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Tag: Homework Solution

  • [Solved] Assistance with Player Management Simulation

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    The next simulation you’ll complete in this course is **“Ticket Pricing”** You know now where to go to log in. Please go to the **Knowledge Matters** website at [https://www.knowledgematters.com/Links to an external site.](https://www.knowledgematters.com/) and sign in first. \ TicketPricing1.pptx]…

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    Assignment Prompt & Instructions

    The next simulation you’ll complete in this course is **“Ticket Pricing”**
    You know now where to go to log in. Please go to the **Knowledge Matters** website at [https://www.knowledgematters.com/Links to an external site.](https://www.knowledgematters.com/) and sign in first.
    \
    TicketPricing1.pptx](https://www.sweetstudy.com/files/ticketpricing1-pptx "TicketPricing1.pptx")

  • [Solved] Week 15

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    Read attachments for assignments – ## Week14Feedback.docx – DeWeeseWeek15.docx **## Week14Feedback.docx** **Week 14 Feedback** Overall Feedback Well done on this assignment You will have to refine your tables and figures for your final submission. Always introduce them to the reader in preceding par…

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    Read attachments for assignments

    – ## Week14Feedback.docx

    – DeWeeseWeek15.docx

    **## Week14Feedback.docx**

    **Week 14 Feedback**

    Overall Feedback

    Well done on this assignment

    You will have to refine your tables and figures for your final submission. Always introduce them to the reader in preceding paragraph, properly create APA table, and cite figures.

    See Video:

    [APA Tables and Figures – Purdue OWL® – Purdue University](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/apa_tables_and_figures.html)

    Almost home!

    No need for attachment.

    Change all tenses to past tense as the study is complete.

    Remove the track changes from your final document.

    Work on your figures and tables citation…should be times new roman 12pt.

    [https://www.youtube.com/watch?v=gxTNbc5WkSQ](https://www.youtube.com/watch?v=gxTNbc5WkSQ)

    **DeWeeseWeek15.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/deweeseweek15-docx)

    **DeWeeseWeek15.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/deweeseweek15-docx)

    **## Week14Feedback.docx**

    **Week 14 Feedback**

    Overall Feedback

    Well done on this assignment

    You will have to refine your tables and figures for your final submission. Always introduce them to the reader in preceding paragraph, properly create APA table, and cite figures.

    See Video:

    [APA Tables and Figures – Purdue OWL® – Purdue University](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/apa_tables_and_figures.html)

    Almost home!

    No need for attachment.

    Change all tenses to past tense as the study is complete.

    Remove the track changes from your final document.

    Work on your figures and tables citation…should be times new roman 12pt.

    [https://www.youtube.com/watch?v=gxTNbc5WkSQ](https://www.youtube.com/watch?v=gxTNbc5WkSQ)

    **DeWeeseWeek15.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/deweeseweek15-docx)

    **## Week14Feedback.docx**

    **Week 14 Feedback**

    Overall Feedback

    Well done on this assignment

    You will have to refine your tables and figures for your final submission. Always introduce them to the reader in preceding paragraph, properly create APA table, and cite figures.

    See Video:

    [APA Tables and Figures – Purdue OWL® – Purdue University](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/apa_tables_and_figures.html)

    Almost home!

    No need for attachment.

    Change all tenses to past tense as the study is complete.

    Remove the track changes from your final document.

    Work on your figures and tables citation…should be times new roman 12pt.

    [https://www.youtube.com/watch?v=gxTNbc5WkSQ](https://www.youtube.com/watch?v=gxTNbc5WkSQ)

    **DeWeeseWeek15.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/deweeseweek15-docx)

    – 1
    – 2

  • [Solved] Execution Synthesis Paper

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    Based on the book and your personal and career experiences in the Hospitality Industry, write a synthesis of key learning points while answering the following questions: 1. Is execution about tactics or is it a system and a discipline? Please support your argument. 2. In your opinion, does Bossidy a…

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    Assignment Prompt & Instructions

    Based on the book and your personal and career experiences in the Hospitality Industry, write a synthesis of key learning points while answering the following questions:
    1. Is execution about tactics or is it a system and a discipline? Please support your argument.
    2. In your opinion, does Bossidy and Charan’s execution principles apply in your current work environment? Why or why not?
    3. How will you apply what you have learned while reading the book?
    Please cite references Including the book and personal experiences. Minimum three (3) pages in APA format (double spacing, Times New Roman, 12 fonts, 1-inch margin). A running header, abstract, and title page are not required. Make sure that you are citing your sources appropriately.

  • [Solved] week 7 discussion

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    – ## WEEK7DISCUSSION.docx **## WEEK7DISCUSSION.docx** | | | | | | — | — | — | — | | | | | | | **CASE 4** | **CASE 5** | **CASE 6** | | **Questions for the case** | · Discuss the Diagnosis criteria for Pre-eclampsia based on the ACOG guidelines and the maternal and fetal complications related…

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    Assignment Prompt & Instructions

    – ## WEEK7DISCUSSION.docx

    **## WEEK7DISCUSSION.docx**

    | | | | |
    | — | — | — | — |
    | | | |
    | | **CASE 4** | **CASE 5** | **CASE 6** |
    | **Questions for the case** | · Discuss the Diagnosis criteria for Pre-eclampsia based on the ACOG guidelines and the maternal and fetal complications related. | · List your diagnosis and support. <br>· If infection is suspected which bacteria are usually involve in this process.<br>· Discuss a management plan for C.C (pharmacologic and non-pharmacologic treatment).<br>· List patient’s education and recommendations. | · Screening test name.<br>· Screening test components. <br>· Gestational age to perform the test, what d. Defect (s) will be screening. |

    continue to discuss the 3 topics listed below for your case:

    1.
    **An effective health assessment incorporates not only physiological parameters; please suggest other parameters that should be considered and included on health assessments to reach maximal health potential on individuals.**

    2.
    **Name the different family developmental stages and give examples of each one.**

    3.
    **Describe family structure and function and the relationship with health care.**

    **Submission Instructions:**

    · Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

    **## WEEK7DISCUSSION.docx**

    | | | | |
    | — | — | — | — |
    | | | |
    | | **CASE 4** | **CASE 5** | **CASE 6** |
    | **Questions for the case** | · Discuss the Diagnosis criteria for Pre-eclampsia based on the ACOG guidelines and the maternal and fetal complications related. | · List your diagnosis and support. <br>· If infection is suspected which bacteria are usually involve in this process.<br>· Discuss a management plan for C.C (pharmacologic and non-pharmacologic treatment).<br>· List patient’s education and recommendations. | · Screening test name.<br>· Screening test components. <br>· Gestational age to perform the test, what d. Defect (s) will be screening. |

    continue to discuss the 3 topics listed below for your case:

    1.
    **An effective health assessment incorporates not only physiological parameters; please suggest other parameters that should be considered and included on health assessments to reach maximal health potential on individuals.**

    2.
    **Name the different family developmental stages and give examples of each one.**

    3.
    **Describe family structure and function and the relationship with health care.**

    **Submission Instructions:**

    · Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

  • [Solved] Engl 045

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    – ## credibilityACE.docx – ## engl045goodbadugly.docx **## credibilityACE.docx** Use your “Credibility & Validity” instructions and evaluation chart information, and write an ACES analysis which discusses what makes Brandon Swenson’s article “Technology: The Good, The Bad, The Ugly” credible and val…

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    Assignment Prompt & Instructions

    – ## credibilityACE.docx

    – ## engl045goodbadugly.docx

    **## credibilityACE.docx**

    Use your “Credibility & Validity” instructions and evaluation chart information, and write an ACES analysis which discusses what makes Brandon Swenson’s article “Technology: The Good, The Bad, The Ugly” credible and valid.  Remember to introduce the author and title,
    **answer** your prompt’s question using the prompt’s language,
    **cite** a quote which supports that answer,
    **explain** in detail how that quote supports the answer, and
    **summarize** your findings, revealing no new information.  Remember, this paper is not to be a summary of Swenson’s paper; it is to be a critical discussion of the evidence that shows credibility and validity.
    _Copy this, write on the copy, convert it to PDF, turn it in!_[50 points]

    **Your response**:

    **## engl045goodbadugly.docx**

    Assignment: "Credibility & Validity Evaluation Chart"

    For the article, “Technology: The Good, The Bad, The Ugly” by Brandon Swenson, fill out this chart by answering each question, and revealing details from the article which support your answer. This time, show examples through
    _paraphrasing_, not direct quotes. The first row,
    **“…Common Knowledge?”** is my example for you. Please do the rest of them, showing my example’s level of complexity.
    _Copy this chart, write on the copy, convert it to PDF, turn it in!_[30 points]

    | | |
    | — | — |
    | **How does the article reveal…** | **Your support (page # and paragraph #  )** |
    | **…Common Knowledge?** | The author indicates that technology allows students to do classwork and earn degrees without having to attend brick-and-mortar locations.  This kind of online study is highly popular and is certainly known by any reader of this article (Swenson par. 6). |
    | **…Timeliness?** | |
    | **…Authority?** | |
    | **…an Intended Audience?** | |
    | **…Bias?** | |
    | **…Relevance?**<br>Here, show support for the idea that technology has the potential of being both <br>**_beneficial_** and<br>**_detrimental_** for society in some way. | |

    **## engl045goodbadugly.docx**

    Assignment: "Credibility & Validity Evaluation Chart"

    For the article, “Technology: The Good, The Bad, The Ugly” by Brandon Swenson, fill out this chart by answering each question, and revealing details from the article which support your answer. This time, show examples through
    _paraphrasing_, not direct quotes. The first row,
    **“…Common Knowledge?”** is my example for you. Please do the rest of them, showing my example’s level of complexity.
    _Copy this chart, write on the copy, convert it to PDF, turn it in!_[30 points]

    | | |
    | — | — |
    | **How does the article reveal…** | **Your support (page # and paragraph #  )** |
    | **…Common Knowledge?** | The author indicates that technology allows students to do classwork and earn degrees without having to attend brick-and-mortar locations.  This kind of online study is highly popular and is certainly known by any reader of this article (Swenson par. 6). |
    | **…Timeliness?** | |
    | **…Authority?** | |
    | **…an Intended Audience?** | |
    | **…Bias?** | |
    | **…Relevance?**<br>Here, show support for the idea that technology has the potential of being both <br>**_beneficial_** and<br>**_detrimental_** for society in some way. | |

    **## credibilityACE.docx**

    Use your “Credibility & Validity” instructions and evaluation chart information, and write an ACES analysis which discusses what makes Brandon Swenson’s article “Technology: The Good, The Bad, The Ugly” credible and valid.  Remember to introduce the author and title,
    **answer** your prompt’s question using the prompt’s language,
    **cite** a quote which supports that answer,
    **explain** in detail how that quote supports the answer, and
    **summarize** your findings, revealing no new information.  Remember, this paper is not to be a summary of Swenson’s paper; it is to be a critical discussion of the evidence that shows credibility and validity.
    _Copy this, write on the copy, convert it to PDF, turn it in!_[50 points]

    **Your response**:

    **## engl045goodbadugly.docx**

    Assignment: "Credibility & Validity Evaluation Chart"

    For the article, “Technology: The Good, The Bad, The Ugly” by Brandon Swenson, fill out this chart by answering each question, and revealing details from the article which support your answer. This time, show examples through
    _paraphrasing_, not direct quotes. The first row,
    **“…Common Knowledge?”** is my example for you. Please do the rest of them, showing my example’s level of complexity.
    _Copy this chart, write on the copy, convert it to PDF, turn it in!_[30 points]

    | | |
    | — | — |
    | **How does the article reveal…** | **Your support (page # and paragraph #  )** |
    | **…Common Knowledge?** | The author indicates that technology allows students to do classwork and earn degrees without having to attend brick-and-mortar locations.  This kind of online study is highly popular and is certainly known by any reader of this article (Swenson par. 6). |
    | **…Timeliness?** | |
    | **…Authority?** | |
    | **…an Intended Audience?** | |
    | **…Bias?** | |
    | **…Relevance?**<br>Here, show support for the idea that technology has the potential of being both <br>**_beneficial_** and<br>**_detrimental_** for society in some way. | |

    **## credibilityACE.docx**

    Use your “Credibility & Validity” instructions and evaluation chart information, and write an ACES analysis which discusses what makes Brandon Swenson’s article “Technology: The Good, The Bad, The Ugly” credible and valid.  Remember to introduce the author and title,
    **answer** your prompt’s question using the prompt’s language,
    **cite** a quote which supports that answer,
    **explain** in detail how that quote supports the answer, and
    **summarize** your findings, revealing no new information.  Remember, this paper is not to be a summary of Swenson’s paper; it is to be a critical discussion of the evidence that shows credibility and validity.
    _Copy this, write on the copy, convert it to PDF, turn it in!_[50 points]

    **Your response**:

    **## engl045goodbadugly.docx**

    Assignment: "Credibility & Validity Evaluation Chart"

    For the article, “Technology: The Good, The Bad, The Ugly” by Brandon Swenson, fill out this chart by answering each question, and revealing details from the article which support your answer. This time, show examples through
    _paraphrasing_, not direct quotes. The first row,
    **“…Common Knowledge?”** is my example for you. Please do the rest of them, showing my example’s level of complexity.
    _Copy this chart, write on the copy, convert it to PDF, turn it in!_[30 points]

    | | |
    | — | — |
    | **How does the article reveal…** | **Your support (page # and paragraph #  )** |
    | **…Common Knowledge?** | The author indicates that technology allows students to do classwork and earn degrees without having to attend brick-and-mortar locations.  This kind of online study is highly popular and is certainly known by any reader of this article (Swenson par. 6). |
    | **…Timeliness?** | |
    | **…Authority?** | |
    | **…an Intended Audience?** | |
    | **…Bias?** | |
    | **…Relevance?**<br>Here, show support for the idea that technology has the potential of being both <br>**_beneficial_** and<br>**_detrimental_** for society in some way. | |

    – 1
    – 2

  • [Solved] s #3

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    – ## SOAP3.docx **## SOAP3.docx** | | | | — | — | | SOAP NOTE TEMPLATE<br>Review the Rubric for more Guidance | | _Demographics_ | | | _Chief Complaint (Reason for seeking health care)_ | | | _History of Present Illness (HPI)_ | | | _Allergies_ | | | _Review of Systems (ROS)_ | General: <br>HEEN…

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    – ## SOAP3.docx

    **## SOAP3.docx**

    | | |
    | — | — |
    | SOAP NOTE TEMPLATE<br>Review the Rubric for more Guidance |
    | _Demographics_ | |
    | _Chief Complaint (Reason for seeking health care)_ | |
    | _History of Present Illness (HPI)_ | |
    | _Allergies_ | |
    | _Review of Systems (ROS)_ | General: <br>HEENT:<br>Neck: <br>Lungs:<br>Cardio<br>Breast: <br>GI: <br>M/F genital:<br>GU: <br>Neuro<br>Musculo:<br>Activity:<br>Psychosocial: <br>Derm: <br>Nutrition:<br>Sleep/Rest:<br>LMP: <br>STI Hx: |
    | _Vital Signs_ | |
    | _Labs_ | |
    | _Medications_ | |
    | _Past Medical History_ | |
    | _Past Surgical History_ | |
    | _Family History_ | |
    | _Social History_ | |
    | _Health Maintenance/ Screenings_ | |
    | _Physical Examination_ | General: <br>HEENT:<br>Neck: <br>Lungs:<br>Cardio<br>Breast: <br>GI: <br>M/F genital:<br>GU: <br>Neuro<br>Musculo:<br>Activity:<br>Psychosocial: <br>Derm: |
    | _Diagnosis_ | |
    | _Differential Diagnosis_ | |
    | _ICD 10 Coding_ | |
    | _Pharmacologic treatment plan_ | |
    | _Diagnostic/Lab Testing_ | |
    | _Education_ | |
    | _Anticipatory Guidance_ | |
    | _Follow up plan_ | |
    | _Prescription_ | See Below (scroll down) |
    | _References_ | |
    | _Grammar_ | |

    | |
    | — |
    | EA#: 101010101 STU Clinic LIC# 10000000 |
    | Tel: (000) 555-1234 FAX: (000) 555-12222 |
    | Patient Name: (Initials)______________________________ Age ___________<br>Date: _______________<br>RX ______________________________________<br>SIG:<br>Dispense: ___________ Refill: _________________<br>No Substitution<br> <br>Signature:____________________________________________________________ |

    Signature (with appropriate credentials):_____________________________________

    References (must use current evidence-based guidelines used to guide the care [Mandatory])

    **## SOAP3.docx**

    | | |
    | — | — |
    | SOAP NOTE TEMPLATE<br>Review the Rubric for more Guidance |
    | _Demographics_ | |
    | _Chief Complaint (Reason for seeking health care)_ | |
    | _History of Present Illness (HPI)_ | |
    | _Allergies_ | |
    | _Review of Systems (ROS)_ | General: <br>HEENT:<br>Neck: <br>Lungs:<br>Cardio<br>Breast: <br>GI: <br>M/F genital:<br>GU: <br>Neuro<br>Musculo:<br>Activity:<br>Psychosocial: <br>Derm: <br>Nutrition:<br>Sleep/Rest:<br>LMP: <br>STI Hx: |
    | _Vital Signs_ | |
    | _Labs_ | |
    | _Medications_ | |
    | _Past Medical History_ | |
    | _Past Surgical History_ | |
    | _Family History_ | |
    | _Social History_ | |
    | _Health Maintenance/ Screenings_ | |
    | _Physical Examination_ | General: <br>HEENT:<br>Neck: <br>Lungs:<br>Cardio<br>Breast: <br>GI: <br>M/F genital:<br>GU: <br>Neuro<br>Musculo:<br>Activity:<br>Psychosocial: <br>Derm: |
    | _Diagnosis_ | |
    | _Differential Diagnosis_ | |
    | _ICD 10 Coding_ | |
    | _Pharmacologic treatment plan_ | |
    | _Diagnostic/Lab Testing_ | |
    | _Education_ | |
    | _Anticipatory Guidance_ | |
    | _Follow up plan_ | |
    | _Prescription_ | See Below (scroll down) |
    | _References_ | |
    | _Grammar_ | |

    | |
    | — |
    | EA#: 101010101 STU Clinic LIC# 10000000 |
    | Tel: (000) 555-1234 FAX: (000) 555-12222 |
    | Patient Name: (Initials)______________________________ Age ___________<br>Date: _______________<br>RX ______________________________________<br>SIG:<br>Dispense: ___________ Refill: _________________<br>No Substitution<br> <br>Signature:____________________________________________________________ |

    Signature (with appropriate credentials):_____________________________________

    References (must use current evidence-based guidelines used to guide the care [Mandatory])

  • [Solved] discussion

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] 850 Outline Synthesis

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    In-depth study guidance and analytical solution covering 850 Outline Synthesis.

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] CASE STUDY 2

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    Case study respiratory – ## MRUCaseStudy1-2Rubric.pdf – ## CaseStudy2-RespiratoryMaricela.pdf **## MRUCaseStudy1-2Rubric.pdf** MRU Case Study #1 Rubric Case Study 1: (Total: 10 points) • Questions (2 points each): 1. Question 1: ____ / 2 2. Question 2: ____ / 2 3. Question 3: ____ / 2…

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    Case study respiratory

    – ## MRUCaseStudy1-2Rubric.pdf

    – ## CaseStudy2-RespiratoryMaricela.pdf

    **## MRUCaseStudy1-2Rubric.pdf**

    MRU Case Study #1 Rubric

    Case Study 1: (Total: 10 points)

    • Questions (2 points each):
    1. Question 1: ____ / 2
    2. Question 2: ____ / 2
    3. Question 3: ____ / 2
    4. Question 4: ____ / 2

    • APA Style (2 points):
    o Correct use of APA formatting, citations, and references: ____ / 2

    Case Study 2: (Total: 9 points)

    • Questions (2 points each):
    1. Question 1: ____ / 2
    2. Question 2: ____ / 2
    3. Question 3: ____ / 2
    4. Question 4: ____ / 2

    • APA Style (1 point):
    o Correct use of APA formatting, citations, and references: ____ / 1

    Grading Criteria

    1. Content Mastery: Accuracy and completeness of responses to case study questions.
    2. Critical Thinking: Application of course concepts and analytical skills in the answers.
    3. APA Format: Proper citation, formatting, and reference style following APA guidelines.

    **## CaseStudy2-RespiratoryMaricela.pdf**

    Case Study: Respiratory Infection
    Patient Information:

    • Name: Sarah Smith
    • Age: 25
    • Gender: Female
    • Occupation: Teacher
    • Medical History: No significant medical history reported.

    Presenting Complaint: Sarah Smith presents to the clinic with complaints of cough, fever, and
    difficulty breathing for the past week. She reports a productive cough with yellowish-green
    sputum and chest tightness.

    Physical Examination Findings:

    • Vital Signs: BP 110/70 mmHg, HR 90 bpm, RR 20 breaths/min, Temp 101.2°F
    • General: Alert and oriented, appears ill
    • Respiratory: Decreased breath sounds and crackles heard bilaterally on auscultation
    • Cardiovascular: Regular rhythm, no murmurs or abnormal sounds
    • Abdomen: Soft, non-tender, no organomegaly
    • Neurological: Intact cranial nerves, normal motor and sensory functions

    Laboratory Investigations:

    • Complete Blood Count (CBC): Elevated white blood cell count (WBC) with left shift
    • Chest X-ray: Infiltrates in bilateral lower lung fields consistent with pneumonia
    •

    Diagnosis: Sarah Smith is diagnosed with community-acquired pneumonia based on her clinical
    presentation, physical examination findings, and radiological evidence.

    Questions for Students:

    1. What are the common signs and symptoms of community-acquired pneumonia?
    2. Describe the typical findings on physical examination and chest X-ray in patients with

    pneumonia.
    3. What are the most common pathogens causing community-acquired pneumonia, and

    how would you choose empirical antibiotic therapy in this patient?
    4. Discuss the management of community-acquired pneumonia, including non-

    pharmacological measures and potential complications to monitor for.

    **## CaseStudy2-RespiratoryMaricela.pdf**

    Case Study: Respiratory Infection
    Patient Information:

    • Name: Sarah Smith
    • Age: 25
    • Gender: Female
    • Occupation: Teacher
    • Medical History: No significant medical history reported.

    Presenting Complaint: Sarah Smith presents to the clinic with complaints of cough, fever, and
    difficulty breathing for the past week. She reports a productive cough with yellowish-green
    sputum and chest tightness.

    Physical Examination Findings:

    • Vital Signs: BP 110/70 mmHg, HR 90 bpm, RR 20 breaths/min, Temp 101.2°F
    • General: Alert and oriented, appears ill
    • Respiratory: Decreased breath sounds and crackles heard bilaterally on auscultation
    • Cardiovascular: Regular rhythm, no murmurs or abnormal sounds
    • Abdomen: Soft, non-tender, no organomegaly
    • Neurological: Intact cranial nerves, normal motor and sensory functions

    Laboratory Investigations:

    • Complete Blood Count (CBC): Elevated white blood cell count (WBC) with left shift
    • Chest X-ray: Infiltrates in bilateral lower lung fields consistent with pneumonia
    •

    Diagnosis: Sarah Smith is diagnosed with community-acquired pneumonia based on her clinical
    presentation, physical examination findings, and radiological evidence.

    Questions for Students:

    1. What are the common signs and symptoms of community-acquired pneumonia?
    2. Describe the typical findings on physical examination and chest X-ray in patients with

    pneumonia.
    3. What are the most common pathogens causing community-acquired pneumonia, and

    how would you choose empirical antibiotic therapy in this patient?
    4. Discuss the management of community-acquired pneumonia, including non-

    pharmacological measures and potential complications to monitor for.

    **## MRUCaseStudy1-2Rubric.pdf**

    MRU Case Study #1 Rubric

    Case Study 1: (Total: 10 points)

    • Questions (2 points each):
    1. Question 1: ____ / 2
    2. Question 2: ____ / 2
    3. Question 3: ____ / 2
    4. Question 4: ____ / 2

    • APA Style (2 points):
    o Correct use of APA formatting, citations, and references: ____ / 2

    Case Study 2: (Total: 9 points)

    • Questions (2 points each):
    1. Question 1: ____ / 2
    2. Question 2: ____ / 2
    3. Question 3: ____ / 2
    4. Question 4: ____ / 2

    • APA Style (1 point):
    o Correct use of APA formatting, citations, and references: ____ / 1

    Grading Criteria

    1. Content Mastery: Accuracy and completeness of responses to case study questions.
    2. Critical Thinking: Application of course concepts and analytical skills in the answers.
    3. APA Format: Proper citation, formatting, and reference style following APA guidelines.

    **## CaseStudy2-RespiratoryMaricela.pdf**

    Case Study: Respiratory Infection
    Patient Information:

    • Name: Sarah Smith
    • Age: 25
    • Gender: Female
    • Occupation: Teacher
    • Medical History: No significant medical history reported.

    Presenting Complaint: Sarah Smith presents to the clinic with complaints of cough, fever, and
    difficulty breathing for the past week. She reports a productive cough with yellowish-green
    sputum and chest tightness.

    Physical Examination Findings:

    • Vital Signs: BP 110/70 mmHg, HR 90 bpm, RR 20 breaths/min, Temp 101.2°F
    • General: Alert and oriented, appears ill
    • Respiratory: Decreased breath sounds and crackles heard bilaterally on auscultation
    • Cardiovascular: Regular rhythm, no murmurs or abnormal sounds
    • Abdomen: Soft, non-tender, no organomegaly
    • Neurological: Intact cranial nerves, normal motor and sensory functions

    Laboratory Investigations:

    • Complete Blood Count (CBC): Elevated white blood cell count (WBC) with left shift
    • Chest X-ray: Infiltrates in bilateral lower lung fields consistent with pneumonia
    •

    Diagnosis: Sarah Smith is diagnosed with community-acquired pneumonia based on her clinical
    presentation, physical examination findings, and radiological evidence.

    Questions for Students:

    1. What are the common signs and symptoms of community-acquired pneumonia?
    2. Describe the typical findings on physical examination and chest X-ray in patients with

    pneumonia.
    3. What are the most common pathogens causing community-acquired pneumonia, and

    how would you choose empirical antibiotic therapy in this patient?
    4. Discuss the management of community-acquired pneumonia, including non-

    pharmacological measures and potential complications to monitor for.

    **## MRUCaseStudy1-2Rubric.pdf**

    MRU Case Study #1 Rubric

    Case Study 1: (Total: 10 points)

    • Questions (2 points each):
    1. Question 1: ____ / 2
    2. Question 2: ____ / 2
    3. Question 3: ____ / 2
    4. Question 4: ____ / 2

    • APA Style (2 points):
    o Correct use of APA formatting, citations, and references: ____ / 2

    Case Study 2: (Total: 9 points)

    • Questions (2 points each):
    1. Question 1: ____ / 2
    2. Question 2: ____ / 2
    3. Question 3: ____ / 2
    4. Question 4: ____ / 2

    • APA Style (1 point):
    o Correct use of APA formatting, citations, and references: ____ / 1

    Grading Criteria

    1. Content Mastery: Accuracy and completeness of responses to case study questions.
    2. Critical Thinking: Application of course concepts and analytical skills in the answers.
    3. APA Format: Proper citation, formatting, and reference style following APA guidelines.

    **## CaseStudy2-RespiratoryMaricela.pdf**

    Case Study: Respiratory Infection
    Patient Information:

    • Name: Sarah Smith
    • Age: 25
    • Gender: Female
    • Occupation: Teacher
    • Medical History: No significant medical history reported.

    Presenting Complaint: Sarah Smith presents to the clinic with complaints of cough, fever, and
    difficulty breathing for the past week. She reports a productive cough with yellowish-green
    sputum and chest tightness.

    Physical Examination Findings:

    • Vital Signs: BP 110/70 mmHg, HR 90 bpm, RR 20 breaths/min, Temp 101.2°F
    • General: Alert and oriented, appears ill
    • Respiratory: Decreased breath sounds and crackles heard bilaterally on auscultation
    • Cardiovascular: Regular rhythm, no murmurs or abnormal sounds
    • Abdomen: Soft, non-tender, no organomegaly
    • Neurological: Intact cranial nerves, normal motor and sensory functions

    Laboratory Investigations:

    • Complete Blood Count (CBC): Elevated white blood cell count (WBC) with left shift
    • Chest X-ray: Infiltrates in bilateral lower lung fields consistent with pneumonia
    •

    Diagnosis: Sarah Smith is diagnosed with community-acquired pneumonia based on her clinical
    presentation, physical examination findings, and radiological evidence.

    Questions for Students:

    1. What are the common signs and symptoms of community-acquired pneumonia?
    2. Describe the typical findings on physical examination and chest X-ray in patients with

    pneumonia.
    3. What are the most common pathogens causing community-acquired pneumonia, and

    how would you choose empirical antibiotic therapy in this patient?
    4. Discuss the management of community-acquired pneumonia, including non-

    pharmacological measures and potential complications to monitor for.

    – 1
    – 2

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    Module 5 Discussion: Demand Generation
    Due Nov 20, 2025
    Module 5: Weekly Assignment #5
    Due Nov 23, 2025
    Module 6 Discussion: Pricing
    Module 6 Discussion: Pricing
    Due Dec 4, 2025 at
    Module 6: Weekly Assignment #6
    Due Dec 7, 2025 at