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SOC 105 Athletes as Role Models Learning Team A

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The description below- and the excerpt from the syllabus– addresses the main narrative you do this term.  Start to think of a good story that you would like to tell.

  Think about what makes a good story, and what you– as a student with perhaps limited transportation and constraints on time from other classes and work– can do this term.  You should be looking for stories where there is some problem or conflict that will carry a reader along through the story.  You should be looking for a possible story where you could observe or– if necessary– recreate scenes, dialogue, a narrative arc and some form of resolution, even if the resolution is not completely satisfying.  

   Please pitch to me three story ideas, ranked in the order you prefer.  The pitches should be short, but should “sell” me on the story, and should briefly explain how you will do the reporting for this story, and finally, what multimedia would you apply to this story and how would you do that.   From Syllabus:

   This type of journalism requires extensive reporting.  You cannot skip this part and succeed in your writing.

    After the reporting comes writing: students should expect to write something every week for this class.  The chief narrative outcomes will be one or two structured short pieces, and a long magazine-length article of 2,000 to 4,000 words, or a multimedia narrative piece of equal ambition.  This last assignment will require extensive work and undergo rewriting during the term. It will not be something dashed together in the last week of the term. 

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Differential Diagnosis for Skin Conditions

Properly identifying the cause and type of a patient’s skin condition involves a process of elimination known as differential diagnosis. Using this process, a health professional can take a given set of physical abnormalities, vital signs, health assessment findings, and patient descriptions of symptoms, and incrementally narrow them down until one diagnosis is determined as the most likely cause.

In this Discussion, you will examine several visual representations of various skin conditions, describe your observations, and use the techniques of differential diagnosis to determine the most likely condition.

Note:   Your Discussion post should be in the SOAP (Subjective, Objective, Assessment, and Plan) note format, rather than the traditional narrative style Discussion posting format . Refer to Chapter 2 of the Sullivan text and the Comprehensive SOAP Template in this week’s Learning Resources for guidance. Remember that not all comprehensive SOAP data are included in every patient case.

To prepare:

·          Review the Skin Conditions document provided in this week’s Learning Resources, and select two conditions to closely examine for this Discussion.

·          Consider the abnormal physical characteristics you observe in the graphics you selected. How would you describe the characteristics using clinical terminologies?

·          Explore different conditions that could be the cause of the skin abnormalities in the graphics you selected.

·          Consider which of the conditions is most likely to be the correct diagnosis, and why.

A  description of the  two  graphics you selected (identify each graphic by number). Use clinical terminologies to explain the physical characteristics featured in each graphic. Formulate a differential diagnosis of  three to five  possible conditions for each. Determine which is most likely to be the correct diagnosis, and explain your reasoning.

REMINDERS:

Please follow the Note above. Do SOAP note format and check it out on the uploaded file the SOAP template as your outline for your writings… No traditional essay on this assignment, again use SOAP note. Thank you.

 Required Resources

Note:   Because the information in this course is so vital, a large number of resources are provided in various formats to facilitate your competence in diagnosing a wide variety of health conditions. When multiple resources are available on the same topic, select those that best meet your personal learning needs to prepare you to accurately diagnose patient health problems.

Note:   To access this week’s required library resources, please click on the link to the Course Readings List, found in the  Course Materials  section of your Syllabus. Readings

·          Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2015).  Seidel’s guide to physical examination  (8th ed.). St. Louis, MO: Elsevier Mosby.

o     Chapter 8, “Skin, Hair, and Nails” (pp. 114-165)

This chapter reviews the basic anatomy and physiology of skin, hair, and nails. The chapter also describes guidelines for proper skin, hair, and nails assessments.

·          Dains, J. E., Baumann, L. C., & Scheibel, P. (2016). Advanced health assessment and clinical diagnosis in primary care (5th ed.). St. Louis, MO: Elsevier Mosby.

o     Chapter 28, “Rashes and Skin Lesions” (pp. 325-343)

This chapter explains the steps in an initial examination of someone with dermatological problems, including the type of information that needs to be gathered and assessed.

Note:  Download and use the Adult Examination Checklist and the Physical Exam Summary when you conduct your video assessment of the skin, hair, and nails.

·          Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Adult examination checklist: Guide for skin, hair, and nails . In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby. 

This Adult Examination Checklist: Guide for Skin, Hair, and Nails was published as a companion to  Seidel’s guide to physical examination  (8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). Fromhttps://evolve.elsevier.com/

·          Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Skin, hair, and nails physical exam summary . In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby. 

This Skin, Hair, and Nails Physical Exam Summary was published as a companion to  Seidel’s guide to physical examination (8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). Fromhttps://evolve.elsevier.com/

·          Chadha, A. (2009). Assessing the skin.  Practice Nurse,  38(7), 43–48.

Retrieved from the Walden Library databases.

In this article, the author explains how to take a relevant skin health history. In addition, the article defines common terms used to describe skin lesions and rashes.

·          Ely, J. W., & Stone, M. S. (2010). The generalized rash: Part I. Differential diagnosis.  American Family Physician,  81(6), 726–734. 

Retrieved from  http://www.aafp.org/afp/2010/0315/p726.html

This article focuses on common, uncommon, and rare causes of generalized rashes. The article also specifies tests to diagnose generalized rashes.

·          Ely, J. W., & Stone, M. S. (2010). The generalized rash: Part II. Diagnostic approach.  American Family Physician,  81(6), 735–739. 

Retrieved from  http://www.aafp.org/afp/2010/0315/p735.html

This article revolves around the diagnosis of generalized rashes. The authors describe clinical features that may help in distinguishing generalized rashes.

·          Everyday Health, Inc. (2013).  Resources for dermatology and visual conditions. Retrieved fromhttp://www.skinsight.com/ info/for_professionals 

This interactive website allows you to explore skin conditions according to age, gender, and area of the body.

·          Document:   Skin Conditions (Word document)  

This document contains five images of different skin conditions. You will use this information in this week’s Discussion.

·          Document:   Comprehensive SOAP Exemplar (Word document)

·          Document:   Comprehensive SOAP Template (Word document) Media

Online media for  Seidel’s Guide to Physical Examination

In addition to this week’s media, it is highly recommended that you access and view the online resources included with the course text,  Seidel’s Guide to Physical Examination. Focus on the videos and animations in Chapter 8 that relate to the assessment of the skin, hair, and nails.

The following suturing tutorials provide instruction on the basic interrupted suture, as well as the vertical and horizontal mattress suturing techniques:

·          Tulane Center for Advanced Medical Simulation & Team Training. (2010, July 8).  Suturing technique.Retrieved from  https://www.youtube.com/watch?v=c-LDmCVtL0o

·          Mikheil. (2014, April 22).  Basic suturing: Simple, interrupted, vertical mattress, horizontal mattress. Retrieved from  https://www.youtube.com/watch?v=MFP90aQvEVM Optional Resources

·          LeBlond, R. F., Brown, D. D., & DeGowin, R. L. (2009).  DeGowin’s diagnostic examination  (9th ed.). New York, NY: McGraw Hill Medical.

o     Chapter 6, “The Skin and Nails” 

In this chapter, the authors provide guidelines and procedures to aid in the diagnosis of skin and nail disorders. The chapter supplies descriptions and pictures of common skin and nail conditions.

·          Ethicon, Inc. (n.d.a).  Absorbable synthetic suture material. Retrieved fromhttp://academicdepartments.musc.edu/surgery/education/resident_info/supplement/suture_manuals/absorbable_suture_chart.pdf

·          Ethicon, Inc. (2006).  Dermabond topical skin adhesive application technique. Retrieved fromhttp://academicdepartments.musc.edu/surgery/education/resident_info/supplement/suture_manuals/db_application_poster.pdf

·          Ethicon, Inc. (2001).  Ethicon needle sales types. Retrieved fromhttp://academicdepartments.musc.edu/surgery/education/resident_info/supplement/suture_manuals/needle_template.pdf

·          Ethicon, Inc. (n.d.b).  Ethicon sutures. Retrieved fromhttp://academicdepartments.musc.edu/surgery/education/resident_info/supplement/suture_manuals/suture_chart_ethicon.pdf

·          Ethicon, Inc. (2002).  How to care for your wound after it’s treated with Dermabond topical skin adhesive. Retrieved fromhttp://academicdepartments.musc.edu/surgery/education/resident_info/supplement/suture_manuals/db_wound_care.pdf

·          Ethicon, Inc. (2005).  Knot tying manual. Retrieved fromhttp://academicdepartments.musc.edu/surgery/education/resident_info/supplement/suture_manuals/knot_tying_manual.pdf

·          Ethicon, Inc. (n.d.c).  Wound closure manual. Retrieved fromhttp://academicdepartments.musc.edu/surgery/education/resident_info/supplement/suture_m

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 300-word minimum

·         At least 1 reference (the course textbook does not count as a reference)

·         Must address topic

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For this paper it will have to be in apa format, 5 pages with intro and conclusion and you need to compare 4 scholarly articles and see how they compare to your conclusion which is cellphones affect teens negatively. I will also need this paper by Monday at 11:55 pm. If you have any questions let me know and I will help.    

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For Professional Only

Significant Contributions to Public Health – Part II

This is a continuation of your final project, which you started in Week 3. This last piece involves an analysis of how your individual’s contribution from the past continues to contribute to today’s public health system and how it might guide future work within the industry. As you recall, in week 3, you researched an individual and their contribution to community and public health. To begin, you need to review the feedback given to you from Week 3. Then, make the necessary revisions to Part I of this project. Then, you will be adding the second half to your project.

Follow this outline to help formulate your paper or presentation:

ACTION:  Make sure you review all the feedback from your Week 3 (Part I) assignment and apply any necessary revisions. Your week 3 assignment should have included each of the following elements:

·  GRADED ELEMENT :  Describe your selected person’s experience 

·  GRADED ELEMENT :  Analyze the climate of the time period in terms of political, socioeconomic, environmental and technological context in which this person worked.

·  GRADED ELEMENT :  Examine the personal beliefs of your person that prompted this work.

·  GRADED ELEMENT :  Examine how this individual overcame any adversities to succeed in his/her task.

·  GRADED ELEMENT  : Describe the final outcome of this individual’s contribution to community and/or public health.

·  GRADED ELEMENT :  Explain what his/her contribution did for overall community and/or public health at the time.

·  GRADED ELEMENT :  Explain why this contribution was so important at that particular point in history.

ACTION:  Think about the individual’s contribution to community/public health

·  GRADED ELEMENT :  Analyze the impact of your individual’s contribution on today’s public health system.

o HELP: You are asking “what happened as a result of this contribution at the national and community level?” For example, some elements you could address include:

§ did it change attitudes

§ did it change protocols and policies

§ did behavior change result

§ did it add/eliminate laws

·  GRADED ELEMENT :  Analyze how this contribution is still relevant today

o HELP:  Was this contribution only applicable at the time it occurred, or is it still applied today? Why or why not? Explain your response

·  GRADED ELEMENT :  Examine how this contribution could support or be expanded for future community and public health benefits

o HELP:  Using solid critical thinking, look at the historical value of the contribution and examine how it could be used for the future (is it applicable to another health issue, can it lead to more policy change, could it promote advocacy work or public health laws, etc.)

You have a choice of which format you wish to present your findings:

Format 1: Written Paper

·         Must be at least 6 pages in length (not including title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center.

·         Must include a separate title page with the following:

o Title of paper

o Students name

o Course name and number

o Instructor’s name

o Date submitted

·         Must use at least eight scholarly sources (one of those may be the course text).

·         Must document all sources in APA style as outlined in the Ashford Writing Center.

·         Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.

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Assignment Overview

Case: Massachusetts General Hospital’s Pre-admission Testing Area (PATA)

McCarty, Kelsey, Gallien, et al. (2012, January 3). Massachusetts General Hospital’s Pre-admission Testing Area (PATA). MIT Sloan School of Management. Case: 11–116. Retrieved from https://mitsloan.mit.edu/LearningEdge/operations-management/PATA/Pages/default.aspx

If the hyperlink above does not work directly (you do not need to register to MIT site), please copy the link below to your browser to open the case page directly: https://mitsloan.mit.edu/LearningEdge/operations-management/PATA/Pages/default.aspx

The Pre-Admission Testing Area (PATA) is an outpatient clinic at Massachusetts General Hospital responsible for conducting preoperative assessments of surgical patients prior to their procedures. Set in June 2009, this case study describes the conditions of this busy outpatient clinic prior to a process improvement effort by a collaborative team of MIT Sloan students and faculty and MGH clinicians and administrative staff. It also examines the complete PATA experience from both the patient and provider perspective. The importance of improving PATA is emphasized through a description of how this relatively small clinic has a very large downstream effect on the MGH operating rooms and the entire perioperative care system.

You are required to review the entire case study information available at the reference above and write a paper based on the suggested case questions below. Case Assignment Construct a process flow diagram of the PATA visit from a patient’s perspective. Calculate the capacity and utilization rate at each step in the process. Use capacity analysis tools (build-up diagrams or/and queuing) to decide if and where there is a bottleneck in the clinic. If a bottleneck does indeed exist, how long do patients wait as a result of the bottleneck? (As an approximation, assume that all appointment slots were filled and patients arrived on time.) Evaluate the three Task Force diagnoses – not enough time between appointments, not enough rooms, not enough physicians. Are these diagnoses valid? If so, are they primary contributors to long patient wait times? Why or why not? What factors contribute to variability in PATA process flow and what control, if any, does the clinic have to eliminate it? What changes would you recommend to improve PATA? Assignment Expectations Use the information provided in the Background readings. Please do any additional research as necessary. Review the information in PATA case study and become familiar with the products and processes. There is no set response to the case questions, so do not hesitate to think outside the box. It is essential to provide a well-written paper with detailed analysis.

READ the information provided by the resources and references on the Background page. Understand the theory and concept of process management and productivity improvement.

NOTE: Cite the references in the Background, as well as additional references you use in your Case paper.

The report should be at least 5–6 pages and submitted by the Module 1 due date.

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Develop a Memo addressed to the Supervising Manager (your faculty) with regard to the predisposing factors affecting the HC services delivery situation at that time. This submission does not require the citations or references. The goal is to demonstrate your critical thinking (analysis and application of the general concepts) in the assessment of an HC sector service delivery. Read more about Memo structure at https://owl.english.purdue.edu/owl/owlprint/590/ Use Microsoft word templates. Read about Critical thinking in your course Syllabus. Read about decision making at http://the-happy-manager.com/tips/7-step-decision-making-process-infographic/

*List minimum 2 issues that contributed to the situation from the perspective of your job role. For example, if your role is the supply chain management one of the issues might be the absence of the sharp disposal containers due to flood in the warehouse where they are stored off-site.

*Recommend a realistic solution to each of the listed issues. For example, recommend using thick plastic water containers labeled with permanent markers as a temporary solution.  (Do not use the provided example in your submissions).

*List the workforce and stakeholders necessary to achieve the proposed solutions. For example, the food supplier/manager needs to be contacted about the empty water containers. The custodial chief needs to be contacted about the storage locations and restrictions enforcement.

*case study is attached*

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AJS 512 Week 5 Individual Assignment Decision-Making Paper

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  Creating documentation for instructions to assist future clients in assembly of a new prototype device. Instructions will need to be clear and concise in explaining to them the proper way to assemble the prototype. Your documentation instructions must be done only in writing.  Your set of instructions must also include a bill of materials (BOM). Be sure to follow good form in the creation of your instructions.

List the material/parts, then explain how the prototype can be assembly.The instructions should be easy to follow (good organization and flow). 

check attachment.

 Text size needs to be 12 point size.
 Text needs to be single spaced. 

1 page or page and half

due in 5 hours 

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