It infrastructure project: designing wan networks assignment | BMIS 520 – IT Infrastructure | Liberty University

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Project Background

Reference Figure 1. Global Care Hospital is a network of four large hospitals in the U.S. You have recently purchased the organization, naming it [Your Firstname Lastname] Global Hospital. Please refer to the hospital as “place your name here” Global Hospital.

Global Hospital owns a network of hospitals supported by four (4) office buildings. Their original design, depicted in Figure 1, was categorized as a medium-size network for 200 to 1,000 devices. They have well surpassed this and added new services in telemedicine. In addition, it has several flaws. You, as their senior network engineer, are tasked with the job of a complete re-design. This design must support a large-size network for over 1,000 devices, address the current design flaws per figure 1, and meet the future needs of a globally capable hospital IT infrastructure. *Note, each of the office buildings in Figure 1 also contains additional routers, switches, workstations, and servers that would support a typical hospital office building of this hospital size. Include these devices to meet the rubric requirements as you design the detailed version of this network. Regardless, only one workstation is needed per network switch to show working functionality.

Overview 

see attachment

7-4 discussion: successfully managing information | snhu

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As students and career-path professionals, we encounter a large amount of information. Some information we simply need to know, and other information we need to retain and act on for future use. This is true in all aspects of our lives: school, work, home, and so on. Note taking is one tool that we use to manage the information (written or verbal) we must process. This tool is not specific to academia alone: Professionals use it on a daily basis as well. Just consider the vast amount of information you receive via email each day alone. Paul LeBlanc addressed this dilemma when discussing the concept of busy versus productive:

Time Management

Each day, there will be information you receive/review that requires some sort of action or follow-up. Note taking is an effective way to manage information of all types (school, work, personal, verbal, written, etc.) and keep yourself on the path of productivity and success.

Taking into account the reading and the project materials this week, along with the content above, work to address the following in your initial post:

1. Share a time outside of school when you took notes on something so you could use/act on them at a later time. This might come from a multitude of things, like a home project, shopping for a computer, instructions on how to cook a recipe or make something, meeting with a contractor for work in the home, items your children needed when going to school, projects at work, learning a new technology, information about client needs, notes on a presentation, and so on. How important were your notes in helping you complete your task later? Explain.

2. As you review the instructions for Final Project II this week (both the guidelines and rubric document and the project template), what pieces of information stand out as being important? What strategy from the reading this week resonated with you that you could apply to help organize your notes on this important project?

3. Finally, what type of information might you encounter in your specific degree program or career that would benefit from the strategies reviewed this week?

Week 6 assign 6630 nurs | NURS 6630 – Psychopharmacologic Approaches to Treatment of Psychopathology | Walden University

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Assignment: Assessing and Treating Patients With Anxiety Disorders

Common symptoms of anxiety disorders include chest pains, shortness of breath, and other physical symptoms that may be mistaken for a heart attack or other physical ailment. These manifestations often prompt patients to seek care from their primary care providers or emergency departments. Once it is determined that there is no organic basis for these symptoms, patients are typically referred to a psychiatric mental health practitioner for anxiolytic therapy. For this Assignment, as you examine the patient case study in this week’s Learning Resources, consider how you might assess and treat patients presenting with anxiety disorders.

To prepare for this Assignment:
  • Review this week’s Learning Resources, including the Medication Resources indicated for this week.
  • Reflect on the psychopharmacologic treatments you might recommend for the assessment and treatment of patients requiring anxiolytic therapy.
The Assignment: 5 pages

Examine Case Study: A Middle-Aged Caucasian Man With Anxiety. You will be asked to make three decisions concerning the medication to prescribe to this patient. Be sure to consider factors that might impact the patient’s pharmacokinetic and pharmacodynamic processes.

At each decision point, you should evaluate all options before selecting your decision and moving throughout the exercise. Before you make your decision, make sure that you have researched each option and that you evaluate the decision that you will select. Be sure to research each option using the primary literature.

Introduction to the case (1 page)

  • Briefly explain and summarize the case for this Assignment. Be sure to include the specific patient factors that may impact your decision making when prescribing medication for this patient.

Decision #1 (1 page)

  • Which decision did you select?
  • Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
  • Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
  • What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).
  • Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples.

Decision #2 (1 page)

  • Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
  • Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
  • What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).
  • Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples.

Decision #3 (1 page)

  • Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
  • Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
  • What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).
  • Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples.

Conclusion (1 page)

  • Summarize your recommendations on the treatment options you selected for this patient. Be sure to justify your recommendations and support your response with clinically relevant and patient-specific resources, including the primary literature.

Note: Support your rationale with a minimum of five academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement. You should be utilizing the primary and secondary literature.

Reminder : The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available at https://academicguides.waldenu.edu/writingcenter/templates/general#s-lg-box-20293632). All papers submitted must use this formatting.

CASE STUDY

Middle aged male

BACKGROUND INFORMATION

The client is a 46-year-old white male who works as a welder at a local steel fabrication factory. He presents today after being referred by his PCP after a trip to the emergency room in which he felt he was having a heart attack. He stated that he felt chest tightness, shortness of breath, and feeling of impending doom. He does have some mild hypertension (which is treated with low sodium diet) and is about 15 lbs. overweight. He had his tonsils removed when he was 8 years old, but his medical history since that time has been unremarkable. Myocardial infarction was ruled out in the ER and his EKG was normal. Remainder of physical exam was WNL.

He admits that he still has problems with tightness in the chest and episodes of shortness of breath- he now terms these “anxiety attacks.” He will also report occasional feelings of impending doom, and the need to “run” or “escape” from wherever he is at.

In your office, he confesses to occasional use of ETOH to combat worries about work. He admits to consuming about 3-4 beers/night. Although he is single, he is attempting to care for aging parents in his home. He reports that the management at his place of employment is harsh, and he fears for his job. You administer the HAM-A, which yields a score of 26.

Client has never been on any type of psychotropic medication.

MENTAL STATUS EXAM

The client is alert, oriented to person, place, time, and event. He is appropriately dressed. Speech is clear, coherent, and goal-directed. Client’s self-reported mood is “bleh” and he does endorse feeling “nervous”. Affect is somewhat blunted, but does brighten several times throughout the clinical interview. Affect broad. Client denies visual or auditory hallucinations, no overt delusional or paranoid thought processes readily apparent. Judgment is grossly intact, as is insight. He denies suicidal or homicidal ideation.

You administer the Hamilton Anxiety Rating Scale (HAM-A) which yields a score of 26.

Diagnosis: Generalized anxiety disorder

RESOURCES

§ Hamilton, M. (1959). Hamilton Anxiety Rating Scale. Psyctests, doi:10.1037/t02824-0

XLearning Resources

Required Readings (click to expand/reduce)

Bui, E., Pollack, M. H., Kinrys, G., Delong, H., Vasconcelos e Sá, D., & Simon, N. M. (2016). The pharmacotherapy of anxiety disorders. In T. A. Stern, M. Favo, T. E. Wilens, & J. F. Rosenbaum. (Eds.), Massachusetts General Hospital psychopharmacology and neurotherapeutics (pp. 61–71). Elsevier.

American Psychiatric Association. (2010a). Practice guideline for the treatment of patients with acute stress disorder and posttraumatic stress disorder. https://psychiatryonline.org/pb/assets/raw/sitewide/practice_guidelines/guidelines/acutestressdisorderptsd.pdf

American Psychiatric Association. (2010c). Practice guideline for the treatment of patients with panic disorder (2nd ed.). https://psychiatryonline.org/pb/assets/raw/sitewide/practice_guidelines/guidelines/panicdisorder.pdf

Bendek, D. M., Friedman, M. J., Zatzick, D., & Ursano, R. J. (n.d.). Guideline watch (March 2009): Practice guideline for the treatment of patients with acute stress disorder and posttraumatic stress disorder. https://psychiatryonline.org/pb/assets/raw/sitewide/practice_guidelines/guidelines/acutestressdisorderptsd-watch.pdf

Cohen, J. A. (2010). Practice parameter for the assessment and treatment of children and adolescents with posttraumatic stress disorder. Journal of the American Academy of Child and Adolescent Psychiatry, 49(4), 414–430. https://jaacap.org/action/showPdf?pii=S0890-8567%2810%2900082-1

Davidson, J. (2016). Pharmacotherapy of post-traumatic stress disorder: Going beyond the guidelines. British Journal of Psychiatry, 2(6), e16–e18. 10.1192/bjpo.bp.116.003707. http://bjpo.rcpsych.org/content/2/6/e16

Hamilton, M. (1959). Hamilton Anxiety Rating Scale (HAM-A). PsycTESTS. https://doi.org/10.1037/t02824-0

Ostacher, M. J., & Cifu, A. S. (2019). Management of posttraumatic stress disorder. JAMA, 321(2), 200–201. https://doi.org/10.1001/jama.2018.19290

Strawn, J. R., Wehry, A. M., DelBello, M. P., Rynn, M. A., & Strakowski. S. (2012). Establishing the neurobiologic basis of treatment in children and adolescents with generalized anxiety disorder. Depression and Anxiety, 29(4), 328–339. https://doi.org/10.1002/da.21913

Medication Resources (click to expand/reduce)

IBM Corporation. (2020). IBM Micromedex.
https://www.micromedexsolutions.com/micromedex2/librarian/deeplinkaccess?source=deepLink&institution=SZMC%5ESZMC%5ET43537

Note: To access the following medications, use the IBM Micromedex resource. Type the name of each medication in the keyword search bar. Be sure to read all sections on the left navigation bar related to each medication’s result page as this information will be helpful for your review in preparation for your Assignments.

Review the following medications:

  • benzodiazepines
  • citalopram
  • desvenlafaxine
  • duloxetine
  • escitalopram
  • fluoxetine
  • paroxetine
  • sertraline
  • venlafaxine
  • vilazodone
  • vortioxetine
  • propranolol
  • prazosin

Required Media (click to expand/reduce)

Case Study: A Middle-aged Caucasian Man with Anxiety 
Note: This case study will serve as the foundation for this week’s Assignment.

6 RESOURCES FROM SCHOOL RESOURCES

Assignment 1: week 7 practicum journal: checkpoint for certification | NURS 6670 – Psychiatric Mental Health Nurse Practitioner Role II: Adults and Older Adults | Walden University

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Students will:
  • Evaluate progress on certification plans

Report your progress on the Certification Plan completed in Week 1 and submitted in Week 4.

  • What have you done to prepare for your certification?
  • Have you completed the scheduled tasks assigned on your timeline? If not, what are your plans to stay on schedule?

Application of crisis theory and resiliency theory to a case of | SOCW 6060 – Social Work Theory and Practice | Walden University

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 It is common for social workers to be presented with a crisis situation brought forth by clients, families, communities, and/or organizations. The ultimate goal is to restore the client to equilibrium. The five stages of the crisis are (1) the hazardous event, (2) the vulnerable stage, (3) the precipitating factor, (4) the state of active crisis, and (5) the reintegration or crisis resolution phase.

There are times when a social worker will use more than one theory to assist in conceptualizing the problem and intervention, particularly if the theories complement each other. For example, resiliency theory can be used alongside crisis theory.

To prepare: Review and focus on the same case study that you chose in Week 2.

Submit a 2-page case write-up that addresses the following:

  • Map the client’s crisis using the five stages of the crisis.
  • Describe the client’s assets and resources (in order to understand the client’s resilience).
  • Describe how you, the social worker, will intervene to assist the client to reach the reintegration stage of the crisis. Be sure that the intervention promotes resiliency.
  • Evaluate how using crisis theory and resiliency theory together help in working with a client.

Be sure to:

  • Identify and correctly reference the case study you have chosen.
  • Use literature to support your claims.
  • Use APA formatting and style.
    • Remember to double-space your paper.

Socw 6103 week 7 – discussion 2: external consequences of addiction | SOCW 6103 – Introduction to Addictions | Walden University

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Discussion 2: External Consequences of Addiction

Not all consequences of addiction are internal. In many cases, the consequences of addiction are external and highly visible. External consequences are those that are tangible, noticeable, behavioral in nature, and usually unable to be hidden by choice.

There is no single experience that causes people to seek out treatment for their addiction. Individuals might begin recovery for a variety of reasons, though their motivation is likely to be related to internal consequences, external consequences, or a combination of the two.

For this Discussion, review the week’s resources and consider the external consequences of addiction. In addition, explore strategies that may be useful to clients who are faced with external consequences. Finally, consider your thoughts on whether internal or external factors motivate individuals to seek treatment sooner.

Provide a Detailed Discussion Post covering the following content, topics, and headings:

–  Two examples of external consequences that may result from clients with problems with addiction. 

– Explain one challenge with overcoming each external consequence detailed above. 

– Then explain two strategies that you might use as a future addiction professional to address external consequences. 

– Finally, explain your position on whether individuals are more motivated to seek treatment as a result of internal or external consequences. Support your response using the resources and the current literature.

Must contain at least 3 references. Reference the following sources:

Garrett, F. P. (2012). Getting away with addiction? Retrieved from http://www.bma-wellness.com/papers/Getting_Away_Addiction.html 

Capuzzi, D., & Stauffer, M. D. (2016). Foundations of addictions counseling (3rd ed.). New York, NY: Pearson Education, Inc.

  • Chapter 14, “Alcohol      Addiction and Families” (pp. 305-327)

Alcoholics Anonymous. (n.d.). Acceptance was the answer. Retrieved from http://www.aa.org/bigbookonline/en_theystoppedintime16.pdf

SAMHSA. (2020). Substance Use Disorder Treatment for People With Co-Occurring Disorders. Retrieved from https://store.samhsa.gov/sites/default/files/SAMHSA_Digital_Download/PEP20-02-01-004_Final_508.pdf

Essay discussion | Philosophy homework help

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 Essay Writing Tips

Choose either Topic A or Topic B. To answer these topics completely, it takes a minimum of 2 pages – 8-10 paragraphs. Use the topic questions and the scoring rubric to see if your draft responds fully to all parts of the question. A complete thoughtful answer is more important than word count.

Topic A:

What is Martin Gardner’s argument for the objectivist view of art? Do you agree? Why or why not?

Use Vaughn’s textbook to help you explain Gardner’s theory and its strengths and weaknesses. Choose an object, performance, or piece of writing as an example, and explain whether Gardner’s theory would classify the object as Art. Do you agree with objectivism about Art or do you find another theory more convincing? Defend your point of view.

Topic B:

Explain Locke’s view of human nature. Use details from the textbook to support your description. Explain Hobbes’s view of human nature, again using details from the textbook to support your description. How do Locke’s view of human nature and Hobbes’ view differ? Which do you think is more accurate? Explain, and defend your answer.

key concepts: attempt: substantial steps, self-defense, stand your

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1)Key Concepts: Attempt: substantial steps, self-defense, stand your ground laws.

Capstone Cases: Tennessee v. Reeves, United States v. Gladish, United States v. Thomas, State of Florida v. George Zimmerman 

Assignment: In a narrative format for the Complete section, construct one essay which addresses the following points: The minimum requirements for Completes are four (5) scholarly sources including at least one peer reviewed journal article (one published within the last seven years). I expect perfect APA technique and a minimum of 1,700 words of content overall, not including the references section.

       

The narrative essay should clearly define the key concepts of Attempt: substantial steps, self-defense, and stand your ground laws and will apply these principles to the Capstone cases of Tennessee v. Reeves, United States v. Gladish, United States v. Thomas, and State of Florida v. George Zimmerman.  

Your response will include the overview of the cases and will also need to address each question or statement listed below in an essay format.

  • In the Capstone Case of Tennessee v. Reeves, Tracie Reeves and Molly Coffman, both twelve years of age and students at West Carroll Middle School, spoke on the telephone and decided to kill their homeroom teacher, Janice Geiger. The girls agreed that Coffman would bring rat poison to school the following day so that it could be placed in Geiger’s drink. The girls also agreed that they would thereafter steal Geiger’s car and drive to the Smoky Mountains. Reeves then contacted Dean Foutch, a local high school student, informed him of the plan, and asked him to drive Geiger’s car. Foutch refused this request. Reeves and Coffman were found to be delinquent by a Juvenile Court based on a conviction of attempt to commit second-degree murder. The question is whether the students engaged in enough activity to constitute an attempt offense. Did you find enough evidence that the girls had taken a substantial step toward the commission of a targeted offense?
  • What test does the court establish for Tennessee to determine if a substantial step has been taken?
  • Do you find that the court, in using common law rules of construction, modifies the legislative enactment of the attempt statute?
  • Read and compare the court’s opinion in United States v. Gladish, 536 F.3d 646 (7th Cir. 2008), involving an alleged attempt to have sexual conduct with a minor. What factors did the court consider in determining whether Gladish engaged in a substantial step toward sexual activity with a minor?
  • In the Capstone Case of United States v. Thomas, On October 30th, 1990, Wallie Howard, a Syracuse police officer working undercover for the Federal Drug Enforcement Administration (DEA), was shot and killed during a cocaine “buy-bust” taking place in the parking lot of “Mario’s Big M Market” in Syracuse. The defendants charged with Officer Howard’s death tried to assert a self-defense claim at trial, but the court refused this request. Lawrence fired at Agent Howard and killed him after Howard had already drawn his weapon and fired. Why was Lawrence unable to claim self-defense in the shooting?
  • In this case, the U. S. Court of Appeals for the Second Circuit said: “It has long been accepted that one cannot support a claim of self-defense by a self-generated necessity to kill.” What is the logic behind this principle?
  • Do you agree with it?
  • How does this case compare to the jury verdict in State of Florida v. George Zimmerman (aka the Travon Martin case)?
  • Determine whether your home state has a “stand-your-ground” law that allows defendants to assert self-defense in cases where they might have been able to safely avoid a confrontation. If your state does not have such a law, locate the stand-your-ground law in Florida. After reading the law, identify the elements a criminal defendant must meet in order to successfully present a stand-your-ground defense.

 

  • Book: Criminal Law Today sixth edition Chapter 3
  •            Frank Schmalleger
  •            Daniel E. Hall
     

case study #4 long term care

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Case Study #4

Elder abuse is not a phenomenon that exist only between LTC staff and clients/residents, it occurs between clients, family members and clients etc…. Elder abuse comes in multiple forms as expressed in your textbook and the articles I’ve uploaded. It is a phenomenon that affects any quality improvement program, and is looked at heavily when implementing processes to mitigate or decrease risks for the facility. So read this case and determine if there is cause to evaluate if this could be viewed as abuse. Answer the questions and tie in how if not handled, monitored or evaluated properly how this case can get out of control very quickly. 

Case #4:  After 7 years of caring for his wife with severe Alzheimer’s disease at home, Mrs. Dowd is admitted to a LTC home. Upon returning to visit his wife, Mr. Dowd finds her walking hand-in-hand with a male resident. Staff report Mrs. Dowd has been observed following this male resident into his room which is right next to her room. Mr. Dowd becomes angry and states, “Look, it is your job to protect my wife. Get that man out of here right now. I don’t want her involved with any other man. That’s why I admitted her here.”

What are some of the ethical issues in this case? What should we do?

  • Is Mrs. Dowd able to understand and appreciate her actions with the male resident?
  • Do the staff have an obligation to intervene to protect Mrs. Dowd? Or at the request of Mr. Dowd?
  • If Mrs. Dowd was capable (competent), would the responsibility of the LTC home staff remain the same?
    Answer the above questions 

Introduction to humanities museum project

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The Museum Project Part 1 – Curating

Instructions

The Museum Project Part 1: Curating

To begin the virtual museum project, you must fill out this form and submit it to the assignment folder. The following information will help you to successfully complete the form.

  • Having explored the ideas presented in the class, you hopefully found something to pique your interest.  Was there a reading that you found particularly enlightening?  Was there an idea that engaged you or helped you to draw a connection to something outside the course? 
    • You need to identify that reading or idea and explain it as if you were explaining it to someone who has not taken the course. 
    • You need to review the materials in Learning Unit One and consider how the reading or idea works within two or three humanities disciplines (called “humanities fields” in Unit One).
  • After you’ve explained and explored the reading or idea, you’ll want to begin searching for images and research to help you shape your own thinking on your subject. 
    • It’s at this stage where you might want to also explore other forms of art – not just paintings but photography, film, music, street art, dance, theater, literature, etc. – that you can incorporate into your presentation. 
    • You may even want to think of this as your opportunity to create a “mini lesson” for this Humanities Course. 
    • This step will take you quite a bit of time as you will need to curate – locate and evaluate – your materials.
    • As you take notes and find materials, be thinking about the relationship between your materials and why you find them interesting or how they relate.  Also, be sure to keep track of your sources.  You’ll need to provide the full MLA bibliographic citation for each item you curate. 
      • For information on creating and formatting an MLA bibliographic citation, see here.
      • You are required to curate at least six images (paintings or photographs) and three research sources
      • You may substitute up to three images with music, street art, dance, theater, literature, etc. – this still ensures six curated pieces of art but broadens the definition from paintings and photography to include other art forms
    • Images must come from either the BC Online Library and its databases or from a physical museum’s website
    • Other research (essays, books, journal articles, etc.) must come from the BC Online Library or its databases
  • After you’ve curated your images and research materials, it’s time to start shaping your ideas into a presentation.  To do that, you need to create a working thesis and outline. 
    • A thesis is the central argument of a paper or presentation.  Since you’re creating a narrative, you are essentially creating a paper, as well.  It’s just a paper that you might “read” as you present your images and ideas.  Therefore, you need to ask yourself: “What do I want to prove?” 
      • Remember, a thesis is an argument for meaning.  What does your curated information mean or suggest?  How do you know?  What is the relationship between the course material and the information you’ve found? Why is it interesting? What can we learn from it?
      • When you completed your discussion in Unit Eight, you practiced interpreting and creating meaning for the images provided.  Throughout the semester, the reflection papers and discussions have also asked you to create meaning.
    • In addition to a working thesis, the outline must contain an Introduction (The Thesis), Three Main Ideas, and a Conclusion
      • Each Main Idea must have at least two supporting details which reference two images or pieces of art from your curated materials and one scholarly source from your research. (There is an outline template found in the worksheet – in fact, this entire page is a kind of outline)
      • For information on creating an outline, visit these videos:
  • Finally, how do you want to present your information in the final draft?
    • As stated before, you can create a video, powerpoint, prezzi, etc.
    • You must create a narrative for your presentation and either read it with your final project or submit it as a written document.
      • The narrative must contain in-text citations for quoted and summarized materials — even the recorded or spoken narrative needs these citations
      • The final page of the presentation or narrative must have a Works Cited page listing all of your curated materials.

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