Syndrome of Antidiuretic Hormone

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 Endocrine Disorders

• In this exercise, you will complete 5-essay type questions in the Knowledge Check to gauge your understanding of this module’s content.
• Each question will hold one to two parts asked to be addressed and each part will need at least one citation, at least two citations if asked two parts to the question from the textbook and/or current peer-reviewed journals.
• Each question is worth 4 points. I would expect substantive paragraphs per answer (a paragraph would include 6-10 sentences).

KC each essay needs a citation(s) and reference(s), if using textbook apply correct page(s)
Basic book citation format
The APA in-text citation for a book includes the author’s last name, the year, and (if relevant) a page number.
In the reference list, start with the author’s last name and initials, followed by the year. The book title is written in sentence case (only capitalize the first word and any proper nouns). Include any other contributors (e.g. editors and translators) and the edition if specified (e.g. “2nd ed.”).
Format Last name, Initials. (Year). Book title (Editor/translator initials, Last name, Ed. or Trans.) (Edition). Publisher.
Reference entry Anderson, B. (1983). Imagined communities: Reflections on the origins and spread of nationalism. Verso.
In-text citation (Anderson, 1983, p. 23)

•
QUESTION 1
1. Scenario 1: Syndrome of Antidiuretic Hormone (SIADH)
A 77-year-old female was brought to the clinic by her daughter who stated that her mother had become slightly confused over the past several days. She had been stumbling at home and had fallen twice but was able to walk with some difficulty. She had no other obvious problems and had been eating and drinking. The daughter became concerned when she forgot her daughter’s name, so she thought she better bring her to the clinic.
HPI: Type II diabetes mellitus (DM) with peripheral neuropathy x 30 years. Emphysema. Situational depression after death of spouse 6-months ago
SHFH: – non contributary except for 40 pack/year history tobacco use.
Meds: Metformin 1000 mg po BID, ASA 81 mg po qam, escitalopram (Lexapro) 5 mg po q am started 2 months ago
Labs-CBC WNL; Chem 7- Glucose-102 mg/dl, BUN 16 mg/dl, Creatinine 1.1 mg/dl, Na 116 mmol/L,
K 4.2 mmol/L, CO237 m mol/L, Cl-97 mmol/L.
The APRN refers the patient to the ED and called endocrinology for a consult for diagnosis and management of syndrome of inappropriate antidiuretic hormone (SIADH).

Question:
1. Define SIADH and identify any patient characteristics that may have contributed to the development of SIADH

QUESTION 2
1. Scenario 2: Type 1 Diabetes
A 14-year-old girl is brought to the pediatrician’s office by his parents who are concerned about their daughter’s weight loss despite eating more, frequent urination, unquenchable thirst, and fatigue that is interfering with her school activities. She had been seemingly healthy until about 4 months ago when her parents started noticing these symptoms. She admits to sleeping more and gets tired very easily.
PMH: noncontributory.
Allergies-NKDA
FH:- maternal uncle with “some kind of sugar diabetes problem” but parents unclear on the exact disease process
SH: denies alcohol, tobacco or illicit drug use. Not sexually active.
Labs: random glucose 244 mg/dl.
DIAGNOSIS: Diabetes Mellitus type 1 and refers to an endocrinologist for further work up and management plan.

Question
1. Explain the pathophysiology of the three P’s for (polyuria, polydipsia, polyphagia)” with the given diagnosis of Type I DM.

QUESTION 3
1. Scenario 2: Type 1 Diabetes
A 14-year-old girl is brought to the pediatrician’s office by his parents who are concerned about their daughter’s weight loss despite eating more, frequent urination, unquenchable thirst, and fatigue that is interfering with her school activities. She had been seemingly healthy until about 4 months ago when her parents started noticing these symptoms. She admits to sleeping more and gets tired very easily.
PMH: noncontributory.
Allergies-NKDA
FH:- maternal uncle with “some kind of sugar diabetes problem” but parents unclear on the exact disease process
SH: denies alcohol, tobacco or illicit drug use. Not sexually active.
Labs: random glucose 244 mg/dl.
DIAGNOSIS: Diabetes Mellitus type 1 and refers to an endocrinologist for further work up and management plan.

Question
1. Explain the genetics relationship and how this and the environment can contribute to Type I DM.

QUESTION 4
1. Scenario 3: Type II DM
A 55-year-old male presents with complaints of polyuria, polydipsia, polyphagia, and weightloss. He also noted that his feet on the bottom are feeling “strange” “like ants crawling on them” and noted his vision is blurry sometimes. He has increased an increased appetite, but still losing weight. He also complains of “swelling” and enlargement of his abdomen.
PMH: HTN – well controlled with medications. He has mixed hyperlipidemia, and central abdominal obesity. Physical exam unremarkable except for decreased filament test both feet. Random glucose in office 333 mg/dl.
Diagnosis: Type II DM and prescribes oral medication to control the glucose level and also referred the patient to a dietician for dietary teaching.

Question:
1. How would you describe the pathophysiology of Type II DM?

QUESTION 5
1. Scenario 4: Hypothyroidism
A patient walked into your clinic today with the following complaints: Weight gain (15 pounds), however has a decreased appetite with extreme fatigue, cold intolerance, dry skin, hair loss, and falls asleep watching television. The patient also tearfulness with depression, and with an unknown cause and has noted she is more forgetful. She does have blurry vision.
PMH: Non-contributory.
Vitals: Temp 96.4˚F, pulse 58 and regular, BP 106/92, 12 respirations. Dull facial expression with coarse facial features. Periorbital puffiness noted.
Diagnosis: hypothyroidism.

Question:
What causes hypothyroidism?

Comparing Philosophical Approaches

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Comparing Philosophical Approaches: Plato and Aristotle

Can we trust what we see, hear, and feel? Do our senses tell us how the world “really” is? Or is there a different reality that our senses cannot fully help us comprehend? Both Plato and Aristotle grappled with these questions, and each philosopher settled on his own theory. In this assignment, you will explore Plato’s theory of rationalism as well as Aristotle’s theory of empiricism. You will then connect one of these two theories with your own experience.To prepare for this Discussion:

Complete Interactive Unit 2, Module 1, titled “The Meaning of Philosophy.” Pay particular attention to the pages in which Plato and Aristotle are discussed.
To complete this Discussion:

By Day 4
Post to the Discussion board the following:

A description of the philosophical approach of the Rationalists (represented by Plato) and the Empiricists (represented by Aristotle). As part of your descriptions, identify at least two ways in which these approaches differ from one another.
A paragraph in which you select either Rationalism or Empiricism as the approach that resonates most deeply with your personal experiences. Support your selection with an example from your own life.

UNIT 1, Module 1, “The Meaning of Philosophy.” Pay particular attention to the pages in which Plato ans Aristotle are discussed.

The Philosophical Perspective Introduction
Introduction

In this course, we will explore the discipline of Philosophy as the pursuit of wisdom. Throughout our lives, we all seek wisdom in different ways. In this course, we will focus on the quest for knowledge in our relationship with others, our contact with the objective world, and our relationship with ourselves.

These three fundamental ways of pursuing wisdom through relating to the world, to others, and to ourselves are known as the practice of “critique,” the practice of “dialogue,” and the practice of “self-examination,” respectively. Throughout the course, we will continually refer back to these fundamental practices to remind us of the meaning that philosophy has in all the various aspects of our lives.

The philosophical tradition that we will be studying began with the practice of dialogue in ancient Greece. The first texts we will encounter in this course are Plato’s dialogues — passages presented as a series of conversations between two partners who are seeking answers to tough questions of their day, such as the question, “What is justice?” Dialogue, however, as the ancient philosophers discovered, gives way to questions about the world around us.

All human beings, Aristotle says, seek knowledge. Since human beings are always seeking knowledge, we are also continually making claims about the world around us. The problem, however, is that everyone— by being human—has claimed about the world.

When engaging others in dialogue, we often run into the problem that others do not agree with our claims about the world. The task of philosophy beyond discussion, therefore, is to find out which claims about the world are true and which are false. This practice is known as critique—allowing examination of one’s claims and views about the world in light of the evidence, reason, and argument.

However, as both ancient and modern philosophers discovered, wonder about the world around us eventually come back to the inquiry of our role in the world—the question of ourselves. For, after all, if so many people disagree about the reality of the external world, how can I be sure that there exists an external world apart from my perception? Does the world live as I see it precisely, or is there something more to it? Is there an objective world apart from my limited understanding, or are my beliefs about the world all that matter? This problem is one that caused both Plato and Descartes to wonder. For both philosophers, this question led to the third sphere of philosophical practice: self-examination.

In this way, we will approach the study of philosophy in this course as a pursuit of wisdom in our encounters with others (dialogue), in our contacts with the external world (critique), and in our meeting with ourselves (self-examination).

At the end of this lesson, students will be able to:

Explain concepts central to philosophical inquiry.
Describe Western philosophical tradition and timelines.
Identify significant figures in the birth of philosophy in ancient Greece.
Describe critiques, opinions, arguments, and the Socratic Method.
Describe the building blocks of logic and the structure of an argument.
Explain how to classify and evaluate an argument.
Describe the traditional branches of philosophy.
Distinguish different forms of philosophical skepticism.
Describe the types of continental and analytic philosophy.

Diabetes Care through Government services

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Diabetes Care through Government services; At our hospital, the government health facility gives free service to diabetics who are under age 18 and over age 64.

However with diabetes being so prevalent and chronic leading to kidney failure and other illnesses I want to propose that my country’s government give diabetics of all ages access to free diabetes medication and free clinic follow up with 2 free HBA1c lab tests per year and free glucose test strips for the glucose monitors.

Also, I want to propose the government strengthen the school health program to include monitoring Diabetes children while at school.

Can you see if any of the country’s or country’s government health systems provides free care for diabetes patients?

Do a Literature review of how the government healthcare system of a Caribbean country and another country (you can choose which country) has stepped in to ensure diabetics receive diabetes medication and follow-up care. This is to put together a proposal for the government and health system in my country to make diabetes care and follow-up accessible to all citizens no matter the economic status.

Philosophies of Women and People of various Cultures

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Philosophies of Women and People of various Cultures. Many women have pushed back against these accusations and misogynistic views, sparking an intellectual revolution in the process. For a long time, philosophy was seen as a boy’s club, but with Simone de Beauvoir’s views, Harriet Taylor Mill, Hypatia of Alexandria, and others, that prejudice has been dispelled. A diverse perspective is sometimes required to make progress, and a fabulous idea can originate from anybody, anywhere.

Males have definitely controlled the philosophical discourse, Marjorie, especially in terms of whose voices were taken seriously. Men have long defined women as different and. often, less than. Are female philosophers caught within a “Catch 22”? Are they marginalized as long as their gender is highlighted, as long as they continue to be called “female philosophers” instead of just philosophers? Do we ever append male to the philosopher, or do we see that as the default?

Of course, this raises some very big issues about sex and gender, with sex being defined as biological differences between males and females and gender being described as the cultural constructs that the culture attachs to sex. And we often mistake one for the other, mistake cultural constructions for biological differences.

Ursula Le Guin’s classic, award-winning science fiction novel The Left Hand of Darkness imagines a world without gender. That world’s inhabitants are not just genderless, but sexless for most of the time (on a regular cycle they become one gender or the other, not always the same gender each cycle, during which they can have sex and even reproduce). What is particularly interesting is that the story is told from the perspective of a man from Earth. And he repeatedly misreads people on this planet (sometimes to his great detriment) because he cannot get past his own assumptions about gender.

This brings us back to the issue of universality here on Earth. Do we often mistake the male experience as the universal experience?

 Non-Opioid Pain Intervention for Veterans

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 Non-Opioid Pain Intervention for Veterans; PICO – In injured veterans experiencing chronic pain (P), does the use of non-opioid modalities (Pharmacological and Non-pharmacological) (I), compared to the administration of systemic opioids (C), lead to improved pain management and decreased incidence of opioid overdose (O)?

Rheumatoid arthritis exhibit

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CASE STUDIES:

A 42-year-old woman presents to the clinic with a four-month history of generalized joint pain, stiffness, and swelling, especially in her hands. She states that these symptoms have made it difficult to grasp objects and has made caring for her 6 and 4-year-old children problematic. She admits to increased fatigue, but she thought it was due to her stressful job as well as being a single mother.

No significant past medical history but recalls that one of her grandmothers had “crippling” arthritis. Physical exam remarkable for bilateral ulnar deviation of her hands as well as soft, boggy proximal interphalangeal joints. The metatarsals of both of her feet also exhibited swelling and warmth. The diagnosis for this patient is rheumatoid arthritis.

Question:

Explain why patients with rheumatoid arthritis exhibit these symptoms and how it differ from osteoarthritis.

Perceptual disturbance

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Hallucinations are a common perceptual disturbance for someone living with a psychotic illness, and they can have a significant impact on how they experience psychosis. Give one culturally safe nursing intervention for a consumer with a psychotic illness. Give one evidence-based psycho-education strategy which can be adopted when working with someone who has a psychotic illness.

Factors influencing effective performance appraisals

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Below are factors influencing effective performance appraisals. Out of the six recommendations select two and tell me your personal experience as it relates to the chosen recommendation. I would like detailed experiences as I would like to hear different views, thank you.

Factors Influencing Effective Performance Appraisal

The appraisal should be based on a standard.

The appraisal tool must adequately and accurately assess job performance.

The employee should have input into the development of the standard.

The employee must know the standard in advance.

The employee must know the sources of data gathered for the appraisal.

The appraiser should be someone who has observed the employee’s work.

The appraiser should be someone who the employee trusts and respects.

Employer support and clarity of expectations are critical to the employee perceiving the appraisal as fair.

Organs in the reproductive system

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Dear tutor chooses the correct answer from the right column Identify the role of the following organs in the reproductive system by matching each organ with its correct role.

Nourishes and retains foetus Answer 1Choose… Cowpers glands Fallopian tubes Uterus Epididymis Vas deferens Seminal vesicles Prostate gland Testes
Site of fertilisation of ova Answer 2Choose… Cowpers glands Fallopian tubes Uterus Epididymis Vas deferens Seminal vesicles Prostate gland Testes
Secretes alkaline substances to neutralise acidity in urethra Answer 3Choose… Cowpers glands Fallopian tubes Uterus Epididymis Vas deferens Seminal vesicles Prostate gland Testes
Contributes to seminal fluid production Answer 4Choose… Cowpers glands Fallopian tubes Uterus Epididymis Vas deferens Seminal vesicles Prostate gland Testes
Ejaculatory duct for stored sperm Answer 5Choose… Cowpers glands Fallopian tubes Uterus Epididymis Vas deferens Seminal vesicles Prostate gland Testes
Storage and maturation of sperm Answer 6Choose… Cowpers glands Fallopian tubes Uterus Epididymis Vas deferens Seminal vesicles Prostate gland Testes
Secretes testosterone and produces sperm Answer 7Choose… Cowpers glands Fallopian tubes Uterus Epididymis Vas deferens Seminal vesicles Prostate gland Testes
Produces seminal fluid Answer 8Choose… Cowpers glands Fallopian tubes Uterus Epididymis Vas deferens Seminal vesicles Prostate gland Testes

Health risks associated with raping

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Systemic changes, leading teams of nurses, and seeking approval for quality improvement measures from hospital administration I.e establishing an educational campaign aimed at adolescents addressing the health risks associated with raping