Case Study 1 & 2 Lyme Disease and Peripheral Vascular Disease

Students much review the case study and answer all questions with a scholarly response using APA and include 2 scholarly references. Answer both case studies on the same document.

The answers must be in your own words with reference to journal or book where you found the evidence to your answer. Do not copy paste or use a past students work as all files submited in this course are registered and saved in turn it in program.

Turn it in Score must be less than 50% or will not be accepted for credit, must be your own work and in your own words. You can resubmit, Final submission will be accepted if less than 50%. Copy paste from websites or textbooks will not be accepted or tolerated. Please see College Handbook with reference to Academic Misconduct Statement

All answers to case studies must have reference cited in text for each answer and minimum of 2 Scholarly References (Journals, books) (No websites) per case Study

Lyme Disease Case Study A 38-year-old male had a 3-week history of fatigue and lethargy with intermittent complaints of headache, fever, chills, myalgia, and arthralgia. According to the history, the patient’s symptoms began shortly after a camping vacation. He recalled a bug bite and rash on his thigh immediately after the trip. The following studies were ordered: Studies Results Lyme disease test, Elevated IgM antibody titers against Borrelia burgdorferi (normal: low) Erythrocyte sedimentation rate (ESR), 30 mm/hour (normal: ≤15 mm/hour) Aspartate aminotransferase (AST), 32 units/L (normal: 8-20 units/L) Hemoglobin (Hgb), 12 g/dL (normal: 14-18 g/dL) Hematocrit (Hct), 36% (normal: 42%-52%) Rheumatoid factor (RF), Negative (normal: negative) Antinuclear antibodies (ANA), Negative (normal: negative) Diagnostic Analysis Based on the patient’s history of camping in the woods and an insect bite and rash on the thigh, Lyme disease was suspected. Early in the course of this disease, testing for specific immunoglobulin (Ig) M antibodies against B. burgdorferi is the most helpful in diagnosing Lyme disease. An elevated ESR, increased AST levels, and mild anemia are frequently seen early in this disease. RF and ANA abnormalities are usually absent. Critical Thinking Questions

1. What is the cardinal sign of Lyme disease? (always on the boards)

2. At what stages of Lyme disease are the IgG and IgM antibodies elevated?

3. Why was the ESR elevated?

4. What is the Therapeutic goal for Lyme Disease and what is the recommended treatment.

Peripheral Vascular Disease Case Studies

A 52-year-old man complained of pain and cramping in his right calf caused by walking two blocks. The pain was relieved with cessation of activity. The pain had been increasing in frequency and intensity. Physical examination findings were essentially normal except for decreased hair on the right leg. The patient’s popliteal, dorsalis pedis, and posterior tibial pulses were markedly decreased compared with those of his left leg. Studies Results Routine laboratory work Within normal limits (WNL) Doppler ultrasound systolic pressures Femoral: 130 mm Hg; popliteal: 90 mm Hg; posterior tibial: 88 mm Hg; dorsalis pedis: 88 mm Hg (normal: same as brachial systolic blood pressure) Arterial plethysmography Decreased amplitude of distal femoral, popliteal, dorsalis pedis, and posterior tibial pulse waves Femoral arteriography of right leg Obstruction of the femoral artery at the midthigh level Arterial duplex scan Apparent arterial obstruction in the superficial femoral artery Diagnostic Analysis With the clinical picture of classic intermittent claudication, the noninvasive Doppler and plethysmographic arterial vascular study merely documented the presence and location of the arterial occlusion in the proximal femoral artery. Most vascular surgeons prefer arteriography to document the location of the vascular occlusion. The patient underwent a bypass from the proximal femoral artery to the popliteal artery. After surgery he was asymptomatic. Critical Thinking Questions:

1. What was the cause of this patient’s pain and cramping?

2. Why was there decreased hair on the patient’s right leg?

3. What would be the strategic physical assessments after surgery to determine the adequacy of the patient’s circulation?

4. What would be the treatment of intermittent Claudication for non-occlusion?

The primary goal of the Learning and Cognition Handbook is to
integrate concepts from the discipline of learning and cognitive
psychology into a usable and professional guide that is designed
for a specified audience which will be designated based on students’
current or future career goals. Students will choose one of five
assigned constructs and focus their handbook on this specific area
of learning and cognition. Skills and information learned
throughout the course will be applied in the design and creation
of this handbook. Findings from required sources, including those
from the text and individual peer-reviewed articles, will be
incorporated into the handbook; however, these findings will not
constitute the total information for each of the sub-constructs
addressed within the project. Students should include the relevant
sources they researched in the Week Two Discipline-Based
Literature Review as well as those from the Week Three Assignment. The
purpose of the handbook is to share helpful strategies, apply the
chosen construct to seven sub-constructs in the field, and present
a holistic guide for others that can be used in the discipline.

To complete this assignment, students may utilize the Learning and Cognition Handbook template
or create their own using the template as a guide. Each section of the
handbook should be written in the student’s own words with use of
limited paraphrased material cited according to APA standards as
outlined in the Ashford Writing Center.
Each section of the handbook should include a minimum of one visual
(e.g., table, figure, or image) with a maximum of five visuals per
section. Each image must be retrieved and cited based on current
copyright laws. Students may wish to use the Where to Get Free Images guide for assistance with accessing freely available public domain and/or Creative Commons licensed images.

The following constructs will be the subject content options
for this handbook and will be chosen based on an evaluative literature
review in Week Two and students’ future career goals:

• The Neurosciences: A Look at Our Brains
• Socio-Cognition: Social Interactions in Learning
• Learning and Literacy: Reading, Writing, and Language Development
• Diversity and Culture: The Effects to Learning
• Connectionism and Learning: A Web of Development

The sections listed below must be used within the paper to delineate the sections of content.

Table of Contents
In this section, students will list all sections and
subsections included in the handbook with the applicable page numbers.

Preface
In this section, students will provide a 100- to 150-word
overview of the handbook and its potential use by the chosen audience.

Introduction to Chosen Construct
In this section, students will provide a 200- to 300-word
introductory summary of the chosen construct and discuss any careers in
psychology specifically related to this construct. Beginning with the
work completed in Week One, students will include the language from
their personal epistemology (revised based on instructor feedback and
the further development of their ideas and beliefs throughout the
course and the program thus far).

Chosen Construct
In this section, students will provide information that
communicates how and why the chosen construct of learning and cognition
affects the following sub-constructs through synthesizing the
learning principles and/or theories. For each of the sub-constructs,
students will apply basic research methods and skeptical inquiry to
explain the theoretical perspectives and empirical findings that
substantiate the relationship between the construct and the
sub-constructs. Although creative liberties are encouraged, all
information incorporated should be supported and professionally
presented through the consistent application of ethical principles and
adherence to professional standards of learning and cognition
psychology as applied to the chosen audience.

Sub-Constructs
Information for each sub-construct will be presented in 500 to 700 words.

• Comprehension
• Problem Solving
• Memory Development/Retention
• Lifelong Learning
• Domains and Domain Learning
• Affective Outcomes of Emotion
• Effects of Demographic Differences (e.g., gender, socioeconomics, religious affiliation, race)

Conclusion
In this section, students will provide a 200- to 300-word
summarization of the handbook in which they describe the importance of
the chosen construct and assigned sub-constructs within the learning
and cognition domain and their applicability within the psychology
profession for the chosen audience.

Attention Students: The Masters of Arts in
Psychology program is utilizing the Pathbrite portfolio tool as a
repository for student scholarly work in the form of signature
assignments completed within the program. After receiving feedback for
this Learning and Cognition Handbook, please implement any changes
recommended by the instructor, go to Pathbrite and upload the revised Learning and Cognition Handbook to the portfolio. (Use the Pathbrite Quick-Start Guide
to create an account if you do not already have one.) The upload of
signature assignments will take place after completing each course. Be
certain to upload revised signature assignments throughout the program
as the portfolio and its contents will be used in other courses and may
be used by individual students as a professional resource tool. See
the Pathbrite website for information and further instructions on using
this portfolio tool.

The Learning and Cognition Handbook

• Must be 4000 to 7000 words (see instructions and rubric for each section and sub-construct) following the Learning and Cognition Handbook template
  as a guide. Although a handbook differs from a written paper, all
  citations and references must be formatted according to APA style as
  outlined in the Ashford Writing Center.
• Must include a title page with the required information from the handbook template:
  • Title of handbook
  • Student’s name
  • Institution’s name
  • Student’s contact information (address and email)
  • Course name and number
  • Instructor’s name
  • Date submitted
• Must include the sections and subsections required as indicated in the handbook template.
• Must address the construct and sub-constructs with critical thought and substantiated assertions.
• Must document all sources in APA style as outlined in the Ashford Writing Center.
• Must include a separate references page that is
  formatted according to APA style as outlined in the Ashford Writing
  Center at the end of the handbook and precedes any optional appendices
  if applicable to the project.

For this week’s forum assignment, respond to the following: As two classes of substances that are prone to abuse and dependence, distinguish between the effects that depressants and stimulants have on the body and mind. Discuss the complications that can arise when a substance use disorder is a comorbid (or co-occurring) condition for individuals experiencing another mental disorder. Give an example where substance abuse could be negatively reinforced by the presence of other symptoms of psychopathology.

Remember that all posts are graded for substance and thoughtful consideration of the forum topic. Your post must also end with a “Question to the Class” – something related to the topic that you found thought-provoking and about which you’d like to know more and have further dialog.

General Instructions Applicable to All Forums

One “Initial Post” in response to your instructor’s instructions (located on the Forum in your online classroom) is due by Wednesday by 11:55 p.m., ET. This post must be a minimum of 300 words in length. At least three (3) replies to a classmate’s post of your choice is due no later than Sunday by 11:55p.m. Reply posts must be a minimum of 200 words. Point assignment is based on these requirements and the Discussion Forum rubric below.

Because scholarly discussion and related student interaction within a learning community are such essential aspects of online learning, participation is graded and required.

Forum post source citation is not required for forum posting in our class. This is because we are engaging in conversation that happens to be in writing form, not composing essays or research papers. You will, however, need to paraphrase (restate in your own words) any words of published authors in parts of your posts that are based on their work. Copying of published material, which is plagiarism, is prohibited and any instances of it, including forum posts, will result in a zero score without an option for re-submission to recoup lost points and a report sent to the Registrar’s Office per University policy.

Discussion forum posts will be graded on verbal expression, critical thinking, making an effort to not just participate in but contribute to the dialog with initial and reply posts of a substantive nature commensurate with graduate level studies. Posts must have correct grammatical construction, spelling, and punctuation with no texting or other casual style language.

 Research the retribution and incapacitation theories of punishment. In this assignment, you will prepare an essay on the differences and similarities between the retribution and incapacitation theories.

Assignment Guidelines:

• Using the course materials, library, Web resources, and textbook, address the following in a Word document of 4–5 pages:
  • Identify 2 specific differences and similarities between the theories.
  • Examine and explain 2 social arguments used to support both theories. Argument topics include the death penalty and costs of incarceration.
  • Include any philosophical or social issues that could be used to support either model.
  • Please include any situations or social forces that you deem applicable that may have influence over either theory of punishment.
• You must use at least 2 references to support your responses.
• All references and in-text citations should be formatted using APA style.