Tag: Applied Sciences

  • [Solved] How to Visualize Confidence and Test Data Distribution Preparation

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    For this exercise, you will use the data set on page 128 in your _Statistics for the Health Sciences_ text and the data files provided in the the [Data Files for Chapter 4 [ZIP]](https://courseroom.capella.edu/courses/50611/files/9838110/download). ### **Download Data Files** – Download the [Data …

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    Assignment Prompt & Instructions

    For this exercise, you will use the data set on page 128 in your _Statistics for the Health Sciences_ text and the data files provided in the the [Data Files for Chapter 4 [ZIP]](https://courseroom.capella.edu/courses/50611/files/9838110/download).
    ### **Download Data Files**
    – Download the [Data Files for Chapter 4 [ZIP]](https://courseroom.capella.edu/courses/50611/files/9838110/download).
    – Open the file and take some time to explore this data set to see how it was constructed. Just a few minutes of examination will reveal many useful insights.
    ### **Complete Exercises**
    Use this week's readings and multimedia resources to complete the following:
    – Use Data for Figure 4.7.jasp and Data for Figure 4.9.jasp from the Data Files for Chapter 4 to:
    – Generate distribution plots, Q-Q plots, and interval plots for each data set.
    – Analyze the Shapiro-Wilk test for each data set.
    – Use Data from Table 4.1.jasp, Data from Table 4.2.jasp, and Data from Table 4.3.jasp from the Data Files for Chapter 4 to:
    – Generate distribution plots, Q-Q plots, and interval plots for social identity _when split by group_.
    – Analyze the Shapiro-Wilk test for each group.
    ## **File Submissions**
    – Upload the .jasp file with correct analyses and output saved. Make sure to save your .jasp files with analyses before submitting them.
    Upload a separate Word document that includes appropriate graphics or tables copied from the output and pasted into the Word document. Interpret and report the test results in properly formatted APA style.
    ## **Discussion Post**
    \
    Doc2.docx](https://www.sweetstudy.com/files/doc2-docx-10422869 "Doc2.docx")

  • [Solved] Producing meaningful improvements in problem behavior of children with autism via synthesized analyses and treatments

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    **What was the purpose of this study?** – AssignmentArticleGuide_tosubmit.docx **AssignmentArticleGuide_tosubmit.docx** This file is too large to display. [View in new window](https://www.sweetstudy.com/files/assignmentarticleguide-tosubmit-docx) **AssignmentArticleGuide_tosubmit.docx** This file…

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    Assignment Prompt & Instructions

    **What was the purpose of this study?**

    – AssignmentArticleGuide_tosubmit.docx

    **AssignmentArticleGuide_tosubmit.docx**

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  • [Solved] Unit 6 response adv psych

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    – ## unit6response.docx **## unit6response.docx** Instructions: Please read and respond to at least two of your peers' initial postings. You may want to consider the following questions in your responses to your peers: · Compare and contrast your initial posting with those of your peers. · How are t…

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    Assignment Prompt & Instructions

    – ## unit6response.docx

    **## unit6response.docx**

    Instructions:

    Please read and respond to at least two of your peers' initial postings. You may want to consider the following questions in your responses to your peers:

    · Compare and contrast your initial posting with those of your peers.

    · How are they similar or how are they different?

    · What information can you add that would help support the responses of your peers?

    · Ask your peers a question for clarification about their post.

    · What most interests you about their responses?

    Please be sure to validate your opinions and ideas with citations and references in APA format.

    [**April Williams**\
    **_(She/Her)_**](https://herzing.instructure.com/courses/48814/users/88791)

    Oct 9 12:59am| Last reply Oct 10 12:39am

    **Reply from April Williams**

    Sam’s symptoms are most consistent with Bipolar I Disorder, current episode manic (National Institute of Mental Health [NIMH], 2024):

    · “resounding moment,”

    · grandiosity “I should be teaching my professors.”

    · long hours awake, energized

    · engaging strangers in philosophical conversations

    · alcohol, sexual activity, reckless spending

    · withdrawal from college, legal trouble

    · no hallucinations or delusions

    According to the NIMH (2024), bipolar disorder is a serious mental disability that causes “unusual shifts in mood, energy, activity levels, concentration, and the ability to carry out day-to-day tasks.”.

    Per NIMH (2024)and clinical guidelines, treatment involves mood stabilization and sometimes adjunctive therapy:

    · Mood stabilizers

    · Lithium (gold standard, reduces suicide risk)

    · Valproate (Depakote).

    · Carbamazepine, Lamotrigine (more for bipolar depression/maintenance).

    For acute mania in a 19-year-old:

    · Lithium carbonate is first-line (unless contraindicated)

    · initial dose: 300 mg orally 2–3 times daily

    · adjust to therapeutic serum level: 0.6–1.2 mEq/L.

    · Monitor: renal function, thyroid function, and lithium levels.

    **Reference**

    National Institute of Mental Health. (2024). Bipolar Disorder. Retrieved from
    [https://www.nimh.nih.gov/health/topics/bipolar-disorderLinks to an external site.](https://www.nimh.nih.gov/health/topics/bipolar-disorder)

    · Reply to post from April Williams
    **Reply**

    ·

    · Expand discussion thread from April Williams

    **1 Reply, 1 Unread**

    **1 Reply (1)**

    [**Makeda Thomas**](https://herzing.instructure.com/courses/48814/users/95107)

    Oct 9 12:52am

    **Reply from Makeda Thomas**

    Makeda Thomas, Discussion Week 6:

    **Probable Diagnosis**

    Based on Sam’s presentation, the most likely diagnosis is Bipolar I Disorder, current episode manic, without psychotic features, as defined by the DSM-5 (Preda, 2024). Sam exhibits hallmark symptoms of mania, including grandiosity, decreased need for sleep, pressured speech, risky behaviors (e.g., impulsive spending, hypersexuality, alcohol use), and flight of ideas. His belief that he is more advanced than his professors and his impulsive shift in academic focus reflect elevated mood and inflated self-esteem. Although he was arrested for a “psychotic break,” there is no evidence of hallucinations or delusions at present, which supports a manic episode without psychotic features.

    Importantly, Sam has a prior diagnosis of Major Depressive Disorder (MDD) and Generalized Anxiety Disorder (GAD), which may have represented early manifestations of bipolar spectrum illness. Bipolar disorder often emerges in late adolescence or early adulthood, and misdiagnosis as unipolar depression is common in early stages (Yang et al., 2023).

    **Medication Classifications for Bipolar I Disorder**

    Pharmacologic treatment of acute mania typically involves one or more of the following classes:

    ·
    **Mood stabilizers**: Lithium, valproate, carbamazepine (Marzani & Price, 2021)

    ·
    **Second-generation antipsychotics (SGAs)**: Olanzapine, risperidone, quetiapine, aripiprazole, ziprasidone (Marzani & Price, 2021)

    ·
    **Anticonvulsants**: Valproic acid, lamotrigine (more effective for bipolar depression than mania) (Marzani & Price, 2021)

    ·
    **Adjunctive benzodiazepines** (e.g., lorazepam) for agitation or insomnia in acute settings (Marzani & Price, 2021)

    Combination therapy is often required in moderate to severe mania, especially when functional impairment or risk behaviors are present (Marzani & Price, 2021).

    **Recommended Medication and Dose**

    **Medication**:
    _Risperidone_ **Class**: Second-generation antipsychotic

    **Starting Dose**:
    _1–2 mg orally once daily_

    **Rationale**: Risperidone is FDA-approved for the treatment of acute manic or mixed episodes in Bipolar I Disorder. It has demonstrated rapid efficacy in reducing manic symptoms, including grandiosity, impulsivity, and sleep disturbance (McNeil et al., 2024). Compared to other SGAs, risperidone has a relatively favorable side effect profile in young adults and is less sedating than olanzapine or quetiapine, which may help preserve daytime functioning. It also has a lower risk of metabolic side effects when used short-term.

    Given Sam’s age and lack of prior antipsychotic exposure, a starting dose of 1 mg daily is appropriate, with titration to 2–4 mg/day based on clinical response and tolerability. Monitoring should include assessment for extrapyramidal symptoms, sedation, and metabolic changes (McNeil et al., 2024). If symptoms escalate or do not respond adequately, adjunctive mood stabilizers such as valproate may be considered.

    **Clinical Considerations**

    ·
    **Avoid antidepressant monotherapy**: SSRIs or SNRIs may worsen mania if used without a mood stabilizer or antipsychotic (Preda, 2024).

    ·
    **Psychoeducation and psychotherapy**: Cognitive behavioral therapy (CBT) and family-focused therapy can improve insight, adherence, and relapse prevention (Özdel et al., 2021).

    ·
    **Safety planning**: Given Sam’s impulsivity and legal involvement, risk assessment and structured follow-up are essential.

    **References**

    Marzani, G., & Price Neff, A. (2021). Bipolar Disorders: Evaluation and Treatment.
    _American family physician_,
    _103_(4), 227–239.
    [https://www.aafp.org/pubs/afp/issues/2021/0215/p227.htmlLinks to an external site.](https://www.aafp.org/pubs/afp/issues/2021/0215/p227.html)

    McNeil, S., Gibbons, J.R., Cogburn, M. (2024). Risperidone
    _. StatPearls_.
    [https://www.ncbi.nlm.nih.gov/books/NBK459313/Links to an external site.](https://www.ncbi.nlm.nih.gov/books/NBK459313/)

    Özdel, K., Kart, A., & Türkçapar, M. H. (2021). Cognitive Behavioral Therapy in Treatment of Bipolar Disorder.
    _Noro psikiyatri arsivi_,
    _58_(Suppl 1), S66–S76.
    [https://doi.org/10.29399/npa.27419Links to an external site.](https://doi.org/10.29399/npa.27419)

    Preda, A. (2024). What are bipolar disorders?
    _American Psychiatric Association_.
    [https://www.psychiatry.org/patients-families/bipolar-disorders/what-are-bipolar-disorders#:~:text=These%20behaviors%20must%20represent%20a,hallucinations%2C%20known%20as%20psychotic%20featuresLinks to an external site.](https://www.psychiatry.org/patients-families/bipolar-disorders/what-are-bipolar-disorders).

    Yang, R., Zhao, Y., Tan, Z., Lai, J., Chen, J., Zhang, X., Sun, J., Chen, L., Lu, K., Cao, L., & Liu, X. (2023). Differentiation between bipolar disorder and major depressive disorder in adolescents: From clinical to biological biomarkers.
    _Frontiers in Human Neuroscience_,
    _17_, 1192544.
    [https://doi.org/10.3389/fnhum.2023.1192544](https://doi.org/10.3389/fnhum.2023.1192544)

    **## unit6response.docx**

    Instructions:

    Please read and respond to at least two of your peers' initial postings. You may want to consider the following questions in your responses to your peers:

    · Compare and contrast your initial posting with those of your peers.

    · How are they similar or how are they different?

    · What information can you add that would help support the responses of your peers?

    · Ask your peers a question for clarification about their post.

    · What most interests you about their responses?

    Please be sure to validate your opinions and ideas with citations and references in APA format.

    [**April Williams**\
    **_(She/Her)_**](https://herzing.instructure.com/courses/48814/users/88791)

    Oct 9 12:59am| Last reply Oct 10 12:39am

    **Reply from April Williams**

    Sam’s symptoms are most consistent with Bipolar I Disorder, current episode manic (National Institute of Mental Health [NIMH], 2024):

    · “resounding moment,”

    · grandiosity “I should be teaching my professors.”

    · long hours awake, energized

    · engaging strangers in philosophical conversations

    · alcohol, sexual activity, reckless spending

    · withdrawal from college, legal trouble

    · no hallucinations or delusions

    According to the NIMH (2024), bipolar disorder is a serious mental disability that causes “unusual shifts in mood, energy, activity levels, concentration, and the ability to carry out day-to-day tasks.”.

    Per NIMH (2024)and clinical guidelines, treatment involves mood stabilization and sometimes adjunctive therapy:

    · Mood stabilizers

    · Lithium (gold standard, reduces suicide risk)

    · Valproate (Depakote).

    · Carbamazepine, Lamotrigine (more for bipolar depression/maintenance).

    For acute mania in a 19-year-old:

    · Lithium carbonate is first-line (unless contraindicated)

    · initial dose: 300 mg orally 2–3 times daily

    · adjust to therapeutic serum level: 0.6–1.2 mEq/L.

    · Monitor: renal function, thyroid function, and lithium levels.

    **Reference**

    National Institute of Mental Health. (2024). Bipolar Disorder. Retrieved from
    [https://www.nimh.nih.gov/health/topics/bipolar-disorderLinks to an external site.](https://www.nimh.nih.gov/health/topics/bipolar-disorder)

    · Reply to post from April Williams
    **Reply**

    ·

    · Expand discussion thread from April Williams

    **1 Reply, 1 Unread**

    **1 Reply (1)**

    [**Makeda Thomas**](https://herzing.instructure.com/courses/48814/users/95107)

    Oct 9 12:52am

    **Reply from Makeda Thomas**

    Makeda Thomas, Discussion Week 6:

    **Probable Diagnosis**

    Based on Sam’s presentation, the most likely diagnosis is Bipolar I Disorder, current episode manic, without psychotic features, as defined by the DSM-5 (Preda, 2024). Sam exhibits hallmark symptoms of mania, including grandiosity, decreased need for sleep, pressured speech, risky behaviors (e.g., impulsive spending, hypersexuality, alcohol use), and flight of ideas. His belief that he is more advanced than his professors and his impulsive shift in academic focus reflect elevated mood and inflated self-esteem. Although he was arrested for a “psychotic break,” there is no evidence of hallucinations or delusions at present, which supports a manic episode without psychotic features.

    Importantly, Sam has a prior diagnosis of Major Depressive Disorder (MDD) and Generalized Anxiety Disorder (GAD), which may have represented early manifestations of bipolar spectrum illness. Bipolar disorder often emerges in late adolescence or early adulthood, and misdiagnosis as unipolar depression is common in early stages (Yang et al., 2023).

    **Medication Classifications for Bipolar I Disorder**

    Pharmacologic treatment of acute mania typically involves one or more of the following classes:

    ·
    **Mood stabilizers**: Lithium, valproate, carbamazepine (Marzani & Price, 2021)

    ·
    **Second-generation antipsychotics (SGAs)**: Olanzapine, risperidone, quetiapine, aripiprazole, ziprasidone (Marzani & Price, 2021)

    ·
    **Anticonvulsants**: Valproic acid, lamotrigine (more effective for bipolar depression than mania) (Marzani & Price, 2021)

    ·
    **Adjunctive benzodiazepines** (e.g., lorazepam) for agitation or insomnia in acute settings (Marzani & Price, 2021)

    Combination therapy is often required in moderate to severe mania, especially when functional impairment or risk behaviors are present (Marzani & Price, 2021).

    **Recommended Medication and Dose**

    **Medication**:
    _Risperidone_ **Class**: Second-generation antipsychotic

    **Starting Dose**:
    _1–2 mg orally once daily_

    **Rationale**: Risperidone is FDA-approved for the treatment of acute manic or mixed episodes in Bipolar I Disorder. It has demonstrated rapid efficacy in reducing manic symptoms, including grandiosity, impulsivity, and sleep disturbance (McNeil et al., 2024). Compared to other SGAs, risperidone has a relatively favorable side effect profile in young adults and is less sedating than olanzapine or quetiapine, which may help preserve daytime functioning. It also has a lower risk of metabolic side effects when used short-term.

    Given Sam’s age and lack of prior antipsychotic exposure, a starting dose of 1 mg daily is appropriate, with titration to 2–4 mg/day based on clinical response and tolerability. Monitoring should include assessment for extrapyramidal symptoms, sedation, and metabolic changes (McNeil et al., 2024). If symptoms escalate or do not respond adequately, adjunctive mood stabilizers such as valproate may be considered.

    **Clinical Considerations**

    ·
    **Avoid antidepressant monotherapy**: SSRIs or SNRIs may worsen mania if used without a mood stabilizer or antipsychotic (Preda, 2024).

    ·
    **Psychoeducation and psychotherapy**: Cognitive behavioral therapy (CBT) and family-focused therapy can improve insight, adherence, and relapse prevention (Özdel et al., 2021).

    ·
    **Safety planning**: Given Sam’s impulsivity and legal involvement, risk assessment and structured follow-up are essential.

    **References**

    Marzani, G., & Price Neff, A. (2021). Bipolar Disorders: Evaluation and Treatment.
    _American family physician_,
    _103_(4), 227–239.
    [https://www.aafp.org/pubs/afp/issues/2021/0215/p227.htmlLinks to an external site.](https://www.aafp.org/pubs/afp/issues/2021/0215/p227.html)

    McNeil, S., Gibbons, J.R., Cogburn, M. (2024). Risperidone
    _. StatPearls_.
    [https://www.ncbi.nlm.nih.gov/books/NBK459313/Links to an external site.](https://www.ncbi.nlm.nih.gov/books/NBK459313/)

    Özdel, K., Kart, A., & Türkçapar, M. H. (2021). Cognitive Behavioral Therapy in Treatment of Bipolar Disorder.
    _Noro psikiyatri arsivi_,
    _58_(Suppl 1), S66–S76.
    [https://doi.org/10.29399/npa.27419Links to an external site.](https://doi.org/10.29399/npa.27419)

    Preda, A. (2024). What are bipolar disorders?
    _American Psychiatric Association_.
    [https://www.psychiatry.org/patients-families/bipolar-disorders/what-are-bipolar-disorders#:~:text=These%20behaviors%20must%20represent%20a,hallucinations%2C%20known%20as%20psychotic%20featuresLinks to an external site.](https://www.psychiatry.org/patients-families/bipolar-disorders/what-are-bipolar-disorders).

    Yang, R., Zhao, Y., Tan, Z., Lai, J., Chen, J., Zhang, X., Sun, J., Chen, L., Lu, K., Cao, L., & Liu, X. (2023). Differentiation between bipolar disorder and major depressive disorder in adolescents: From clinical to biological biomarkers.
    _Frontiers in Human Neuroscience_,
    _17_, 1192544.
    [https://doi.org/10.3389/fnhum.2023.1192544](https://doi.org/10.3389/fnhum.2023.1192544)

  • [Solved] Discussion response unit 6 adv health

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    Executive Solution Overview

    – ## unit6response2copy.docx **## unit6response2copy.docx** Please respond to at least 2 of your peer’s posts. To ensure that your responses are substantive, use at least two of these prompts: · Do you agree with your peers’ assessment? · Take an opposing view to a peer and present a logical argumen…

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    Assignment Prompt & Instructions

    – ## unit6response2copy.docx

    **## unit6response2copy.docx**

    Please respond to at least 2 of your peer’s posts.  To ensure that your responses are substantive, use at least two of these prompts:

    · Do you agree with your peers’ assessment?

    · Take an opposing view to a peer and present a logical argument supporting an alternate opinion.

    · Share your thoughts on how you support their opinion and explain why.

    · Present new references that support your opinions.

    Responses need to address all components of the question, demonstrate critical thinking and analysis, and include peer reviewed journal evidence to support the student’s position.

    Please be sure to validate your opinions and ideas with in-text citations and corresponding references in APA format.

    [**Mallory Palmer**](https://herzing.instructure.com/courses/48799/users/92503)

    Oct 8 5:43am| Last reply Oct 8 4:32pm

    **Reply from Mallory Palmer**

    **Two questions:**

    1. When is the last time you remember feeling normal before these symptoms started?

    2. Have you had any recent episodes of weakness, numbness, vision loss, or difficulty speaking before this event or have you ever suffered a stroke or TIA before?

    **Subjective Data:**

    **-** Onset of symptoms noticed upon awakening at 5 am (last known normal at 11 PM)

    -Slurred speech and left-sided weakness since waking

    -Amaurosis Fugax (transient right eye blindness) one month ago, lasting five minutes

    -PMH: CAD, Hypertension, Hypercholesterolemia, Myocardial infarction at age 50

    Medications: Baby aspirin daily, ACE inhibitor, statin

    Social History: Former smoker and alcohol user, quit after a heart attack

    No reported chest pain, shortness of breath, or other acute complaints

    **Objective Data:**

    Vital signs: 195/118mmHg, HR: 106bpm, RR 18, Temp 99.8F, SpO2 97% RA

    General: Alert and oriented, but unaware of illness (anosognosia)

    Neurological Findings:

                -Left-sided hemiplegia

                -Left facial weakness

                -Left homonymous hemianopsia

                -Hyperreflexia and upgoing left great toe (Babinski sign)

                -Dysarthria, but fluent and comprehensible speech; good comprehension

                -Loss of voluntary eye movement toward the left (gaze preference to the right)

                -Left-sided neglect and inattention

    Cranial Nerves: Pupils equal and reactive; intact ocular movements; no nystagmus, ptosis, tongue, or uvula deviation

    Cardiovascular: Tachycardic, Regular rhythm, no murmurs, or JVD, or carotid bruits

    Respiratory: Clear breath sounds bilaterally

    Peripheral Vascular: Poor distal perfusion in limbs

    Abdomen: Soft, non-tender, normal exam

    **Social Determinants of Health:**

    This patient presents with multiple vascular risk factors, including hypertension, hyperlipidemia, coronary artery disease, and prior transient ischemic events. All of the vascular risk factors are strongly influenced by social determinants of health. Safford et al. (2021) found that the number of adverse social determinants of health significantly increased the risk of both fatal and nonfatal coronary heart disease in adults who participated in the REGARDS study. This supports the understanding that factors such as socioeconomic instability, limited access to quality healthcare, and environmental stressors can compound biological risks and exacerbate cardiovascular outcomes. Regarding this patient, previous lifestyle behaviors (smoking, alcohol use), potential barriers to timely medical care, and health literacy levels may have contributed to disease progression and delayed stroke recognition. Addressing social determinants of health through targeted education, community resources, and access to preventive services could reduce recurrent events and improve long-term recovery (Safford et al., 2021).

    **References:**

    Safford, M. M., Reshetnyak, E., Sterling, M. R., Richman, J. S., Muntner, P. M., Durant, R. W., … & Pinheiro, L. C. (2021).
    _Number of social determinants of health and fatal and nonfatal incident coronary heart disease in the REGARDS study._ _Circulation, 143_(3), 244–253. https://doi.org/10.1161/CIRCULATIONAHA.120.048026

    · Reply to post from Mallory Palmer
    **Reply**

    ·

    · Expand discussion thread from Mallory Palmer

    **3 Replies, 3 Unread**

    **3 Replies (3)**

    **Reply from Jennifer Poulson**

    Unit 6 Discussion: Neuro Case Study – Jennifer Poulson

    Two questions that you can ask this patient are:

    · Do you take your medication as prescribed?

    · The patient’s BP is 195/118 indicating that his blood pressure is not controlled.

    · High blood pressure is a risk factor for stroke.

    · When did you first notice the slurred speech and left side weakness?

    · The wife noticed the symptoms at 5 am. The patient may have been up throughout the night experiencing symptoms.

    · Patients experience better clinical outcomes with early diagnosis and treatment and it is critical to diagnose the subtype of stroke rapidly and accurately (Patel et al., 2022).

    · Fast, accurate diagnosis of stroke is vital for selection of appropriate acute stroke treatment, such as tissue plasminogen activator (tPA) or endovascular mechanical thrombectomy treatment (Patel et al., 2022).

    **Subjective Data**:

    Wife states they went to bed at 11pm and woke up at 5am when she noticed his symptoms-slurred speech and left side weakness.

    Right-handed.

    History of coronary artery disease, hypertension, hypercholesterolemia and a heart attack at age 50.

    Patient had an episode of amaurosis fugux (blindness) in his right eye one month ago that lasted for 5 minutes.

    History of alcohol use and smoking-stopped after his heart attack.

    Medications: Baby aspirin daily, ACE inhibitor and statin.

    **Objective Data**:

    Vitals: BP 195/118, HR 106, RR 18, T 99.8, O2 sat 97% RA.

    Unable to move his left arm and leg.

    Hyperreflexia left arm and leg.

    Upgoing left great toe.

    Mild dysarthria, speech is fluent.

    Alert and oriented, does not recognize he is sick. Understands and follows commands.

    Neck is supple, there is no jugular vein distension, and there are no bruits.

    The lungs are clear.

    Heart sounds regular without murmurs.

    Abdomen is normal.

    The limbs are not well perfused distally

    Pupils are equal and reactive, ocular movements are intact, unable to turn eyes voluntarily toward the left side.

    Mild weakness on the left side of the face.

    Left-sided homonymous hemianopsia, no nystagmus or ptosis, no tongue or uvula deviation.

    Loss of awareness and attention with respect to objects or stimuli on his left side.

    **Social Determinants of Heath**:

    According to (Yadav et al., 2022), The World Health Organization has defined social determinants of health as “the circumstances in which people are born, grow, live, work, and age, and the systems put in place to deal with illness”. Social determinants determine how health is affected, how they play a significant role in influencing health, and how we can improve health for all (Chelak & Chakole, 2023). A patient’s socioeconomic status influences their incidence of stroke and the outcome. Heart disease prevalence, blood pressure medication nonadherence and age-adjusted obesity are associated with high stroke hospitalization rate (Yadav et al., 2022). The following social determinants of health would be relevant for this patient: availability of nutritious food, access to healthcare services, ability to afford medications along with employment status.

    References

    Chelak, K., & Chakole, S. (2023). The Role of Social Determinants of Health in Promoting Health Equality: A Narrative Review. Cureus, 15(1), e33425.
    [https://doi.org/10.7759/cureus.33425Links to an external site.](https://doi.org/10.7759/cureus.33425)

    Patil, S., Rossi, R., Jabrah, D., & Doyle, K. (2022). Detection, Diagnosis and Treatment of Acute Ischemic Stroke: Current and Future Perspectives. Frontiers in medical technology, 4, 748949.
    [https://doi.org/10.3389/fmedt.2022.748949Links to an external site.](https://doi.org/10.3389/fmedt.2022.748949)

    Yadav, R. S., Chaudhary, D., Avula, V., Shahjouei, S., Azarpazhooh, M. R., Abedi, V., Li, J., & Zand, R. (2022). Social Determinants of Stroke Hospitalization and Mortality in United States' Counties. Journal of clinical medicine, 11(14), 4101.
    [https://doi.org/10.3390/jcm11144101Links to an external site.](https://doi.org/10.3390/jcm11144101)

    **## unit6response2copy.docx**

    Please respond to at least 2 of your peer’s posts.  To ensure that your responses are substantive, use at least two of these prompts:

    · Do you agree with your peers’ assessment?

    · Take an opposing view to a peer and present a logical argument supporting an alternate opinion.

    · Share your thoughts on how you support their opinion and explain why.

    · Present new references that support your opinions.

    Responses need to address all components of the question, demonstrate critical thinking and analysis, and include peer reviewed journal evidence to support the student’s position.

    Please be sure to validate your opinions and ideas with in-text citations and corresponding references in APA format.

    [**Mallory Palmer**](https://herzing.instructure.com/courses/48799/users/92503)

    Oct 8 5:43am| Last reply Oct 8 4:32pm

    **Reply from Mallory Palmer**

    **Two questions:**

    1. When is the last time you remember feeling normal before these symptoms started?

    2. Have you had any recent episodes of weakness, numbness, vision loss, or difficulty speaking before this event or have you ever suffered a stroke or TIA before?

    **Subjective Data:**

    **-** Onset of symptoms noticed upon awakening at 5 am (last known normal at 11 PM)

    -Slurred speech and left-sided weakness since waking

    -Amaurosis Fugax (transient right eye blindness) one month ago, lasting five minutes

    -PMH: CAD, Hypertension, Hypercholesterolemia, Myocardial infarction at age 50

    Medications: Baby aspirin daily, ACE inhibitor, statin

    Social History: Former smoker and alcohol user, quit after a heart attack

    No reported chest pain, shortness of breath, or other acute complaints

    **Objective Data:**

    Vital signs: 195/118mmHg, HR: 106bpm, RR 18, Temp 99.8F, SpO2 97% RA

    General: Alert and oriented, but unaware of illness (anosognosia)

    Neurological Findings:

                -Left-sided hemiplegia

                -Left facial weakness

                -Left homonymous hemianopsia

                -Hyperreflexia and upgoing left great toe (Babinski sign)

                -Dysarthria, but fluent and comprehensible speech; good comprehension

                -Loss of voluntary eye movement toward the left (gaze preference to the right)

                -Left-sided neglect and inattention

    Cranial Nerves: Pupils equal and reactive; intact ocular movements; no nystagmus, ptosis, tongue, or uvula deviation

    Cardiovascular: Tachycardic, Regular rhythm, no murmurs, or JVD, or carotid bruits

    Respiratory: Clear breath sounds bilaterally

    Peripheral Vascular: Poor distal perfusion in limbs

    Abdomen: Soft, non-tender, normal exam

    **Social Determinants of Health:**

    This patient presents with multiple vascular risk factors, including hypertension, hyperlipidemia, coronary artery disease, and prior transient ischemic events. All of the vascular risk factors are strongly influenced by social determinants of health. Safford et al. (2021) found that the number of adverse social determinants of health significantly increased the risk of both fatal and nonfatal coronary heart disease in adults who participated in the REGARDS study. This supports the understanding that factors such as socioeconomic instability, limited access to quality healthcare, and environmental stressors can compound biological risks and exacerbate cardiovascular outcomes. Regarding this patient, previous lifestyle behaviors (smoking, alcohol use), potential barriers to timely medical care, and health literacy levels may have contributed to disease progression and delayed stroke recognition. Addressing social determinants of health through targeted education, community resources, and access to preventive services could reduce recurrent events and improve long-term recovery (Safford et al., 2021).

    **References:**

    Safford, M. M., Reshetnyak, E., Sterling, M. R., Richman, J. S., Muntner, P. M., Durant, R. W., … & Pinheiro, L. C. (2021).
    _Number of social determinants of health and fatal and nonfatal incident coronary heart disease in the REGARDS study._ _Circulation, 143_(3), 244–253. https://doi.org/10.1161/CIRCULATIONAHA.120.048026

    · Reply to post from Mallory Palmer
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    **Reply from Jennifer Poulson**

    Unit 6 Discussion: Neuro Case Study – Jennifer Poulson

    Two questions that you can ask this patient are:

    · Do you take your medication as prescribed?

    · The patient’s BP is 195/118 indicating that his blood pressure is not controlled.

    · High blood pressure is a risk factor for stroke.

    · When did you first notice the slurred speech and left side weakness?

    · The wife noticed the symptoms at 5 am. The patient may have been up throughout the night experiencing symptoms.

    · Patients experience better clinical outcomes with early diagnosis and treatment and it is critical to diagnose the subtype of stroke rapidly and accurately (Patel et al., 2022).

    · Fast, accurate diagnosis of stroke is vital for selection of appropriate acute stroke treatment, such as tissue plasminogen activator (tPA) or endovascular mechanical thrombectomy treatment (Patel et al., 2022).

    **Subjective Data**:

    Wife states they went to bed at 11pm and woke up at 5am when she noticed his symptoms-slurred speech and left side weakness.

    Right-handed.

    History of coronary artery disease, hypertension, hypercholesterolemia and a heart attack at age 50.

    Patient had an episode of amaurosis fugux (blindness) in his right eye one month ago that lasted for 5 minutes.

    History of alcohol use and smoking-stopped after his heart attack.

    Medications: Baby aspirin daily, ACE inhibitor and statin.

    **Objective Data**:

    Vitals: BP 195/118, HR 106, RR 18, T 99.8, O2 sat 97% RA.

    Unable to move his left arm and leg.

    Hyperreflexia left arm and leg.

    Upgoing left great toe.

    Mild dysarthria, speech is fluent.

    Alert and oriented, does not recognize he is sick. Understands and follows commands.

    Neck is supple, there is no jugular vein distension, and there are no bruits.

    The lungs are clear.

    Heart sounds regular without murmurs.

    Abdomen is normal.

    The limbs are not well perfused distally

    Pupils are equal and reactive, ocular movements are intact, unable to turn eyes voluntarily toward the left side.

    Mild weakness on the left side of the face.

    Left-sided homonymous hemianopsia, no nystagmus or ptosis, no tongue or uvula deviation.

    Loss of awareness and attention with respect to objects or stimuli on his left side.

    **Social Determinants of Heath**:

    According to (Yadav et al., 2022), The World Health Organization has defined social determinants of health as “the circumstances in which people are born, grow, live, work, and age, and the systems put in place to deal with illness”. Social determinants determine how health is affected, how they play a significant role in influencing health, and how we can improve health for all (Chelak & Chakole, 2023). A patient’s socioeconomic status influences their incidence of stroke and the outcome. Heart disease prevalence, blood pressure medication nonadherence and age-adjusted obesity are associated with high stroke hospitalization rate (Yadav et al., 2022). The following social determinants of health would be relevant for this patient: availability of nutritious food, access to healthcare services, ability to afford medications along with employment status.

    References

    Chelak, K., & Chakole, S. (2023). The Role of Social Determinants of Health in Promoting Health Equality: A Narrative Review. Cureus, 15(1), e33425.
    [https://doi.org/10.7759/cureus.33425Links to an external site.](https://doi.org/10.7759/cureus.33425)

    Patil, S., Rossi, R., Jabrah, D., & Doyle, K. (2022). Detection, Diagnosis and Treatment of Acute Ischemic Stroke: Current and Future Perspectives. Frontiers in medical technology, 4, 748949.
    [https://doi.org/10.3389/fmedt.2022.748949Links to an external site.](https://doi.org/10.3389/fmedt.2022.748949)

    Yadav, R. S., Chaudhary, D., Avula, V., Shahjouei, S., Azarpazhooh, M. R., Abedi, V., Li, J., & Zand, R. (2022). Social Determinants of Stroke Hospitalization and Mortality in United States' Counties. Journal of clinical medicine, 11(14), 4101.
    [https://doi.org/10.3390/jcm11144101Links to an external site.](https://doi.org/10.3390/jcm11144101)

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    The purpose of this assignment is to review the IT Online Training Project Requirements and begin the modeling of the requirements by using the noun analysis technique to identify domain classes, attributes, operations, and requirements. ### **Course Objective(s):** **CO1**: Describe object oriented…

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    The purpose of this assignment is to review the IT Online Training Project Requirements and begin the modeling of the requirements by using the noun analysis technique to identify domain classes, attributes, operations, and requirements.
    ### **Course Objective(s):**
    **CO1**: Describe object oriented modeling concepts, class diagrams, and object diagrams
    ### **Background**
    In this assignment we will begin the analysis for a case study, the IT Online Training Project, which will be used for your assignments throughout the course.
    The requirements for this case study are in the [**IT Online Training Project Requirements 2018R2**](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=782479&type=coursefile&fileId=Analysis+and+Design+Specifications%2fIT+Online+Training+Project+Requirements+2018R2.pdf) document.
    For this project, you will use the [**Analysis Specification Template 2018R4**](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=782479&type=coursefile&fileId=Analysis+and+Design+Specifications%2fAnalysis+Specification+Template+2018R4.docx) and fill in sections as the course progresses each week. It is common practice in systems development to use templates for various types of documents to standardize the documentation and development practices throughout an organization.
    For this assignment, you will complete the following:
    **Sections: 1, 1.1, 1.2, 1.3 and Sections 4.3, 4.3.1.**
    ### **Instructions**
    1. Review the Quick Resources at the end of this Assignment.
    2. Review the [**IT Online Training Project Requirements 2018R2**](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=782479&type=coursefile&fileId=Analysis+and+Design+Specifications%2fIT+Online+Training+Project+Requirements+2018R2.pdf) and the [**Analysis Specification Template 2018R4**](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=782479&type=coursefile&fileId=Analysis+and+Design+Specifications%2fAnalysis+Specification+Template+2018R4.docx) .
    3. Open the Analysis Specification Template and save it as Assignment1FirstNameLastname substituting your name.
    4. Complete the following:
    **Sections 1 – Introduction, 1.1 Problem Definition, 1.2 Sponsor Project Descriptions, 1.3**. **Sponsor Requirements**
    Using the Online Training Project Requirements document, complete all of Section 1 in the Analysis Specification Template. Use your own words for **Sections 1, 1.1, and 1.2.** You can copy and paste the Sponsor requirements from the case study to the Analysis Specification for **Section 1.3**. See the template for details. Make certain that you retain the requirement numbers as you will use these for traceability.
    **Section 4 – Classes, Attributes, Operations(Methods), Requirements**
    **Complete the classes, attributes, operations, and requirements table.**
    An example of completing the table:
    **Class**
    **Name**
    **Class Definition**
    **Attributes**
    **Operations**
    **Requirement**
    **Number**
    Books
    A book is a product that provides written instruction on a topic and is available in printed or digital format.
    ISBN: string
    title: string
    authors: string
    type: string
    Description: string
    PageCount: number
    PubDate: string
    edition: string
    fee: number
    createBook()
    getBookNumber()
    setBookNumber(courseNumber)
    getTitle()
    setTitle(title)
    getDescription()
    setDescription(description)
    getType()
    setType(type)
    getDuration()
    setDuration(duration)
    getPubDate()
    setPubDate()
    getPageCount()
    REQF3.1
    ( [**Customer-Scheduled Course-User Analysis Example.pdf**](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=782479&type=coursefile&fileId=Examples%2fCustomer-ScheduledCourse-User+Analysis+Example.pdf). illustrates the result of the analysis of the Customer, ScheduledCourse, and User classes in the requirements document. For each class the attributes, operations (methods), and requirement number were documented)
    Using the Online Training Project Requirements document identify and create a list of all potential classes, definition for each class, attributes, operations (methods), and requirement number. Place your list in the Classes, Attributes, Operations(Methods), Requirements table below. Note that it is already included for you in the specification. The classes, attributes, and operations are in the Requirements document. If you do the analysis you will find them.
    The following list provides a starting list of classes which have already been referenced in the course. You must identify the remaining classes from the Requirements document:
    **Starting List of Classes**
    As a result of reading/using the course resources listed below, at least 9 different classes are already identified for you and you should include them as well as the remaining classes you will discover with noun analysis of the Requirements document.
    **Course Resource**
    **Location in Course**
    **Potential ITOT Classes Identified**
    Assignment 1
    Week 1
    ScheduledCourse, SelfPacedCourse, Course, Product, Video, and Book
    Assignment 1
    Assignment 1
    UserAccount with attributes and operations
    Week 1
    Instructor, Course, and ExpertiseArea classes with detailed attributes and operations.
    Assignment 1 Step 6
    Assignment 1 Step 6
    Customer with attributes and operations.
    The following sections provides additional instructions for completing the **Classes, Attributes, Operations, Requirements table. Note that operations are also referred to as methods. Use the Requirements document.**
    Use the following naming and guidelines for class names, attributes, and operations.
    – Class names must be singular (not plural) and must be one word. You can capitalize the first letter of each word in the name like ScheduledCourse. See Week 1 Content for additional information about naming classes and their properties.
    – Attributes are properties of a class like for Customer one attribute would be "customerID". Attributes begin with a lowercase letter.
    – Operations are actions that a class can perform and begin with a lower case letter followed by parentheses ().
    **Section 4.3.1 – Discussion**
    Discuss your list of classes (Section 4.3) and why you chose them (100-200 words).
    ## **Submission Instructions**
    1 **.** Make certain that your name and course number are at the top of your document.
    2. Submit this first version of your Analysis Specification as a Word file and name it as indicated above Assignment1FirstNameLastName. Make certain that all sections are included exactly like the template.
    Your assignment will be graded in the following way:
    1. Completion of Sections 1 Introduction, 1.1 Problem Definition, 1.2 Sponsor Project Descriptions, 1.3., and Sponsor Requirements in the Analysis Specification (30 points)
    2. Classes, Attributes, Operations (Methods),Requirements table in Section 4.3 of the Analysis Specification (30 points)
    3. Complete section 4.3.1, discussion of the list of classes chosen in 4.3,and why they were chosen. Use the case study document as reference.(30 points)
    4. Sources/Format :Use APA 7th edition style formatting and correct grammar (10 points).
    **Quick Resources**
    ### **Case Study**
    1. [IT Online Training Project Requirements 2018R2](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=782479&type=coursefile&fileId=Analysis+and+Design+Specifications%2fIT+Online+Training+Project+Requirements+2018R2.pdf)
    2. [Analysis Specification Template 2018R4](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=782479&type=coursefile&fileId=Analysis+and+Design+Specifications%2fAnalysis+Specification+Template+2018R4.docx)
    ### **Finding Classes**
    1. See this video on how to find classes using the noun technique: RMB1905. (2009, March 9). 4.11_Finding Classes. [Video file]. Retrieved from [**here**](https://www.youtube.com/watch?v=DYasVJfgyeU&list=PL46FE8B2506D9EE0%20C&index=29) **.**
    2. In your textbook, see the ATM Case Study (see p. 178 Section 11.3.1 in your textbook) and then read about how to use the noun technique to identify classes for the ATM Case Study on pp. 183-187.
    3. See the [**ITOT Noun Analysis Example 2018**](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=782479&type=coursefile&fileId=Examples%2fITOT+Noun+Analysis+Example+2018.pdf) example which demonstrates the noun analysis technique for the ITOT case study.
    4. See [**Week 1 Web Resources**](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=782479&type=coursefile&fileId=Weekly+Resources%2fWeek+1+Web+Resources.pdf) for videos by one of the authors of your textbook, Michael Blaha on finding classes and class diagrams. It also contains links to videos on classes and objects using our selected CASE tool.
    \
    AnalysisSpecificationTemplate2018R41.pdf](https://www.sweetstudy.com/files/analysisspecificationtemplate2018r41-pdf "AnalysisSpecificationTemplate2018R41.pdf")

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    – ## Reflectionpaper.docx **## Reflectionpaper.docx** Select one item from the BACB® 5th edition task list. Pinpoint a specific behavior or output/permanent product related to the task list item, operationally define it, and determine how you would evaluate a trainee's performance on the skill, both…

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    – ## Reflectionpaper.docx

    **## Reflectionpaper.docx**

    Select one item from the BACB® 5th edition task list. Pinpoint a specific behavior or output/permanent product related to the task list item, operationally define it, and determine how you would evaluate a trainee's performance on the skill, both initially and ongoing. Would you include a checklist, BARS, quiz, or self-assessment? Would you use any fundamental measures or sampling procedures? How will you make your trainees comfortable being assessed on this skill?

    Additionally, please include LINKS or DOIs to any articles or books referenced outside of the assigned readings as part of your APA citation (as is required when using web-based references links to an external site). Failing to do so will result in point deductions.

    ![](https://www.sweetstudy.com/questions/reflection-paper-20943615)

    ## image1.png

    **## Reflectionpaper.docx**

    Select one item from the BACB® 5th edition task list. Pinpoint a specific behavior or output/permanent product related to the task list item, operationally define it, and determine how you would evaluate a trainee's performance on the skill, both initially and ongoing. Would you include a checklist, BARS, quiz, or self-assessment? Would you use any fundamental measures or sampling procedures? How will you make your trainees comfortable being assessed on this skill?

    Additionally, please include LINKS or DOIs to any articles or books referenced outside of the assigned readings as part of your APA citation (as is required when using web-based references links to an external site). Failing to do so will result in point deductions.

    ![](https://www.sweetstudy.com/questions/reflection-paper-20943615)

    ## image1.png

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