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  • [Solved] W DISC 6

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    #### **Community Work & Health Promotion** **Objective:** This discussion post aims to explore the role and impact of community partnerships or coalitions in promoting health and well-being within your home community. You will describe a specific partnership, the health area they are addressing, the…

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    Assignment Prompt & Instructions

    #### **Community Work & Health Promotion**

    **Objective:** This discussion post aims to explore the role and impact of community partnerships or coalitions in promoting health and well-being within your home community. You will describe a specific partnership, the health area they are addressing, the organizations involved, and how the partnership has gained visibility and impact.

    **Assignment Instructions:**

    **Introduction:**

    – **Contextualize the Importance of Community Partnerships:**
    – Begin by discussing the significance of community partnerships or coalitions in addressing public health issues. Highlight how these collaborative efforts can lead to more comprehensive and effective health promotion initiatives.

    **1. Identifying the Community Partnership/Coalition:**

    – **Name and Description:**
    – Provide the name of the community partnership or coalition.
    – Offer a brief description of the partnership, including its mission, goals, and overall purpose.

    **2. Health Area Addressed:**

    – **Focus Area:**
    – Describe the specific health area or issue that the partnership is addressing.

    **3. Organizations Involved:**

    – **List and Describe Partner Organizations:**
    – Identify the key organizations involved in the partnership. This may include:
    – Local health departments and public health agencies.
    – Hospitals and healthcare providers.
    – Non-profit organizations and community-based groups.
    – Schools and educational institutions.
    – Faith-based organizations and advocacy groups.
    – Businesses and local government agencies.
    – **Roles and Contributions:**
    – Describe the roles and contributions of each organization within the partnership. Explain how their collaboration enhances the overall effectiveness of the initiative.

    **4. Critical Analysis:**

    – **Evaluate the Effectiveness of the Partnership:**
    – Critically analyze the strengths and weaknesses of the partnership. Consider factors such as:
    – The level of collaboration and communication between partner organizations.
    – The impact of the partnership on the targeted health area.
    – Any challenges faced and how they were addressed.
    – **Recommendations for Improvement:**
    – Suggest ways to enhance the effectiveness and visibility of the partnership. Consider strategies for increasing community engagement, securing funding, and sustaining long-term impact.

    **5.Conclusion:**

    – **Summarize Key Points:**
    – Recap the main insights gained from describing and analyzing the community partnership.

    Please note the grading rubric for the discussion board.

    As a reminder, all discussion posts must be a minimum of 350 words initial, references must be cited in APA format 7th Edition, and must include a minimum of 2 scholarly resources published within the past 5 years with in text-citations.

    No PLAGIARISM MORE THAN 10 % IS ALLOWED

    CHECK YOUR GRAMMAR

    DUE DATE APRIL 4, 2025

    – 2 years ago

  • [Solved] Veterinary Technician Externship

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    – [\ \ Screenshot2025-04-02163735.png](https://www.sweetstudy.com/files/screenshot2025-04-02163735-png "Screenshot2025-04-02163735.png") – 2 years ago

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    Assignment Prompt & Instructions

    – [\
    \
    Screenshot2025-04-02163735.png](https://www.sweetstudy.com/files/screenshot2025-04-02163735-png "Screenshot2025-04-02163735.png")

    – 2 years ago

  • [Solved] Tumor case study

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    The episode was unwitnessed by providers but observed by his mother. – 2 years ago **files (3)** – ## case2todo.docx – ## ME_Sample_CaseStudy_.docx – N638CaseStudyGradingRubric_2025.docx **## case2todo.docx** **Syncope, Weakness, Anorexia, Brain Tumor15554303'. Case/ake Nine** **S:** 16-year-old…

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    The episode was unwitnessed by providers but observed by his mother.

    – 2 years ago

    **files (3)**

    – ## case2todo.docx

    – ## ME_Sample_CaseStudy_.docx

    – N638CaseStudyGradingRubric_2025.docx

    **## case2todo.docx**

    **Syncope, Weakness, Anorexia, Brain Tumor15554303'. Case/ake Nine**

    **S:** 16-year-old Hispanic male with weakness and reported loss of consciousness on Sunday for approximately 2–3 minutes. The episode was unwitnessed by providers but observed by his mother. He regained awareness quickly and was oriented. No EMS called or ER evaluation performed. Patient has a history of brain tumor with surgeries in 2016 and 2020; receives monthly chemotherapy. Complaints of fatigue, shortness of breath on exertion, poor appetite, difficulty walking, and generalized weakness. Often sleeps during the day and struggles to expectorate sputum. Uses a walker or cane for ambulation.
    Mother confirms poor appetite and notes he has not been eating well. Last labs (2/6/25) were WNL. No vomiting or GI symptoms. Neurology consult is scheduled in 2 weeks.

    **Past Medical History:** Brain tumor with surgeries (2016, 2020), on chemotherapy

    **Social History:** Lives with mother, no current school attendance due to medical condition

    **O:** **VS:** Temp: 98.6°F | HR: not taken | RR: not taken | BP: not taken | Wt: 147.6 lbs (66.95 kg) | Ht: 60 in (152.4 cm) | BMI: 28.82 (95.98%)
    **General:** Alert, well-nourished, no acute distress

    **Head:** Normocephalic, atraumatic.
    **Eyes:** PERRLA, sclera anicteric.
    **ENT:** Moist mucosa, clear throat.
    **Neck:** Supple, full ROM, no LAD.
    **Skin:** Warm, dry, no rashes

    **Heart:** RRR, no murmurs, normal S1/S2.
    **Lungs:** Clear to auscultation, good air movement

    **Abdomen:** Soft, nontender, no organomegaly.
    **Extremities:** No edema, no cyanosis or clubbing

    **Neuro:** Alert, oriented x3, generalized weakness with ambulation, uses walker; no focal deficits

    **A:** **R53.1** – Weakness.
    **R63.0** – Anorexia.
    **Z85.841** – Personal history of brain tumor.
    **Z51.11** – Encounter for antineoplastic chemotherapy

    **P:** **Weakness**: Safety reinforced, use of walker/cane encouraged, continue neurology referral

    **Anorexia**: Counsel on iron-rich and calorie-dense foods: lean meats, fortified cereals, beans, greens. Vitamin B12, folate, and Vitamin C-rich foods recommended. Encourage small, frequent meals and high-calorie shakes. Monitor for weight loss and hydration status. Energy conservation techniques recommended. Moderate exercise with clearance from oncologist

    **Education:** Emphasized nutrition, hydration, and rest. Encouraged mother to monitor for any new neurologic symptoms, prolonged fatigue, vomiting, or worsening weakness. Instructed to go to ER for any acute changes in consciousness, severe fatigue, vomiting, seizures, or breathing issues. Regular follow-up with oncology, neurology, and PCP encouraged.
    **Follow-Up:** Neurology in 2 weeks. RTC in 3 months or sooner if symptoms worsen

    **## ME_Sample_CaseStudy_.docx**

    1

    2

    **CC:**(10 yo female with constipation x 4 days)

    **HPI**: D.E. is a 10-year-old black female with no significant PMH who presents to the office for a sick visit, accompanied by his mother for a constipation evaluation. She has had hard stools, straining with bowel movements, and minimal discomfort for the last 4 days. There is no abdominal pain, vomiting, fever, or blood in stool. The patient has no recent dietary change or illness. Normal baseline pattern: The patient’s mother reports that she usually has one bowel movement every 1-2 days, which is typically formed and easy to pass. No prior history of chronic constipation requiring medical intervention. Occasional mild constipation in the past, but symptoms usually resolved within 1–2 days with increased fluid intake—no history of fecal incontinence, soiling, or painful defecation. No history of withholding behaviors (e.g., avoiding bowel movements due to fear of pain). She has no history of chronic constipation. The patient is in 5th grade and participates in the gym twice daily.

    **Diet:** She likes rice and pasta and occasionally eats vegetables but does not consistently consume fiber-rich foods. Dairy intake: She consumes moderate amounts of milk and cheese, which may contribute to constipation. Fluid intake: The patient drinks adequate water daily and has no excessive intake of sugary drinks or soda.

    **Sleep:** Pt sleeps from 8. P.M. to 6 A.M.

    **Behavior:** Social interaction is age-appropriate. Has friends and good peer interactions. Engages in structured physical activities —no concerns from school or parents.

    **Past Medical History (PMH):** No significant medical history.

    Surgical history: None

    Medications: None currently prescribed.

    Allergies: NKDA.

    Immunization: review and Up to date.

    Unremarkable prenatal history

    **Family History**: Both parents are healthy with no medical history, have two younger siblings, a five-year-old brother who has asthma and a three-year-old sister with Autistic

    **Social History:** She lives with her parents and two siblings in a private apartment. He likes to play with his siblings and friends. She attends swimming classes twice a week. She has no sedentary lifestyle concerns (e.g., excessive screen time). The home is smoke-free and pet-free. His grandmother visits twice a month from Ghana and usually stays for five months at a time.

    **Review of Systems (ROS)**

    **General:** Healthy-appearing, well-nourished, and alert child.

    **Skin**: Denies skin, hair, and nail symptoms.

    **HEENT: Head:** No history of head injury.
    **Eyes:** denies photophobia, glaucoma, or diplopia in his past medical/social history.
    **Ears:** canal clear bilaterally. TM clear bilaterally.
    **Nose** Pink nasal mucosa, indicating healthy tissue.
    **Throat**: No tooth pain or gum bleeding, and oral mucosa pink.

    **Neck:** Supple, No lumps, goiter, pain. No swollen glands.

    **Lymph Nodes: No** cervical

    **Thorax and Lungs:** symmetric.

    **Cardiovascular:** no chest pains and no edema.

    **Gastrointestinal: Constipation x 4 days**, straining with bowel movements, and passing hard, pellet-like stools. No diarrhea. Reports abdominal discomfort, intermittent, worse after meals. No nausea, vomiting, blood in stool, or excessive gas. Appetite normal/decreased. No history of food intolerance.

    Genitourinary: No dysuria, hematuria, or recent urinary tract infections. No urinary incontinence or enuresis.

    **Musculoskeletal:** Full motion range and normal flexion and extension

    **Respiratory**: No cough, wheezing, or shortness of breath.

    **Physical Exam:**

    **VS**: BP: 104/68 mmHg- Temperature: 98.4°F; HR: 82 bpm, RR: 18/min, Spo2: 98% on RA. Growth Percentiles: Weight: 28 kg (50th percentile), Height: 130 cm (50th percentile).

    **General:** Healthy-appearing child. Well-nourished and alert. Weighs within the normal range. Mucous membranes are moist and pink. The respiratory pattern is unremarkable, with no grunting or nasal flaring.

    **Skin:** Warm, dry, no rashes or pallor. No signs of dehydration (no tenting, no dry mucous membranes).

    **Head and face**: The size of the skull is developmentally appropriate and is in proportion to the rest of the body. Facial move symmetrically and midline. There is no evidence of dropping, asymmetry, or disproportionate features.

    **Eye:** No conjunctival pallor anicteric sclera.

    **Neck**: Palpation reveals no lymphadenopathy, swelling, or tenderness. No nuchal rigidity

    **Cardiovascular:** Rhythm is regular. No heart murmur, rubs, or gallops. No peripheral edema.

    **Respiration:** exhibits normal structure without evidence of curvature or protrusions. Respiration is regular at a rate of 18 bpm. Lungs are clear bilaterally.

    **Abdomen:** Inspection: Mild distension noted. No visible peristalsis.
    Auscultation: Positive bowel sounds in all four quadrants.
    Palpation:
    Soft, mild tenderness in LLQ.
    No guarding, rebound tenderness, or rigidity.
    No hepatosplenomegaly.
    No palpable masses.
    Percussion: No tympany or dullness no obstruction.

    **Neurology:** Reflexes are present and symmetric. Cranial Nerves: No sign of apparent neurological deficit.

    **Age-Appropriate Developmental Exam**

    At 10 years old, she demonstrates appropriate developmental milestones:

    Language: Speaks fluently and understands complex instructions.

    Motor Skills: Coordinates fine motor tasks well (e.g., handwriting, drawing).

    Social Skills: She engages appropriately with peers and adults.

    **Differential Diagnosis (DD)**

    **DD#: 1: Functional Constipation**

    This is the most likely diagnosis in this case. Functional constipation “is the presence of two or more of the following for a minimum of one month: straining during defecation, hard stools, the sensation of incomplete evacuation, manual maneuvers to facilitate defecation, less than three bowel movements per week, and absence of loose stools without laxatives” (Bashir, & Khan, 2024).  This patient has several of the classic characteristics of functional constipation in the form of hard stools, straining, and mild discomfort without the accompaniment of any ominous signs such as hematochezia, fever, or substantial weight loss. The lack of recent diet changes or illness also validates this diagnosis. Relevant positives are low fiber and straining in bowel movements. Relevant negatives are no abdominal pain, vomiting, fever, or systemic symptoms.

    **DD#2. Irritable Bowel Syndrome (IBS)**

    Though less probable due to the limited symptom duration and lack of alternate constipation/diarrhea, IBS should be considered in the differential diagnosis (Di Rosa et al., 2023). IBS is the recurrent or chronic abdominal pain accompanied by a change in bowel habits, either diarrhea, constipation, or both. As seen in IBS, this patient does not complain of alternating bowel habits, bloating, or mucus with stool. Also, a lack of a chronic course of symptoms excludes IBS as an actual diagnosis at this point. IBS is a clinical diagnosis requiring recurrent symptoms for ≥2 months. Follow-up overtime for different symptoms will discriminate between functional constipation and IBS to assess if constipation becomes recurrent or alternating with diarrhea. The correct positives are a few abdominal pains and alterations in bowel habits. The correct negatives are the absence of diarrhea, bloating, and mucus per stool.

    **DD#3. Intestinal Obstruction**

    Intestinal obstruction is a more ominous but less likely differential diagnosis. It usually presents with severe pain, vomiting, distension, and reduced bowel sounds. Even though the patient has slight distension and straining, no evidence of severe pain, vomiting, or reduced bowel sounds, characteristic of obstruction, exists (Griffiths & Glancy, 2023). In addition, the slow development and absence of systemic signs are contraindicative of intestinal obstruction here. This diagnosis would be more likely only if the patient worsens or new warning signs appear. Positives of relevance are mild distension and straining. Negatives of relevance are no vomiting, severe pain, or bowel sounds.

    **PLAN OF CARE (P)**

    Testing and Diagnostic Studies

    – No immediate testing is required based on clinical presentation.

    – Consider abdominal X-ray if symptoms persist or worsen despite treatment.

    **Pharmacologic Treatment**

    – Polyethylene Glycol 3350 (MiraLAX)

    -Dosing: 0.7–1.5 g/kg/day (maximum 17 g/day) mixed in water daily.

    -Patient-Specific Dose: 17 g once daily at night.

    **Non-Pharmacologic Treatment**

    – Increase fluid intake to at least 6–8 cups of water daily.

    – Encourage a high-fiber diet rich in fruits.

    – Promote regular toilet habits by encouraging the child to sit on the toilet for 5–10 minutes after daily meals.

    **Patient Education**

    – Educated the patient and parent about the importance of maintaining adequate hydration and incorporating more fiber into the diet.

    – Emphasized the need for consistent toilet habits to establish a routine.

    – Advised monitoring for worsening symptoms such as persistent pain, blood in stool, or weight loss, which would require immediate medical attention.

    **Anticipatory Guidance**

    – Discussed strategies to prevent future episodes of constipation, including maintaining a balanced diet and staying physically active.

    – Reinforced the importance of routine wellness visits for ongoing health maintenance.

    **Follow-Up**

    – RTC if symptoms persist beyond 10 days

    – Schedule routine wellness visits in 6 months.

    -If symptoms persist, TSH, celiac panel, or abdominal imaging, and refer to GI for further evaluation

    References

    Bashir, S. K., & Khan, M. B. (2024). Pediatric Functional Constipation: A New Challenge.
    _Advanced Gut & Microbiome Research_,
    _2024_(1), 5569563.

    Di Rosa, C., Altomare, A., Terrigno, V., Carbone, F., Tack, J., Cicala, M., & Guarino, M. P. L. (2023). Constipation-predominant irritable bowel syndrome (IBS-C): Effects of different nutritional patterns on intestinal dysbiosis and symptoms.
    _Nutrients_,
    _15_(7), 1647.

    Griffiths, S., & Glancy, D. G. (2023). Intestinal obstruction.
    _Surgery (Oxford)_,
    _41_(1), 47-54.

    **N638CaseStudyGradingRubric_2025.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/n638casestudygradingrubric-2025-docx-10246877)

    **N638CaseStudyGradingRubric_2025.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/n638casestudygradingrubric-2025-docx-10246877)

    **## case2todo.docx**

    **Syncope, Weakness, Anorexia, Brain Tumor15554303'. Case/ake Nine**

    **S:** 16-year-old Hispanic male with weakness and reported loss of consciousness on Sunday for approximately 2–3 minutes. The episode was unwitnessed by providers but observed by his mother. He regained awareness quickly and was oriented. No EMS called or ER evaluation performed. Patient has a history of brain tumor with surgeries in 2016 and 2020; receives monthly chemotherapy. Complaints of fatigue, shortness of breath on exertion, poor appetite, difficulty walking, and generalized weakness. Often sleeps during the day and struggles to expectorate sputum. Uses a walker or cane for ambulation.
    Mother confirms poor appetite and notes he has not been eating well. Last labs (2/6/25) were WNL. No vomiting or GI symptoms. Neurology consult is scheduled in 2 weeks.

    **Past Medical History:** Brain tumor with surgeries (2016, 2020), on chemotherapy

    **Social History:** Lives with mother, no current school attendance due to medical condition

    **O:** **VS:** Temp: 98.6°F | HR: not taken | RR: not taken | BP: not taken | Wt: 147.6 lbs (66.95 kg) | Ht: 60 in (152.4 cm) | BMI: 28.82 (95.98%)
    **General:** Alert, well-nourished, no acute distress

    **Head:** Normocephalic, atraumatic.
    **Eyes:** PERRLA, sclera anicteric.
    **ENT:** Moist mucosa, clear throat.
    **Neck:** Supple, full ROM, no LAD.
    **Skin:** Warm, dry, no rashes

    **Heart:** RRR, no murmurs, normal S1/S2.
    **Lungs:** Clear to auscultation, good air movement

    **Abdomen:** Soft, nontender, no organomegaly.
    **Extremities:** No edema, no cyanosis or clubbing

    **Neuro:** Alert, oriented x3, generalized weakness with ambulation, uses walker; no focal deficits

    **A:** **R53.1** – Weakness.
    **R63.0** – Anorexia.
    **Z85.841** – Personal history of brain tumor.
    **Z51.11** – Encounter for antineoplastic chemotherapy

    **P:** **Weakness**: Safety reinforced, use of walker/cane encouraged, continue neurology referral

    **Anorexia**: Counsel on iron-rich and calorie-dense foods: lean meats, fortified cereals, beans, greens. Vitamin B12, folate, and Vitamin C-rich foods recommended. Encourage small, frequent meals and high-calorie shakes. Monitor for weight loss and hydration status. Energy conservation techniques recommended. Moderate exercise with clearance from oncologist

    **Education:** Emphasized nutrition, hydration, and rest. Encouraged mother to monitor for any new neurologic symptoms, prolonged fatigue, vomiting, or worsening weakness. Instructed to go to ER for any acute changes in consciousness, severe fatigue, vomiting, seizures, or breathing issues. Regular follow-up with oncology, neurology, and PCP encouraged.
    **Follow-Up:** Neurology in 2 weeks. RTC in 3 months or sooner if symptoms worsen

    **## ME_Sample_CaseStudy_.docx**

    1

    2

    **CC:**(10 yo female with constipation x 4 days)

    **HPI**: D.E. is a 10-year-old black female with no significant PMH who presents to the office for a sick visit, accompanied by his mother for a constipation evaluation. She has had hard stools, straining with bowel movements, and minimal discomfort for the last 4 days. There is no abdominal pain, vomiting, fever, or blood in stool. The patient has no recent dietary change or illness. Normal baseline pattern: The patient’s mother reports that she usually has one bowel movement every 1-2 days, which is typically formed and easy to pass. No prior history of chronic constipation requiring medical intervention. Occasional mild constipation in the past, but symptoms usually resolved within 1–2 days with increased fluid intake—no history of fecal incontinence, soiling, or painful defecation. No history of withholding behaviors (e.g., avoiding bowel movements due to fear of pain). She has no history of chronic constipation. The patient is in 5th grade and participates in the gym twice daily.

    **Diet:** She likes rice and pasta and occasionally eats vegetables but does not consistently consume fiber-rich foods. Dairy intake: She consumes moderate amounts of milk and cheese, which may contribute to constipation. Fluid intake: The patient drinks adequate water daily and has no excessive intake of sugary drinks or soda.

    **Sleep:** Pt sleeps from 8. P.M. to 6 A.M.

    **Behavior:** Social interaction is age-appropriate. Has friends and good peer interactions. Engages in structured physical activities —no concerns from school or parents.

    **Past Medical History (PMH):** No significant medical history.

    Surgical history: None

    Medications: None currently prescribed.

    Allergies: NKDA.

    Immunization: review and Up to date.

    Unremarkable prenatal history

    **Family History**: Both parents are healthy with no medical history, have two younger siblings, a five-year-old brother who has asthma and a three-year-old sister with Autistic

    **Social History:** She lives with her parents and two siblings in a private apartment. He likes to play with his siblings and friends. She attends swimming classes twice a week. She has no sedentary lifestyle concerns (e.g., excessive screen time). The home is smoke-free and pet-free. His grandmother visits twice a month from Ghana and usually stays for five months at a time.

    **Review of Systems (ROS)**

    **General:** Healthy-appearing, well-nourished, and alert child.

    **Skin**: Denies skin, hair, and nail symptoms.

    **HEENT: Head:** No history of head injury.
    **Eyes:** denies photophobia, glaucoma, or diplopia in his past medical/social history.
    **Ears:** canal clear bilaterally. TM clear bilaterally.
    **Nose** Pink nasal mucosa, indicating healthy tissue.
    **Throat**: No tooth pain or gum bleeding, and oral mucosa pink.

    **Neck:** Supple, No lumps, goiter, pain. No swollen glands.

    **Lymph Nodes: No** cervical

    **Thorax and Lungs:** symmetric.

    **Cardiovascular:** no chest pains and no edema.

    **Gastrointestinal: Constipation x 4 days**, straining with bowel movements, and passing hard, pellet-like stools. No diarrhea. Reports abdominal discomfort, intermittent, worse after meals. No nausea, vomiting, blood in stool, or excessive gas. Appetite normal/decreased. No history of food intolerance.

    Genitourinary: No dysuria, hematuria, or recent urinary tract infections. No urinary incontinence or enuresis.

    **Musculoskeletal:** Full motion range and normal flexion and extension

    **Respiratory**: No cough, wheezing, or shortness of breath.

    **Physical Exam:**

    **VS**: BP: 104/68 mmHg- Temperature: 98.4°F; HR: 82 bpm, RR: 18/min, Spo2: 98% on RA. Growth Percentiles: Weight: 28 kg (50th percentile), Height: 130 cm (50th percentile).

    **General:** Healthy-appearing child. Well-nourished and alert. Weighs within the normal range. Mucous membranes are moist and pink. The respiratory pattern is unremarkable, with no grunting or nasal flaring.

    **Skin:** Warm, dry, no rashes or pallor. No signs of dehydration (no tenting, no dry mucous membranes).

    **Head and face**: The size of the skull is developmentally appropriate and is in proportion to the rest of the body. Facial move symmetrically and midline. There is no evidence of dropping, asymmetry, or disproportionate features.

    **Eye:** No conjunctival pallor anicteric sclera.

    **Neck**: Palpation reveals no lymphadenopathy, swelling, or tenderness. No nuchal rigidity

    **Cardiovascular:** Rhythm is regular. No heart murmur, rubs, or gallops. No peripheral edema.

    **Respiration:** exhibits normal structure without evidence of curvature or protrusions. Respiration is regular at a rate of 18 bpm. Lungs are clear bilaterally.

    **Abdomen:** Inspection: Mild distension noted. No visible peristalsis.
    Auscultation: Positive bowel sounds in all four quadrants.
    Palpation:
    Soft, mild tenderness in LLQ.
    No guarding, rebound tenderness, or rigidity.
    No hepatosplenomegaly.
    No palpable masses.
    Percussion: No tympany or dullness no obstruction.

    **Neurology:** Reflexes are present and symmetric. Cranial Nerves: No sign of apparent neurological deficit.

    **Age-Appropriate Developmental Exam**

    At 10 years old, she demonstrates appropriate developmental milestones:

    Language: Speaks fluently and understands complex instructions.

    Motor Skills: Coordinates fine motor tasks well (e.g., handwriting, drawing).

    Social Skills: She engages appropriately with peers and adults.

    **Differential Diagnosis (DD)**

    **DD#: 1: Functional Constipation**

    This is the most likely diagnosis in this case. Functional constipation “is the presence of two or more of the following for a minimum of one month: straining during defecation, hard stools, the sensation of incomplete evacuation, manual maneuvers to facilitate defecation, less than three bowel movements per week, and absence of loose stools without laxatives” (Bashir, & Khan, 2024).  This patient has several of the classic characteristics of functional constipation in the form of hard stools, straining, and mild discomfort without the accompaniment of any ominous signs such as hematochezia, fever, or substantial weight loss. The lack of recent diet changes or illness also validates this diagnosis. Relevant positives are low fiber and straining in bowel movements. Relevant negatives are no abdominal pain, vomiting, fever, or systemic symptoms.

    **DD#2. Irritable Bowel Syndrome (IBS)**

    Though less probable due to the limited symptom duration and lack of alternate constipation/diarrhea, IBS should be considered in the differential diagnosis (Di Rosa et al., 2023). IBS is the recurrent or chronic abdominal pain accompanied by a change in bowel habits, either diarrhea, constipation, or both. As seen in IBS, this patient does not complain of alternating bowel habits, bloating, or mucus with stool. Also, a lack of a chronic course of symptoms excludes IBS as an actual diagnosis at this point. IBS is a clinical diagnosis requiring recurrent symptoms for ≥2 months. Follow-up overtime for different symptoms will discriminate between functional constipation and IBS to assess if constipation becomes recurrent or alternating with diarrhea. The correct positives are a few abdominal pains and alterations in bowel habits. The correct negatives are the absence of diarrhea, bloating, and mucus per stool.

    **DD#3. Intestinal Obstruction**

    Intestinal obstruction is a more ominous but less likely differential diagnosis. It usually presents with severe pain, vomiting, distension, and reduced bowel sounds. Even though the patient has slight distension and straining, no evidence of severe pain, vomiting, or reduced bowel sounds, characteristic of obstruction, exists (Griffiths & Glancy, 2023). In addition, the slow development and absence of systemic signs are contraindicative of intestinal obstruction here. This diagnosis would be more likely only if the patient worsens or new warning signs appear. Positives of relevance are mild distension and straining. Negatives of relevance are no vomiting, severe pain, or bowel sounds.

    **PLAN OF CARE (P)**

    Testing and Diagnostic Studies

    – No immediate testing is required based on clinical presentation.

    – Consider abdominal X-ray if symptoms persist or worsen despite treatment.

    **Pharmacologic Treatment**

    – Polyethylene Glycol 3350 (MiraLAX)

    -Dosing: 0.7–1.5 g/kg/day (maximum 17 g/day) mixed in water daily.

    -Patient-Specific Dose: 17 g once daily at night.

    **Non-Pharmacologic Treatment**

    – Increase fluid intake to at least 6–8 cups of water daily.

    – Encourage a high-fiber diet rich in fruits.

    – Promote regular toilet habits by encouraging the child to sit on the toilet for 5–10 minutes after daily meals.

    **Patient Education**

    – Educated the patient and parent about the importance of maintaining adequate hydration and incorporating more fiber into the diet.

    – Emphasized the need for consistent toilet habits to establish a routine.

    – Advised monitoring for worsening symptoms such as persistent pain, blood in stool, or weight loss, which would require immediate medical attention.

    **Anticipatory Guidance**

    – Discussed strategies to prevent future episodes of constipation, including maintaining a balanced diet and staying physically active.

    – Reinforced the importance of routine wellness visits for ongoing health maintenance.

    **Follow-Up**

    – RTC if symptoms persist beyond 10 days

    – Schedule routine wellness visits in 6 months.

    -If symptoms persist, TSH, celiac panel, or abdominal imaging, and refer to GI for further evaluation

    References

    Bashir, S. K., & Khan, M. B. (2024). Pediatric Functional Constipation: A New Challenge.
    _Advanced Gut & Microbiome Research_,
    _2024_(1), 5569563.

    Di Rosa, C., Altomare, A., Terrigno, V., Carbone, F., Tack, J., Cicala, M., & Guarino, M. P. L. (2023). Constipation-predominant irritable bowel syndrome (IBS-C): Effects of different nutritional patterns on intestinal dysbiosis and symptoms.
    _Nutrients_,
    _15_(7), 1647.

    Griffiths, S., & Glancy, D. G. (2023). Intestinal obstruction.
    _Surgery (Oxford)_,
    _41_(1), 47-54.

    **N638CaseStudyGradingRubric_2025.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/n638casestudygradingrubric-2025-docx-10246877)

    **## case2todo.docx**

    **Syncope, Weakness, Anorexia, Brain Tumor15554303'. Case/ake Nine**

    **S:** 16-year-old Hispanic male with weakness and reported loss of consciousness on Sunday for approximately 2–3 minutes. The episode was unwitnessed by providers but observed by his mother. He regained awareness quickly and was oriented. No EMS called or ER evaluation performed. Patient has a history of brain tumor with surgeries in 2016 and 2020; receives monthly chemotherapy. Complaints of fatigue, shortness of breath on exertion, poor appetite, difficulty walking, and generalized weakness. Often sleeps during the day and struggles to expectorate sputum. Uses a walker or cane for ambulation.
    Mother confirms poor appetite and notes he has not been eating well. Last labs (2/6/25) were WNL. No vomiting or GI symptoms. Neurology consult is scheduled in 2 weeks.

    **Past Medical History:** Brain tumor with surgeries (2016, 2020), on chemotherapy

    **Social History:** Lives with mother, no current school attendance due to medical condition

    **O:** **VS:** Temp: 98.6°F | HR: not taken | RR: not taken | BP: not taken | Wt: 147.6 lbs (66.95 kg) | Ht: 60 in (152.4 cm) | BMI: 28.82 (95.98%)
    **General:** Alert, well-nourished, no acute distress

    **Head:** Normocephalic, atraumatic.
    **Eyes:** PERRLA, sclera anicteric.
    **ENT:** Moist mucosa, clear throat.
    **Neck:** Supple, full ROM, no LAD.
    **Skin:** Warm, dry, no rashes

    **Heart:** RRR, no murmurs, normal S1/S2.
    **Lungs:** Clear to auscultation, good air movement

    **Abdomen:** Soft, nontender, no organomegaly.
    **Extremities:** No edema, no cyanosis or clubbing

    **Neuro:** Alert, oriented x3, generalized weakness with ambulation, uses walker; no focal deficits

    **A:** **R53.1** – Weakness.
    **R63.0** – Anorexia.
    **Z85.841** – Personal history of brain tumor.
    **Z51.11** – Encounter for antineoplastic chemotherapy

    **P:** **Weakness**: Safety reinforced, use of walker/cane encouraged, continue neurology referral

    **Anorexia**: Counsel on iron-rich and calorie-dense foods: lean meats, fortified cereals, beans, greens. Vitamin B12, folate, and Vitamin C-rich foods recommended. Encourage small, frequent meals and high-calorie shakes. Monitor for weight loss and hydration status. Energy conservation techniques recommended. Moderate exercise with clearance from oncologist

    **Education:** Emphasized nutrition, hydration, and rest. Encouraged mother to monitor for any new neurologic symptoms, prolonged fatigue, vomiting, or worsening weakness. Instructed to go to ER for any acute changes in consciousness, severe fatigue, vomiting, seizures, or breathing issues. Regular follow-up with oncology, neurology, and PCP encouraged.
    **Follow-Up:** Neurology in 2 weeks. RTC in 3 months or sooner if symptoms worsen

    **## ME_Sample_CaseStudy_.docx**

    1

    2

    **CC:**(10 yo female with constipation x 4 days)

    **HPI**: D.E. is a 10-year-old black female with no significant PMH who presents to the office for a sick visit, accompanied by his mother for a constipation evaluation. She has had hard stools, straining with bowel movements, and minimal discomfort for the last 4 days. There is no abdominal pain, vomiting, fever, or blood in stool. The patient has no recent dietary change or illness. Normal baseline pattern: The patient’s mother reports that she usually has one bowel movement every 1-2 days, which is typically formed and easy to pass. No prior history of chronic constipation requiring medical intervention. Occasional mild constipation in the past, but symptoms usually resolved within 1–2 days with increased fluid intake—no history of fecal incontinence, soiling, or painful defecation. No history of withholding behaviors (e.g., avoiding bowel movements due to fear of pain). She has no history of chronic constipation. The patient is in 5th grade and participates in the gym twice daily.

    **Diet:** She likes rice and pasta and occasionally eats vegetables but does not consistently consume fiber-rich foods. Dairy intake: She consumes moderate amounts of milk and cheese, which may contribute to constipation. Fluid intake: The patient drinks adequate water daily and has no excessive intake of sugary drinks or soda.

    **Sleep:** Pt sleeps from 8. P.M. to 6 A.M.

    **Behavior:** Social interaction is age-appropriate. Has friends and good peer interactions. Engages in structured physical activities —no concerns from school or parents.

    **Past Medical History (PMH):** No significant medical history.

    Surgical history: None

    Medications: None currently prescribed.

    Allergies: NKDA.

    Immunization: review and Up to date.

    Unremarkable prenatal history

    **Family History**: Both parents are healthy with no medical history, have two younger siblings, a five-year-old brother who has asthma and a three-year-old sister with Autistic

    **Social History:** She lives with her parents and two siblings in a private apartment. He likes to play with his siblings and friends. She attends swimming classes twice a week. She has no sedentary lifestyle concerns (e.g., excessive screen time). The home is smoke-free and pet-free. His grandmother visits twice a month from Ghana and usually stays for five months at a time.

    **Review of Systems (ROS)**

    **General:** Healthy-appearing, well-nourished, and alert child.

    **Skin**: Denies skin, hair, and nail symptoms.

    **HEENT: Head:** No history of head injury.
    **Eyes:** denies photophobia, glaucoma, or diplopia in his past medical/social history.
    **Ears:** canal clear bilaterally. TM clear bilaterally.
    **Nose** Pink nasal mucosa, indicating healthy tissue.
    **Throat**: No tooth pain or gum bleeding, and oral mucosa pink.

    **Neck:** Supple, No lumps, goiter, pain. No swollen glands.

    **Lymph Nodes: No** cervical

    **Thorax and Lungs:** symmetric.

    **Cardiovascular:** no chest pains and no edema.

    **Gastrointestinal: Constipation x 4 days**, straining with bowel movements, and passing hard, pellet-like stools. No diarrhea. Reports abdominal discomfort, intermittent, worse after meals. No nausea, vomiting, blood in stool, or excessive gas. Appetite normal/decreased. No history of food intolerance.

    Genitourinary: No dysuria, hematuria, or recent urinary tract infections. No urinary incontinence or enuresis.

    **Musculoskeletal:** Full motion range and normal flexion and extension

    **Respiratory**: No cough, wheezing, or shortness of breath.

    **Physical Exam:**

    **VS**: BP: 104/68 mmHg- Temperature: 98.4°F; HR: 82 bpm, RR: 18/min, Spo2: 98% on RA. Growth Percentiles: Weight: 28 kg (50th percentile), Height: 130 cm (50th percentile).

    **General:** Healthy-appearing child. Well-nourished and alert. Weighs within the normal range. Mucous membranes are moist and pink. The respiratory pattern is unremarkable, with no grunting or nasal flaring.

    **Skin:** Warm, dry, no rashes or pallor. No signs of dehydration (no tenting, no dry mucous membranes).

    **Head and face**: The size of the skull is developmentally appropriate and is in proportion to the rest of the body. Facial move symmetrically and midline. There is no evidence of dropping, asymmetry, or disproportionate features.

    **Eye:** No conjunctival pallor anicteric sclera.

    **Neck**: Palpation reveals no lymphadenopathy, swelling, or tenderness. No nuchal rigidity

    **Cardiovascular:** Rhythm is regular. No heart murmur, rubs, or gallops. No peripheral edema.

    **Respiration:** exhibits normal structure without evidence of curvature or protrusions. Respiration is regular at a rate of 18 bpm. Lungs are clear bilaterally.

    **Abdomen:** Inspection: Mild distension noted. No visible peristalsis.
    Auscultation: Positive bowel sounds in all four quadrants.
    Palpation:
    Soft, mild tenderness in LLQ.
    No guarding, rebound tenderness, or rigidity.
    No hepatosplenomegaly.
    No palpable masses.
    Percussion: No tympany or dullness no obstruction.

    **Neurology:** Reflexes are present and symmetric. Cranial Nerves: No sign of apparent neurological deficit.

    **Age-Appropriate Developmental Exam**

    At 10 years old, she demonstrates appropriate developmental milestones:

    Language: Speaks fluently and understands complex instructions.

    Motor Skills: Coordinates fine motor tasks well (e.g., handwriting, drawing).

    Social Skills: She engages appropriately with peers and adults.

    **Differential Diagnosis (DD)**

    **DD#: 1: Functional Constipation**

    This is the most likely diagnosis in this case. Functional constipation “is the presence of two or more of the following for a minimum of one month: straining during defecation, hard stools, the sensation of incomplete evacuation, manual maneuvers to facilitate defecation, less than three bowel movements per week, and absence of loose stools without laxatives” (Bashir, & Khan, 2024).  This patient has several of the classic characteristics of functional constipation in the form of hard stools, straining, and mild discomfort without the accompaniment of any ominous signs such as hematochezia, fever, or substantial weight loss. The lack of recent diet changes or illness also validates this diagnosis. Relevant positives are low fiber and straining in bowel movements. Relevant negatives are no abdominal pain, vomiting, fever, or systemic symptoms.

    **DD#2. Irritable Bowel Syndrome (IBS)**

    Though less probable due to the limited symptom duration and lack of alternate constipation/diarrhea, IBS should be considered in the differential diagnosis (Di Rosa et al., 2023). IBS is the recurrent or chronic abdominal pain accompanied by a change in bowel habits, either diarrhea, constipation, or both. As seen in IBS, this patient does not complain of alternating bowel habits, bloating, or mucus with stool. Also, a lack of a chronic course of symptoms excludes IBS as an actual diagnosis at this point. IBS is a clinical diagnosis requiring recurrent symptoms for ≥2 months. Follow-up overtime for different symptoms will discriminate between functional constipation and IBS to assess if constipation becomes recurrent or alternating with diarrhea. The correct positives are a few abdominal pains and alterations in bowel habits. The correct negatives are the absence of diarrhea, bloating, and mucus per stool.

    **DD#3. Intestinal Obstruction**

    Intestinal obstruction is a more ominous but less likely differential diagnosis. It usually presents with severe pain, vomiting, distension, and reduced bowel sounds. Even though the patient has slight distension and straining, no evidence of severe pain, vomiting, or reduced bowel sounds, characteristic of obstruction, exists (Griffiths & Glancy, 2023). In addition, the slow development and absence of systemic signs are contraindicative of intestinal obstruction here. This diagnosis would be more likely only if the patient worsens or new warning signs appear. Positives of relevance are mild distension and straining. Negatives of relevance are no vomiting, severe pain, or bowel sounds.

    **PLAN OF CARE (P)**

    Testing and Diagnostic Studies

    – No immediate testing is required based on clinical presentation.

    – Consider abdominal X-ray if symptoms persist or worsen despite treatment.

    **Pharmacologic Treatment**

    – Polyethylene Glycol 3350 (MiraLAX)

    -Dosing: 0.7–1.5 g/kg/day (maximum 17 g/day) mixed in water daily.

    -Patient-Specific Dose: 17 g once daily at night.

    **Non-Pharmacologic Treatment**

    – Increase fluid intake to at least 6–8 cups of water daily.

    – Encourage a high-fiber diet rich in fruits.

    – Promote regular toilet habits by encouraging the child to sit on the toilet for 5–10 minutes after daily meals.

    **Patient Education**

    – Educated the patient and parent about the importance of maintaining adequate hydration and incorporating more fiber into the diet.

    – Emphasized the need for consistent toilet habits to establish a routine.

    – Advised monitoring for worsening symptoms such as persistent pain, blood in stool, or weight loss, which would require immediate medical attention.

    **Anticipatory Guidance**

    – Discussed strategies to prevent future episodes of constipation, including maintaining a balanced diet and staying physically active.

    – Reinforced the importance of routine wellness visits for ongoing health maintenance.

    **Follow-Up**

    – RTC if symptoms persist beyond 10 days

    – Schedule routine wellness visits in 6 months.

    -If symptoms persist, TSH, celiac panel, or abdominal imaging, and refer to GI for further evaluation

    References

    Bashir, S. K., & Khan, M. B. (2024). Pediatric Functional Constipation: A New Challenge.
    _Advanced Gut & Microbiome Research_,
    _2024_(1), 5569563.

    Di Rosa, C., Altomare, A., Terrigno, V., Carbone, F., Tack, J., Cicala, M., & Guarino, M. P. L. (2023). Constipation-predominant irritable bowel syndrome (IBS-C): Effects of different nutritional patterns on intestinal dysbiosis and symptoms.
    _Nutrients_,
    _15_(7), 1647.

    Griffiths, S., & Glancy, D. G. (2023). Intestinal obstruction.
    _Surgery (Oxford)_,
    _41_(1), 47-54.

    **N638CaseStudyGradingRubric_2025.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/n638casestudygradingrubric-2025-docx-10246877)

  • [Solved] TotalRewardPracSLP

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## Module4SLPTEMPMGT511.docx **## Module4SLPTEMPMGT511.docx** The Background readings for this module explore the premise of how contingent workers, who have become a key foundation of the U.S. workforce, are compensated. In this assignment, compare and contrast the var…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## Module4SLPTEMPMGT511.docx

    **## Module4SLPTEMPMGT511.docx**

    The Background readings for this module explore the premise of how contingent workers, who have become a key foundation of the U.S. workforce, are compensated. In this assignment, compare and contrast the various aspects of how contingent workers are compensated compared with conventional workers. As you undertake this comparative analysis, address the following:

    ·
    **How does the employment of contingent employees affect an organization’s business, its HRM responsibilities, its overall costs, and its organizational culture?**

    ·
    **In your educated opinion, should the compensation of contingent workers be the same (on a pro-rated basis) as conventional, full-time employees doing the same work? Discuss, bringing in both the strengths and challenges this approach presents.**

    ·
    **How would you, as the CEO of the company, create a sense of engagement with the infusion of contingent workers in a workplace that historically consisted of conventional, full-time employees?**

    Use at least
    **2 library sources and/or background readings** to help strengthen and support your
    **3-page essay** (using in-text citations). Write in full sentences and include a strong introduction, conclusion, and reference page.

    Submit your paper by the module due date.

    **SLP Assignment Expectations**

    _Your paper will be evaluated using the criteria as stated in the SLP rubric. The following is a review of the rubric criteria:_

    ·
    **Assignment-Driven:** Does the paper fully address all aspects of the assignment? Is the assignment addressed accurately and precisely using sound logic? Does the paper meet minimum length requirements?

    ·
    **Critical Thinking:** Does the paper demonstrate graduate-level analysis, in which information derived from multiple sources, expert opinions, and assumptions has been critically evaluated and synthesized in the formulation of a logical set of conclusions? Does the paper address the topic with sufficient depth of discussion and analysis?

    ·
    **Business Writing:** Is the essay logical, well organized, and well written? Are the grammar, spelling, and vocabulary appropriate for graduate-level work? Are section headings included? Are paraphrasing and synthesis of concepts the primary means of responding, or is justification/support instead conveyed through excessive use of direct quotations?

    ·
    **Effective Use of Information:** Does the submission demonstrate that the student has read, understood and can apply the background materials for the module? If required, has the student demonstrated effective research, as evidenced by student’s use of relevant and quality (library?) sources? Do additional sources used provide strong support for conclusions drawn, and do they help in shaping the overall paper?

    ·
    **Citing Sources:** Does the student demonstrate understanding of APA Style of referencing, by inclusion of proper citations (for paraphrased text and direct quotations) as appropriate? Have all sources (e.g., references used from the
    _Background_ page, the assignment readings, and outside research) been included, and are these properly cited? Have all sources cited in the paper been included on the
    _References_ page?

    ·
    **Timeliness**: Has the assignment been submitted to TLC (Trident’s learning management system) on or before the module’s due date?

    **## Module4SLPTEMPMGT511.docx**

    The Background readings for this module explore the premise of how contingent workers, who have become a key foundation of the U.S. workforce, are compensated. In this assignment, compare and contrast the various aspects of how contingent workers are compensated compared with conventional workers. As you undertake this comparative analysis, address the following:

    ·
    **How does the employment of contingent employees affect an organization’s business, its HRM responsibilities, its overall costs, and its organizational culture?**

    ·
    **In your educated opinion, should the compensation of contingent workers be the same (on a pro-rated basis) as conventional, full-time employees doing the same work? Discuss, bringing in both the strengths and challenges this approach presents.**

    ·
    **How would you, as the CEO of the company, create a sense of engagement with the infusion of contingent workers in a workplace that historically consisted of conventional, full-time employees?**

    Use at least
    **2 library sources and/or background readings** to help strengthen and support your
    **3-page essay** (using in-text citations). Write in full sentences and include a strong introduction, conclusion, and reference page.

    Submit your paper by the module due date.

    **SLP Assignment Expectations**

    _Your paper will be evaluated using the criteria as stated in the SLP rubric. The following is a review of the rubric criteria:_

    ·
    **Assignment-Driven:** Does the paper fully address all aspects of the assignment? Is the assignment addressed accurately and precisely using sound logic? Does the paper meet minimum length requirements?

    ·
    **Critical Thinking:** Does the paper demonstrate graduate-level analysis, in which information derived from multiple sources, expert opinions, and assumptions has been critically evaluated and synthesized in the formulation of a logical set of conclusions? Does the paper address the topic with sufficient depth of discussion and analysis?

    ·
    **Business Writing:** Is the essay logical, well organized, and well written? Are the grammar, spelling, and vocabulary appropriate for graduate-level work? Are section headings included? Are paraphrasing and synthesis of concepts the primary means of responding, or is justification/support instead conveyed through excessive use of direct quotations?

    ·
    **Effective Use of Information:** Does the submission demonstrate that the student has read, understood and can apply the background materials for the module? If required, has the student demonstrated effective research, as evidenced by student’s use of relevant and quality (library?) sources? Do additional sources used provide strong support for conclusions drawn, and do they help in shaping the overall paper?

    ·
    **Citing Sources:** Does the student demonstrate understanding of APA Style of referencing, by inclusion of proper citations (for paraphrased text and direct quotations) as appropriate? Have all sources (e.g., references used from the
    _Background_ page, the assignment readings, and outside research) been included, and are these properly cited? Have all sources cited in the paper been included on the
    _References_ page?

    ·
    **Timeliness**: Has the assignment been submitted to TLC (Trident’s learning management system) on or before the module’s due date?

  • [Solved] Prof Double R

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) ## Scenario You are a former pilot who is now the controller of a division of TransGlobal Airlines, which utilizes a fleet of corporate jets for charter at several airports in the southeast part of the United …

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    Assignment Prompt & Instructions

    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

    ## Scenario

    You are a former pilot who is now the controller of a division of TransGlobal Airlines, which utilizes a fleet of corporate jets for charter at several airports in the southeast part of the United States. Your division’s private charter clients include several Fortune 500 companies in the region. The Chief Financial Officer (CFO) has informed you that the company is considering the acquisition of two smaller aviation firms in the Caribbean specializing in chartered flights for luxury vacations using light aircraft (60 passengers or less). The CFO has tasked you with assessing the organizational benefits of acquiring these aviation firms.

    Before evaluating these aviation firms, you want to evaluate the performance of TransGlobal Airlines.

    ## Prompt

    Write a **memo** to the rest of the leadership team at TransGlobal Airlines, identifying strategic goals and key performance indicators (KPIs) to help evaluate the company’s performance. Use the information provided to you in the [TransGlobal Airlines Company Information](https://learn.snhu.edu/content/enforced/1894521-MBA-620-10749.202518-1/Course%20Documents/MBA%20620%20TransGlobal%20Airlines%20Information.pdf?ou=1894521) (UPLOADED BELOW) document to complete your memo.

    Specifically, you must address the following rubric criteria:

    1. **SMART Goals:** Write at least one strategic goal using SMART criteria for each of the four components in a balanced scorecard. Explain your **rationale** for choosing each goal.

    1. Financial
    2. Internal process
    3. Customer
    4. Learning and development
    2. **KPIs:**Identify at least one KPI corresponding to each strategic goal.

    1. Explain how you **determined the KPIs.**

    ## What to Submit

    Submit a 1- to 2-page Word document using double spacing, 12-point Times New Roman font, and one-inch margins. Sources should be cited according to APA style.

    – [\
    \
    MBA620TransGlobalAirlinesInformation1.pdf](https://www.sweetstudy.com/files/mba620transglobalairlinesinformation1-pdf-10248983 "MBA620TransGlobalAirlinesInformation1.pdf")

    – 2 years ago

  • [Solved] SOAP Note 2 Week 5

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    1. Review the SOAP note resources provided in the course content. 2. Read the Case Study: Begin by carefully reading the case study provided below. Pay close attention to the patient's background, medical history, and presenting complaint. 3. Download the SOAP Form: Access the attached SOAP form….

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    Assignment Prompt & Instructions

    1. Review the SOAP note resources provided in the course content.

    2. Read the Case Study: Begin by carefully reading the case study provided below. Pay close attention to the patient's background, medical history, and presenting complaint.

    3. Download the SOAP Form: Access the attached SOAP form. This form will serve as your template for documenting the patient encounter.

    4. Complete the SOAP Form: Using the information from the case study, fill out the SOAP form to the best of your ability. Ensure that you provide details for each section: Subjective, Objective, Assessment, and Plan. **Any part of the assessment not mentioned in the case study is considered normal.**

    5. Thoroughness is Key: Aim to complete each section of the SOAP form as comprehensively as possible. Include relevant information obtained from both the patient's subjective account and objective observations.

    6. Submit Your Completed SOAP Note: Once you have filled out the SOAP form, submit your completed document according to the instructions provided by your instructor. **Include at least 1 reference.**

    **CASE STUDY: Pain in Right Upper Quadrant and Back**

    Reason for Seeking Care

    Y.C. is a 35-year-old woman who is 6 months pregnant and presents to her obstetrics appointment with complaints of periodic pain in the right upper quadrant and mid-back. This pain tends to accompany nausea and sometimes episodes of vomiting. The woman indicates she feels somewhat feverish at times but has not taken her temperature.

    **History of Present Illness and Health History**

    A 35-year-old pregnant woman, G1P0 presents for her routine obstetric examination at 28 weeks. The woman appears her stated age and appears to be somewhat uncomfortable due to reported back pain and right upper quadrant pain. This pain started approximately 1 week prior and comes and goes throughout the day and night. The patient reports a hot bath is the only relieving measure. The pain does not respond to repositioning, OTC pain medication, or other measures. The woman reports nausea with the pain and occasional vomiting also associated with the pain. The woman’s history includes polycystic ovary syndrome and chronic sinusitis with a deviated septum repair. Current medications include only prenatal vitamins.

    **Physical Examination**

    – General: Well-nourished, woman who appears age stated. The woman’s weight gain has been as expected with pregnancy.
    – Head: Denies vision problems, and does not wear glasses or contact lenses. History of sinus problems but no current concerns. Occasional nasal stuffiness was reported with pregnancy.
    – Neck: No masses, thyroid smooth and symmetrical.
    – CV: Heart rate and rhythm regular, no murmur. Peripheral pulses are equally palpable in all four extremities. Heart rate 78, blood pressure 128/62.
    – Lungs: Breath sounds equal bilaterally, clear to auscultation.
    – Abdomen: No hepatomegaly, abdomen slightly rounded related to pregnancy, denies constipation. Currently has sharp pain in RUQ and radiating to back. The gallbladder is palpable and the patient reports tenderness.
    – Neuro: Denies changes in mood or memory, gait is steady. Is oriented to person, place, time, and situation.
    – Skin: No rashes or wounds. Skin smooth and dry.
    – GU: Patient denies any problems with urination.

    – 2 years ago

  • [Solved] Business plan

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    ## Purpose A business plan is a guide that outlines the goals of a company and details how the company plans to achieve those goals. The company for the Final Project for Introduction to Business will be a publicly-traded company of your choice. You will select your company in the Module 2 assignmen…

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    Assignment Prompt & Instructions

    ## Purpose

    A business plan is a guide that outlines the goals of a company and details how the company plans to achieve those goals. The company for the Final Project for Introduction to Business will be a publicly-traded company of your choice. You will select your company in the Module 2 assignment.

    ## Business Plan Sections

    Key elements and sections of a business plan are explained in the textbook: _Introduction to Business_, Gitman, pages 188 and 189.  Review the [Score: Business Plan for a Start-up Business template](https://vsc.instructure.com/courses/55460/files/7596820?wrap=1) [Download Score: Business Plan for a Start-up Business template](https://vsc.instructure.com/courses/55460/files/7596820/download?download_frd=1) [Open this document with ReadSpeaker docReader](https://docreader.readspeaker.com/docreader/?cid=11896&lang=en_us&url=https%3A%2F%2Finst-fs-iad-prod.inscloudgate.net%2Ffiles%2F6a454510-85e0-4461-bdb3-1d5f083eb115%2FSCORE-Deluxe-Startup-Business-Plan-Template.docx%3Ftoken%3DeyJ0eXAiOiJKV1QiLCJhbGciOiJIUzUxMiJ9.eyJpYXQiOjE3NDM2OTI5MDYsInVzZXJfaWQiOm51bGwsInJlc291cmNlIjoiL2ZpbGVzLzZhNDU0NTEwLTg1ZTAtNDQ2MS1iZGIzLTFkNWYwODNlYjExNS9TQ09SRS1EZWx1eGUtU3RhcnR1cC1CdXNpbmVzcy1QbGFuLVRlbXBsYXRlLmRvY3giLCJqdGkiOiI1ODJlOTc2My0wNmNjLTQ3ODktYjFhOC0yMDQ0MGMyMjdhOGYiLCJob3N0IjpudWxsLCJleHAiOjE3NDM3NzkzMDZ9.YE2jZHPxnIoMYB18O8pa8kVfnYBjo-pkB-T63bp9wGw2miJM4xrOL5j2Hs67vJZTSJ_NTfzoSX1iDBYAQKtbtw "Open this document with ReadSpeaker docReader"). You are writing a business plan for a publicly-traded mature company, but the sections and the explanation of the sections are still accurate. The [Small Business AssociationLinks to an external site.](https://www.sba.gov/starting-business/write-your-business-plan%20) also can be a source of explanation for sections of the Business Plan. Here are the sections that should be included in your final business plan:

    01. **Begin with Cover Page:** Here is a [cover page template](https://vsc.instructure.com/courses/55460/files/7596821?wrap=1) [Download cover page template](https://vsc.instructure.com/courses/55460/files/7596821/download?download_frd=1) [Open this document with ReadSpeaker docReader](https://docreader.readspeaker.com/docreader/?cid=11896&lang=en_us&url=https%3A%2F%2Finst-fs-iad-prod.inscloudgate.net%2Ffiles%2Ffc676d80-d9c0-454f-b99c-d7e69193a005%2FCover%2520Page%2520Example%2520for%2520Business%2520Plan%252022.doc%3Ftoken%3DeyJ0eXAiOiJKV1QiLCJhbGciOiJIUzUxMiJ9.eyJpYXQiOjE3NDM3MDc1MTMsInVzZXJfaWQiOm51bGwsInJlc291cmNlIjoiL2ZpbGVzL2ZjNjc2ZDgwLWQ5YzAtNDU0Zi1iOTljLWQ3ZTY5MTkzYTAwNS9Db3ZlciUyMFBhZ2UlMjBFeGFtcGxlJTIwZm9yJTIwQnVzaW5lc3MlMjBQbGFuJTIwMjIuZG9jIiwianRpIjoiNTY2OGVmZmQtMDkxMS00MTFjLWFlZTUtZGMxYWIwOTJlZmE2IiwiaG9zdCI6bnVsbCwiZXhwIjoxNzQzNzkzOTEzfQ.ll72gu8gJIJUoR9Avives4Sb9GJhgmHxeF7G4uuagcEWegVDYwasuVD8XI4hFR8LY4wferThGyYagq0rvClHOg "Open this document with ReadSpeaker docReader") you can use.
    02. **Table of Contents**
    03. **Section 1:** **Executive Summary**
    – Brief one to two pages that includes the following information:
    – Company: Include the name of the Company, Business Legal entity
    – Mission Statement:
    – Product/Service Offering:
    – Customer Problem that the company intends to fill:
    – Target Market & Customers:
    – Sale/Marketing Strategy:
    – Organizational Chart
    – Business Model: Operations Management: The Transformational Process
    – What are the company's Inputs (supplies to make your product)
    – Transformation (what happens to the raw supplies?) and
    – Output (What is your end product and how does the company get it to customers?)
    – Competitors and Competitive Advantage:
    04. **Section 2:** **Market Analysis**
    – **Company analysis:**
    – Name of the company, location, population & region served
    – How long the company has been in operation
    – Number of employees
    – Values and Goals of the company
    – List a few company objectives (reason for the plan)
    – **Customer analysis**
    – Learn more about customers and customer behavior
    – Customer needs – segment
    – Marketing strategy planning may start with questions about customers. These questions may relate to customers’ demographic characteristics, and consumer buying behavior
    – Define the product market
    – Identification of target markets
    – **Competitive analysis**
    – What companies are the main competitors for your selected company?
    – Gathering competitor information
    – **External market environment**
    – **SWOT analysis**
    05. **Section 3: Company Description**
    – Set forth the objectives for business plan. What elements will make the company a success? What are the needs of the customers and how will the company satisfy the needs? How is the company different from the competition?
    – How is the company positioning itself in the market?
    06. **Section 4: Organization and Management**
    – What is the Legal Entity for the Business?
    – Who is in charge of the company? Research the company and include an organizational chart.
    – Research the Board. What are the backgrounds of the board members?
    – What departments do you have and what are the functions of each department? List a few job titles of key groups of employees.
    – Include a brief description of the Operational Management-Supply Chain-Product Manufacturing-Output (How does the company’s product or service reach the customers).
    07. **Section 5: Marketing and Sales Management**
    – Name the Target market
    – **Product:** Goods and services, Brand, Product classes, Packaging, Warranty, Product life cycle, and New product development – if necessary
    – **Place:** Location of Business, Ideal market exposure, Distribution customer service level Channel of distribution, Number and type of wholesaler, Number and type of retailer, Coordination needed in the channel, Logistics
    – **Promotion:** Developing a promotion blend, Personal selling, Mass selling – which includes advertising and publicity, and Sales promotion. Promotion planning may vary according to: Promotion to business customers, Promotion to final consumers, The product life cycle and the marketing mix
    – **Price:** Pricing objectives?  Customer price sensitivity, Customer value and value pricing, Pricing and the product life cycle.
    08. **Section 6 Service and Product Line**
    – A detailed description of the company’s product or service (from the customers' perspective). You should include information about the specific benefits of the product or service. You should also talk about the product/service's ability to meet consumer needs, any advantages the product has over that of the competition, and the present development stage the product is in (i.e. idea, prototype, etc.).
    – Information related to the product's life cycle. Be sure to include information about where your product or service is in its life cycle, as well as any factors that may influence its cycle in the future.
    – Any copyright, patent, and trade secret information that may be relevant. This should include information related to existing, pending, or anticipated copyright and patent filings along with any key characteristics of the products/services that cannot obtain copyright or a patent. This is where you should also incorporate key aspects of the products/services that may be classified as trade secrets. Last, but not least, be sure to add any information pertaining to existing legal agreements, such as nondisclosure or non-compete agreements.
    – Research and development (R&D) activities that the company is involved in or is planning to be involved in. These would include any in-process or future activities related to the development of new products/services.
    09. **Section 8: Financials**

    – Research the company and locate one of the following financial statements:
    – Profit/Loss Statement
    – Cash Flow Statement
    – Break Even Analysis
    10. **Section 9: Appendix**
    – You will include the Appendix as part of your Business Plan requirement for the class.  Research and locate _**one item**_ from the following list:

    – Credit history (personal & business)
    – Resumes of key personal
    – Product pictures
    – Letters of reference
    – Details of market studies
    – Relevant magazine articles or book references
    – Licenses, permits or patents
    – Legal documents
    – Copies of leases
    – Building permits
    – Contracts
    – List of business consultants- Attorneys, Accountants, outside relevant contractors
    11. **References Page** in APA format
    12. **Addendum Page**: Your Resume
    13. **Addendum Page**: The question for the embedded librarian and the answer

    ## Timeline

    Throughout the course, we will work on assignments that can be included in your Final Business Plan including the following:

    – Module 2: Business Selection
    – Module 5: Select a Legal Entity for your new Business
    – Module 7: Mission Statement – This will help you build out your Executive Summary
    – Module 8: Organization and Management section-Organizational Chart
    – Module 11: Operations Management: The Transformation Process
    – Module 12: The Marketing Plan – Competitive Analysis
    – Module 12: Demonstrate Your Learning – Reaching your customers
    – Module 14: Cash Flow for your Business – Research your Publicly-Traded Company for a Financial Statement

    ## Format

    Your plan should be a minimum of 8 pages long (for the sections not including the cover page, table of contents, and references)  will include the following formatting:

    – **Cover Page:**
    – Centered halfway down the page and include:
    – Company Name
    – Stock symbol
    – NAICS Number (at least one that pertains to your publicly-traded company)
    – Business Plan
    – **Near the bottom, centered on the page include:**
    – Your Name
    – Date
    – Class Name
    – Number of copies of Business Plan Ex: Copy 2 of 4
    – **Table of Contents**
    – **Body of Business Plan**
    – Neatly typed. Use MS Word single spacing, spell check, decide the font and size of font i.e. Verdana, size 12. The paper needs to be uniform. _The Business Plan needs to be submitted without spelling errors and grammatically correct._
    – **Bold** the sections
    – **References**: Use proper in-text citations (APA) and a Reference page at the end of the document formatted in [APALinks to an external site.](https://libraries.vsc.edu/research/integrating-citing) style.

    ## Notes

    – You must conduct part of your research through the VSCS Library. Ask a librarian a research question and share what you have learned through the [Ask A Librarian](https://vsc.instructure.com/courses/55460/discussion_topics/758121 "Ask A Librarian") forum. You will receive credit as part of your final plan for your question in the forum.  You should utilize the VSCS Librarian's suggestions as credible sources for the paper.
    – Your paper must be at least 8 pages in length.
    – Many parts of the business plan will be completed as class assignments. For example, you will complete the Mission Statement.  This will make the final project easier to complete!

    [Previous](https://vsc.instructure.com/courses/55460/modules/items/3855546) [Next](https://vsc.instructure.com/courses/55460/modules/items/3855549)

    – [\
    \
    SCORE-Deluxe-Startup-Business-Plan-Template.docx](https://www.sweetstudy.com/files/score-deluxe-startup-business-plan-template-docx-10248965 "SCORE-Deluxe-Startup-Business-Plan-Template.docx")

    – 2 years ago

  • [Solved] Small Business Wk12 – Questions

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    [>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management) After reading chapter 12, answer the following in 3-4 paragraphs each. – **How do the responsibilities of top management differ from those of middle and first-line management, and how do …

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    Assignment Prompt & Instructions

    [>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management)

    After reading chapter 12, answer the following in 3-4 paragraphs each.

    – **How do the responsibilities of top management differ from those of middle and first-line management, and how do these differences impact the strategic direction and day-to-day operations of a business?**
    – **What role do management skills such as technical, conceptual, interpersonal, and decision-making play at different levels of management (top, middle, and first-line), and why are these skills prioritized differently at each level?**
    – **In small businesses where management roles often overlap, how can clear distinctions between top, middle, and first-line management be established to avoid confusion and ensure accountability?**

    **NO AI (Turnitin applied)**

    **Due: April 8, 2025**

    **SOURCE: Textbook attached – Chapter 12 (Page 598)**

    – [\
    \
    book.pdf](https://www.sweetstudy.com/files/book-pdf-10246943 "book.pdf")

    – 2 years ago

  • [Solved] Prof Double R

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) RESPOND TO THE FOLLOWING PEERS IN ANSWERING THESE QUESTIONS 1. In what ways has the example your peer posted about in their initial post demonstrated how disability narratives impact historical thought about d…

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    Assignment Prompt & Instructions

    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

    RESPOND TO THE FOLLOWING PEERS IN ANSWERING THESE QUESTIONS

    1. In what ways has the example your peer posted about in their initial post demonstrated how disability narratives impact historical thought about disability?
    2. How did the initial post you responded to align with your observations/experiences with disability narratives?

    JUSTIN POST

    As a father of two boys, both with "disabilities", I have seen how they are viewed and treated. My 9 year old son has mild autism and my 8 year old has ADHD. Understandably, they both have difficulties in their own way with learning. My older son had help within the classroom to accomplish his work and tests, but as soon as he started showing that he could keep up, they took all the extra help away. My younger son, with having ADHD, is seen as a behavioral problem and not a scholastic issue. He receives no additional help in school for this reason and struggles with his grades because of it. Though his mother and I see it as he is just bored with his work so it is hard for him to focus because the work is too easy for him, it would be beneficial to have some additional resources that he could use to help keep him focused. As they both get older, I know that they will have issues with entering into adulthood because of how society views these "disabilities". The best way I can describe what I foresee for my older son with autism is from the show "The Good Doctor". A very talented surgeon was almost turned away from a hospital and not given a job simply because his "disability" keeps him from connecting with others the same as a "normal" person would. After getting the job, he was held back and not allowed to perform the duties of his position for the same reason. The character is constantly held down because society views him as a lower life form than that of the standard. My younger son, with ADHD, is viewed as way too energetic to be controlled. His grandfather even introduces him as "Hell on wheels". Though he is very energetic, he also is very intelligent and very loving. This kid does everything in his power to try to help anyone and make everyone happy. He also is attempting, at 8 years old, to learn other languages. I have been teaching him what I know of Italian, and Spanish. I have also taught him how to do multiplication, division, and square roots. Though he could potentially end up as one of the most intelligent people I know, it is sad to think that people will still look down on him because they label him as having a "disability". As males, these two boys will have it tougher than females would as stereotypically, males are supposed to be the "providers" of a family. And since they will have harder times finding jobs, due to their "disability", it will also be harder to find someone to start a family with. These things start to stack up and create unique challenges that most of us wouldn't even think about as we are considered "normal" in society.

    DAVID SMITH

    I was a operations manager for 28 years I worked with and gave tours to men, women, and children from different cultures with disabilities. My experiences included analyzing how disability is portrayed in literature and media. Studying the impact of these portrayals on attitudes towards disabilities. In my position as a operations manager  I would explore personal narratives of individuals with disabilities to understand their experiences and perspectives.

    Disability, when intersected with race or gender, can indeed increase oppressions and complicate the narrative. This is because these intersections often result in multiple layers of discrimination, which is also known as intersectional oppression.

    For example, a person with a disability might face ableism, but if that person is also a woman, she might face sexism as well. If she is a woman of color, she might face racism too. Each of these forms of discrimination can compound and exacerbate the others, leading to a unique form of oppression that is greater than the sum of its parts.

    Moreover, these intersections can complicate the narrative because they challenge the idea that oppression is experienced in the same way by all members of a marginalized group. For example, the experiences of a white woman with a disability can be very different from those of a woman of color with a disability, due to the additional layer of racial discrimination.

    – 2 years ago

  • [Solved] SLP 2 – 25

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    I need help with my homework assignment! – 2 years ago **files (1)** – ## SLP2-25.docx **## SLP2-25.docx** **Module 2 – SLP** **IT Services and Cloud Computing** If Cloud computing is the greatest thing for business since sliced bread, then by extension, it certainly ought to be the greatest thing f…

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    Assignment Prompt & Instructions

    I need help with my homework assignment!

    – 2 years ago

    **files (1)**

    – ## SLP2-25.docx

    **## SLP2-25.docx**

    **Module 2 – SLP**

    **IT Services and Cloud Computing**

    If Cloud computing is the greatest thing for business since sliced bread, then by extension, it certainly ought to be the greatest thing for education since chalk. In point of fact, a relatively large proportion of our university could be said to be effectively "in the Cloud," since most documents we process do not exist except in electronic form, almost all of our interactions with students and a large portion of our faculty are electronically mediated, and there is relatively little in the way of physical objects to define us as a university. Of course, the major difference between our operation and how Cloud computing proponents see the model lies in the fact that we manage our own information technology rather than relying on someone else to provide it for us. But there is no denying that in terms of educational options, there is much to the Cloud model that would appeal to university faculty and administrators.

    Some institutions have made a full-scale commitment to the Cloud in terms of educational opportunities with a large portion of their students' interactions conducted with offsite group-based tools and technologies using Cloud-based systems. Watch the videos below to see how universities can use Blockchain for their administration of student records and students can chain how they purchase books.

    [_Office of Educational Technology: Blockchain in Education_](https://tech.ed.gov/blockchain/)

    When you have reviewed these materials, please summarize your assessment of the applicability of Blockchain and the use of the Cloud for self-organized and formal learning environments for our educational system in a 2- to 3-page paper. Please try to address the following issues somewhere in your presentation:

    · Your understanding of how Blockchain works and the kinds of things that it can be used for.

    · Your assessment of the Blockchain viability in education.

    · A summary of your thoughts on the applicability of the Blockchain for Trident.

    **The following items will be assessed in particular:**

    · The degree to which you have carried out the assignment completely, or clarified why you investigated alternatives.

    · Your ability to describe your experiences clearly and draw conclusions from them, not just narrate events.

    · Your ability to focus on the overall purposes of the assignment, not just its specific steps.

    · Your use of some in-text references to what you have read; please cite all sources properly.

    Your assignment will be graded according to the
    **MSITM SLP Grading Rubric**, which aligns with the expectations below. To see the rubric, go to the SLP Dropbox for this module and scroll to the bottom of the page. On the right under Assessment, click the rubric link.

    **SLP Assignment Expectations**

    **Length:** Follow the number of pages required in the assignment excluding cover page and references. Each page should have about 300 words.

    **Assignment-driven criteria (14 points):** Demonstrates clear understanding of the subject and addresses all key elements of the assignment.

    **Critical thinking (6 points):** Demonstrates mastery conceptualizing the problem. Shows analysis, synthesis, and evaluation of required material. Conclusions are logically presented.

    **Scholarly writing (3 points):** Demonstrates proficiency in written communication at the academic level of the course.

    **Assignment Organization (3 points):** Assignment is well organized and follows the required structure and organization of the assignment.

    **Citing and using references (4 points):** Uses relevant and credible sources to support assertions; uses in-text citations; properly formats references.

    Please use Trident's
    [_Introduction to APA_](https://careered.libguides.com/tui/library/apa) for proper formatting and style.

    **Module 2 – Resources**

    **IT Services and Cloud Computing**

    **Required Material**

    MacLean, D., & Titah, R. (2023).
    _I_ [_mplementation and impacts of IT service management in the IT function._](https://doi.org/10.1016/j.ijinfomgt.2023.102628) _International Journal of Information Management, 70_, 102628.
    https://doi.org/10.1016/j.ijinfomgt.2023.102628

    Shrestha, A., Cater-Steel, A., Toleman, M., Behari, S., & Rajaeian, M. M. (2020).
    [_Development and evaluation of a software-mediated process assessment method for IT service management_](https://doi.org/10.1016/j.im.2019.103213).
    _Information & Management, 57_(4), 103213. https://doi.org/10.1016/j.im.2019.103213

    Jarvis, A., Johnson, J., & Ananad, P. (2022).
    _Successful management of cloud computing and DevOps_. American Society for Quality (ASQ
    **).**

    [_Introduction to Cloud Computing for IT Pros_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=222966&type=lti&rcode=TUI-507163&srcou=57240) from LinkedIn Learning

    [_Office of Educational Technology: Blockchain in Education_](https://tech.ed.gov/blockchain/)

    [_Azure: Understanding the Big Picture_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=222966&type=lti&rcode=TUI-494570&srcou=57240) from LinkedIn Learning

    [_Security in the cloud_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=222966&type=lti&rcode=TUI-494571&srcou=57240) from LinkedIn Learning

    [_Learning Cloud Computing: Core Concepts_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=222966&type=lti&rcode=TUI-494572&srcou=57240) from LinkedIn Learning

    Mitra, S. (2013).
    [_Build a school in the Cloud_](http://www.ted.com/talks/sugata_mitra_build_a_school_in_the_cloud) _._ TED.
    http://www.ted.com/talks/sugata_mitra_build_a_school_in_the_cloud

    **## SLP2-25.docx**

    **Module 2 – SLP**

    **IT Services and Cloud Computing**

    If Cloud computing is the greatest thing for business since sliced bread, then by extension, it certainly ought to be the greatest thing for education since chalk. In point of fact, a relatively large proportion of our university could be said to be effectively "in the Cloud," since most documents we process do not exist except in electronic form, almost all of our interactions with students and a large portion of our faculty are electronically mediated, and there is relatively little in the way of physical objects to define us as a university. Of course, the major difference between our operation and how Cloud computing proponents see the model lies in the fact that we manage our own information technology rather than relying on someone else to provide it for us. But there is no denying that in terms of educational options, there is much to the Cloud model that would appeal to university faculty and administrators.

    Some institutions have made a full-scale commitment to the Cloud in terms of educational opportunities with a large portion of their students' interactions conducted with offsite group-based tools and technologies using Cloud-based systems. Watch the videos below to see how universities can use Blockchain for their administration of student records and students can chain how they purchase books.

    [_Office of Educational Technology: Blockchain in Education_](https://tech.ed.gov/blockchain/)

    When you have reviewed these materials, please summarize your assessment of the applicability of Blockchain and the use of the Cloud for self-organized and formal learning environments for our educational system in a 2- to 3-page paper. Please try to address the following issues somewhere in your presentation:

    · Your understanding of how Blockchain works and the kinds of things that it can be used for.

    · Your assessment of the Blockchain viability in education.

    · A summary of your thoughts on the applicability of the Blockchain for Trident.

    **The following items will be assessed in particular:**

    · The degree to which you have carried out the assignment completely, or clarified why you investigated alternatives.

    · Your ability to describe your experiences clearly and draw conclusions from them, not just narrate events.

    · Your ability to focus on the overall purposes of the assignment, not just its specific steps.

    · Your use of some in-text references to what you have read; please cite all sources properly.

    Your assignment will be graded according to the
    **MSITM SLP Grading Rubric**, which aligns with the expectations below. To see the rubric, go to the SLP Dropbox for this module and scroll to the bottom of the page. On the right under Assessment, click the rubric link.

    **SLP Assignment Expectations**

    **Length:** Follow the number of pages required in the assignment excluding cover page and references. Each page should have about 300 words.

    **Assignment-driven criteria (14 points):** Demonstrates clear understanding of the subject and addresses all key elements of the assignment.

    **Critical thinking (6 points):** Demonstrates mastery conceptualizing the problem. Shows analysis, synthesis, and evaluation of required material. Conclusions are logically presented.

    **Scholarly writing (3 points):** Demonstrates proficiency in written communication at the academic level of the course.

    **Assignment Organization (3 points):** Assignment is well organized and follows the required structure and organization of the assignment.

    **Citing and using references (4 points):** Uses relevant and credible sources to support assertions; uses in-text citations; properly formats references.

    Please use Trident's
    [_Introduction to APA_](https://careered.libguides.com/tui/library/apa) for proper formatting and style.

    **Module 2 – Resources**

    **IT Services and Cloud Computing**

    **Required Material**

    MacLean, D., & Titah, R. (2023).
    _I_ [_mplementation and impacts of IT service management in the IT function._](https://doi.org/10.1016/j.ijinfomgt.2023.102628) _International Journal of Information Management, 70_, 102628.
    https://doi.org/10.1016/j.ijinfomgt.2023.102628

    Shrestha, A., Cater-Steel, A., Toleman, M., Behari, S., & Rajaeian, M. M. (2020).
    [_Development and evaluation of a software-mediated process assessment method for IT service management_](https://doi.org/10.1016/j.im.2019.103213).
    _Information & Management, 57_(4), 103213. https://doi.org/10.1016/j.im.2019.103213

    Jarvis, A., Johnson, J., & Ananad, P. (2022).
    _Successful management of cloud computing and DevOps_. American Society for Quality (ASQ
    **).**

    [_Introduction to Cloud Computing for IT Pros_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=222966&type=lti&rcode=TUI-507163&srcou=57240) from LinkedIn Learning

    [_Office of Educational Technology: Blockchain in Education_](https://tech.ed.gov/blockchain/)

    [_Azure: Understanding the Big Picture_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=222966&type=lti&rcode=TUI-494570&srcou=57240) from LinkedIn Learning

    [_Security in the cloud_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=222966&type=lti&rcode=TUI-494571&srcou=57240) from LinkedIn Learning

    [_Learning Cloud Computing: Core Concepts_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=222966&type=lti&rcode=TUI-494572&srcou=57240) from LinkedIn Learning

    Mitra, S. (2013).
    [_Build a school in the Cloud_](http://www.ted.com/talks/sugata_mitra_build_a_school_in_the_cloud) _._ TED.
    http://www.ted.com/talks/sugata_mitra_build_a_school_in_the_cloud