 pages in length (plus a cover page and references) and must be written in APA format. Use double spacing, 12-point Times New Roman font, and one-inch margins. All references cited in APA format.
    \
    him500_technology_information1.pdf](https://www.sweetstudy.com/files/him500-technology-information1-pdf-10357169 "him500_technology_information1.pdf")

  • [Solved] A- Discussion

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    In-depth study guidance and analytical solution covering A- Discussion.

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Discussion # 3 week 4 HP

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    In-depth study guidance and analytical solution covering Discussion # 3 week 4 HP.

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  • [Solved] 221

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    **Notes:** It is strongly recommended that you complete all labs in Lesson 10 of your textbook, for practice, before attempting this assignment. Although you will not submit the labs from your textbook, they will give you the foundation to understand how to correctly code in HTML. You must write the…

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    **Notes:**
    It is strongly recommended that you complete all labs in Lesson 10 of your textbook, for practice, before attempting this assignment. Although you will not submit the labs from your textbook, they will give you the foundation to understand how to correctly code in HTML.
    You must write the code files by hand for all assignments in this class. A simple text editor, such as Notepad or Notepad++ will suffice. DO NOT use web page programs, such as FrontPage, Dreamweaver, etc. You must write the code for your web pages yourself.
    Make sure all of your web pages (HTML files) comply with the HTML 5 standards. DO NOT use deprecated (outdated) tags and attributes from previous versions of HTML. By including the HTML 5 DOCTYPE declaration in your webpages, and [validating](http://validator.w3.org/) all of your HTML files, you can be sure that your code complies with HTML 5.
    Make sure all of your style sheets (CSS files) comply with the CSS3 standards. By ensuring that all of your CSS files (and any HTML files containing embedded CSS) [validate](http://jigsaw.w3.org/css-validator/), you can be sure that your code complies with CSS3.
    For this final assignment, all of your web pages must also pass validation at the [W3C mobile OK Checker.](http://validator.w3.org/mobile) This is one of the ways that we verify that your website has been correctly optimized for mobile devices.
    Create your files using a text editor, such as Notepad or Notepad++, and name the main page (home page of your website) "LastFirstFinalProject.html" where "Last" is your last name and "First" is your first name. For example, if your name is John Smith, you would name your main file SmithJohnFinalProject.html
    **Instructions:**
    This week you will optimize your website for mobile devices. You will also add at least one more HTML5 API of your choice (from Lesson 7) to your website (in addition to the drag-and-drop API you added in week 5). You must add **at least two additional HTML pages** to your website, for a minimum of six total pages on your website. If there were any errors in your website in weeks 1-7, please make sure you correct them before re-submitting your files for this week's assignment. Continue to build on the website you created in weeks 1-7. You should be creating an informative website about any topic that interests you. Make sure that you write the content (the paragraphs of information about your topic) yourself. Do not copy content from other web pages. Your website should contain at least 4-6 paragraphs of information, arranged in a logical manner (appropriately using headings and sub-headings, as well as HTML5 structure elements). Do not re-use webpages or webpage content that you have already used for a grade in a previous course, such as WEBD121. Although the skills you gained in other courses will give you a good foundation to build upon in this class, you are expected to create original work for this course, using new content and new code that you learn in this course. Use this as an opportunity to teach me something new about a topic which you are knowledgeable about!
    Your website (HTML files) must include all of the following:
    1. Correctly uses all basic HTML 5 tags, such as HTML 5 DOCTYPE declaration; html, head, and body tags; charset, author, keywords, and description meta tags; title tags; and HTML5 structure elements (found in Table 1-2 of Lesson 1 of your textbook). In particular, be sure to use each structure element correctly, containing information appropriate for that type of structure element.
    2. In the body section of your document, include all seven HTML5 structure elements from Table 1-2 of Lesson 1 of your textbook. Be sure to use each structure element correctly, containing information appropriate for that type of structure element.
    3. You must add **at least two additional HTML pages** to your website, for a minimum total of six HTML pages in your website. Make sure all pages appear in menus on each page of your website, and that all pages are linked together using a well thought-out navigation scheme.
    4. Website contains at least six HTML pages with a total of 4-6 paragraphs of well-written, well-thought-out content.
    5. Include images, hyperlinks, a form (with input validation) and other HTML elements appropriate to your page.
    6. At least two correctly coded HTML5 APIs (including the drag-and-drop API that you added in week 5, and an additional HTML5 API of your choice).
    7. Correct use of a variety of techniques from Lesson 10 to optimize your website for mobile devices.
    8. [Validate](http://validator.w3.org/) all HTML files and fix any errors that the validator identifies before submitting your assignment.
    9. [Validate](http://validator.w3.org/mobile) all HTML files and fix any errors that the validator identifies before submitting your assignment.
    Your style sheets (CSS files) must include all of the following:
    1. Correctly coded CSS3 selectors and properties, including a variety of background properties, border properties, font properties, text effects, and advanced CSS3 techniques.
    2. [Validate](http://jigsaw.w3.org/css-validator/) all CSS files (and all HTML files that contain embedded CSS) and fix any errors that the validator identifies before submitting your assignment.

    Make sure all of your style sheets (CSS files) comply with the CSS3 standards. By ensuring that all of your CSS files (and any HTML files containing embedded CSS) [validate](http://jigsaw.w3.org/css-validator/), you can be sure that your code complies with CSS3.

    For this final assignment, all of your web pages must also pass validation at the [W3C mobile OK Checker.](http://validator.w3.org/mobile) This is one of the ways that we verify that your website has been correctly optimized for mobile devices.

    Create your files using a text editor, such as Notepad or Notepad++, and name the main page (home page of your website) "LastFirstFinalProject.html" where "Last" is your last name and "First" is your first name. For example, if your name is John Smith, you would name your main file SmithJohnFinalProject.html

    **Instructions:**

    This week you will optimize your website for mobile devices. You will also add at least one more HTML5 API of your choice (from Lesson 7) to your website (in addition to the drag-and-drop API you added in week 5). You must add **at least two additional HTML pages** to your website, for a minimum of six total pages on your website. If there were any errors in your website in weeks 1-7, please make sure you correct them before re-submitting your files for this week's assignment. Continue to build on the website you created in weeks 1-7. You should be creating an informative website about any topic that interests you. Make sure that you write the content (the paragraphs of information about your topic) yourself. Do not copy content from other web pages. Your website should contain at least 4-6 paragraphs of information, arranged in a logical manner (appropriately using headings and sub-headings, as well as HTML5 structure elements). Do not re-use webpages or webpage content that you have already used for a grade in a previous course, such as WEBD121. Although the skills you gained in other courses will give you a good foundation to build upon in this class, you are expected to create original work for this course, using new content and new code that you learn in this course. Use this as an opportunity to teach me something new about a topic which you are knowledgeable about!

    Your website (HTML files) must include all of the following:

    1. Correctly uses all basic HTML 5 tags, such as HTML 5 DOCTYPE declaration; html, head, and body tags; charset, author, keywords, and description meta tags; title tags; and HTML5 structure elements (found in Table 1-2 of Lesson 1 of your textbook). In particular, be sure to use each structure element correctly, containing information appropriate for that type of structure element.
    2. In the body section of your document, include all seven HTML5 structure elements from Table 1-2 of Lesson 1 of your textbook. Be sure to use each structure element correctly, containing information appropriate for that type of structure element.
    3. You must add **at least two additional HTML pages** to your website, for a minimum total of six HTML pages in your website. Make sure all pages appear in menus on each page of your website, and that all pages are linked together using a well thought-out navigation scheme.
    4. Website contains at least six HTML pages with a total of 4-6 paragraphs of well-written, well-thought-out content.
    5. Include images, hyperlinks, a form (with input validation) and other HTML elements appropriate to your page.
    6. At least two correctly coded HTML5 APIs (including the drag-and-drop API that you added in week 5, and an additional HTML5 API of your choice).
    7. Correct use of a variety of techniques from Lesson 10 to optimize your website for mobile devices.
    8. [Validate](http://validator.w3.org/) all HTML files and fix any errors that the validator identifies before submitting your assignment.
    9. [Validate](http://validator.w3.org/mobile) all HTML files and fix any errors that the validator identifies before submitting your assignment.

    Your style sheets (CSS files) must include all of the following:

    1. Correctly coded CSS3 selectors and properties, including a variety of background properties, border properties, font properties, text effects, and advanced CSS3 techniques.
    2. [Validate](http://jigsaw.w3.org/css-validator/) all CSS files (and all HTML files that contain embedded CSS) and fix any errors that the validator identifies before submitting your assignment.

    [Report issue](https://www.sweetstudy.com/contact-us)

  • [Solved] Prof Double R

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    Select a workplace policy from the list below: – Social Media Policy. – Wage and Hour Laws. – Reasonable Accommodations. – Workplace Safety Laws. – Policy on the Use of Artificial Intelligence in Hiring. – Diversity Programs. Once you have selected a policy, write a 3–4 page executive summary for or…

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    Assignment Prompt & Instructions

    Select a workplace policy from the list below:
    – Social Media Policy.
    – Wage and Hour Laws.
    – Reasonable Accommodations.
    – Workplace Safety Laws.
    – Policy on the Use of Artificial Intelligence in Hiring.
    – Diversity Programs.
    Once you have selected a policy, write a 3–4 page executive summary for organizational leadership regarding your selected policy and its significance in the workplace. In your summary:
    – Describe the law that corresponds to the policy and its significance in the workplace.
    – Keep this description relatively brief; think of it as an overview.
    – Consider relevant laws and regulations that should be considered when adopting this policy into an organization.
    – Are there guidelines you would suggest incorporating relevant law into your workplace?
    – Describe additional information that is relevant to policy implementation, including steps or methods to ensure policy acceptance and compliance.
    – What steps or methods are necessary to follow to ensure acceptance and compliance?
    – Articulate how HR professionals should issue the policy and ensure compliance, including the risks and responsibilities that they hold along with other factors.
    – What responsibilities do HR professionals hold? What risks should they consider?
    ## **Submission Requirements**
    Your assessment should meet the following requirements:
    – **Length:** 3–4 double-spaced, typed pages, excluding the title page and reference page.
    – **Font and font size:** Times New Roman, 12 point.
    – **Written communication:** Written communication is free of errors that detract from the overall message.
    – **APA formatting:** Resources and citations are formatted according to according to APA style and format.

  • [Solved] Fiscal Policy

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    PICK A FISCAL POLICY **Part 1** Explain the pros and cons of your selected fiscal policy. Include supply-side economics in your explanation. As you think through your answer, remember that government may exercise expansionary or restrictive fiscal policies. **Part 2** Using your selected example of …

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    PICK A FISCAL POLICY
    **Part 1**
    Explain the pros and cons of your selected fiscal policy. Include supply-side economics in your explanation. As you think through your answer, remember that government may exercise expansionary or restrictive fiscal policies.
    **Part 2**
    Using your selected example of fiscal policy, explain its overall impact on the economy. In your example, discuss any political influences.
    200 words at least 1 scholarly reference

  • [Solved] Nursing Active Learning Assignment

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    PLEASE SEE ATTACHED DOCUMENT FOR INSTRUCTIONS AND REQUIREMENTS DUE DATE JULY 23, 2025 – ## ActiveLearningAssignmentWeek4.pdf **## ActiveLearningAssignmentWeek4.pdf** APPLYING EI TO CHANGE THE CULTURE OF PATIENT SAFETY Changing a culture prone to medical error is one of the most difficult obstacles t…

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    PLEASE SEE ATTACHED DOCUMENT FOR INSTRUCTIONS AND REQUIREMENTS
    DUE DATE JULY 23, 2025

    – ## ActiveLearningAssignmentWeek4.pdf

    **## ActiveLearningAssignmentWeek4.pdf**

    APPLYING EI TO CHANGE THE CULTURE OF PATIENT SAFETY
    Changing a culture prone to medical error is one of the most difficult
    obstacles to improving patient safety. In the traditional safety culture, blame
    and judgment undermine reporting and systems improvement. A “fix-the-
    problem-not-the-blame” approach is at least articulated if not
    operationalized in most healthcare organizations.

    However, simply identifying risk management and quality improvement as a
    no-blame system is not enough to change a culture deeply ingrained in
    healthcare providers. The EIPS model may offer a way to change the
    blame culture (see Figure 13.5). For example, in the story presented,
    several clinical culture issues predisposed the unit to the error. Using
    Reason’s model, the culture created holes that made the flow from error to
    patient harm more likely, especially with the new employee orientation to
    the clinical unit.
    EI/Patient Safety (EIPS) Model.

    In this model, good communication skills improve EI skills and
    good EI skills improve communication. These two skill sets are in a positive
    feedback loop. If communication skills are poor, EI abilities can improve
    them. If communication is poor, safety is compromised, but as EI ability
    improves communication, this negative influence is mitigated
    via EI abilities.

    Using the EIPS Model, diagram a patient safety procedure on your unit
    [in other words- YOUR CURRENT PLACE OF WORK] that has an
    emotional or interpersonal “hole” in it.

    Describe how one EI ability could be used to ameliorate that hole.

    Submit the diagram of the problem from your place of work and the
    paper: which must be minimally 2 pages with an introduction and a
    conclusion. Please adhere to APA format to include headings within
    your paper- ensure you label your diagram correctly.

    Review Reference count requirement.

    Utilizes at least 3 sources and all sources are current within 5 years. Cited
    following APA format.

    MY PLACE OF WORK IS A HOME HEALTH

    NO MORE THAN 10% PLAGIARISM IS ALLOWED

    **## ActiveLearningAssignmentWeek4.pdf**

    APPLYING EI TO CHANGE THE CULTURE OF PATIENT SAFETY
    Changing a culture prone to medical error is one of the most difficult
    obstacles to improving patient safety. In the traditional safety culture, blame
    and judgment undermine reporting and systems improvement. A “fix-the-
    problem-not-the-blame” approach is at least articulated if not
    operationalized in most healthcare organizations.

    However, simply identifying risk management and quality improvement as a
    no-blame system is not enough to change a culture deeply ingrained in
    healthcare providers. The EIPS model may offer a way to change the
    blame culture (see Figure 13.5). For example, in the story presented,
    several clinical culture issues predisposed the unit to the error. Using
    Reason’s model, the culture created holes that made the flow from error to
    patient harm more likely, especially with the new employee orientation to
    the clinical unit.
    EI/Patient Safety (EIPS) Model.

    In this model, good communication skills improve EI skills and
    good EI skills improve communication. These two skill sets are in a positive
    feedback loop. If communication skills are poor, EI abilities can improve
    them. If communication is poor, safety is compromised, but as EI ability
    improves communication, this negative influence is mitigated
    via EI abilities.

    Using the EIPS Model, diagram a patient safety procedure on your unit
    [in other words- YOUR CURRENT PLACE OF WORK] that has an
    emotional or interpersonal “hole” in it.

    Describe how one EI ability could be used to ameliorate that hole.

    Submit the diagram of the problem from your place of work and the
    paper: which must be minimally 2 pages with an introduction and a
    conclusion. Please adhere to APA format to include headings within
    your paper- ensure you label your diagram correctly.

    Review Reference count requirement.

    Utilizes at least 3 sources and all sources are current within 5 years. Cited
    following APA format.

    MY PLACE OF WORK IS A HOME HEALTH

    NO MORE THAN 10% PLAGIARISM IS ALLOWED

  • [Solved] assign 4 601

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    – ## GuideforaSelectedChronicConditionTemplat_JanetHuxley.docx – assign4601.png – assign46012.png **## GuideforaSelectedChronicConditionTemplat_JanetHuxley.docx** | | | | | | | — | — | — | — | — | | Intussusception | | What is it? | Intussusception occurs when a portion of the intestine …

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    – ## GuideforaSelectedChronicConditionTemplat_JanetHuxley.docx

    – assign4601.png
    – assign46012.png

    **## GuideforaSelectedChronicConditionTemplat_JanetHuxley.docx**

    | | | | | |
    | — | — | — | — | — |
    | Intussusception |
    | What is it? | Intussusception occurs when a portion of the intestine folds like a telescope, with one segment slipping inside another segment. It can occur anywhere in the intestines. This causes an obstruction, preventing the passage of food that is being digested through the intestine. |
    | Etiology | The cause of intussusception is not known. Though rare, an increased incidence of developing intussusception may be seen in children:<br>· Who have abdominal or intestinal tumors or masses<br>· Who have appendicitis |
    | Occurrence/Epidemiology | Children less than 3 years old, can also occur in older children, teenagers, and adults.<br>· Intussusception occurs more often in boys than girls. |
    | Clinical Presentation <br>_(subjective and physical examination)_ | Subjective: Pain, Sudden loud crying, Straining, Draw knees up, Irritable. | Objective: red mucus or jelly like stool, fever, lethargic, vomiting bile, diarrhea, sweating, dehydration, abdominal distention or lump. |
    | Diagnostic Testing | X-Ray: may demonstrate an elongated soft tissue mass with a bowel obstruction proximal to it. | Ultrasound: ‘Target Sign’<br>also known as the doughnut sign or bull's eye sign. appearance is generated by concentric alternating echogenic and hypoechogenic bands. | Upper & Lower GI Series (Barium Swallow & Enema): giving the "coiled spring” appearance |
    | 3 Differential Diagnosis <br>_(include difference between each differential diagnosis & the main diagnosis)_ | Intussusception:<br>Pain, sudden crying, red mucus or jelly like stool, fever, lethargic, vomiting bile, diarrhea, sweating, dehydration, abdominal distention or lump. | Gastroenteritis: vomiting that are typically nonbilious, often with anorexia, fever, lethargy, and diarrhea.<br> <br>**No jelly like stool** | Gastric Volvulus: Epigastric pain tenderness and distention, vomiting, bloody diarrhea<br> <br>**No jelly like stool** | Appendicitis: abdominal pain that has migrated from a periumbilical position to the right lower quadrant.<br> <br>**No jelly like stool or masses.** |
    | Non-Pharmacologic Management | There are currently no nonpharmacological treatments. |
    | Pharmacologic Management | May fix itself while being diagnosed with barium enema. Air enema (aids in moving intestines back). <br>Antibiotics if infection present<br>Surgery: push the telescoped intestine back out. Rare cases a resection of intestines may happen, and stoma created. |
    | Follow Up | With toleration of diet, patients treated with nonoperative reduction are usually discharged 12-18 hours after the therapeutic enema. After operative reduction, postoperative progress dictates the length of stay. |
    | References |
    | Blanco, F. C., Chahine, A. A., King, L., & Wilkes, G. (2017, July 3). Intussusception: Practice Essentials, Background, Etiology and Pathophysiology. Retrieved from <br>[http://emedicine.medscape.com/article/930708-overview#a1](http://emedicine.medscape.com/article/930708-overview)<br>Crawford, E. (2015). NP-Family Specialty Review and Study Guide: A Series from StatPearls. Retrieved from <br>[https://books.google.com/books?id=86ybCgAAQBAJ&dq=intussusception+np+questions&source=gbs_navlinks_s](https://books.google.com/books?id=86ybCgAAQBAJ&dq=intussusception+np+questions&source=gbs_navlinks_s)<br>Epocrates. (2017). Intussusception Differential Diagnosis – Epocrates Online. Retrieved from <br>[https://online.epocrates.com/diseases/67935/Intussusception/Differential-Diagnosis](https://online.epocrates.com/diseases/67935/Intussusception/Differential-Diagnosis)<br>Shah, V., & Amini, B. (2017). Intussusception | Radiology Reference Article | Radiopaedia.org. Retrieved from https://radiopaedia.org/articles/intussusception |

    **assign4601.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/assign4601-png)

    **assign46012.png**

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    **assign46012.png**

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    **## GuideforaSelectedChronicConditionTemplat_JanetHuxley.docx**

    | | | | | |
    | — | — | — | — | — |
    | Intussusception |
    | What is it? | Intussusception occurs when a portion of the intestine folds like a telescope, with one segment slipping inside another segment. It can occur anywhere in the intestines. This causes an obstruction, preventing the passage of food that is being digested through the intestine. |
    | Etiology | The cause of intussusception is not known. Though rare, an increased incidence of developing intussusception may be seen in children:<br>· Who have abdominal or intestinal tumors or masses<br>· Who have appendicitis |
    | Occurrence/Epidemiology | Children less than 3 years old, can also occur in older children, teenagers, and adults.<br>· Intussusception occurs more often in boys than girls. |
    | Clinical Presentation <br>_(subjective and physical examination)_ | Subjective: Pain, Sudden loud crying, Straining, Draw knees up, Irritable. | Objective: red mucus or jelly like stool, fever, lethargic, vomiting bile, diarrhea, sweating, dehydration, abdominal distention or lump. |
    | Diagnostic Testing | X-Ray: may demonstrate an elongated soft tissue mass with a bowel obstruction proximal to it. | Ultrasound: ‘Target Sign’<br>also known as the doughnut sign or bull's eye sign. appearance is generated by concentric alternating echogenic and hypoechogenic bands. | Upper & Lower GI Series (Barium Swallow & Enema): giving the "coiled spring” appearance |
    | 3 Differential Diagnosis <br>_(include difference between each differential diagnosis & the main diagnosis)_ | Intussusception:<br>Pain, sudden crying, red mucus or jelly like stool, fever, lethargic, vomiting bile, diarrhea, sweating, dehydration, abdominal distention or lump. | Gastroenteritis: vomiting that are typically nonbilious, often with anorexia, fever, lethargy, and diarrhea.<br> <br>**No jelly like stool** | Gastric Volvulus: Epigastric pain tenderness and distention, vomiting, bloody diarrhea<br> <br>**No jelly like stool** | Appendicitis: abdominal pain that has migrated from a periumbilical position to the right lower quadrant.<br> <br>**No jelly like stool or masses.** |
    | Non-Pharmacologic Management | There are currently no nonpharmacological treatments. |
    | Pharmacologic Management | May fix itself while being diagnosed with barium enema. Air enema (aids in moving intestines back). <br>Antibiotics if infection present<br>Surgery: push the telescoped intestine back out. Rare cases a resection of intestines may happen, and stoma created. |
    | Follow Up | With toleration of diet, patients treated with nonoperative reduction are usually discharged 12-18 hours after the therapeutic enema. After operative reduction, postoperative progress dictates the length of stay. |
    | References |
    | Blanco, F. C., Chahine, A. A., King, L., & Wilkes, G. (2017, July 3). Intussusception: Practice Essentials, Background, Etiology and Pathophysiology. Retrieved from <br>[http://emedicine.medscape.com/article/930708-overview#a1](http://emedicine.medscape.com/article/930708-overview)<br>Crawford, E. (2015). NP-Family Specialty Review and Study Guide: A Series from StatPearls. Retrieved from <br>[https://books.google.com/books?id=86ybCgAAQBAJ&dq=intussusception+np+questions&source=gbs_navlinks_s](https://books.google.com/books?id=86ybCgAAQBAJ&dq=intussusception+np+questions&source=gbs_navlinks_s)<br>Epocrates. (2017). Intussusception Differential Diagnosis – Epocrates Online. Retrieved from <br>[https://online.epocrates.com/diseases/67935/Intussusception/Differential-Diagnosis](https://online.epocrates.com/diseases/67935/Intussusception/Differential-Diagnosis)<br>Shah, V., & Amini, B. (2017). Intussusception | Radiology Reference Article | Radiopaedia.org. Retrieved from https://radiopaedia.org/articles/intussusception |

    **assign4601.png**

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    **## GuideforaSelectedChronicConditionTemplat_JanetHuxley.docx**

    | | | | | |
    | — | — | — | — | — |
    | Intussusception |
    | What is it? | Intussusception occurs when a portion of the intestine folds like a telescope, with one segment slipping inside another segment. It can occur anywhere in the intestines. This causes an obstruction, preventing the passage of food that is being digested through the intestine. |
    | Etiology | The cause of intussusception is not known. Though rare, an increased incidence of developing intussusception may be seen in children:<br>· Who have abdominal or intestinal tumors or masses<br>· Who have appendicitis |
    | Occurrence/Epidemiology | Children less than 3 years old, can also occur in older children, teenagers, and adults.<br>· Intussusception occurs more often in boys than girls. |
    | Clinical Presentation <br>_(subjective and physical examination)_ | Subjective: Pain, Sudden loud crying, Straining, Draw knees up, Irritable. | Objective: red mucus or jelly like stool, fever, lethargic, vomiting bile, diarrhea, sweating, dehydration, abdominal distention or lump. |
    | Diagnostic Testing | X-Ray: may demonstrate an elongated soft tissue mass with a bowel obstruction proximal to it. | Ultrasound: ‘Target Sign’<br>also known as the doughnut sign or bull's eye sign. appearance is generated by concentric alternating echogenic and hypoechogenic bands. | Upper & Lower GI Series (Barium Swallow & Enema): giving the "coiled spring” appearance |
    | 3 Differential Diagnosis <br>_(include difference between each differential diagnosis & the main diagnosis)_ | Intussusception:<br>Pain, sudden crying, red mucus or jelly like stool, fever, lethargic, vomiting bile, diarrhea, sweating, dehydration, abdominal distention or lump. | Gastroenteritis: vomiting that are typically nonbilious, often with anorexia, fever, lethargy, and diarrhea.<br> <br>**No jelly like stool** | Gastric Volvulus: Epigastric pain tenderness and distention, vomiting, bloody diarrhea<br> <br>**No jelly like stool** | Appendicitis: abdominal pain that has migrated from a periumbilical position to the right lower quadrant.<br> <br>**No jelly like stool or masses.** |
    | Non-Pharmacologic Management | There are currently no nonpharmacological treatments. |
    | Pharmacologic Management | May fix itself while being diagnosed with barium enema. Air enema (aids in moving intestines back). <br>Antibiotics if infection present<br>Surgery: push the telescoped intestine back out. Rare cases a resection of intestines may happen, and stoma created. |
    | Follow Up | With toleration of diet, patients treated with nonoperative reduction are usually discharged 12-18 hours after the therapeutic enema. After operative reduction, postoperative progress dictates the length of stay. |
    | References |
    | Blanco, F. C., Chahine, A. A., King, L., & Wilkes, G. (2017, July 3). Intussusception: Practice Essentials, Background, Etiology and Pathophysiology. Retrieved from <br>[http://emedicine.medscape.com/article/930708-overview#a1](http://emedicine.medscape.com/article/930708-overview)<br>Crawford, E. (2015). NP-Family Specialty Review and Study Guide: A Series from StatPearls. Retrieved from <br>[https://books.google.com/books?id=86ybCgAAQBAJ&dq=intussusception+np+questions&source=gbs_navlinks_s](https://books.google.com/books?id=86ybCgAAQBAJ&dq=intussusception+np+questions&source=gbs_navlinks_s)<br>Epocrates. (2017). Intussusception Differential Diagnosis – Epocrates Online. Retrieved from <br>[https://online.epocrates.com/diseases/67935/Intussusception/Differential-Diagnosis](https://online.epocrates.com/diseases/67935/Intussusception/Differential-Diagnosis)<br>Shah, V., & Amini, B. (2017). Intussusception | Radiology Reference Article | Radiopaedia.org. Retrieved from https://radiopaedia.org/articles/intussusception |

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  • [Solved] state math standards

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## elm538_v2_wk1_mathematics_standards_tables.docx **## elm538_v2_wk1_mathematics_standards_tables.docx** ELM/538 v2 Mathematics Standards Tables ELM/538 v2 Page 2 of 2 Education is a collaborative work environment. You will have many opportunities for lateral and vertical team communica…

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    Assignment Prompt & Instructions

    – ## elm538_v2_wk1_mathematics_standards_tables.docx

    **## elm538_v2_wk1_mathematics_standards_tables.docx**

    ELM/538 v2

    Mathematics Standards Tables

    ELM/538 v2

    Page 2 of 2

    Education is a collaborative work environment. You will have many opportunities for lateral and vertical team communication. It is important for you to know and understand your state math standards for your grade level but also for the previous and subsequent grades.

    ## Your site principal has asked you to represent your grade level at a vertical team meeting. You will need to complete this chart to help you articulate the math standards you are teaching this year and the 8 Mathematical Practices.

    ## Review your state’s elementary math standard – Georgia

    ## Choose the standards for the grade level that you select to complete your guided clinical experience. Kindergarten

    ## In this assignment, you will use math standards from 1 grade level. You will need to read through the standards from the previous grades as well as subsequent grades

    ## You are to select 3 grade level standards that are introduced at your grade level. These are concepts that are being taught for the first time.

    ## You are to select 3 grade level standards that are reinforced at your grade level. These are concepts that have been taught in a previous grade level, are being taught in your selected grade level, and will be taught in a future grade level.

    ## You are to select 3 grade level standards that are mastered at your grade level. These are concepts that have been taught in previous grade levels, are being taught in your selected grade level, and will not be taught in future grade levels.

    ## Mathematics Standards Tables

    ## ![](https://www.sweetstudy.com/questions/state-math-standards)

    **Complete** Parts 1 and 2 below.

    ### Part 1: Unwrapping Standards

    **Research** your state’s elementary mathematics content standards.

    **Review** the standards for the grade level in which you are completing your guided clinical experience.

    **Complete** the tables below and identify your state’s mathematics content standards. Identify concepts within each domain that are introduced, reinforced, and mastered at this grade level. Explain what the student will know and be able to do (through or as a result of) each standard. Provide specific examples.

    Mathematics Content Standards may include:

    Counting and Cardinality

    Operations and Algebraic Thinking

    Number and Operations in Base Ten

    Measurements and Data

    Geometry

    Number and Operations–Fractions

    Ratios and Proportional Relationships

    Number Systems

    Expressions and Equations

    Statistics and Probability

    Grade Level:

    State:

    **Major Concepts Introduced**

    | | |
    | — | — |
    | Math Concept Standards | Explain what the standards mean a child will know and be able to do. Provide specific examples. |
    | | |
    | | |
    | | |

    **Major Concepts Reinforced**

    | | |
    | — | — |
    | Math Concept Standards | Explain what the standards mean a child will know and be able to do. Provide specific examples. |
    | | |
    | | |
    | | |

    **Major Concepts Mastered**

    | | |
    | — | — |
    | Math Concept Standards | Explain what the standards mean a child will know and be able to do. Provide specific examples. |
    | | |
    | | |
    | | |

    ### Part 2: Translating Standards

    **Describe** each Mathematical Practice in language appropriate for the learners in the grade level you selected.

    | | |
    | — | — |
    | Mathematical Practices | Description of Mathematical Practices in “Kid-Friendly” Language |
    | Make sense of problems and persevere in solving them. | |
    | Reason abstractly and quantitatively. | |
    | Construct viable arguments and critique the reasoning of others. | |
    | Model with mathematics. | |
    | Use appropriate tools strategically. | |
    | Attend to precision. | |
    | Look for and make use of structure. | |
    | Look for and express regularity in repeated reasoning. | |

    Copyright 2023 by University of Phoenix. All rights reserved.

    Copyright 2023 by University of Phoenix. All rights reserved.

    ## image1.png

    **## elm538_v2_wk1_mathematics_standards_tables.docx**

    ELM/538 v2

    Mathematics Standards Tables

    ELM/538 v2

    Page 2 of 2

    Education is a collaborative work environment. You will have many opportunities for lateral and vertical team communication. It is important for you to know and understand your state math standards for your grade level but also for the previous and subsequent grades.

    ## Your site principal has asked you to represent your grade level at a vertical team meeting. You will need to complete this chart to help you articulate the math standards you are teaching this year and the 8 Mathematical Practices.

    ## Review your state’s elementary math standard – Georgia

    ## Choose the standards for the grade level that you select to complete your guided clinical experience. Kindergarten

    ## In this assignment, you will use math standards from 1 grade level. You will need to read through the standards from the previous grades as well as subsequent grades

    ## You are to select 3 grade level standards that are introduced at your grade level. These are concepts that are being taught for the first time.

    ## You are to select 3 grade level standards that are reinforced at your grade level. These are concepts that have been taught in a previous grade level, are being taught in your selected grade level, and will be taught in a future grade level.

    ## You are to select 3 grade level standards that are mastered at your grade level. These are concepts that have been taught in previous grade levels, are being taught in your selected grade level, and will not be taught in future grade levels.

    ## Mathematics Standards Tables

    ## ![](https://www.sweetstudy.com/questions/state-math-standards)

    **Complete** Parts 1 and 2 below.

    ### Part 1: Unwrapping Standards

    **Research** your state’s elementary mathematics content standards.

    **Review** the standards for the grade level in which you are completing your guided clinical experience.

    **Complete** the tables below and identify your state’s mathematics content standards. Identify concepts within each domain that are introduced, reinforced, and mastered at this grade level. Explain what the student will know and be able to do (through or as a result of) each standard. Provide specific examples.

    Mathematics Content Standards may include:

    Counting and Cardinality

    Operations and Algebraic Thinking

    Number and Operations in Base Ten

    Measurements and Data

    Geometry

    Number and Operations–Fractions

    Ratios and Proportional Relationships

    Number Systems

    Expressions and Equations

    Statistics and Probability

    Grade Level:

    State:

    **Major Concepts Introduced**

    | | |
    | — | — |
    | Math Concept Standards | Explain what the standards mean a child will know and be able to do. Provide specific examples. |
    | | |
    | | |
    | | |

    **Major Concepts Reinforced**

    | | |
    | — | — |
    | Math Concept Standards | Explain what the standards mean a child will know and be able to do. Provide specific examples. |
    | | |
    | | |
    | | |

    **Major Concepts Mastered**

    | | |
    | — | — |
    | Math Concept Standards | Explain what the standards mean a child will know and be able to do. Provide specific examples. |
    | | |
    | | |
    | | |

    ### Part 2: Translating Standards

    **Describe** each Mathematical Practice in language appropriate for the learners in the grade level you selected.

    | | |
    | — | — |
    | Mathematical Practices | Description of Mathematical Practices in “Kid-Friendly” Language |
    | Make sense of problems and persevere in solving them. | |
    | Reason abstractly and quantitatively. | |
    | Construct viable arguments and critique the reasoning of others. | |
    | Model with mathematics. | |
    | Use appropriate tools strategically. | |
    | Attend to precision. | |
    | Look for and make use of structure. | |
    | Look for and express regularity in repeated reasoning. | |

    Copyright 2023 by University of Phoenix. All rights reserved.

    Copyright 2023 by University of Phoenix. All rights reserved.

    ## image1.png

  • [Solved] week 3

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Follow these guidelines when completing each component of the discussion. Contact your course faculty if you have questions. **General Instructions** The purpose of this discussion is to examine an assigned disease process and determine which disease process explored in the discussion Janessa, the c…

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    Assignment Prompt & Instructions

    Follow these guidelines when completing each component of the discussion. Contact your course faculty if you have questions.
    **General Instructions**
    The purpose of this discussion is to examine an assigned disease process and determine which disease process explored in the discussion Janessa, the client, is experiencing. Follow the instructions below and your faculty member will reveal which disease process Janessa is experiencing at the end of the discussion week.
    **Step 1:** Review the following client scenario:
    _Janessa, a 41-year-old female client, presents to the NP complaining of shortness of breath, weakness, and dizziness for “about a month.” She denies having a cough or recent illness. She has a history of endometriosis, and her physical assessment reveals her lungs are clear to auscultation bilaterally, and her mucous membranes are pale._
    **Step 2:** Review your assigned disease process from the chart below. Your assigned disease process is based on the first letter of your last name.
    **Last Name Disease Process**
    A – H Condition: Anemia
    I – P Condition: Heart Failure
    Q – Z Condition: Asthma
    **Step 3:** Review your assigned disease process and answer the discussion prompts below with explanation and detail, providing complete references for all citations.
    **Step 4:** Reply to a peer with a different assigned condition.
    Include the following sections:
    1. **Application of Course Knowledge:** Answer all questions/criteria with explanations and detail.
    1. Discuss the underlying pathophysiological mechanisms of your assigned disease process. Which clinical manifestations observed in Janessa’s case could be explained by the pathophysiological mechanisms?
    2. Analyze Janessa’s clinical manifestations in the context of your assigned disease process. Do these findings support a diagnosis of your assigned disease process? Why or why not?
    3. Identify and justify the diagnostic tests (including labs, imaging, or other diagnostic tests) that would be most appropriate for investigating a diagnosis of your assigned disease process in Janessa. What could the results of these tests look like in your assigned disease process?
    4. Compare and contrast your response with a peer who was assigned a different condition. Does their condition fit Janessa’s case? Why or why not?