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Quita

 Select 5  topics related to social change  You will be writing a  blog-post style  for each of those 5 topics.

 

https://thesocietypages.org/trot/

  1. Browse the "There's Research On That!"  blog to get a sense of how TROT posts are written. They usually start  with a summary of a current event, then provide sociological ideas  relevant to the matter at the hand. The author highlights one to four  key ideas from the research and includes citations for each source with  hyperlinks to the authors' website and the publication information.
  2. Choose  5 recent news events or pop culture trends related to social change to  analyze. Ask yourself, "What would sociologists have to say about this  that the rest of the media may be missing?" Make a list of a few  possible themes to investigate about each topic, such as the impact of  social construction, institutions, or networks.
  3. Search for  literature on your themes using the online library. Select three to  five pieces for each that speak to the themes or provide broader  information about the topic.
  4. Evaluate  the research. Read the methodology sections of any journal articles, or  find reviews of the books published in academic journals. Do you find  the conclusion(s) convincing, based on the evidence provided? Is the  methodology high quality? Which pieces provide the best takeaways for a  general reader? Once you've considered the possible sources separately,  consider how they will fit together in each summary. From your list, pick  the best two or three pieces for each theme to include in your article.
  5. Write  a TROT summary for each of the five topics in the style of the website.  Remember the main components: a short summary of the news, including  links to media coverage so the reader can see what's already been  written; key takeaways you identified in the sociological literature;  and citations of the research. Each summary  should be 2 pages in length,  for a total of 10+ pages for the assignment. 

    WK #7

    1. Compare and contrast the pathophysiology between Alzheimer's disease and frontotemporal dementia.
    2. Identify the clinical findings from the case that supports a diagnosis of Alzheimer's disease.  
    3. Explain one hypothesis that explains the development of Alzheimer's disease
    4. Discuss the patient's likely stage of Alzheimer's disease.

    Preparing the Assignment

    Requirements

    1. Read the case study below.

    2. In your initial discussion post, answer the questions related to the case scenario and support your response with at least one evidence-based reference by Wed., 11:59 pm MT.

    3. Provides a minimum of two responses weekly on separate days; e.g., replies to a post from a peer; AND faculty member’s question; OR two peers if no faculty question using appropriate resources, before Sun., 11:59 pm MT.

    Case Scenario

    A 76-year -old man is brought to the primary care office by his wife with concerns about his worsening memory. He is a retired lawyer who has recently been getting lost in the neighborhood where he has lived for 35 years. He was recently found wandering and has often been brought home by neighbors. When asked about this, he becomes angry and defensive and states that he was just trying to go to the store and get some bread.

    His wife expressed concerns about his ability to make decisions as she came home two days ago to find that he allowed an unknown individual into the home to convince him to buy a home security system which they already have. He has also had trouble dressing himself and balancing his checkbook. At this point, she is considering hiring a day-time caregiver help him with dressing, meals and general supervision why she is at work.

    Past Medical History: Gastroesophageal reflux (treated with diet); is negative for hypertension, hyperlipidemia, stroke or head injury or depression

    Allergies: No known allergies

    Medications: None

    Family History

    · Father deceased at age 78 of decline related to Alzheimer's disease

    · Mother deceased at age 80 of natural causes 

    · No siblings

    Social History

    · Denies smoking

    · Denies alcohol or recreational drug use 

    · Retired lawyer

    · Hobby: Golf at least twice a week

    Review of Systems

    · Constitutional: Denies fatigue or insomnia

    · HEENT: Denies nasal congestion, rhinorrhea or sore throat.  

    · Chest: Denies dyspnea or coughing

    · Heart: Denies chest pain, chest pressure or palpitations.

    · Lymph: Denies lymph node swelling.

    · Musculoskeletal: denies falls or loss of balance; denies joint point or swelling

    General Physical Exam  

    · Constitutional: Alert, angry but cooperative

    · Vital Signs: BP-128/72, T-98.6 F, P-76, RR-20

    · Wt. 178 lbs., Ht. 6'0", BMI 24.1

    HEENT

    · Head normocephalic; Pupils equal and reactive to light bilaterally; EOM's intact

    Neck/Lymph Nodes

    · No abnormalities noted  

    Lungs 

    · Bilateral breath sounds clear throughout lung fields.

    Heart 

    · S1 and S2 regular rate and rhythm, no rubs or murmurs. 

    Integumentary System 

    · Warm, dry and intact. Nail beds pink without clubbing.  

    Neurological

    · Deep tendon reflexes (DTRs): 2/2; muscle tone and strength 5/5; no gait abnormalities; sensation intact bilaterally; no aphasia

    Diagnostics

    · Mini-Mental State Examination (MMSE): Baseline score 12 out of 30 (moderate dementia)

    · MRI: hippocampal atrophy

    · Based on the clinical presentation and diagnostic findings, the patient is diagnosed with Alzheimer's type dementia.

    Discussion Questions

    1. Compare and contrast the pathophysiology between Alzheimer's disease and frontotemporal dementia.

    2. Identify the clinical findings from the case that supports a diagnosis of Alzheimer's disease.  

    3. Explain one hypothesis that explains the development of Alzheimer's disease

    4. Discuss the patient's likely stage of Alzheimer's disease.

    NR507 Week 7 Discussion Rubric

    NR507 Week 7 Discussion Rubric

    Criteria

    Ratings

    Pts

    This criterion is linked to a Learning OutcomeApplication of Course Knowledge:

    The student:  1. Compares and contrasts the pathophysiology between Alzheimer’s disease and frontotemporal dementia.  2. Identifies the clinical findings from the case that supports a diagnosis of Alzheimer’s disease.  3. Explains one hypothesis that explains the development of Alzheimer’s disease.  4. Discusses the patient’s likely stage of Alzheimer’s disease (4 critical elements)

    30 pts

    All critical elements are met.

    27 pts

    1 critical element is missing.

    25 pts

    2 critical elements are missing.

    15 pts

    3 critical elements are missing.

    0 pts

    All 4 critical elements are missing.

    30 pts

    This criterion is linked to a Learning OutcomeSupport from Evidence-Based Practice:

    Initial discussion post is supported with appropriate, scholarly sources;  AND  Sources are published within the last 5 years (unless it is the most current CPG);  AND  Reference list is provided and in-text citations match; AND  All answers are fully supported with an appropriate EBM argument.

    30 pts

    All critical elements are met.

    27 pts

    1 critical element is missing.

    25 pts

    2 critical elements are missing.

    15 pts

    3 critical elements are missing.

    0 pts

    All 4 critical elements are missing.

    30 pts

    This criterion is linked to a Learning OutcomeInteractive Dialogue:

    In addition to providing a response to the initial post due by Wednesday, 11:59 p.m. MT, student provides a minimum of two responses weekly on separate days; e.g., replies to a post from a peer; AND faculty member’s question; OR two peers if no faculty question. A response to faculty could include a question posed to a student or the entire class or a faculty question directed towards another student. AND  • Evidence from appropriate scholarly sources are included; AND • Reference list is provided and in-text citations match

    30 pts

    All critical elements are met.

    27 pts

    1 critical element is missing.

    25 pts

    2 critical elements are missing.

    15 pts

    3 critical elements are missing.

    0 pts

    All 4 critical elements are missing.

    30 pts

    This criterion is linked to a Learning OutcomeOrganization:

    Case study responses are presented in a logical format; AND  Responses are in sequence with the numbered questions; AND  The case study response is understandable and easy to follow;  AND  All responses are relevant to the case topic.

    5 pts

    All critical elements are met.

    4 pts

    1 critical element is missing.

    3 pts

    2 critical elements are missing.

    2 pts

    3 critical elements are missing.

    0 pts

    All 4 critical elements are missing.

    5 pts

    This criterion is linked to a Learning OutcomeGrammar, Syntax and Spelling

    Discussion post has minimal grammar, syntax, spelling, punctuation, or APA format errors*  (*) APA style references and in text citations are required; however, there are no deductions for errors in indentation or spacing of references. All elements of the reference otherwise must be included.

    5 pts

    0-1 errors in grammar, syntax, spelling, punctuation, or APA format*

    4 pts

    2-3 errors in grammar, syntax, spelling, punctuation, or APA format*

    3 pts

    4-5 errors in grammar, syntax, spelling, punctuation, or APA format*

    2 pts

    6-9 errors in grammar, syntax, spelling, punctuation, or APA format*

    0 pts

    10 or more error in grammar, syntax, spelling, punctuation, or APA format*

    5 pts

    This criterion is linked to a Learning OutcomeParticipation

    0 pts

    Discussion late penalty deductions

    A 10% late penalty will be imposed for discussions posted after the deadline on Wednesday, regardless of the number of days late. NOTHING will be accepted after 11:59pm MT on Sunday (i.e. student will receive an automatic 0)

    0 pts

    Total Participation Responses:

    A 10% penalty will be imposed for not entering the minimum number/type of interactive dialogue posts OR not posting on the minimum required number of days: 3. NOTHING will be accepted after 11:59pm MT on Sunday (i.e. student will receive an automatic 0)

    0 pts

    Total Points: 100

    world lit

    The epic Gilgamesh and Enkidu 

    choose 4 of the 6 bullet points from one of the guidlines for reading pdf and elaborate 

    for example. choose : character , or plot etc. and answer four of the six bulletpoints 

    must be 300 words in  length 

    Guidelines for Reading and Analyzing Literature

    Dr. Tina L. Hanlon, Associate Professor of English, Ferrum College

    The following is a list of some of the major elements and techniques of literature. Obviously, no one work of literature contains all of them (e.g., only a narrative has a plot). Decide which elements are used and which are given the most emphasis (and why) in the particular work you are analyzing.

    Is the Work Difficult to Read? If so why? Do you enjoy reading this work? Why or why not? What motivates you to read through to the end, or reread it (besides the fact that it may be required for a class)? Have you explored unfamiliar words in the dictionary? Decide whether the text was easy or difficult to read for a good reason: Does the simplicity of difficulty of the author’s theme or language contribute to the author’s message or does it seem either boring or unnecessarily obscure and complex?

    1. Plot

     What are the actions or events of the narrative and how are they presented? Are there major and minor events in the story? How are they related?

     How does the passage of time function in the plot? Are the episodes in chronological order? If not, why not?

     Are any later incidents foreshadowed early in the story? Are flashbacks used to fill in past events? If so, why?

     What elements create suspense in the plot? Where is the climax (most intense action or point of highest emotional interest)?

     Does the plot depend on chance or coincidence, or does it grow out of the personalities of the characters? Do events seem realistic or unrealistic (romantic or fantastic)?

     What conflicts are dramatized? Are they internal conflicts (within the minds of people) or external conflicts (between individuals or between people and the world)?

    Are conflicts resolved at the end of the story? Is there a surprise ending? Is the ending satisfying to you as the reader?

    2. Character

     Are the characters believable (round and complex, like real people) or are they flat stereotypes? (Remember that literary characters are always fictional creations; they can never be as complex as real people.)

    Source: http://www.ferrum.edu/thanlon/StudyQ/Litguide.htm#StepIThis study source was downloaded by 100000849596443 from CourseHero.com on 03-18-2024 14:43:21 GMT -05:00

    https://www.coursehero.com/file/55070226/Guidelines-for-Reading-and-Analyzing-Literaturedoc/

     Is there one protagonist (main character) or several? Does the story have traditional heroes or heroines (protagonists) and villains (antagonists)?

     How does the author reveal characters–through direct description and authorial comment, through the comments and thoughts of other characters, or through the characters' own actions, words, and thoughts?

     What are the most important traits of the main characters? How do their judgments of themselves compare with others' opinions of them? What is the author's attitude to characters? Are we meant to sympathize with the characters or criticize them?

     How do the secondary and minor characters function in the work? Do they provide parallels or contrasts with traits of the main characters?

     Do the main characters develop (change or learn something) in the story, or do

    they remain static (unchanging)? How? Why?

    3. Setting

     What is the setting of the work? Is there more than one? (Consider historical period, season, time of day, geographical place, exterior and interior, urban and rural settings.)

     Why has the author chosen to emphasize certain details of the setting? Does the setting simply provide a realistic backdrop or does it contain symbolic details?

     Are the social class and occupation of the characters significant? Does the social, economic, political, or religious environment affect the lives of characters and help to shape the theme of the work?

    What mood or atmosphere is created by details of the setting? (gloomy, tense, cheerful, etc.)?

    4. Point of View

     From what point of view is the story or poem narrated? Does the narrator speak in first person (using "I") or in third person?

    (a) If there is a first-person narrator, is that person a major character or a minor character observing the main action? What are the limitations on what this person can show and tell us? Is this narrator a reliable one, or is he or she too naive, self-deluded, or deceptive to be reliable?

    (b) If the narration is in third person, is the narrator omniscient (able to see anything and tell us what is in the characters' minds), or is there limited omniscience so that we see into the mind of only one character

    (c) Is the point of view objective (dramatic), so that we see characters only from the outside but do not see into their minds? This is the point of view in drama but it is rare in fiction. In a play characters' thoughts are

    Source: http://www.ferrum.edu/thanlon/StudyQ/Litguide.htm#StepIThis study source was downloaded by 100000849596443 from CourseHero.com on 03-18-2024 14:43:21 GMT -05:00

    https://www.coursehero.com/file/55070226/Guidelines-for-Reading-and-Analyzing-Literaturedoc/

    revealed only if they think out loud or speak directly to the audience or confide in another character.

     What is the prevailing tone of the work? That is, what attitudes toward the subject are conveyed by the narrator's choice of words? Is the subject presented in a manner that is serious, satirical, playful, condescending, etc.?

     Does the point of view change in this work?

    Notice how your perceptions are affected if the narrator shifts the point of view from the actions or thoughts of one character to those of another.

    5. Images and Symbols

     What images (any details that appeal to the physical senses) are used in this work?

     Are the images literal (e.g., a description of a real rose), or figurative (as in, e.g., the simile, "My love is like a rose," and the metaphor, "My love is a rose")?

     Are there repeated images, or groups of related images in the work (e.g., various kinds of light and dark images)? If so, what is the significance of these patterns?

     Does any image or action suggest such complex abstract meanings beyond itself that it functions as a symbol in this work?

    Are the symbols conventional, familiar ones (e.g., a rose symbolizing love, a cross representing Christianity), or unusual, private symbols? (The white whale in Moby Dick, e.g., has many possible symbolic meanings suggested by Melville.)

    6. Style and Language

     How would you describe the choice of words and their arrangement (the style) in this work? Does the author call attention to the way he or she uses words, or is the style inconspicuous?

     What are the various connotations (shades of meaning, or emotional suggestions) of key words in this work?

     If dialect or colloquial speech is used, what is its effect? Is the level of language appropriate for the speaker or characters in the work?

     Are there statements or actions in this work that are presented ironically (that is, there is a discrepancy between appearance and reality, or between what is said and what is intended)?

     Is the style consistent throughout the work or does it shift to a different style (more formal or less formal, for example)?

     Is the style suitable for the subject and theme of the work? Does it contribute to the meaning of the whole or hinder the reader's understanding?

    Source: http://www.ferrum.edu/thanlon/StudyQ/Litguide.htm#StepIThis study source was downloaded by 100000849596443 from CourseHero.com on 03-18-2024 14:43:21 GMT -05:00

    https://www.coursehero.com/file/55070226/Guidelines-for-Reading-and-Analyzing-Literaturedoc/

    If you are reading a translation of a foreign work of literature or a modern translation of an older English work, what limitations or difficulties are created by your lack of contact with the author's original language?

    What are the themes of the literary work? Theme may be thought of as the central ideas, values, thesis, message, or meaning presented in a work of literature. The theme reveals the connection between the literary work (the world created by the author's imagination) and the outside world. Thus literature can be both fictional and "true" when it expresses real human emotions or makes valid comments on human experience, even if on the surface the characters, plots, and settings are not realistic ones.

    Analyzing theme always involves generalizations and abstractions. There are universal themes that can be found in countless works of literature, such as love and hate, good and evil, innocence and experience, communication and isolation, life and death, society and the individual. A story or poem may be about a specific love affair, for example; it is easy to say the general subject is love, but interpreting the theme involves explaining what the work says about love.

    Great, complex works of literature have more than one theme and we can never pin down their meanings with absolute certainty. Some works are deliberately vague or ambiguous (suggesting more than one alternate meaning). Our interpretations of theme must always be supported by evidence from the text. Themes may be revealed in a number of ways:

    1. Does the title indicate theme?

    2. Are themes revealed in direct statements by the author? Nonfiction usually states its ideas and arguments explicitly. In the Declaration of Independence, for example, Jefferson asserts the beliefs and intentions of the American colonies directly. Most imaginative literature presents theme indirectly and dramatically, although in some works the theme is quite obvious and in others it is more difficult to detect.

    3. Are themes revealed in direct statements by a narrator in the work? Remember that the speaker's voice (or persona) in a story or poem usually should not be equated with the author's voice. The narrator may be unreliable or may express ideas quite different from the author's own values.

    4. Are themes revealed through actions, dramatic statements or personalities of characters? If characters convey conflicting values, which values does the whole work seem to be defending? Sometimes a character's main function is to symbolize an abstract quality, such as greed or honesty or laziness. Remember that names are sometimes symbolic, in obvious or subtle ways.

    5. Are there other symbols, images, and descriptive details in the work that suggest themes?

    Look for repeated words and images as clues to theme.

    Source: http://www.ferrum.edu/thanlon/StudyQ/Litguide.htm#StepIThis study source was downloaded by 100000849596443 from CourseHero.com on 03-18-2024 14:43:21 GMT -05:00

    https://www.coursehero.com/file/55070226/Guidelines-for-Reading-and-Analyzing-Literaturedoc/

    6. Are there characters or events or other details that seem to have no

    importance in the plot of a story?

    In good literature, these details are there for a reason; they probably have a

    special thematic significance.

    7. What ideas are implied by the total impression of the whole work? Sometimes theme is revealed only when the work is viewed as a whole.

    EVALUATION AND REVIEW

    A. Personal Reactions

    1. Has your reading of this work been enhanced in any way by your personal experience, other readings and studies, or plays and movies you have seen? (What have you learned from this work that could enhance your own life and work?)

    2. Have you made notes (including underlining and marking in your own text) to help you remember and review important features of this work?

    3. Are you judging the work solely on its own merits, unswayed by personal judgments about the author's life and reputation or private prejudices about the content of the work (including prejudices against required reading or long, difficult works)?

    4. Do you agree or disagree with evaluations made by other readers of this work (students, professors, critics)?

    5. Do you agree or disagree with the ideas or values presented in the work? Why?

    6. Has your enjoyment and appreciation of the work increased or decreased after analyzing it carefully on your own or in class?

    7. If you were writing a review of this work for a newspaper, what would you say to encourage others to read it or not read it?

    B. Author's Accomplishment

    1. Do the imaginative world and ideas of the work seem vivid and alive? Does it present a mature and meaningful vision of reality that deserves serious reflection?

    Source: http://www.ferrum.edu/thanlon/StudyQ/Litguide.htm#StepIThis study source was downloaded by 100000849596443 from CourseHero.com on 03-18-2024 14:43:21 GMT -05:00

    https://www.coursehero.com/file/55070226/Guidelines-for-Reading-and-Analyzing-Literaturedoc/

    2. Is the language of the work appealing? Are the form and content consistent with each other? What are the strengths and weaknesses in the literary techniques used?

    3. Has the reputation of this work and its author changed since it was written? Does knowledge of the author's life enhance your understanding of the work? (Avoid simplistic assumptions about the connections between authors' personal lives and characters or events in their writings.)

    4. How does this work compare to other works by the same author, and to works by other authors? (This is especially important in a survey course.)

    5. How is this work representative of literary trends of its nation and period? Does it reflect concerns related to the history, sociology, religion, etc. of its period? Does learning more about the history and culture of the work's origin enhance your understanding of the literature or does the work have a universal message that is clear to any reader?

    Great works of literature should both enrich your appreciation of the past (the times in which they were written) and give you new insights into common human experiences regardless of time or place.

    Source: http://www.ferrum.edu/thanlon/StudyQ/Litguide.htm#StepIThis study source was downloaded by 100000849596443 from CourseHero.com on 03-18-2024 14:43:21 GMT -05:00

    https://www.coursehero.com/file/55070226/Guidelines-for-Reading-and-Analyzing-Literaturedoc/ Powered by TCPDF (www.tcpdf.org)

    week 8

    In today's economy, there are powerful companies that seem to control massive segments of different markets.

    • Using the NEXIS-Uni Legal Database in the Strayer Library or the FTC website below, research a company that has been sued for anti-competitive behavior in the last five years.
      • Explain the facts of the lawsuit, why the actions were anti-competitive, and whether it is a horizontal restraint of trade or a vertical restraint of trade. (Explain these terms in your answer.)
        • (Note: Do NOT use Amazon, Google, Facebook, Qualcomm, Samsung, or Apple. Try to find a lawsuit from a company in your home state, if available).

    Resources:

    Be sure to respond to one of your classmates' posts. Please provide answers to the discussion questions that are researched, informed, and substantiated by citing sources following Strayer Writing Standards.

      timed t est (90 min-s only)

      – Three Long E ssay questions that require Critical thinking and Analysis. 

      – picture below is very important!!!!!!!!!!!!!!!!!

      – unseen written e xam (Answers should be based on the ideas and theories which have been examined in the course)

      – Each Question = 750 Words (1.5 Pages)

      PT 8970

       Must post first.

      This week we are doing to discuss documentation. 

      After this week's required readings and your own research discuss the following questions:

      a. What are the components of a SOAP note in physical therapy? Provide an example entry for each component.

      b. What constitutes Medical Necessity in a physical therapy document?

      c. Here is a link to a sample physical therapy evaluation. Using the APTA Documentation Checklist, what items in the checklist did it satisfy? What are areas for improvement?

      PTH8970 Sample Documentation

      You must start a thread before you can read and reply to other threads 

      Page 1 of 3

      Documentation Review Sample Checklist REVIEW FOR MEDICAL RECORDS DOCUMENTATION

      Physical Therapy Note: This is meant to be a sample documentation review checklist only. Please check payer, state law, and specific accreditation organization (i.e., Joint Commission, CARF, etc) requirements for compliance. Therapist reviewed: Privileged and Confidential PT Initial Visit Elements for Documentation Date: N/A Yes No Examination:

      1. Date/time

      2. Legibility

      3. Referral mechanism by which physical therapy services are initiated

      4. History – medical history, social history, current condition(s)/chief complaint(s), onset, previous functional status and activity level, medications, allergies

      5. Patient/client’s rating of health status, current complaints

      6. Systems Review – Cardiovascular/pulmonary, Integumentary, Musculoskeletal, Neuromuscular, communication ability, affect, cognition, language, and learning style

      7. Tests and Measures – Identifies the specific tests and measures and documents associated findings or outcomes, includes standardized tests and measures, e.g., OPTIMAL, Oswestry, etc.

      Evaluation:

      1. Synthesis of the data and findings gathered from the examination: A problem list, a statement of assessment of key factors (e.g., cognitive factors, co- morbidities, social support, additional services) influencing the patient/client status.

      Diagnosis:

      1. Documentation of a diagnosis – include impairment and functional limitations which may be practice patterns according to the Guide to Physical Therapists Practice, ICD9-CM, or other descriptions.

      Prognosis:

      1. Documentation of the predicted functional outcome and duration to achieve the desired functional outcome

      Plan of Care:

      1. Goals stated in measurable terms that indicate the predicted level of improvement in function

      2. Statement of interventions to be used; whether a PTA will provide some interventions

      3. Proposed duration and frequency of service required to reach the goals (number of visits per week, number of weeks, etc)

      4. Anticipated discharge plans

      Authentication:

      1. Signature, title, and license number (if required by state law)

      Page 2 of 3

      PT Daily Visit Note Elements for Documentation Date: N/A Yes No

      1. Date

      2. Cancellations and no-shows

      3. Patient/client self-report (as appropriate) and subjective response to previous treatment

      4. Identification of specific interventions provided, including frequency, intensity, and duration as appropriate

      5. Changes in patient/client impairment, functional limitation, and disability status as they relate to the plan of care.

      6. Response to interventions, including adverse reactions, if any.

      7. Factors that modify frequency or intensity of intervention and progression toward anticipated goals, including patient/client adherence to patient/client-related instructions.

      8. Communication/consultation with providers/patient/client/family/ significant other.

      9. Documentation to plan for ongoing provision of services for the next visit(s), which is suggested to include, but not be limited to:

      The interventions with objectives

      Progression parameters

      Precautions, if indicated

      10. Continuation of or modifications in plan of care

      11. Signature, title, and license number (if required by state law)

      PT Progress Report Elements for Documentation ** Date: N/A Yes No

      1. Labeled as a Progress Report/Note or Summary of Progress

      2. Date

      3. Cancellations and no-shows

      4. Treatment information regarding the current status of the patient/client

      5. Update of the baseline information provided at the initial evaluation and any needed reevaluation(s)

      6. Documentation of the extent of progress (or lack thereof) between the patient/client's current functional abilities/limitations and that of the previous progress report or at the initial evaluation

      7. Factors that modify frequency or intensity of intervention and progression toward anticipated goals, including patient/client adherence to patient/client-related instructions.

      8. Communication/consultation with providers/patient/client/family/ significant other

      9. Documentation of any modifications in the plan of care (i.e., goals, interventions, prognosis)

      10. Signature, title, and license number (if required by state law)

      ** The physical therapist may be required by state law or by a payer, such as Medicare, to write a progress report. The daily note is not sufficient for this purpose unless it includes the elements listed above.

      Page 3 of 3

      PT Re-examination Elements for Documentation Date: N/A Yes No 1. Date

      2. Documentation of selected components of examination to update patients/client's impairment, function, and/or disability status.

      3. Interpretation of findings and, when indicated, revision of goals.

      4. Changes from previous objective findings

      5. Interpretation of results

      6. When indicated, modification of plan of care, as directly correlated with goals as documented.

      7. Signature, title, and license number (if required by state law)

      PT Discharge/Discontinuation/Final Visit Elements for Documentation Date: Note: discharge summary must be written by the PT and may be combined with the final visit note if seen by the PT on final visit

      N/A Yes No

      1. Date

      2. Criteria for termination of services

      3. Current physical/functional status.

      4. Degree of goals and outcomes achieved and reasons for goals and outcomes not being achieved.

      5. Discharge/discontinuation plan that includes written and verbal communication related to the patient/client's continuing care.

      6. Signature, title, and license number (if required by state law)

      PTA Visit Note Elements for Documentation Date: N/A Yes No 1. Date

      2. Cancellations and no-shows

      3. Patient/client self-report (as appropriate) and subjective response to previous treatment

      4. Identification of specific interventions provided, including frequency, intensity, and duration as appropriate

      5. Changes in patient/client impairment, functional limitation, and disability status as they relate to the interventions provided.

      6. Subjective response to interventions, including adverse reactions, if any

      7. Continuation of intervention(s) as established by the PT or change of intervention(s) as authorized by PT

      8. Signature, title, and license number (if required by state law)

      ,

      Patient is a 42-year-old male complaining of point tenderness and point on both lateral epicondyles at a PAS of 6/10. The pain began 3 months ago while the patient was weight training and reported excess fatigue after exercises involving the wrist joint. Pain progressively increased leading to difficulty with gripping tasks, opening door knobs and jars, pain when gripping handlebars while cycling, and gripping the steering wheel. This led patient to an MD consult and was referred by the DC to PT for further examination and treatment. The patient who has been independent and pain free without any functional limitations now presents to PT with limited ability to perform any gripping tasks, lateral epicondyle pain when opening door knobs and jars, pain when gripping handle bars while cycling and gripping the steering wheel due to pain and tenderness upon muscular contraction of the wrist dorsiflexors. No imaging was performed, no relevant past medical history noted. Patient is taking an NSAID PRN for pain. Upon ocular inspection, there was no notable swelling or redness on the lateral epicondyles and surrounding areas. There was palpable tenderness about 1 cm distal to the common extensor insertion on both sides. ROM and MMT for the elbow and forearm where within normal limits except for pain during wrist dorsiflexion on both sides with pain manifesting at the lateral epicondyles of both sides. PT took the patient to the exam room door knob and confirmed tenderness and pain upon pronation and supination wherein after we discussed changing the angle of approach and the use of variable wrist positions to accommodate the current symptoms. The patient felt reduced symptoms with position modification which will allow him to manipulate doors for the meantime. We utilized grip extenders used in manipulating barbells to check occurrence of lateral epicondyle pain when managing handlebars. We noted that the slimmer the grip, the more pain is felt. Thickening/building up the grip reduced symptoms. We used a Pilates ring to confirm pain during steering wheel modification. Due to the improvement with the thicker handle in the earlier test, we modified grip use as well. We discussed the purchase of a steering wheel wrap to increase the diameter of the steering wheel to allow ability to use the device for the meantime. DASH score is 25. Grip test revealed 35 kg force on the right and 32 kg force on the left. There is a positive Cozens test on both sides, a negative Golfer’s elbow test on both sides. The patient is experiencing symptoms synonymous with tendinopathy of both wrist extensors along the common extensor origin as manifested by pain, tenderness, especially during wrist dorsiflexion and pronation affecting wrist and forearm strength and use in daily activities such as door knob and steering wheel manipulation. Skilled physical therapy is necessary to gradually decrease functional difficulty and improve essential ADL such as difficulty due to pain during gripping tasks, lateral epicondyle pain when opening door knobs and jars, pain when gripping handle bars while cycling and gripping the steering wheel, improve wrist and elbow strength and stability, and the need to return to the highest practicable level of function. In addition skilled therapy is necessary to monitor performance of therapy and patient reactions due to biomechanical issues that may lead to injury, history of previous frozen shoulder, and response to the individualized therapy regimen. Goals Patient will report decreased pain while performing functional tasks such as difficulty due to pain during gripping tasks, lateral epicondyle pain when opening door knobs and jars, pain when gripping handle

      bars while cycling and gripping the steering wheel and similar activities with 1- 2point change in two weeks, to a 2-3 point change in four to six weeks on the Numeric Pain Rating Scale. (MCID for musculoskeletal pain – 1 point or 15.0% change, for Lower Back Pain: (Childs et al, 2005)- at 1 week of physical therapy treatment = 1.5 points, at 4 weeks of physical therapy treatment = 2.2 points) Patient will be able to perform dressing for uppers, ability to sustain counter top activities, shoulder height and overhead reaching, use cycling handlebars, steering wheel during driving exhibiting 5/5 muscle strength on both elbow and wrist muscle groups, with minimal pain within 8 weeks of therapy.

      Patient will report greater than or equal to a 10.2 point improvement in the Disabilities of the Arm, Shoulder and Hand index scores (Schmitt J.S., Di Fabio R.P., 2004) MCID = 10.2 in 8 weeks of therapy. This point improvement represents a significant change in the symptoms and severity of musculoskeletal disorders of the patient’s upper limbs. The DASH evaluated two modules used to measure symptoms and function in adults who require a high level of function.

      Skilled Intervention

      Therapist guided and modified strength training as well as facilitated joint mobilization for normalization of joint mechanics on both elbow and wrist joints is essential. Skilled therapy is necessary to achieve the full potential of joint play around the both elbow and wrist joints. The therapist determines abnormal biomechanical interplay between the joint surfaces and the surrounding ligaments, joints in consideration of pathologic factors and its effects. Achievement of normal joint play would allow the individual to be able to move in all ADL necessary planes and directions permitted to that joint – necessary for not just general health, but injury prevention, and activity performance. Factors that may complicate this therapy plan that requires skilled observation include pain, swelling, and stiffness in the joints. Delaying treatment can have long lasting effects on the freedom of joint movement and lack of therapy can delay progress and lead to deterioration of movement necessary for quality of life. Factors that affect this patient’s joint play current joint structure, muscles, tendons, ligaments, activity level, gender, age, and genetics.

      Patient care and goals were discussed with patient, consent was given and therapy will be performed 2x per week for 8 weeks with the following plan

      Pain Peripheral joint mobilization Strengthening Increasing forearm strength and endurance. PROM-> AAROM-> AROM -> RROM to focus on use of eccentric strengthening. The theory behind eccentric strengthening is to load the musculotendinous unit inducing hypertrophy and increasing tensile strength. This in turn reduces the strain on the tendon during activities. Eccentric contraction can create a greater stimulus for the cells of the tendon, producing collagen and resulting in the tendon being able to withstand greater forces. Improving Range of Motion Mobilization performed in combination with strengthening programs. Mobility programs for lateral epicondylitis focuses on the wrist extensors musculature. Stretching should be performed by bring the wrist into flexion with the elbow in full extension, forearm pronated and placing overpressure with the other hand allowing a stretch to be felt at the common extensor tendon. Studies also suggests patient

      should perform stretching with shoulder at 90 degrees flexion and should be performed twice a day, three repetitions with a 30 second hold followed by a 30 second rest before next repetition.

      Home Exercise Home Exercise programs should be based on strengthening and stretching programs performed in the clinic setting. Progression and sets should be based on patient tolerance to exercise and relief of symptoms. RKLBaloy, PT, DPT, EdS, MS

      PT34304

      Ethical and Professional Issues in Psychological Testing

      Create a PowerPoint presentation entitled Ethical and Professional Issues in Psychological Testing. 
      o Your presentation must provide 2 to 3 slides for each of the required topics and include appropriate citations of your referenced sources. 
      o Separate reference slides, which follow formatting guidelines for a References page, must be included at the end of the presentation. 
      o You must create your own template and organize your presentation in the sequence provided. Do not use a font smaller than 20 pt. You are encouraged to insert relevant figures and graphics. 
      o Make sure to appropriately cite any images you use. If you include a table or figure from a journal article, cite it according to guidelines. 
      o The notes section of each slide must include the text for oral comments you would make while presenting the materials to a live audience.
      The presentation must cover each of the following topics in the order presented below.
      The Ethical and Social Implications of TestingProvide an overview and brief evaluation of the ethical and social implications of psychological assessment.
      Professional ResponsibilitiesDescribe the responsibilities of both test publishers and test users.
      Testing Individuals Representing Cultural and Linguistic DiversityAnalyze and describe issues related to the testing of cultural and linguistic minorities.
      Reliability
      Explain the common sources of measurement error and how measurement error can impact reliability.
      Validity Create a diagram or figure to compare the types of validity discussed in the textbook.
      Describe the extravalidity concerns related to testing.
      Review the articles by Fergus (2013), Kosson, et al. (2013) and Mathieu, Hare, Jones, Babiak, & Neumann (2013). Analyze the information presented in these articles on factor analysis and describe how it is used to validate the constructs of the instruments.
      Clinical Versus Statistical PredictionCompare clinical and statistical prediction of mental health decisions based on the work of Ægisdóttir, et al. (2006) and Grove & Lloyd 

        Can this be done in 7 hours? 3-5 pages

         

        Overview

        Social workers need to be culturally responsive, and their research and research methods should reflect this competency. This assignment will give you an opportunity to compare and evaluate three research articles for culturally responsive practices and competence.

        By successfully completing this assignment, you will demonstrate your proficiency in the following EPAS and advanced practice behaviors:

        • EPAS Competency 2: Advance human rights and social, economic, and environmental justice.
          • C2.SP.A: Apply leadership skills, decision making, and ethical use of technology, when engaging in interprofessional collaborative practice to advocate for the advancement of human rights with individuals, families, groups, organizations, and communities to ensure that social resources, rights, and responsibilities are distributed equitably in the specialization of advanced generalist practice.
            • Related Assignment Criteria:
              • Describe the elements of cultural practice and culturally relevant research that can be used to promote social justice for the group you are studying.
              • Discuss how working with this group from an ADEI lens may be helpful.
        • EPAS Competency 3: Engage anti-racism, diversity, equity, and inclusion (ADEI) in practice.
          • C3.SP.A: Demonstrate how diversity and intersectionality shape human experiences and apply anti-racist and anti-oppressive intervention techniques and technologies with diverse individuals, families, groups, organizations, and communities in the specialization of advanced generalized practice.
            • Related Assignment Criteria:
              • Analyze the elements of culturally relevant research in social work.
              • Evaluate the key differences between traditional and culturally relevant research and its impact on your chosen group.
              • Identify how to engage in collaborative practice to advocate for appropriate services.

        Instructions

        In this assignment, evaluate cultural research and cultural relevant practices that take culture into consideration. Examine three research articles of your choice featuring the cultural group you have selected. Next, evaluate the method of research conducted for its level of cultural competence. To ensure that this is a scholarly research paper, explore research-based articles and books found by searching through the Capella library databases pertaining to issues of culture in research and culturally relevant practice. Feel free to use the ADEI term in your search as well.

        To help you understand some of the unique challenges of culturally relevant research, review the readings concerning culturally relevant research approaches. Then search for scholarly sources in the Capella library and locate at least three articles that add to your knowledge of the cultural group you have chosen to explore for these assignments. Review these articles in a 3–5 page paper in current APA format.

        Your assignment should incorporate at least three research studies that have addressed the cultural group you are exploring. Include the following:

        • Analyze the elements of culturally relevant research in social work.
          • In the studies you chose to analyze, explain the approaches taken that are specifically relevant to your chosen group.
          • Include analysis and a description of what comprises culturally relevant practice.
        • Evaluate the key differences between traditional and culturally relevant research and its impact on your chosen group.
        • Describe the elements of cultural practice and culturally relevant research that can be used to promote social justice for the group you are studying.
        • Identify how to engage in collaborative practice to advocate for appropriate services.
        • Discuss how working with this group from an ADEI lens may be helpful.

        Additional Requirements

        Your assignment is expected to meet the following requirements:

        • Written communication: Written communication is free of errors that detract from the overall message. Express ideas clearly, employing correct grammar, usage, and mechanics.
        • APA formatting: Resources and citations are formatted according to current APA style. Include a cover page and references page. See the Evidence and APALinks to an external site. section of the Writing Center for guidance.
        • Resources: A minimum of five scholarly sources. All literature cited should be current, with publication dates within the past 5 years.
        • Length of paper: 3–5 typed, double-spaced pages.
        • Font and font size: Times New Roman, 12 point.

        Remember that your instructor will be providing feedback on your assignments. Use that feedback to improve the content of your assignment.

        Competencies Measured

        By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and rubric criteria:

        • Competency 3: Demonstrate how diversity and intersectionality shape human experiences and apply anti-racist and anti-oppressive intervention techniques and technologies with diverse individuals, families, groups, organizations, and communities in the specialization of advanced generalized practice. (C3.SP.A)
          • Describe the elements of cultural practice and culturally relevant research that can be used to promote social justice for the group. (C2.SP.A)
          • Discuss how working with this group from an ADEI lens may be helpful. (C2.SP.A)
        • Competency 4: Apply leadership skills, decision making, and ethical use of technology, when engaging in interprofessional collaborative practice to advocate for the advancement of human rights with individuals, families, groups, organizations, and communities to ensure that social resources, rights, and responsibilities are distributed equitably in the specialization of advanced generalist practice. (C2.SP.A)
          • Analyze the elements of culturally relevant research in social work. (C3.SP.A)
          • Evaluate the key differences between traditional and culturally relevant research and its impact on the chosen group. (C3.SP.A)
          • Identify how to engage in collaborative practice to advocate for appropriate services. (C3.SP.A)
        • Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the social work profession.
          • Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the social work profession.

          View RubricWeek 6 Assignment: Culturally Relevant Research ApproachesWeek 6 Assignment: Culturally Relevant Research ApproachesCriteriaRatingsPtsAnalyze the elements of culturally relevant research in social work. (C3.SP.A)35.2 to >29.92 ptsDISTINGUISHEDAnalyzes the elements of culturally relevant research in social work and includes clear examples to support the analysis.29.92 to >24.64 ptsPROFICIENTAnalyzes the elements of culturally relevant research in social work.24.64 to >0 ptsBASICDescribes but not does analyze the elements of culturally relevant research in social work.0 ptsNON_PERFORMANCEDoes not describe the elements of culturally relevant research in social work./ 35.2 ptsEvaluate the key differences between traditional and culturally relevant research and its impact on the chosen group. (C3.SP.A)35.2 to >29.92 ptsDISTINGUISHEDEvaluates the key differences between traditional and culturally relevant research and its impact on the chosen group in outstanding detail and with clear examples to support the evaluation.29.92 to >24.64 ptsPROFICIENTEvaluates the key differences between traditional and culturally relevant research and its impact on the chosen group.24.64 to >0 ptsBASICDescribes but does not evaluate the key differences between the traditional and culturally relevant research and its impact on the chosen group.0 ptsNON_PERFORMANCEDoes not address the key differences between traditional and culturally relevant research and its impact on the chosen group./ 35.2 ptsDescribe the elements of cultural practice and culturally relevant research that can be used to promote social justice for the group. (C2.SP.A)35.2 to >29.92 ptsDISTINGUISHEDDescribes the elements of cultural practice and culturally relevant research that can be used to promote social justice for the group in outstanding detail and with clear examples to support the discussion.29.92 to >24.64 ptsPROFICIENTDescribes the elements of cultural practice and culturally relevant research that can be used to promote social justice for the group.24.64 to >0 ptsBASICIdentifies but does not describe the elements of cultural practice and culturally relevant research that can be used to promote social justice for the group.0 ptsNON_PERFORMANCEDoes not address the elements of cultural practice and culturally relevant research that can be used to promote social justice for the group./ 35.2 ptsIdentify how to engage in collaborative practice to advocate for appropriate services. (C3.SP.A)35.2 to >29.92 ptsDISTINGUISHEDAnalyzes how to engage in collaborative practice to advocate for appropriate services.29.92 to >24.64 ptsPROFICIENTIdentifies how to engage in collaborative practice to advocate for appropriate services.24.64 to >0 ptsBASICIdentifies how to engage in collaborative practice but does not connect to advocating for appropriate services.0 ptsNON_PERFORMANCEDoes not identify how to engage in collaborative practice to advocate for appropriate services./ 35.2 ptsDiscuss how working with this group from an ADEI lens may be helpful. (C2.SP.A)35.2 to >29.92 ptsDISTINGUISHEDDiscusses how working with this group from an ADEI lens may be helpful in outstanding detail and with clear examples to support the discussion.29.92 to >24.64 ptsPROFICIENTDiscusses how working with this group from an ADEI lens may be helpful.24.64 to >0 ptsBASICProvides a baseline discussion on how working with this group from an ADEI lens may be helpful.0 ptsNON_PERFORMANCEDoes not discuss how working with this group from an ADEI lens may be helpful./ 35.2 ptsCommunicate in a manner that is scholarly, professional, and consistent with expectations for members of the social work profession.44 to >37.4 ptsDISTINGUISHEDCommunicates without errors in a manner that is scholarly, professional, and consistent with expectations for members of the social work profession.37.4 to >30.8 ptsPROFICIENTCommunicates in a manner that is scholarly, professional, and consistent with expectations for members of the social work profession.30.8 to >0 ptsBASICCommunicates with some notable exceptions in a manner that is scholarly, professional, and consistent with expectations for members of the social work profession.0 ptsNON_PERFORMANCEDoes not communicate in a manner that is scholarly, professional, and consistent with expectations for members of the social work profession./ 44 ptsTotal Points: 0 

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