1-4 Journal: Introduction to Power BI and Reporting

Take a moment to reflect on the information you have learned this week. Then, write a journal assignment that addresses the following:

• What have you learned this week regarding Power BI and how it is used?
• Identify how Power BI can be used in a business environment.

To complete this assignment, review the Journal Guidelines And Rubric document.

 

2-2 Journal: Extract, Transform and Load Data (ETL)

Instructions

Take a moment to reflect on the information you have learned this week. Then, write a journal assignment that addresses the following:

• Record what you have learned this week regarding ETL in a business environment.
• How can you apply this new knowledge in a business environment?

To complete this assignment, review the Journal Guidelines And Rubric document.

 

3-2 Journal: Creating Data Relationships

Instructions

Take a moment to reflect on the information you have learned this week. Then, write a journal assignment that addresses the following:

• What have you learned this week regarding data relationships in a business environment?
• How can you use this new knowledge in a business environment?

To complete this assignment, review the Journal Guidelines And Rubric document.

 

 

4-2 Activity: Checkpoint

Instructions

In this activity, you will look back at what you have learned in the video series. In Module Six, you will create a written report on these insights and use this visualization to create a report.

To complete this assignment, review the Checkpoint Guidelines And Rubric document.

 

5-1 Report: Business Analysis and Developing Requirements

 

Instructions

After watching the video series, write a paper that demonstrates your ability to document a solution for validation and approval using the examples in the videos. Use the following criteria as guidelines:

• Requirements need to be effectively written, structured, and understood.
• Requirements should be prioritized.
• Useful techniques for modeling scope, processes, rules, data, and interface should be included.

To complete this assignment, review the Module Five Report Guidelines And Rubric document.

 

5-2 Journal: Visualizations

 

Instructions

Take a moment to reflect on the information you have learned this week. Then, write a journal assignment that addresses the following:

• What have you learned this week regarding data relationships in a business environment?
• How are visualizations used to interpret data in a business environment?

To complete this assignment, review the Journal Guidelines And Rubric document.

 

6-2 Report: Findings on Data Analysis

Instructions

Write a report on the analysis of the sample data from Module Four. This activity will prepare you for the data analysis portion of the final project due in Module Seven.

Be sure to incorporate any feedback from the instructor on your Module Four checkpoint assignment. Your report should address the following:

• Include the corrected visualization (based on instructor feedback).
• What was significant about the data?
• What hypothesis can you make about the data set?
• What could be added to the data to increase its usefulness?
• Were there any anomalies?

To complete this assignment, review the Module Six Report Guidelines And Rubric document.

7-1 Final Project Submission

Instructions

Read the scenario provided in the Final Project Guidelines and Rubric document and choose one data set from the list provided. Using Microsoft Power BI, analyze the data and provide a written report on the insights that were found in the analysis. You should also refer to the Executive Summary Infographic document.

You will receive feedback from your instructor in Module Eight. It is critical that you incorporate that feedback into your final project and keep your corrected analysis and report for your capstone project in MIS 490.

To complete this assignment, review the Final Project Guidelines And Rubric document.

 

8-2 Journal and Final Project Upload

Instructions

Revise your journal assignments and incorporate the feedback from your instructor that you may have received throughout the previous modules. You will refer to your journal as you progress through your next course, MIS 490, and complete the capstone project. Copy and paste all journal submissions into one Word document. Be sure to save a copy of your journal and the revised final project to your OneDrive account. You will need to access both of these documents in your next course, MIS 490.

Take a screenshot of your journal assignments and final project files saved in OneDrive and submit it to your instructor in the appropriate assignment dropbox.

• Follow the instructions for creating a OneDrive account if you have not already created one.

This assignment will be graded on a pass/fail basis. Full points for this assignment will be assessed upon submission of screenshots of your journal and the Final Project Guidelines And Rubric in your OneDrive account.

 

 

Overview

Your personal philosophy of clinical education is an important part of your Clinical Teaching Project Plan as it will guide you in selecting learning activities.

Learning Outcomes

Upon completion of this assignment, the student will be able to:

• articulate personal philosophy of clinical education
• identify concepts of established learning theory that support personal philosophy
• demonstrate ability to communicate through concept mapping

Instructions

1. Attend the BBB on Learning Theories and Personal Philosophy of Clinical Education or view the recording.
2. Review the content on various learning theories and think about which one resonates most with you. Choose one theory upon which to base your personal philosophy.
3. Design a concept map including the following components
   • Personal philosophy of education statement
   • Supporting learning theory with brief description and key contributors
   • 3-5 key concepts of learning theory with brief explanation/description
   • Example of a learning activity appropriate for your CTPP for each key concept
4. Submit your Concept Map to this drop box by 11:59 PM EST on Friday of week 5.

Many students find that PowerPoint is the simplest way to create their concept map.

Sample of a simple Powerpoint concept map Download Sample of a simple Powerpoint concept map

Below are some simple directions for one way of making a concept map, but you may use your creative license and make it your own.  Make sure you include rubric criteria and that your philosophy is understandable to another reader.

There are also many websites you can use to make free concept maps. Feel free to use any of them. Make sure you can save your final product as a PDF to ensure you will be able to upload it to the dropbox.

 

Rubric

Personal Philosophy of Clinical Education Concept Map

Personal Philosophy of Clinical Education Concept Map
Criteria	Ratings	Pts
Personal philosophy Clearly and succinctly describes student’s personal philosophy of clinical education (1.5 points).	1.5 Pts Fully Met Clearly and succinctly describes student’s personal philosophy of clinical education. 1 Pts Partially Met Clearly describes student’s personal philosophy of clinical education. 0.5 Pts Somewhat Met Personal philosophy is unclear. 0 Pts Not Met Personal philosophy statement is absent.	1.5 pts
Supporting theory Name of theory and major contributor(s) listed (0.5 points each). Briefly describes theory (0.5 points). Theory supports personal philosophy (0.5 points)	2 Pts Fully Met Name of theory and major contributor(s) listed. Briefly describes theory. Theory supports personal philosophy. 1.5 Pts Partially Met One element missing 1 Pts Partially Met Two elements missing 0.5 Pts Minimally Met Three elements missing 0 Pts Not Met Four elements missing	2 pts
Major concepts Lists no less than three, no more than five major concepts of the educational theory (0.5 points). Gives a brief description of each major concept (0.5 points).	1 Pts Fully Met Lists no less than three, no more than five major concepts of the educational theory. Gives a brief description of each major concept. 0.5 Pts Partially Met Meets one of the two elements. 0 Pts Not Met Does not meet either element.	1 pts
Gives one activity for each major concept (0.5 points). Given activity illustrates the major concept (1 point). Activities are appropriate for CTPP (1 point).	2.5 Pts Fully Met Gives one activity for each major concept. Given activity illustrates the major concept. Activities are appropriate for CTPP. 2 Pts Mostly Met 1.5 Pts Partially Met 1 Pts Somewhat Met 0.5 Pts Minimally Met 0 Pts Not Met No criteria met.	2.5 pts
Concept map Includes a key or linking words that make connections clear (0.5 points). Uses appropriate hierarchy (0.5 points).	1 Pts Fully Met Includes a key or linking words that make connections clear. Uses appropriate hierarchy. 0.5 Pts Partially Met One of the two criteria met. 0 Pts Not Met Neither criteria met.	1 pts
Mechanics Submitted on time (-0.5% per day up to a max of -1.5 points). References in APA format (-0.05 per error up to max of -0.25 points). Grammar, spelling, punctuation, word usage, etc. without errors (-0.05 per error up to max of -0.25).	2 Pts Fully Met Submitted on time. References in APA format. Grammar, spelling, punctuation, word usage, etc. without errors. 1.5 Pts One day late Submitted up to one day late. All other criteria met. 1 Pts Partially Met 0.5 Pts Somewhat Met 0 Pts Not Met Submitted three or more days late. Five or more errors in APA. Five or more errors in grammar, spelling, punctuation, word usage, etc.	2 pts
Total points: 10

 

Recitation #3

Question 1 & 2: Complete the following table for each combination of ions. The first one has been
completed for reference:
Cation: Anion:
Cation
Charge
Anion
Charge
Combination Ratio
(cation:anion) Compound:
Sodium Chromate +1 -2 2:1 Na2CrO4
Magnesium Fluoride
Ammonium Cyanide
Platinum (IV) Oxide
Lithium Phosphate
Aluminum Carbonate
Question 3 & 4: Name each molecule & draw a Lewis Structure which satisfies the octet rule. Then
determine the shape around the central atom.
Molecule: CBr4 SiS2 SO2
Name:
Lewis Structure:
Shape:
(circle your answer)
Bent
Linear
Tetrahedral
Trigonal Planar
Trigonal Pyramidal
Bent
Linear
Tetrahedral
Trigonal Planar
Trigonal Pyramidal
Bent
Linear
Tetrahedral
Trigonal Planar
Trigonal Pyramidal
Chem 1205 Recitation #3
Question 5-9: Consider each structure & identify any polar bonds. Then determine if the molecule
is polar or nonpolar. The first one has been completed for reference:
Molecule: List any polar bonds: Is the molecule polar or nonpolar?
Example: HCl
H-Cl 1 polar bond = net dipole
The molecule is polar
N2
HCN
HBCl2
SO3
(For reasons not discussed in this
class, sulfur can exceed the octet)
CH3OH, methanol

Write a 2-page essay (1.5 spaced, 12-point font, 1-inch margin on all sides). The goals of this assignment are
(1) for you to hone your skills in using musical terminology correctly and fluently to advance a written argument; and
(2) for you to engage with the musical expressive techniques of late-Renaissance vocal music.
Choose any two madrigals from the list below:
1. Candido e verde fiore (Flower of purest white), Carlo Gesualdo
2. Ohime, se tanto amate (Alas, if you so love), Claudio Monteverdi
3. Ardo per te, mio bene (I am ablaze for you, beloved) Carlo Gesualdo
4. T’amo, mia vita! (I love you, my life!), Claudio Monteverdi
5. O primavera, gioventù dell’anno (Oh springtime, youth of the year), Claudio Monteverdi
6. Dolcissima mia vita (Sweetest life of mine), Carlo Gesualdo
7. Si, ch’io vorrei morire (Yes, I wish to die), Claudio Monteverdi
8. Moro, lasso (I die, alas), Carlo Gesualdo
Attach the scores of the chosen madrigals to your paper for reference.
Your assignment is to argue which of the two madrigals succeeds better at expressing its text in music (text painting). Use the mechanisms of musical rhetoric (see Renaissance notes) as a starting point for your analysis. The key to your argument will be the correct use of such terminology. To prove your point, call your reader’s attention to both broad features of the
music, as well as specific moments. For the latter, cite measure numbers in the score you are using as reference so I can check your claims.
I recommend that you begin by listening to all the madrigals on the list, following along with their texts (all recordings and texts uploaded to the OL). Then, pick two that you think might be fruitful for a comparison because of the similarities or differences in their text or musical setting.
Keep in mind, finally, that your paper must have a clear thesis elaborating on why exactly your favored piece is more successful at expressing its text, or why the other one is less successful.
Note:
This paper is NOT about:
– Which piece you prefer.
– Your opinions (therefore your text should contain no first-person statements)
This paper IS about:
– Which piece makes the best use of musical rhetoric techniques.
– What you can analyze or prove.
Your essay needs to include an introduction, a development and a conclusion. Your paper needs to be submitted in PDF format, on the OL link, by the deadline. Consult the syllabus for more details about the submission.
History of Music in the European Tradition Geneviève Leclair
To get you started on your analysis, consider the following questions. Answering them is not a requirement for the paper; they are simply meant to stimulate your thinking and help
guide you toward a thesis:
1) What is the overall message of the poem? What are the poem’s main themes? Does the music give them rhetorical emphasis, or not? Who is speaking in the poem, a third-person
narrator or a first-person narrator? Does the music represent the text in any way? Is there dialogue?
2) What is the overall affect, or emotional content, of the music (sad, upbeat, languorous, frenetic, etc.)? Which musical elements are contributing to this atmosphere?
3) When are different textures used, and why? (The main possibilities are imitative polyphony, homorhythmic polyphony, and occasionally monophony.)
1. If homorhythmic polyphony, does it sound like everyone is singing, or just a few people? Do groups trade off in a kind of call-and-response antiphony?
2. If imitative polyphony, is there relatively clarity of text expression or is the effect to blur the text?
4) Which lines of text recur in the music, and why? Which lines do not recur? Are multiple lines of text presented simultaneously? (This technique most often occurs in
sections using imitative polyphony, where multiple melodies, each assigned to a different line of text, will be imitated simultaneously.) If so, what could it represent, if anything?
5) What role does musical contrast play in expressing the poetry? Do contrasting sections of music coincide with contrasting ideas in the poem? Are there long sections that are
basically homogenous? Are these sections effective vehicles for expression or not? Do certain sections of music recur, but with small changes?
6) Your chosen poem uses a striking image or conceit. Does the music evoke it in a literal way (word painting) or in a more abstract way (e.g., with a dissonant harmony)? Or both?
Is the imagery in the poem itself literal, or used as a metaphor? How does this affect the musical setting?
7) How would you characterize the rhythmic flow, the tempo, the meter? Dance-like and easy-going? Belabored and slow? Do any of these features change during the madrigal?
8) Think about melodic contour. Is a melody sitting on one note for a while, or running up and down a scale, or making dramatic leaps? What effect does it have on your
interpretation of the poem?
9) Syllabic vs. melismatic text setting. Which is used, when, and why?
10) When are there cadences in the music? Silences? Do they have poetic significance?

1. Invent a product or service, can be an app. (This could be the one you previously identified or a different one.) The product/service is one you will market for profit. Assume the product/service has been developed and created and is ready for distribution. Do not concern yourself whether it can reasonably be realized. Be creative!

   2. Draft a contract for the sale of the product/service to a retail establishment. The retailer can be a brick and mortar store, restaurant, hardware store, online marketplace, business, etc.

   3. WHAT YOUR CONTRACT MUST CONTAIN:

   a. The contract should contain the necessary elements of a contract which include: Identity of the Parties (with date and signature lines at the bottom of the contract), Description, Price, Quantity, Shipping or Delivery, and Price or Payment structure. (You may use other sources beyond your textbook. Do not use terms you do not understand. Do not just “copy and paste” a contract you find on the internet. Make this contract yours. (For the Description you can state what your item or service does or accomplishes.)

   b. At least seven (7) Boilerplate (common contract provisions) which must include “arbitration” and “attorney fees and costs” clauses (these are two separate clauses.) See attached for sample boilerplate clauses which includes definitions and sample language to include. Boilerplate Clauses.1.pdf Download Boilerplate Clauses.1.pdf

   4. WHAT YOUR CONTRACT IS WORTH AND HOW POINTS ARE ASSIGNED:

   Your contract is worth 100 points; up to 50 points will be given for professionalism, which includes having a title for your document, proper formatting, alignment of paragraphs, spacing, spelling, and grammar; and up to 50 points on how well you incorporate all the necessary elements of a contract, including essential terms and boilerplate clauses, and follow the instructions. You must incorporate all elements described in this assignment (highlighted in yellow) in order to receive full credit. Points will be deducted for each term/clause not incorporated. This final contract is worth 25% of your grade.

   5. WHERE TO FIND SAMPLE CONTRACTS:

   Sample contracts may be found by googling samples contracts for sale of good or services; Findlaw; RocketLawyer.com; and other law sites. Also, a sample contract for the International Sale of Coffee can be found in your book at pages 383-386. For a step by step guide with samples and templates also look at www.fundingcircle.com/us/resources/how-to-draft-a-sales-contract/ (Links to an external site.)

   6. POSTING YOUR CONTRACT:

   YOUR CONTRACT MUST BE TURNED IN BY THE TIME THIS CLASS ENDS. YOU MAY TURN IN EARLIER WHICH IS WHAT I SUGGEST IN CASE THERE ARE ANY TECHNICAL ISSUES; IF YOU DO TURN IN EARLY AND I ASSIGN POINTS TO YOUR CONTRACT YOU MAY NOT RESUBMIT; IF YOU UPLOAD IT IS YOUR RESPONSIBILITY TO MAKE SURE IT UPLOADS CORRECTLY. IF I CANNOT OPEN IT TO READ IT YOU WILL NOT GET ANY CREDIT FOR THE ASSIGNMENT. SINCE THIS IS YOUR LAST ASSIGNMENT AND THE CLASS ENDS SUNDAY, FEBRUARY 7TH, THERE IS NO POSSIBILITY OF AN EXTENSION TO COMPLETE – NO EXCEPTIONS. (P.S. I am not shouting just want to make sure these instructions standout and are clear.)

Map for Clinical Shift One (week five)

Start Assignment

• Due No Due Date

• Points 100

• Submitting a file upload

• File Types doc, docx, and pdf

Complete a Concept Map specific to one of your patients. Incorporate applicable information from the One Minute Care Plan and the Clinical Summary assignments. Do not exceed one page.

Rubric

Concept Map

Concept Map
Criteria	Ratings	Pts
This criterion is linked to a Learning OutcomeAppropriate concept analysis diagram selected	10 pts Concept analysis diagram clearly relates to a medical diagnosis or patient care concern 0 pts Concept analysis diagram does not relate to a medical diagnosis or patient care concern	10 pts
This criterion is linked to a Learning OutcomeAntecedents (assess)	15 pts Identifies variances or normals for each antecedent 7.5 pts Identifies variances or normals for some of the antecedents 0 pts Not addressed	15 pts
This criterion is linked to a Learning OutcomeAttributes (diagnose)	15 pts Identifies variances or normals for each attribute 7.5 pts Identifies variances or normals for some of the attributes 0 pts Not addressed	15 pts
This criterion is linked to a Learning OutcomeInterrelated Concepts (related to)	15 pts Describes patient specific information for each interrelated concept. If a concept is not applicable to this patient, indicates ‘na’. 7.5 pts Describes patient specific information or ‘na’ for some of the interrelated concepts 0 pts Not addressed	15 pts
This criterion is linked to a Learning OutcomeNegative Consequences (as manifested by)	15 pts Identifies each negative consequence as present, absent, or resolved 7.5 pts Identifies some of the negative consequence as present, absent, or resolved 0 pts Not addressed	15 pts
This criterion is linked to a Learning OutcomeNursing Care: Primary, Secondary, Tertiary (intervene)	15 pts All interventions listed appropriate to this patient 7.5 pts Some interventions listed not appropriate to this patient 0 pts Not addressed	15 pts
This criterion is linked to a Learning OutcomePositive Consequences (evaluate)	15 pts Identifies patient progress toward achieving each of the positive consequences as met, unmet, or unknown 7.5 pts Identifies patient progress toward achieving some of the positive consequences as met, unmet, or unknown 0 pts Not addressed	15 pts
Total Points: 100

 

INTRODUCTION

Is required that it work on a Semester Construction Management Project and prepare the report using Excel application.

DESCRIPTION OF THE PROJECT

You are the construction manager, and you need to prepare a Construction Management Plan for the following project:

The client has an empty two-story building that purchased to expand its medical manufacturing where the client manufactures cardiology diagnostic equipment to conduct exploratory procedures in the arteries and heart to determine the degree of cholesterol accumulation in the walls of the arteries and the impact on the heart of patients.

The past owner of the building took all the equipment that was in this building.  The design drawings for the remodeling of the building will be done when you have prepared your construction management plan.

• The building has electricity, but you need people and time to check.
• You need to assume that medical manufacturing engineers will let you know where to install the equipment when the time arrives.
• The building will use the quality assurance quality control laboratory from the first building that is next to the one you will remodel.  Therefore, you don’t need to build a laboratory.
• Potable water and sewer services are available, and the restrooms are there in good working conditions.

Facts of the remodeling:

• You need to visualize an empty building and you need to take your team to a tour and identify issues that you believe you need to put in your construction management plan.
• There will be 3,000 employees working in the building.
• The second floor will be for the offices of the manufacturing engineers.
• The first floor will be for the installation of the medical manufacturing equipment.
• The second floor are for cubicles and office for engineers and management engineers and scientist.
• The building does not have air conditioning nor heating system.
• The building does not have cafeteria therefore, you need to build a cafeteria next to the building that relates to a door.
• Time Schedule:  The remodeled building needs to be completed in 15 months
• Project Budget: The owner and you agreed to remodel this building for $5 million dollars.
• You and you Team need to estimate what you will need and set up an organization chart for your Team to execute the remodeling project. .
• You need to list what subcontractors you need and in what specialties.
• You need to prepare your construction management plan using an Excel spreadsheet.

 

Deliverables:

You will prepare a Construction Management Plan showing all the activities you plan to propose with brief explanation of the items, if required.

Scheme:

The paper will be based on the quality of information presented and conducting detailed analysis/comparison of the technologies that are being used for managing the construction projects. Please don’t include the physical description or related methods to use these technologies.

REQUIREMENTS

Report is presented professionally

No grammatical mistakes

Preparation of the construction management plan.

Conclusions and References are included

Purpose:

The purpose of this assignment is to examine the cultural and developmental assessments in the care of an adolescent female.

 Objectives:

CO1: Examine the foundations of quality health assessment

CO4:  Recognize the roles of the inter-professional members of the health team in the coordination of healthcare

Question:

History

A 16-year-old girl attends a family planning clinic asking for a pregnancy test. Her mother has given permission for her to become pregnant. She has been with her boyfriend for 6 months. She has had unprotected intercourse twice. Both the girl and her boyfriend had never been sexually active before. Her periods started 3 years ago and were initially irregular, but she now reports a regular 27-day cycle. She is one week late for her period. She has never had any gynecological or other medical problems.

She reports that she is happy at school but does not like studying. Her goal in life is to become a mother. She lives with her parents, sister (19), brother (23) and her sister’s daughter (3) in a house locally. She has attended the clinic with a female school friend.

Examination

Pregnancy Test Negative.

Questions

1. What issues are important in determining how this situation should be managed?

2. How would you further investigate, advise, and manage this girl?

3. What other healthcare professionals would you consult to assist in the management of this girl?

Please answer the question completely.  Incorporate the text and/or other outside sources to support your answer. Make sure all references follow APA format.

Reading:

Jarvis, Carolyn. (2016). Health Assessment for Physical Examination and Health Assessment. 7th Edition. St. Louis, MO: Elsevier Publications. Chapters 23, 28, 30-31

 

Fall 2021

SET 1(A) 

1. There are few names below. Now make this chart in excel.

First Name	Last Name	Upper case for last name	Full name with proper case	Length of lower case	Add Dr. before the full name	Replace the first name with Cricketer in full name
Gulbadin	Naib
Samiullah	shenwari
TeEM	DaviD
Shane	Bond
JofrA	archer
Mominul	Huq
Sandeep	LamiChanne
Rabbi	hannan

 

2. Crete a drop down list with these cities and make sure that shipment quantity remain 50,000 to 1,00,000 pc for any city. If anyone tries to input any values beyond this range, create an error alert for that.

City	Shipment Qty
NYC
Berlin
Brooklin
Sydney
Canberra
London
Manchester
Kampala

 

 

 

 

 

3. This is your data.

Month	Product	Quantity	Product ID
December	T-Shirt	16000	160010
January	Tank top	3459	160011
February	Polo Shirt	235	160012
March	Long Sleeve T	2040	160013
April	Short Sleeve T	7065	160014
May	Jacket	6000	160015
March	T-shirt	5400	160016
April	Polo Shirt	4040	160017
December	Tank top	1035	160018
March	Short Sleeve T	445	160019
April	Long Sleeve T	235	160020
March	Jacket	895	160021
April	Jacket	7065	160022
April	Polo Shirt	6000	160023
April	Tank top	1054	160024
March	Short Sleeve T	408	160025
December	Long Sleeve T	4500	160026
March	T-Shirt	3500	160027
December	T-Shirt	1000	160028
January	T-Shirt	300	160029

 

Now you need to show in excel –

1. Find out the qty of below products with product ID. If any id is absent in data set, then in the qty collum it will show not available.

 

Product ID	Qty
160020
160016
160033
160034

 

1. Make an example of H-look up with this data set.

The body is constantly sending signals about its health. One of the most easily recognized signals is pain. Musculoskeletal conditions comprise one of the leading causes of severe long-term pain in patients. The musculoskeletal system is an elaborate system of interconnected levers that provides the body with support and mobility. Because of the interconnectedness of the musculoskeletal system, identifying the causes of pain can be challenging. Accurately interpreting the cause of musculoskeletal pain requires an assessment process informed by patient history and physical exams.

In this Discussion, you will consider case studies that describe abnormal findings in patients seen in a clinical setting.

To prepare:

• By Day 1 of this week, you will be assigned to one of the following specific case studies for this Discussion. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.
• Your Discussion post should be in the Episodic/Focused SOAP Note format rather than the traditional narrative style Discussion posting format. Refer to Chapter 2 of the Sullivan text and the Episodic/Focused SOAP Template in the Week 5 Learning Resources for guidance. Remember that all Episodic/Focused SOAP notes have specific data included in every patient case.
• Review the following case studies:

Case 1: Back Pain

Photo Credit: University of Virginia. (n.d.). Lumbar Spine Anatomy [Photograph]. Retrieved from http://www.med-ed.virginia.edu/courses/rad/ext/5lumbar/01anatomy.html. Used with permission of University of Virginia.

A 42-year-old male reports pain in his lower back for the past month. The pain sometimes radiates to his left leg. In determining the cause of the back pain, based on your knowledge of anatomy, what nerve roots might be involved? How would you test for each of them? What other symptoms need to be explored? What are your differential diagnoses for acute low back pain? Consider the possible origins using the Agency for Healthcare Research and Quality (AHRQ) guidelines as a framework. What physical examination will you perform? What special maneuvers will you perform?

Case 2: Ankle Pain

Photo Credit: University of Virginia. (n.d.). Lateral view of ankle showing Boehler’s angle [Photograph]. Retrieved from http://www.med-ed.virginia.edu/courses/rad/ext/8ankle/01anatomy.html. Used with permission of University of Virginia.

A 46-year-old female reports pain in both of her ankles, but she is more concerned about her right ankle. She was playing soccer over the weekend and heard a “pop.” She is able to bear weight, but it is uncomfortable. In determining the cause of the ankle pain, based on your knowledge of anatomy, what foot structures are likely involved? What other symptoms need to be explored? What are your differential diagnoses for ankle pain? What physical examination will you perform? What special maneuvers will you perform? Should you apply the Ottawa ankle rules to determine if you need additional testing?

Case 3: Knee Pain

Photo Credit: University of Virginia. (n.d.). Normal Knee Anatomy [Photograph]. Retrieved from http://www.med-ed.virginia.edu/courses/rad/ext/7knee/01anatomy.html. Used with permission of University of Virginia.

A 15-year-old male reports dull pain in both knees. Sometimes one or both knees click, and the patient describes a catching sensation under the patella. In determining the causes of the knee pain, what additional history do you need? What categories can you use to differentiate knee pain? What are your specific differential diagnoses for knee pain? What physical examination will you perform? What anatomic structures are you assessing as part of the physical examination? What special maneuvers will you perform?

With regard to the case study you were assigned:

• Review this week’s Learning Resources, and consider the insights they provide about the case study.
• Consider what history would be necessary to collect from the patient in the case study you were assigned.
• Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis?
• Identify at least five possible conditions that may be considered in a differential diagnosis for the patient.

Note: Before you submit your initial post, replace the subject line (“Discussion – Week 8”) with “Review of Case Study ___.” Fill in the blank with the number of the case study you were assigned.

By Day 3 of Week 8

Post an episodic/focused note about the patient in the case study to which you were assigned using the episodic/focused note template provided in the Week 5 resources. Provide evidence from the literature to support diagnostic tests that would be appropriate for each case. List five different possible conditions for the patient’s differential diagnosis, and justify why you selected each.

Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link, and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!

Read a selection of your colleagues’ responses.

By Day 6 of Week 8

Respond to at least two of your colleagues on 2 different days who were assigned different case studies than you. Analyze the possible conditions from your colleagues’ differential diagnoses. Determine which of the conditions you would reject and why. Identify the most likely condition, and justify your reasoning.