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THis is based on Psychiatric nurse pracitioner program

What pearls of wisdom did you gain from clinical seminar?
How did this discussion group help you understand the difference between theory and practice?
How have your goals and specialty interests working as a psychiatric NP changed during this year? what experience was most influential in helping you decide this change?

57339
5 hours ago
the clinical seminar is a weekly class to talk about topics of the week and experiences and case that you came across in clinical. quetions or hahow you handle it or would handle it, thoughts on your clinical and peer encounters.

Write and upload to Bb a brief essay (about 500 words) on any topics of classical or comparative mythology. It may be a legendary character; a motif; a literary or artistic piece on mythological subject; a modern application of classical mythology. You may even imagine yourself a mythological character (divine, heroic, comical or villainous), rendering the story from your point of view, explaining your motivations, principles, imperatives and emotional involvement. You may also comment on theoretical interpretations of your story by the scholars of myth and folklore.

create a 10-15 slide
PowerPoint Presentation Please incorporate the following information into
your presentation:
History and overview of your psycho-legal topic (rape trauma syndrome) and how it pertains to the U.S. legal
system and the realm of psychology.
Critical review of the topic (What are your personal views about this topic, Evaluate the
research on this topic, What do you consider to be the next upcoming issue of future
direction of your selected topic).
Please remember to include at least four scholarly resources found outside of the course
material.

Recognizing the Constellations
completed
Today, we use the constellations to divide the sky into small areas so that stars may be more easily designated. The International Astronomical Union divided the entire sky into eighty-eight standardized constellations in 1928.
Many students find it very difficult to learn the shapes of the constellations and to recognize them in the night sky. Some students find it easier to learn the many constellations in two groups. The first group is easy to recognize because of bright stars or a distinctive pattern. You can recognize the second group by its association with members of the first group. For example, some people find the constellation of Draco to be very faint and indistinct. It is fairly easy to locate if you associate its position with the more easily identified constellations of Ursa Major (Big Dipper) and Ursa Minor (Little Dipper). Do not be disappointed if you cannot learn all these constellations in a single evening. It will probably take several weeks of study for you to feel comfortable with the constellations. I realize that for many of you this is all a new experience. I find figures 2-6, 2-7, and 2-8 on pages 25–26 of the textbook to be particularly helpful in getting oriented, depending on the season in which you are observing. For those of you in the Southern Hemisphere, these are not much help. However, I had to make a decision to go with the constellations that can be viewed by the vast majority of students in this class.
When you go outside to learn the constellations, you will have a greater success rate if you make some careful preparations. Be sure you know the directions outside (north, south, east, and west) so you can properly orientate your star maps.
Make copies that you can take outside and ruin. You can print and use the maps included here, or make copies of the maps in the textbook for this course.
Printable Star Map 1 (Winter Triangle)
Printable Star Map 2 (Summer Triangle)
Printable Star Map 3 (Polar View)
Many times it will be helpful to take a flashlight to help you with reading the maps. A piece of red cellophane taped over the flashlight lens will help to preserve your night vision. This is because the pupil of your eye will not contract as quickly when exposed to long-wavelength red light. Also, make sure you are dressed comfortably for the season in which you will be observing. This will help you avoid the annoying distraction of being either too hot or too cold. Finally, if at all possible, choose a site with a dark sky to do your observations. In many cities it is not possible to see the stars of Ursa Minor because of the brightness of the night sky.
Note that all of the stars and constellations are not visible during a single season. Therefore, you will have to find the ones visible during the season you begin this class. Be content to learn the others from the maps and then try to locate them in the sky during the appropriate season. The electronic star maps are useful for these “off-season” constellations.
Students living in the Southern Hemisphere will not be able to see most of the northern constellations. These students should learn the far-north constellations from the star maps, the textbook, or from an online source. Some constellations (such as Leo, Virgo, Orion, and so on) are visible from southern latitudes. You should try to find these in the sky during the appropriate season.
In this course, and especially in preparation for the constellation quiz, in addition to the constellations of the zodiac, you should work to learn the following eighteen constellations and be able to recognize them in the sky:
Constellations
Eighteen Constellations
Andromeda Corona Borealis
Aquila Draco
Auriga Hercules
Boötes Lyra
Canis Major Orion
Canis Minor Pegasus
Cassiopeia Perseus
Cepheus Ursa Major
Cygnus Ursa Minor
Also be forewarned that you will be required to be able to recognize and associate the following 16 bright stars with the constellation to which they belong when you take the constellation quiz:
Stars
16 Bright Stars
Aldebaran Castor Rigel
Altair Deneb Sirius
Antares Polaris Spica
Arcturus Pollux Vega
Betelgeuse Procyon
Capella Regulus
You can more easily recognize some of the constellations if you use some of the stars to form simple patterns. Below is a list of some of the constellations and the shapes associated with them.
Shapes and Constellations
Constellation Pattern
Auriga Pentagon
Boötes Kite or ice cream cone
Cassiopeia W or M
Cygnus Northern Cross
Hercules Bow tie or keystone
Leo Sickle
Pegasus Great square
Sagittarius Teapot
Ursa Major Big Dipper
Ursa Minor Little Dipper
You can also find several prominent star clusters in the sky. The Pleiades and the Hyades clusters can be seen without optical aid. Most students do not realize how many objects can be observed with the aid of binoculars. The night sky contains dozens of star clusters that require only binoculars and a little patience to locate.
The list that follows contains several prominent star clusters and the constellation to which they belong:
Constellations and Star Clusters
Cluster Constellation
Pleiades Taurus
Hyades Taurus
Praesepe Cancer
Double Cluster Perseus
M13 Hercules
Coma Coma Berenices
The next list gives some of the more prominent non-stellar objects visible in the sky, along with the constellation in which you can find them. Many of these objects are faint and are not visible without the aid of binoculars or a small telescope.
Non-Stellar Objects
Object Constellation
Crab Nebula Taurus
Andromeda Galaxy Andromeda
Orion Nebula Orion
Horsehead Nebula Orion
Ring Nebula Lyra
Some people form bright stars from different constellations into easily recognizable patterns. Two of these patterns are in the form of triangles. These are shown in the textbook as figures 2-7 and 2-8. These are especially helpful in familiarizing you with large areas of both the summer and winter skies. These triangles are discussed on pages 25 and 26 of the textbook. The first triangle is formed from the three stars Betelgeuse, Sirius, and Procyon (see figure 2-7 in the textbook). This triangle is very prominent during the winter months and is therefore known as the Winter Triangle. The second triangle is made by drawing an imaginary line between the stars Vega, Deneb, and Altair (see figure 2-8 in the textbook). This group of stars is very prominent in the late spring and summertime sky. For this reason, this group of three stars is sometimes called the Summer Triangle. These are just two of the many possibilities for geometric figures that can be made using bright first-magnitude stars.
If you are successful in familiarizing yourself with the night sky, you should be familiar with all of these constellations, stars, clusters, and non-stellar objects. I know it seems overwhelming at the start of the course, but with a little practice you’ll be surprised how easy it is to recall these objects.

This assignment contains 2 scenarios 5 questions that follow each one and then 2 final questions about dosages.

Scenario
1:

A 27 year old
female patient with a long history of diabetes mellitus presents to the office
for her annual physical and to go over the results of her blood work with the
doctor. During the patient history section of the examination, the
patient states that she has been experiencing increased hunger, urination
frequency, and heartburn. In addition, she has noticed that when driving,
the cars next to her are tougher for her to see. She also states that her
neck and shoulders are tight and achy.

The blood work
comes back with the following results:

Fasting
Glucose: 108mg/dl

HgbA1c: 8.0%

Chloride: 115
mEq/L

Potassium: 5.9
mEq/L

Sodium: 155
mEq/L

Calcium:
8.9mg/dl

Magnesium: 1.5
mg/dl

Phosphorus: 5.1
mg/d

Answers
should be no longer than 50 words
1.
What
information did the patient give during the exam that suggests uncontrolled
diabetes? (Give specific information, do not include lab values in your answer
to this question.)
2.
Based
on your answer from Question 1, explain how these symptoms are related to
diabetes mellitus.
3.
List
specific values from the blood work that indicate uncontrolled
diabetes.
4.
Based
on your answer from Question 3, briefly explain why these values are associated
with the patient’s uncontrolled diabetes.
5.
When
the doctor goes over the blood results, the patient states she has been
complying with the treatment plan for her diabetes. She points out should
that her fasting blood glucose number is within the normal range. How
would it be explained to the patient why the HgbA1c is a better method for
looking at look term glucose levels and why the fasting blood glucose does not
provide the full picture?

Scenario 2:

A 43 year old
female patient presents to the office with a surgical history of thyroidectomy
and cc of “feeling cold” and fatigue. Examination revealed an overweight female
with hyporeflexia, psoriasis, and cool skin. The patient has been taking Synthroid
25mg PO Daily as part of her treatment plan.

The following
blood work results were obtained:

Thyroid
Function Tests:
T4: 4.5 µg/dl

T3: 70 ng/dl

TSH: 5.4 IU/L

Electrolytes:

Chloride:
100mEq/L

Potassium: 4.9
mEq/L

Sodium: 125
mEq/L

Calcium: 11.2
mg/dl

Magnesium: 1.5
mg/dl

Phosphorus: 2.0
mg/dl

1.
List
specific values from the blood work related to the thyroidectomy.
2.
Based
on your answer from Question 6, briefly explain how the values from the Thyroid
Function Tests are associated with the patient’s history of thyroidectomy.
3.
Based
on your answer from Question 6, briefly explain how the values from the
Electrolyte tests are associated with the patient’s history of thyroidectomy.
4.
Explain
how this patient’s presentation and examination findings are associated with
the patient’s history of thyroidectomy. (Use specifics information for Scenario
2 in your answer.)
5.
Based
on the blood work and the patient’s exam, the doctor decides to increase the
level of Synthroid the patient is taking to 75mg daily. The patient still
has her 25mg tablets at home. How many tablets should the patient take to
meet the new dosage? (Be sure to include units in you answer.)

A medication
order for 2mcg of desmopressin acetate to be injected for a patient with Diabetes
Insipidus. The vial available is desmopressin acetate 4 mcg/mL. How
much should be injected?

A patient
with hypoparathyroidism needs to take 1000mg of calcium and 600 units of
vitamin D daily to comply with the doctor’s order. She has a bottle of
Calcium Carbonate-Vitamin D3 that contains 250mg – 125 unit tablets. How
many should the patient take?

Need 2 discussion responses written. 140 words each excluding any quotes. Please use Grammarly to make sure it flows and makes sense, not all fill words and run-on sentences. Please write a response complimenting the topic manner and expand on it. Please separate out each response into a separate file. Please see the attached for the discussion to comment on.
Thanks

Please write a 5-6 page essay (with MLA in-text citations and Work Cited page) in which you analyze how the discussion of
Mrs. Wirght’s quilt embodies the major themes of Trifles.

1. Look for the specific dialogue in the play that discusses the quilt.

2. Determine what you think is the overarching theme(s) of the play.

3. Your thesis statement needs to make the correlation between the quilt and the theme(s) explicit.

Must provide enough evidence from the writing of the play itself. For the final draft, consider
looking back over the list of poetic devices (terminology) and see how you might integrate some more of these specific terms in
your analysis, especially those related to form and sound. Clarify your ideas at the sentence-level as well. Do not use unclear
antecedent, it may be unclear who or what “This” refers to. Do not use repeative words such as “poem” and “this”. When you write
up the explication, remember that the goal is to get to the deeper meaning of this play through a detailed analysis of its formal
elements.
Your thesis needs to explicitly connect symbolic elements of the story to what you perceive to be the main theme. Organize your
essay by having each paragraph take up a new symbol, show us how it is used in the story (using direct quotation), and tell us what it symbolizes.

PLAY AVAILABLE HERE:
https://www.doanestuart.org/wp-content/uploads/2015/09/Trifles.pdf

The Diary of Anne Frank Project- Writing Choice

Using the play, “The Diary of Anne Frank” and additional resources from CommonLit found here, respond to the following question in a one page, detailed response. You must include evidence from the text (at least 2 pieces of evidence) to support your response and it must be cited properly. Be sure to answer each part of the question completely and thoroughly. Use size 12 font and double space.

Do you think Anne Frank’s age helped her stay more optimistic? Do you think her words and spirit would have been the same had she been older while in hiding?
Why is it important to maintain hope even throughout the direst times? Why is it tempting to give up?

For this assignment, you will produce a 1,400 word research essay that describes the key
issues pertaining to your chosen research topic, (about why the covid vaccine is important, why we need to get it ) summarizes the important arguments being made
in the field on the topic, and develops a question for further research.
The
sources you select should present different points of view on your topic.

Based on your research, describe the key issues, important questions, accepted truths, and
areas of agreement/disagreement on your topic.
 Summarize the major arguments being made by scholars and experts in the field of your
topic.
 Analyze and evaluate which arguments you found to be the strongest, or most
convincing.
 Identify areas for further exploration, or important questions that still need to be
answered.

Your essay should be between 500 and 700 words long using 12-point font size and single-
spaced. This would make it about 1 page long (give or take). Use APA rules for in-line

citation. For this paper, you do not need a cover page. Please provide a references page (again,
using APA rules) and put your name and perm ID number on top of the paper. Not meeting these
formatting requirements will lose you points.