Development and Classroom Learning Plan Class Profile

Student Name : Lolita  (1ST GRADE) English Language Learner: No  Socioeconomic Status: Mid SES Ethnicity:  Native American/Pacific Islander GENDER:Female DISABILITY:Dyslexia   

How can other teachers, aides, staff, and administrators could come up with a plan for a student who has dyslexia? Questions are below for the student’s plan:

1. An overview of the behaviors, patterns, and learning needs of the student based on his or her class profile, including any associated disability or disabilities.
2. A list of three or more standards-based instructional unit topics that can be used to support the student’s learning and growth (e.g., for first grade, a unit topic might be reading comprehension of fairy tales or counting odd or even numbers).
3. A description of one instructional strategy and one assessment used to appropriately teach students and track student learning with each instructional unit, which may include accommodations or assistive technologies.
4. Description of at least three strategies to support the selected student’s learning and growth. Consider any physical, psychiatric, and neurological disabilities.
5. Select one developmentally appropriate book, including authors’ name, to read with the student for each instructional unit listed above.

write a care plan for VSIMS Linda Waterfall ANXIETY DISORDERS

Terri is old a 28-year-woman with a history of type 1 diabetes mellitus (TIDM), diagnosed when she was 5 years old. She has been brought into the emergency department this morning by her partner, Greg, as she is lethargic and unable to make any sense. Greg reports she has been unwell with a flu-like illness for the past week with nausea and vomiting over the past 2 days. Terri had decided not to take her usual insulin dose last night as she hadn't been eating and her blood sugar was only 8.1 mmol/L.

                On examination you find Terri has a Glaslow Coma Scale score (GCS) of 10 (eye opeming:3; verbal response :3; motor response:4); she has deep, rapid respirations, acetone smell on her breath and her skin is flushed ad dry. Greg reports she had gone to the toilet several times during the night and, when she woke up this morning, she had wet the bed. Her blood glucose level (BGL) is 42.1 mmol/L and her ketone levels are 7.1 mmol/L. Urinalysis shows large amounts of glucose and ketones with a low specific gravity. Her vital signs are:

• BP 102/54 mmHg
• Hr112 beats/minute
• Rr 36 breaths/minute, rapid and shallow
• T: 36.2 degree Celsius
• Spo2 96% with no supplemental oxygen

Medical staff suspect Terri has diabetic ketoacidosis (DKA) and order two large bore intravenous (IV) cannulae inserted for fluid resuscitation and IV insulin administration.

Phase 1

Terri has been in the emergency department for half an hour. An indwelling catheter is placed to closely monitor Terri's fluid balance while the diuresis continues. Terri is initially commenced on a rapid infusion of normal saline to replace fluid lost through the osmotic, diuresis and improve her BP. Medical staff have ordered the commencement of an IV insulin infusion to slowly decrease Terri's BGL and you access the hospital's protocol for this and prepare the infusion. Blood tests are taken to determine urea and electrolyte status as well as arterial blood gas analysis to assess the presence and extent of acidosis.

Although Terri's initial oxygen saturation levels were good, you apply a simple face mask with 6 L O2, supplemental oxygen as she is tachypnoeic and you want to optimise her FiO2. After receiving 2 L of normal saline, Terri's BP begins to improve. Her current vital signs are:

BP - 110/62 mmHg

HR - 102 beats/minute

RR - 34 breaths/minute, still rapid and shallow

T-37.2°C

Spo2 -97% with 6 LO via simple face mask

Phase 2                                                                                                                                                              

The results of the blood tests, received 30 minutes later, show Terri's potassium levels are 6.2 mmol/L. Her other electrolytes were within normal ranges. You immediately place her on a continuous electrocardiogram (ECG) monitor and take a 12-lead ECG, which shows high peaked T waves. Her ABG results are:

pH - 7.18

Paco, - 40 mmHg

HCO, - 13 mmol/L

PaO, - 125 mmHg

Base excess (BE) - 4 mEq/L

Sao2 - 95%

Twenty minutes after you take your initial ECG, Terri loses consciousness and her continuous ECG monitor shows a 6-second episode of ventricular tachycardia (VT), after which Terri regains consciousness, back to the original GCS 10 assessed on arrival. You notify medical staff and take another 12-lead ECG, which still shows peaked T waves, but no other abnormality. You monitor Terri closely for any further VT episodes. Her vital signs are:

BP - 106/62 mmHg

HR - 121 beats/minute

RR - 30 breaths/minute, still rapid and shallow

T -37.0°C

Spo2 -97% with 6 L 02 via simple face mask

Phase 3:

Terri has been treated for a total of 24 hours now. She has received IV fluid, which was switched to normal saline to Hartmann’s solution, after receiving 2 litres of normal saline, to ensure electrolytes were maintained; her IV insulin infusion continues. After 24 hours of treatment, Terri’s BGL is 31.3 mmol/L, ketones are 4.5 mmol/L and her potassium levels are now 3.2 mmol/L.

                ABG tests weretaken every hour for the first 6 hours, until her pH began to normalise, then every 2 hours. Her ABG is showing significant improvement and is currently:

-pH-7.34

-PaCO2-36 mmHg

-HCO2 -15 mmol/L

-PaO2- 105 mmHg

-BE- 3mEq/L

-SaO2-98%

A strict fluid balance chart was recorded and the indwelling catheter remained in place, for accurate urine output measurements, for 3 days until her condition stabilised. Her vital signs at present are:

-BP- 112/62 mmHg

-HR- 87 beats/min

-RR-22 breaths/min

-T- 37.1 °C

-SpO2-97% with 6 L O2 via simple face mask

1. CREATE A NURSING CARE PLAN FOR THE CASE PRESENTED.

Notes:

-Assessment: (Should have objective and subjective data)

-Diagnosis

-Planning: (Long-term and short-term goal)

-Intervention: (Should be classified if dependent, independent or collaborative intervention. Should be at least 10 interventions)

-Rationale- (rationale for each intervention)

-Evaluation

In a 3-page paper, written in APA format using proper spelling/grammar, research the topic of menopause and address the following:

1. Explain perimenopause, surgical menopause, stress menopause, and postmenopause.
2. 
   
3. Describe the signs of menopause.
4. 
   
5. Which other life changes (e.g., physical, psychosocial, and cognitive) may influence a women's experience during menopause?
6. 
   
7. Which women are at the highest risk for osteoporosis?
8. 
   
9. Describe the traditional and alternative therapies for the conditions associated with menopause.
10. 
    
11. Suggest appropriate health, nutrition, and exercise guidelines for middle-aged and older adults.

Be sure to include APA citations for any resources you used as references.

Considering only the Introduction to Chapter 5, in terms of developing critical thinking and reasoning, what do you consider is the most valuable and important idea in that section? You can either summarize or directly quote the text; then, briefly explain why you find this idea important and valuable?

What is the couse, clincal manifes of Ankylosing Spondylitis, how connect wiith the lung

Do you believe, that people with HIV/ AIDS should be quarantined? Explain why (150 words)

A teacher applying Maslow's hierarchy of human needs will be concerned first about

A. a child's ego-integrity

B. a child's sense of safety

C. whether children have a sense of belonging

D. a child's sense of trust and mistrust

HIT -Health Care Quality Management

Six Sigma and Lean techniques, identify what the main differences between the two are, and give an example of when each could be used in a healthcare environment.