Gentry is a 23-year-old Pacific Islander

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In addition, to prepare for this discussion read Chapter 4, Chapter 7, and Chapter 9 in your required textbook and the articles Substance Use Disorders and Borderline Personality: Common BedfellowsLinks to an external site. and Borderline Personality Links to an external site.Disorder & Substance AbuseLinks to an external site.. Lastly, view the video Debunking the Myths & Misunderstandings of Borderline Personality DisorderLinks to an external site. and play the Mouse PartyLinks to an external site. interactive game.

Read the following case studies and refer to your textbook, and the DSM-5, as needed to support your understanding.

Borderline Personality Disorder – Week 3

Janice is a 35-year-old Caucasian female who came to counseling after being released from the hospital with non-life-threatening, self-inflicted cuts on her arm after she threatened suicide when her boyfriend of 4 months broke up with her. Janice reported she was hoping to prove how much she loved her boyfriend by doing this, so he would not break up with her. You received a report from the hospital that stated client came in extremely angry and could not be calmed down. Her ex-boyfriend stated that their relationship had been very intense where she would one day praise him and talk about her love for him to the point he was uncomfortable, and the next day something would happen and she would call him horrible names. Janice has been to the hospital several times for similar situations with past relationships. She states she doesn’t want to kill herself really and often cuts to take away her emotional pain. She states her need to be in a relationship due to the emptiness she feels, she just wants something to make her feel less empty.

Substance Abuse – Week 3

Gentry is a 23-year-old Pacific Islander male, who is a recent college graduate. He is seeking treatment after being fired from his first job out of college due to too many absences and coming to work hungover. Gentry stated he started drinking socially at 18 when he entered college. At first, he would drink only on weekends at parties and would often blackout or become sick. He stated this is what his friends did, and he didn’t see a problem. During his senior year, he didn’t have as many classes and started to drink during the week and earlier in the day, since his classes ended at noon.

Once out in the college, he got a job a year ago, and he would go out after work with co-workers a few nights a week to drink. On the nights he didn’t go out with co-workers he would drink at home by himself. Slowly drinking more and more to feel a buzz.  Over the past few months, Gentry has struggle to get out of bed in the morning due to having a headache, nausea, and lack of good sleep. After being warned several times about consequences for being late over the past 3 months, he continued his drinking behavior and was eventually fired because he missed too much work.

In your initial post,

  • First, choose one of the options and describe the patient’s symptoms and the available demographic and historical data.
  • Based on the scenario you chose, evaluate how the intensity, duration, and focus support the identified diagnosis. (Support your discussion with citations outlined in the University of Arizona Global Campus Writing Center’s APA: Citing Within Your PaperLinks to an external site.Links to an external site.)
  • Discuss the available treatments for this patient.
  • Discuss the implications of a therapist who actively encourages a patient to take medication that has been shown to be effective when the patient has strong objections to the use of a pharmacological approach to treatment.
  • Develop at least three recommendations for the patient/family for ongoing functioning (social, occupational, and academic, if applicable), associated with the scenario you chose.
  • Finally, analyze the differences between both scenarios: Borderline Personality Disorder and Substance Abuse? Do the recommendations differ?

Post your initial response of 300 words or more by Day 3 (Thursday). Respond to at least two of your peers by Day 7 (Monday). Peer postings should be a minimum of 200 words each.

Guided Peer Responses: Peer responses should be carefully crafted and insightful. The goal of the discussion forum is to foster continual dialogue, similar to what might occur in a verbal face-to-face exchange. Consider areas discussing areas of interests as well as the following questions in your responses:

  • What strikes you as interesting or something you did not know that your peer shared?
  • What additional questions do you have about the diagnosis summarized by your peer? For example, you could ask about the reasoning for the type of treatment chosen.
  • Are there relevant connections between your conclusions and your peers?
  • What additional recommendations would you offer the patient/family?
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Instructor Responses: Review any instructor feedback on your postings. Often feedback is shared to help you to elevate your level of critical thought or make corrections. Reply based on this feedback to advance your understanding of the content addressed.

Observe the following guidelines for all responses:

  • Remember that discussion forums should be conversations; dialogue is encouraged throughout the course.
  • Provide a courteous and interactive learning environment.
  • Continue to monitor this discussion through 5:00 p.m. on Day 7 of the week and reply to anyone (instructor or classmate) who has chosen to respond to your original post.
  • Your grade will reflect the quality of your initial post, the depth of your peer replies, and your active support of forum dialogue.
  • Your responses should demonstrate that you have read the existing replies on the board. (In your response, mention information and viewpoints already expressed by existing responses to the same post.)
  • The peer responses should deeply reflect on the content.
  • You are encouraged to post one or more of your required replies early each week (e.g., by Saturday) to stimulate more meaningful and interactive discourse in the discussion forum. In addition, strive to provide a response to classmates who replied to your initial post and/or the instructor (if applicable).
  • Before you submit your weekly discussions, you are also encouraged to review the Writing Center’s Grammarly: A Free Proofreading ToolLinks to an external site.page, which includes a link to The Grammarly GuideLinks to an external site., set up a Grammarly account (if you have not already done so), and use Grammarly to review a rough draft of your assignment. Then, carefully review all issues identified by Grammarly and revise your work as needed.

 

I.T. Training strategies for healthcare

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PLEASE POST EACH ASSIGNMENT SEPARATELY
I.T. Projects Part I
As a healthcare leader, it is vital to realize that I.T. projects may require
interprofessional collaboration to design systems or improve workflow. Unfortunately,
many I.T. projects are produced in silos despite acknowledging the need for integrated
systems. This may lead to distortions in system implementation and/or adoption due to
a lack of broad-based input, especially from end-users. To alleviate this risk, hospitals
should create specific roles, such as Clinical I.T. analysts, to help reduce the gap
between the technical and clinical world.
As a healthcare leader, it is important to know how to position your organization and
particularly your workforce in keeping up with ongoing I.T. processes and workflow
changes.
As a healthcare leader, you must be able to identify resources available for health
information technology training and evaluate the effectiveness of the training.
Luckily, there are available resources such as the Workforce Development Program that
contains health I.T. instructional materials funded by O.N.C. The Workforce
Components include an updated and expanded set of Health I.T. instructional materials
to assist healthcare workers remain current in the changing healthcare environment.
Training materials, tips, and educational opportunities are available to ensure your
organization is ready for EHR implementation.
Evaluate I.T. Training strategies for healthcare workforces.
Include the following aspects in the assignment:

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• Access the workforce Development Programs page and download a Component
unit title of your choice
• Justify the importance of your chosen training for your workforce
• Critique the usefulness of the educational materials
• Using the text Chapter resources, explain which strategy would work best in
evaluating your H.I.T. training effectiveness for your component
• This is a formal paper with a minimum of three pages of minimal length. Each
bullet must be thoroughly explored. At all times, proper sentence structure,
grammar, and spelling are required. Grammarly is a free tool to assist you. All
references must be placed.
• Assignment must be Minimum of 3 pages
I.T. Projects Part II
The final project for this course will be created each week. Each assignment will lead to
a second assignment that adds to the PPT slide deck. In this manner, you create the
final project as you progress through the course. This model provides for deeper
learning and a more rigorous final project.
Create PPT slides based upon assignment part I.
Include the following aspects in the assignment:
• Construct 5 PPT slides to illustrate your content and tools from part 1
• Add speakers notes as needed
• Follow the rules of good PPT slide construction
• Submit the slides for grading and feedback
• File to slides to add to the final presentation

Explain what you understand about egoism

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If you use info. from outside the course (online or print), please complete an MLA citation for each source used. Your chapter summary should be a minimum of 2 pages (MLA format).

In a document saved in Word or PDF, answer or elaborate on the following (you may use one paragraph for each numbered set of questions: for example, one paragraph for number one, etc.):

1. Overview: In your own words, explain what you understand about egoism. If someone asked you what you studied in this chapter, what could you say that person? What is still confusing to you?

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2. Vocabulary: List and define at least 10 terms that you did not know or fully understand before reading this chapter and reviewing the content? Which of those are still unclear to you? Bullet points or a numbered list is fine for this section.

3. Philosophers: Identify two philosophers or two theories from this week’s material that you think are particularly interesting and tell why.

4. Reflection: Is there anything you read or learned this week that has made you rethink your ideas or views on an issue? Did you have conversations about the material with friends or family members?

5. Clarification: Is there any concept that just does not make sense to you or that needs clarification?

Survival of the revolutionary Republic

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250 words

Political Morality (https://revolution.chnm.org/items/show/437)

Questions:

(1) Robespierre gave the speech in February 1794. What’s the context — i.e., what had been going on in France in the preceding year that threatened the survival of the revolutionary Republic?

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(2) What was the nature of the war in the Vendée, of which the battles for Cholet were part, and how might the conflict have affected Robespierre’s views?

(3) What does Robespierre mean by “political morality,” and why is it important to him?

(4) In Robespierre’s view, what’s the relationship between virtue and terror?

(5) In light of of what you’ve read and seen, was Robespierre’s position justified? Can freedom and terror co-exist?

Explain. Elaborate. Give examples from the assigned sources.

How Music Makes Me a Better Neuroscientist

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Week 7 Listening Discussion: “How Music Makes Me a Better Neuroscientist”

This week, we continue with the notion of special musical moments, this time starting with neuroscience. This Ted talk by Indra Viscontas highlights two aspects of music: repetition and expectation.

Many of you mentioned musical experiences in our last discussion that linked to one of these two; consider those experiences, then watch the talk.

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For our discussion, do two things:

1) Write a short summary of the talk. Be sure to include her characterizations of repetition and expectation.

2) Find a song that has the moment that you wait for—the last version of the chorus, the high note, the drum break—a song that makes you excited when it starts, and as you wait for that moment. Share the video here, give us the time stamp of that moment, and tell us how the musicians use repetition and/or expectation to build to that moment.

How does medical pluralism function

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Singer/Baer/Long/Pavlotski

Chapter 7

People, Places, Concepts and Questions

 

People, Places & Concepts

 

Dominative medical system

Medical pluralism

Libbet Crandon-Malamud

Kachitu

Aymara Indians

Medical dialogue

Steve Ferzacca

Yogyakarta

Complementary and alternative medicine

Naturopathy

Popular sector

Therapeutic management group

Folk sector

Professional sector

Aztecs

Biomedicine

Biological reductionism

Exclusive systems

Tolerant systems

Integrated systems

Syncretism

Hybridization

Mangle of practice

Medical diversity

Mediocscapes

Questions

  1. According to the case study presented at the beginning of Singer/Baer/Long/Pavlotski Chapter 7, how does medical pluralism function among the Aymara in Bolivia? Do you agree their assessment that this “medical dialogue” is more about coping than empowerment? Can you think of similar examples of medical pluralism in your own lives? How would you situate these experiences within US political economy and the global economy?
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  4. How did biomedicine come to dominate other forms of healing in the 19th and 20th centuries in Australia and the US?
  5. What is complementary and alternative medicine, and how does it relate to biomedicine?
  6. What are the similarities and differences of medical pluralism in early state and modern societies?
  7. How do dominative medical systems vary in different societies, such as China, India, Indonesia and Morocco.

 

Evaluate one of the Interoperability levels

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PLEASE POST EACH ASSIGNMENT SEPARATELY
ASSIGNMENT 1 (1 PAGE)
According to HIMSS, interoperability “describes the extent to which systems
and devices can exchange data, and interpret that shared data. For two
systems to be interoperable, they must be able to exchange data and
subsequently present that data such that it can be understood by a user.”
There are four levels of interoperability:
1. foundational
2. structural
3. semantic
4. organizational
Foundational interoperability: the ability of one I.T. system to send data to
another I.T. system. The receiving I.T. system does not necessarily need to
be able to interpret the exchanged data — it must simply be able to
acknowledge receipt of the data payload. This is the most basic tier of
interoperability.
Structural interoperability: “the uniform movement of healthcare data from one
system to another such that the clinical or operational purpose and meaning
of the data are preserved and unaltered,” HIMSS states.
In order to achieve structural interoperability, the recipient system should be
able to interpret information at the data field level. This is the intermediate
level of interoperability.
Semantic Interoperability: the ability of health I.T. systems to exchange and
interpret information — then actively use the information that has been
exchanged. Semantic interoperability is the highest level of
interoperability.“Semantic interoperability takes advantage of both the
structuring of the data exchange and the codification of the data, including
vocabulary so that the receiving information technology systems can interpret
the data,” stated HIMSS.
Achieving semantic interoperability allows providers to exchange patient
summary information with other caregivers and authorized parties using
different EHR systems to improve care quality, safety, and efficiency.
This level of interoperability allows healthcare organizations to seamlessly
share patient information to reduce duplicative testing, enable better-informed
clinical decision-making, and avoid adverse health events.
Effective health data exchange can also help to improve care coordination,
reduce hospital readmissions, and ultimately save hospitals money.
“New” Organizational (Level 4) – includes governance, policy, and
social. While semantic interoperability is the goal, most healthcare
organizations are still working to establish foundational and structural
interoperability.
Hospitals and health systems can utilize existing health data standards to
achieve lower levels of interoperability and set a solid foundation for future
improvements in health data exchange.
Evaluate one of the Interoperability levels listed above.
Include the following aspects in the discussion:
• Using your text and other course resources, assess one of the following
levels listed above and its importance in achieving full interoperability.
• Discuss technical and economic barriers hospitals face in achieving
your chosen level of interoperability.
• Explore the role the government plays in your chosen level.
• Share suggestions as a health care leader to support the development
of your chosen level.

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ASSIGNMENT 2 (1 PAGE)
Information blocking poses a threat to the benefits of EHRs and health I.T.
The Office of the National Coordinator for Health Information Technology
(ONC) describes information blocking as the intentional and unreasonable
blocking of health information among health I.T. systems. This practice does
not include the blocking of information for health data privacy reasons or
because of reasonable barriers. Federal organizations, including The Centers
for Medicare & Medicaid Services (CMS) and ONC, have increased pressure
on providers and health I.T. companies still engaging in information blocking.
In addition to federal policies, incentive programs also underscore the
importance of putting an end to information blocking. As part of the MeritBased Incentive Payment System (MIPS) under the Quality Payment Program
(QPP), providers must attest to the prevention of information blocking
reporting requirements. There are several actions ONC and other federal
agencies can take to address certain aspects of the information blocking
problem.
These actions include:
1. Proposing new certification requirements that strengthen surveillance of
certified health I.T. capabilities “in the field.”
2. Proposing new transparency obligations for certified health I.T.
developers that require disclosure of restrictions, limitations, and
additional types of costs associated with certified health I.T. capabilities.
3. Specifying a nationwide governance framework for health information
exchange that establishes clear principles about business, technical,
and organizational practices related to interoperability and information
sharing.
4. Working with the Centers for Medicare & Medicaid Services to
coordinate health care payment incentives and leverage other market
drivers to reward interoperability and exchange and discourage
information blocking.
5. Helping federal and state law enforcement agencies identify and
effectively investigate information blocking in cases where such conduct
may violate existing federal or state laws.
6. Working in concert with the HHS Office for Civil Rights to improve
stakeholder understanding of the HIPAA Privacy and Security standards
related to information sharing.
Reflect on ways to prevent Information blocking.
Include the following aspects in the discussion:
• Choose one of the actions to address the information blocking problem
• Choose an aspect not already chosen by a peer
• Find two scholarly recent (less than three years) references about your
chosen action
• Summarize the action and explain how it can help with solving the issue
• Discuss the reasons why providers and vendors are still engaging in
information blocking and the impact on patient outcomes

Create a works cited page for the folllowing

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Create a works cited page for the folllowing

https://www.copyright.gov/what-is-copyright/

https://www.legalzoom.com/articles/how-to-avoid-copyright-infringement

 

8 Protection Tips to Avoid Virus, Malware, Trojan & Worm

Ethical standards in public relations

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Applying professional ethical standards in public relations and advertising, develop and post one approximately 700-word response to the case “Role of Public Relations in the Alar Scare” . *Justify* your answer on the basis of your analysis of professional ethical standards in public relations and advertising.

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Response must incorporate an analysis of the article by Hal Dean and the “Question of Ethics” video.

Post must avoid summarizing the case. I’m looking for analysis.

Diagnostic reasoning and decision-making

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Please do all case scenarios following the assignment guidelines.

Please provide an example of a case studi with the provided presenting complaint specific to each of these systems. This case should present the clinical approach and decision-making process involved in diagnostic reasoning and therapeutic decision-making.

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You will present a Fictitious Illustrative Case presentation on the following topics

  1. A neurological complaint of daily Migraines in a 48 yr old female.
  2. Cardiovascular – HTN- BP – 180/90 average BP for a 55 yr old man with no other medical conditions.
  3. Diabetes- HgA1c- 11.0 – first office visit for a 50 yr old obese female
  4. Orthopedics- Low back pain in a 45 yr old male construction worker
  5. EENT- 7 yr. old with ear pain

Include the following in each case:

Subjective data- questions to be asked

Objective data- Expected physical findings

Differential Diagnosis

Cannot miss the diagnosis

Final Diagnosis

Clinical Guidelines for specific diagnosis

Treatment

Follow-up

Prognosis