Hematology case study

Hematology case study

Hematology Case study

Candy is a 13 year old who lives with her father and younger sister. Her mother died when Candy was 6 years old and her sister was 4 years old. Her father works a 12 hour shift full time to support himself and his daughters, and Candy makes sure she and her sister get to school each morning, take care of the house after school, and prepare their father’s dinner so he can eat as soon as he gets home from work. All three are very close and on his days off, Candy’s father is very devoted to his children. Candy began her menses when she was 11 years old and experiences regular periods every 28 days. She has excelled in school, being on the honor rolls consistently for the past 3 years. The past semester Candy’s school performance began to decline and she has been complaining of being tired “all of the time.” Her father notes that Candy “looks pale” and makes an appointment for Candy to be seen at the clinic .

At the clinic, the nurse practitioner performs a nursing history during which Candy’s father shares the observations he has made and Candy verifies the information. The nurse practitioner’s assessment reveals Candy is a clean, appropriately dressed, pale adolescent who appears fatigued. Candy’s vital signs are:

Temperature: 35.9 C (96.6 F)

Pulse: 116 beats/minute

Respirations: 30 breaths/minute

Blood pressure: 90/60

Candy’s lab values are:

Hemoglobin: 10 g/dL

Hematocrit: 28%

Total Iron Binding Capacity (TIBC): 450 mg/dL

Serum iron: 35 microgram/L (Broyles, 2006). You will need to answer the following questions and summarize in 1-2 paragraphs.

Be sure to include the diagnosis, differential diagnosis, pathophysiology, epidemiology, physical exam findings, diagnostic testing any needed referrals, management plans, patient education and follow-ups. Please submit to dropbox by the assigned due date.

  1. What is diagnosis?
  2. List 3 differential diagnosis (rule out by physical exam, diagnostic testing and/or labwork).
  3. Discuss the pathophysiology, epidemiology and risk factors for the diagnosis.
  4. Is there any other diagnostic testing that you would like to perform?
  5. Is there a relationship between Candy’s change in school performance and her diagnosis?
  6. Discuss the relationship between the symptoms and the diagnosis.
  7. Discuss the significance of the laboratory values.
  8. Discuss the cause and effect relationship between Candy’s level of growth and development and her diagnosis.
  9. What other data would be helpful for the nurse practitioner to have?
  10. What are the priorities of care for Candy?
  11. What pharmacological and not pharmacological education would you give to this patient and her father?
  12. What other responsibilities should the nurse practitioner delegate to Candy and her father?

To view the Grading Rubric for this assignment, please visit the Course Home.

How to Submit

When you are ready to submit your Assignment, click the Dropbox tab and select this unit’s basket from the dropdown menu, then attach your file. Make sure to save a copy of the Assignment you submit.

What do you think of Brakhage’s critique of the term “experimental film”? Do you agree or disagree? Why?

What do you think of Brakhage’s critique of the term “experimental film”? Do you agree or disagree? Why?

What do you think of Brakhage’s critique of the term “experimental film”? Do you agree or disagree? Why?

Please answer these question from the readings attached in two full pages!
In MLA format include in-text citation, please !
In his “Introduction” and “From State Meant” excerpts from Metaphors on Vision, what does Stan Brakhage mean by the word “vision”?
What do you think of Brakhage’s critique of the term “experimental film”? Do you agree or disagree? Why?
What do you think of Brakhage’s working style of “visual thinking” with paint in his article “Painting Film”?
Painting Film (1996)
Author(s): Stan Brakhage
Source: Chicago Review, Vol. 47/48, Vol. 47, no. 4 – Vol. 48, no. 1 (Winter, 2001 – Spring,
2002), pp. 61-64
Published by: Chicago Review
Stable URL: http://www.jstor.org/stable/25304806
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Erigena). This interplay is the balance/counter-balance of any brain’s
genetic cultural individual “dance,” and this, therefore, stance-dance
would seem to be the only fully meaningful (i.e., means-less-usage) en
tertainment available of cognition (as distinct from re-cognition).
Film ought aesthetically to exist flickering electric and free of pho
tographic animation, free of the mechanical trickery of, the outright
fakery of the illusion of movie pictures. All interferences with The
Light (all shaped tones and formal silhouettes) ought to be an illumi
nation of source-as-light (or at least be subservient, as symbol, say,
representatives of Time, to Light’s life…as is, to be sure, the almost
equal space of Black in the projection of every split second of lighted
frame). The light, then, would be seen to move because of the light
signifying shapes and tones in their signatory continuities (especially
if these were tones in visual chromatic harmony, and shapes in evolu
tionary form at one with illumination). This anyway, is the aspiration of
artists whose Art aspires to Music, and “Art is art-as-art. And every
thing else is everything else” (Barnett Newman, painter, sculpture).
PAINTING FILM (1996)
If it be an art, then it is intrinsically aesthetic, requiring aesthete?
that is to say, it is beautiful, integrally balanced, and (as unique) of
some individually discovered integrity: its appreciator is one who is
capable of sensory justice and evolutionary thought, free from dogma
and representational bias, because the art work’s this-for-that is not
clock-like but rather evolves eccentrically within, and only within,
the limits of being Human. Art forms and colors, or rhythms and
tones of words, progress asymmetrically or eventually settle into some
complexity of beseeming haphazard composure. The art work defines
a paradigm of the experienced chaos of everyday life while being in
itself a construct quite distinct from it.
The salad is on the table, every ruffled edge of lettuce crisp with
the glitter of its own being-at-one with water and/or overlay of oil.
STAN BRAKHAGE I 61
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Musically, such crispness can translate pizzicatto, or into some slow
uncoil of overall (say oboe) curl of tone, some tone of green punctu
ated by drum, and so on, or it can just be distorted by dream?the
limp-lettuce nightmare, crack and timbre reverberation in phosphor
glint of cathected leafage, soforth.
Were I to paint the plein-aire abstraction of this (as I do) onto a
strip of film, my whim would be to absorb what could be seen of
such lettuce, its surrounds of table and all, the very room, and then to
allow into my consideration the movements of such absorption?
the shifts of eye in contemplation, the electrical discharges of synap
tic thought, the “translations,” as it were, from optic imprint to memo
rabilia.
For color (“magic markers,” dyes, india inks) I choose greens,
yes, but vein them with yellows and ruffled shadow-black, applying
isopropyl alcohol on a twisted pointed Kleenex to thin dye lines,
smudge the tones or (with alcohol flicked from a thumbed tooth
brush) create circles to dab into partial-circle-curves or (with weak
ened, spit-diluted alcohol) do manage filigrees midst mixes of con
glomerate color. Sometimes varieties of tone are marked directly upon
the transparent “palette” (or clipboard which holds the film-strip),
so that I can then make toned puddles of alcohol to dip the film into,
feathering the shapes with quick twists of the wrist, pressing the film
so that the dyes collect as edges to half-dried shapes, and so on. More
often than not the alcohol is used to erase an entire frame or collec
tion of frames which have, so it seems, come to naught.
There is very little of “lettuce” left after all this, but when success
ful, the truths of moving visual thinking are made manifest along a
strip of film.
As to the “table,” strips of adhesive tape provide varieties of straight
lines, after applied dyes, in mimic of eye’s slippage?brevities of “cub
ism,” if you will, in Time…continuities of cubistic envisionment when
flashed (twenty-four frames a second) through the projector and upon
the motion-picture screen. Very little of geometry survives “transla
tion” into organic thought, so it seems to me. The meat of the mind
(at least my mind) puts curve to linearity, blurs hard-edge percep
tion; but the thought of (for example) “the shortest distance between
two points” prevails in a mix of cellular irregularities sufficient to
62 I CHICAGO REVIEW
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necessitate its occasional representation.
The table is in the range of nomenclature “yellow brown”; but
the eye’s retention of yellow is blue, and the after-image of brown is
often something I call “red-black”?a very muted red, to be sure…more
in the range of purple, say?actually unnameable. The shifts of tone,
as the mind absorbs, is understandably variable along a strip of film,
but almost always tending to recycle its orders, like the pitches of a
tune, but a tune undergoing melodic variations. These variations are
subject to interruptions by absorption of all other tones (and shape
shifts) of the surrounding room (for shape does surely affect recep
tion of tone…and tone of tone in color-chordal variance)
The plate upon which the salad sits (oval-shaped, as it happens)
presents curves which tighten in relation to each other as if pulled
string-to-bow, becoming variances of interruptive “horizontals,” “ver
ticals,” “diagonals” (as we name them?mimicking the language of
painting and still photography) in the field of compositional logic
for film. Semi-dried “magic markers” can effect a line quite similar
(on this small scale) to brush-stroke; but these I tend to smudge with
alcohol twist of Kleenex until they more nearly approximate some
sense of optic flickering of such. As the plate is “white,” and the film
strip transparent film-leader, I delicately scratch at the lines of the
“stroke,” so to speak.
The truth of the “plate” is that it affects visual absorption of the
lettuce very much like a break in the sight-lines, distraction from
forms, rhythmically castanet-like, because otherwise its paradigm on
film, its variable oval, would act as container?a word appropriate to
its service vis-?-vis lettuce (appropriate surely in language and per
haps to description of snapshot) but absolute non-sense in respect to
moving visual thought process. Such containment would preclude
the peripherally perceived effects of the room, the in-pouring light of
the world beyond, the process of memory and expectation; and thus
would obliterate Time.
I haven’t really written about the paradigmatic play of memory
in this process of painting a film…nor do I intend to now; but suffice
it that “lettuce” perceived as a word and lettuce seen across any (how
ever limited) “space of time,” like we say, constitute two entirely dif
ferent processes of thinking.
STAN BRAKHAGE I 63
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Let me end on three “Tender Buttons” by Gertrude Stein:
MORE
An elegant use of foliage and grace and a little piece of white cloth
and oil.
Wondering so winningly in several kinds of oceans is the reason
that makes red so regular and enthusiastic. The reason that there is
more snips are the same shining very colored rid of no round color.
A NEW CUP AND SAUCER
Enthusiastically hurting a clouded yellow bud and saucer, enthusi
astically so is the bite in the ribbon
OBJECTS
Within, within the cut and slender joint alone, with sudden equals
and no more than three, two in the center make two one side.
If the elbow is long and it is filled so then the best example is all
together.
The kind of show is made by squeezing.
THE LOST FILMS (1996)
The Lost Films is a series of nine untitled films, from the late 1980s
through to 1995, which are photographed and/or painted, sometimes
painted-over photography?and are “lost” in the sense that, across
the whole period of time, I could not manage nor imagine any way to
pay for printing them. Finally a C.R.C.W. University of Colorado sab
batical grant allowed me to take them out of “the lost drawer” in my
office, string them together chronologically, and send them on to
Western Cine labs.
64 I CHICAGO REVIEW
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Discuss the importance of epidemiology to public health

Discuss the importance of epidemiology to public health

Discuss the importance of epidemiology to public health. Provide one current example of disease outbreak and how knowledge of its epidemiology can help health care professionals protect people from disease. (HINT: The CDC and WHO websites are excellent sources of information for this topic).

You may use the readings from your Boundless etext as a scholarly reference to complete Part II. Include a References section that lists these and any additional sources you used (refer to the Background page). For any additional research you do to complete your assignment, please use scholarly references such as a peer-reviewed journal article or a government-sponsored or university-sponsored website. As you read through your sources, take notes from your sources and then write your paper in your own words, describing what you have learned from your research. Direct quotes should be limited and must be designated by quotation marks. Paraphrased ideas must give credit to the original author, for example (Murray, 2014).

explain how God deals with us when we fail Him.

explain how God deals with us when we fail Him.

  • 300 + words
  • no plagiarism
  • 2 citation in APA format. Acceptable sources include the textbook, websites, and the Bible.
  • Textbook or articles·         Thoughtful analysis (considering assumptions, analyzing implications, comparing/contrasting concepts)
  • ·         Good examples (pertinent conceptual or personal examples are acceptable)

There are many “points of failure” that can affect the operation of a computer. A computer could fail due to overheating, loose cards, or even battery failure. There are also points in our lives where we seem to fail to obey God’s commands and teachings. Adam and Eve were the very first people to “fail” God by not obeying His commands and by eating of the Tree of Knowledge of Good and Evil. God could not stand to look at the sin that Adam and Eve committed, so He turned away. However, God made a way for us to overcome our sinful nature through the death, burial, and resurrection of Jesus Christ.

There are many times in our lives when we have failed God. Describe what it means to fail God. Then, using 2 references from the Bible, explain how God deals with us when we fail Him.

 

Circumfrence

Circumfrence

A circular ink spot has the circumference of 25.12 millimeters. A minute later, it has the circumference of 75.63 millimeters

A. Estimate the diameter of the ink spot each minute

B. How many times greater is the diameter of the ink spot compared to the previous minute?

master of education

master of education

Length: 3,500 words

 

Assignment Task

Complete the following:

 

The concepts of novice and expert were covered in a highly influential book by Patricia Brenner, From Novice to Expert (1984). More contempoary work is offered by Collins and Evans (2008) in their book Rethinking Expertise. The implication is that through acting as a reflective practitioner and building on content expertise, one can move from novice to expert in relation to professional practice. Using seminal and contemporary thinking on learning and expertise development do the following: Decribe a particular context in which individuals develop from novice to expert. Give a grounded account of the theories that apply to a particular contextual environment. Detail teaching strategies and or instructional strategies that are central to the building of expertise in this context. Remember to detail how the important processes within the theories you deploy apply to the learners, their relevant learning and the role that motivation plays. Ensure that you provide a critical review of the chosen perspective on developing expertise.

Course Project-Source Summary

Course Project-Source Summary

Ch. 2: Topic, Angle, Purpose

Ch. 3: Readers, Contexts, and Rhetorical Situations

Ch. 14: Inventing Ideas and Prewriting

Ch. 24: Starting Research

Ch. 22: Using Argumentative Strategies

Ch. 25: Finding Sources and Collecting Information

Ch. 26: Quoting, Paraphrasing, and Citing Sources (See esp. pp. 496–501)

Chapter 10: Arguments

Chapter 13: Research Papers

Chapter 15: Organizing and Drafting (pp. 359–360)

After reviewing the presentation, compose a 2-paragraph response in which you address each of the following points:

    • In your own words, identify points in the peer review cycle that seem especially important and explain why.
    • How does an editor differ from a peer reviewer? Use at least two points to support your response.
    • Based on this information, explain whether your article for this week was peer reviewed? How can you determine this information?
    • As you work on your research in this class, where specifically can you look to find peer-reviewed information?
    • In your own words, identify points in the peer review cycle that seem especially important and explain why.
    • How does an editor differ from a peer reviewer? Use at least two points to support your response.
    • Based on this information, explain whether your article for this week was peer reviewed? How can you determine this information?
    • As you work on your research in this class, where specifically can you look to find peer-reviewed information?After reviewing the presentation, compose a 2-paragraph response in which you address each of the following points: