For each of the following cases, answer these questions:

What is the most probable diagnosis?

Why? Which symptoms of this disorder are present? Which are absent?

What further information would help you ascertain if this were the correct diagnosis? Name at least two, and how they would help.

Would you add any specifiers? If so, which would you choose and why?

Which conditions that the DSM-5 recommends for a differential diagnosis list would you need to consider? And why?

1. Mark is a 31-year-old single male with no children. He shows no signs of physical ailments or other health problems, and has no history of drug or alcohol abuse. He presently works for a large, national insurance company as a homeowner’s claim adjuster, but has been on a leave of absence for the last month. He took the leave because he has been experiencing considerable difficulty completing his work to his usual high standards, although his supervisor never complained or hinted at dissatisfaction with his efforts. Mark’s high, and some would say “exacting” standards, have been a feature of his since childhood, and have gradually intensified over the years.

According to Mark, his parents were very strict and over-protective when he was a child. Mark’s mother passed away two years ago, and they were quite close. She strongly encouraged – and even strictly demanded at times – that he study hard and do well in school. His father abandoned the family when he was in kindergarten, and the mental health history of both parents are not known. Mark’s brother, Jason, is a “clean freak” and has a tic, but has never sought help. They get along alright, but Jason moved several states away and they no longer see each other very often. Mark thinks he has an uncle with a history of depression, but that’s all he knows. He has few friends, and he has not seen them much over the last few months as work has consumed more and more of his time.

Recently, Mark has been persistently down on his work, and finds his thoughts often turning to the failures he sees in it. He finds the prospect of others seeing those failures, and the possibility of those errors being quite costly to either the policy holders or to his employer, to be intensely embarrassing. These thoughts often just pop into his head, even when he isn’t currently focused on his work. He has always been a careful proofreader, and in recent years he has found himself proofreading the same document over and over to check for mistakes. This seems to make him feel better, and gets

those thoughts out of his head for a while. This comes with a cost though: reports that should take him 30 minutes to complete sometimes take as long as two hours as he hunts through them for the tiniest of mistakes. This has, naturally, made it difficult to maintain the kind of productivity his manager has come to expect from him, and so he has begun working 12-14 hour days and on weekends to compensate.

This heavy workload has left Mark feeling burnt out and irritable. Because of the amount of time he spends at work, he has little time or energy to keep his house neat and tidy as he prefers. Part of the reason for his leave request was to take care of the disorder in his home, which was becoming unbearable. His appetite has remained steady throughout this stressful time, though he thinks he may be losing weight. He fears he may be getting depressed, but hasn’t yet decided whether he should talk to someone about it.

2. Mary is a 55-year-old Caucasian woman. She has an undergraduate degree in fashion design from a prestigious institution. During the course of her professional career, she has acted, appeared in television and print commercials, and owned and operated upscale art boutiques. Eleven years ago she was married for the first time to John, who is 12 years older. John had been married previously and had four children from his first marriage. He retired shortly after they married, and they moved from a large West Coast city to a rural Central Plains area where he grew up and still owned a 1,200-acre farm.

Mary had never lived in the country before. She used her creative talents to decorate and furnish a beautiful new home, but she never quite got over leaving the city and her career. She and John had a good relationship, but she never was able to establish connections with his adult children. Living out in the country, she had few opportunities to meet new people and her social circle consisted only of John’s old childhood friends. She never attempted to resume working or start a new business, given the distance of their home to the nearest large town.

Mary once had had a lot of energy and was engaged in many artistic and creative activities, including painting, refurbishing furniture, and decorating. She longed for the days when she ran her trendy boutiques and went on buying trips to San Francisco. She once or twice floated the idea that they leave the country and move to a small city, where she might open a shop or even work in one, or find other outlets for her creativity. The financial drain and constant work on the farm caused her to feel some resentment. After all, the farm was John’s dream, not hers.

Mary was at the neurologist’s office which was her fourth medical specialist to visit this year. In addition to medical doctors, she had been to a chiropractor, a massage

therapist, and an acupuncturist. Though these practitioners gave her some relief for a short time, she never felt better for long. In fact, she was getting worse. John was worried about her, of course, but he was getting tired of going from doctor to doctor, as Mary searched for a diagnosis and treatment for her persistent problems.

Mary had several physical complaints. She felt extremely tired all the time and she had no energy. Sometimes she spent the entire day in bed. She suffered from muscle aches in various parts of her body, including her shoulders, arms, and legs. Lately, she had developed a pain in one hip and she complained that her hip occasionally “went out”. She felt like it was buckling under her. However, the orthopedic physicians sheconsulted couldn’t find anything wrong with her hip.

Mary spent hours on the Internet researching her symptoms. She had found all kinds of possible causes for her problems, but each time she went to a specialist, he or she ruled out her theories. For example, she had read that the estrogen she had been taking since a hysterectomy a few years earlier might be affecting her hip muscle. Her gynecologist told her that this was a rare phenomenon and certainly not her problem. A chiropractor manipulated her hip and she felt fine for a day or so, but then she was so sore she could not move. Lately, she often ends her day in tears, wondering why no one can figure out what’s wrong with her body.

Reply:

Healthcare inequalities in the United States promote disparities among marginalized groups. The imbalances also impact individuals’ health outcomes and access to health services and insurance coverage. Changes in health prevalence, incidences, adverse health conditions, disease burden, and mortality rates trigger health disparities. The outbreak of COVID-19 exposed the treatment issues in the health system. The issues instigated the need for introducing reforms in the health sector. Hence, the enforcement of new policies and reforms promotes diversity in the nursing workforce and mitigates inequalities in healthcare systems.

Equity is a crucial factor influencing the well-being of individuals in the community. Policymakers should address social and economic determinants creating health disparities to foster equity in healthcare. Social determinants include financial stability, education, and environmental aspects. The factors have a direct and indirect impact on the health statuses of community members. The working, living, and playing conditions also affect individuals’ health (Jones, 2020). For example, COVID-19 has showcased health differences among racial groups. For instance, African Americans experienced health inequalities due to high poverty levels and limited access to health insurance (Jones, 2020). According to the Centers for Disease Control and Prevention (CDC), “African Americans are twice as likely not to have health insurance” (Jones, 2020). The provision of housing, employment opportunities, and poverty reduction among marginalized communities would promote the provision of healthcare services and reduce inequality in society.

The demand for quality health care is proportional to high population rates globally. As a result, the government should invest in healthcare by increasing the quality of services and the number of care providers in facilities. Diversity in the nursing workforce would also help address health inequalities in society. Nursing administrators, leaders, and educators should accommodate a diverse population by encouraging culturally competent and quality patient care (Mason et al., 2020). For example, minority groups represent 14 percent of nursing faculty members compared to 39 percent of their national population, enhancing cultural diversity in healthcare systems (Mason et al., 2020). As such, the inclusion of racial and ethnic minorities in the nursing workforce would help address shortages and health care inequalities.

The prevailing health reforms will address inequalities in health care systems. However, policymakers should engage lobbyists, for example, American Nurses Association, in nursing organizations. Healthcare policies such as the Patient Protection and Affordable Care Act (ACA) gained significant progress before 2010 due to other interested groups such as the pharmaceutical and insurance industries (Mason et al., 2020). Lobbyists develop strategies for such groups to present their interests. The nursing bodies are also vital in advocating for national health care and nursing practice policies (Mason et al., 2020). Health care reforms and policies will improve health safety and quality of care. Comprehensive coverage of health insurance would also cater to the needs of the marginalized and minority groups. As a result, the enactment of healthcare reforms is an appropriate approach to addressing healthcare inequality.

The enforcement of new policies and reforms promotes diversity in the nursing workforce and mitigates inequalities in healthcare systems. Fostering economic stability, suitable housing, and affordable care through reforms and effective policies among the marginalized communities would help tackle healthcare inequalities. In addition, increasing diversity in healthcare education and the workforce would help nursing systems address healthcare disparities.

Discussion # 2

The health care disparities in the African American and Hispanic population has been a long standing force that has caused many issues within the nation. The covid-19 outbreak and its disproportionate impact on people from some racial and ethnic groups is a stark example of these enduring health disparities. (Centers for disease control and prevention) [CDC,2022]. The obvious inequalities and discrimination has led to the mistrust of the healthcare system by African Americans and some Hispanic groups. It is my opinion , I feel that this is very sad and unfortunate for patients that have no choice other than to rely on the healthcare system and yet again, are failed. What exactly is being done differently that can cause such a low number in the other race but so high in the African American and Hispanic ethnic group?

    When I first entered the nursing field, I was young and very naïve to the different types of care provided to the different ethnic groups. In a previous class, in textbook, it was stated that African Americans will only go to the doctor if it was warranted. I feel that in certain communities, there should be more attention and dedication put into educating the community. More clinics, free testing for covid, htn, diabetes etc. Bringing awareness to the community, hosting health events, offering prizes and fun things to do in the community will help with getting people to come out and participate. Growing up as an African American myself, natural medication and home remedies is what we usually relied on growing up. Our food and diet varied, and lastly, many of our knowledge or “do’s and do nots’ would come from the matriarch of our family. Usually our grandmother, or eldest woman in the family.

On the contrary, many people feel that they will do whatever it is that they want to do. No one can tell them what to do. I will not say for everyone, but many people that I knew felt that they would never get covid. Many chose to continue to go out, party, not wear mask and etc. In the end, what will result from choosing to be careless. As a nurse, I always try to do my due diligence and educate my patients and there families. Some people get it, and then there are others that don’t and choose not to. At the end of the day, we all can clearly see the gap in between the healthcare system. It is our choice if we choose to learn and do better. Growing up, you have to unlearn many behaviors and ways that you deem as comfortable. If I am told from my healthcare provider that the covid 19 virus is very dangerous and killing people young and old, I will do my very best to protect myself ,my kids, husband and whomever I come into contact with . In life ,we choose our hard. Sometimes regardless of the circumstances we have to do what we feel is best and what we know, but if you aren’t given the opportunity to be better educated necessary tools and better access to a functioning healthcare system how can you be blamed for not knowing. So many factors and things to consider when looking from two different views.

You should not re-write the questions but rather just label which story you are responding to and then put your response/paragraphs underneath the title of the story.

For each post you should incorporate textual evidence as well as analysis and explanation about why you have the interpretation of the story that you do.

Formatting:

Make sure to label the story and author that you are answering questions about.

Example:

1. “Story of an Hour” by Kate Chopin

Give your response of 350+ words including quotes to support your points.

2. “The Lesson” by Toni Cade Bambara

Give your response of 350+ words including quotes to support your points.

Repeat this so that you have your 4 story responses.

Each story has multiple questions. Make sure to address each question within your response. You can incorporate all of them into a few really well-written paragraphs and include textual evidence. Or, you can also answer each question as a separate paragraph by also using some textual evidence. The structure is up to you but what is important is that you have thoughtful answers to these questions.

Remember to include direct quotes in your responses.

Questions:

1. Jamaica Kincaid “Girl”

• What is the effect of fairly precise household rules alternating with comments such as “on Sundays try to walk like a lady and not like the slut you are so bent on becoming”? What do you think of the mother? What do you think of the daughter? What do your answers to these questions suggest about the nature of this mother-daughter relationship?
• What do you see as the central conflict in the story?
• Consider gender. Is it possible to re-imagine the story as advice from father to son? What does this in turn suggest about expectations placed on women versus those placed on men?

1. Jean Rhys “I Used to Live Here Once”

• Closely read Jean Rhys’s short story, “I Used to Live Here Once.” Reflect on the meaning of the last line of the story. What do you think that the girl “knew” for the “first time” at the end of the narrative? What evidence from the text leads you to think this?
• Remember, be specific —the girl certainly has feelings of loneliness and senses being “out-of-place,” but what does she realize that makes her feel this way? What does she realize that makes her feel “out-of-place?”
• Make an argument about what you believe that the girl “knew” for the “first time.” Be sure that you clearly enunciate a specific argument with a strong thesis and that you use appropriate evidence from the text to support your claims.

3. Kate Chopin “Story of an Hour”

• “The Story of an Hour” is a very short story with little action or dialogue. do you see the length of this story as a strength or weakness? Explain.
• Do you think Brently Mallard physically abused his wife? Did he love her? Did she love him? Exactly why was she so relieved to be rid of him? Can you answer any of these questions with certainty?
• Was the story’s ending unexpected or were you prepared for it? What elements in the story foreshadow this ending?
• What is the nature of the conflict in this story? Who, or what, do you see as Mrs. Mallard’s antagonist?

4. Toni Cade Bambara “The Lesson”

• In what ways, specifically, is Miss Moore an outsider in her own community? Which of her beliefs, attitudes, and behaviors distance her from the children? From other adults in the community? Is she able to overcome these barriers to full communication with her students and with Sylvia in particular?
• How, exactly, would you characterize Miss Moore? Can you identify attitudes and beliefs that connect her to African-American intellectual, political, or social movements of the late 1960s or early 1970s? (I realize that it may be difficult given that most of you were not born then, but you may have read about the period or seen movies about these decades, such as Selma.)
• Why does Sylvia feel both anger and shame while looking at the F.A.O. Schwartz toy store on Fifth Avenue? What exactly is she angry about? Sylvia connects the shame that she feels upon entering the toy store to her feelings when she and Sugar “crashed” the Catholic church during a Mass. Why? How are these two events related and why does Bambara establish this connection?
• Why, in your view, does Bambara choose to have Sylvia narrate the story instead of Miss Moore?
• Why doesn’t Sylvia go with Sugar to spend the money at the end of the story? What exactly is she attempting to think through on her own?
• Does her separation from her classmates and her desire to think things through alone indicate that she has learned or is beginning to learn the “lesson”? What is the lesson Bambara thinks she should learn?

5. William Faulkner “A Rose for Emily”

• Emily is clearly the story’s protagonist. In the sense that he opposes her wishes, Homer is the antagonist. What other characters – or what larger forces – are in conflict with Emily?
• Some critics have suggested that Miss Emily Grierson is a kind of symbol of the Old South, with its outdated ideas of chivalry, formal manners, and tradition. In what sense is she also a victim of those values?
• The narrator of the story is an observer, not a participant. Who might this narrator be? Do you think the narrator is male or female? How do you suppose the narrator might know so much about Emily? Why do you think the narrator uses we instead of I?
• This story takes place without a linear timeline – events are told out of order from the way they actually take place. Why do you suppose Faulkner presents these events out of their actual chronological order? And despite the story’s confusing sequence, many events are foreshadowed. How does foreshadowing enrich the story?

6. Shirley Jackson “The Lottery”

• What associations does the word lottery have for you? Are they relevant to the story?
• Tradition is very important to the townspeople in this story. Why do these people continue this tradition even though the consequences are deadly? Can you think of any traditions that also have a dangerous affect on people?
• Were you surprised by the ending of the story? If not, at what point did you know what was going to happen? How does Jackson foreshadow the ending? Conversely, how does Jackson lull us into thinking that this is just an ordinary story with an ordinary town?
• In what way does the setting affect the story? Does it make you more or less likely to anticipate the ending? What are some symbols in this story? Why is the “black box” battered, for example?
• This story was published in 1948. Are there any cultural or historical events that Jackson might be commenting on here? Is this JUST a story about this particular time and place, or is she trying to say something important about human nature?

This assignment is a powerpoint presentation of a film music course. For this one, you have to watch the film Rambo: First Blood. This film is about one hour and a half long, and you can find it when google watch Rambo:first blood online free

1. Presentation of Project. (100 pts, 6-8 well structured minutes, to be presented to the class). Your presentation should include:
   • A brief basic introduction to your film (year, director, composer, key plot elements, characters, etc.). Your presentation should assume no prior knowledge of the film from your audience. Do your best to succinctly orient your listener to the key information needed to understand the argument (thesis) you are making about the music.
   • A statement of your main point or thesis (see above)
   • A presentation of your supporting analysis of the films music. This must include at least two highly focused “close readings” different points in the films. You should include short video examples that support your close readings. (Make sure your analysis remains the main future of your presentation; even a 15-30 second clip can be enough to help your audience understand what you mean.) You will need to decide which slices of the film provide the best support for your main point/thesis.

   So for the close-reading analysis of the film, basically is that after you watch the film, you select at least two brief scenes, break them down into tiny time slots and analyze the musical component and style within those, I will attach a sample below

Below is an example of a selection of a brief scene of the film Citizen Kane, the thing you need to do is to do the similar thing for this for two scenes, time slow, actions that is going on during that time period, music, and meaning

• The following is some questions that you can explore and analysis and include in the powerpoint presentation
• does your movie have an original score, or some kind of compilation score? if a compilation score, why do you think the filmmaker chose these particular songs?
• if an original score, why is this musical style appropriate, or even necessary, to this film?
• what are the unconventional aspects, if any, to the use of music?
• to what extent is the music inaudible and invisible?
• is the music mostly nondiegetic, source music, or somewhere inbetween?
• how does the music enhance the continuity of your film? is it ever used under actual montage?
• how would your movie be different without the music? how would it be less of an experience?
• what instrument(s) is (are) involved, and how are the sounds appropriate to the film?
• how does the music mediate between the film and the viewer?
• does the music function more to enhance mood and setting, or more as a function of character development and narrative?
• how closely is the music coordinated to the action onscreen?
• what “cultural codes,” if any, does your score use, and for what purpose?
• does your score refer to any “exotic” cultures or places?

For this assignment, you will be writing a personal narrative–a story–illustrating an event or experience exemplifying gratitude. In other words, share a colorful story about an experience or event for which–either during or after the event– you feel or felt thankful.

An example might be writing about your experience as a senior in high school and the teacher who helped you to achieve your goal of graduating and attending college. Another example might be writing a story about your experience growing up in a rural community, acknowledging that it was this small, but mighty, community that made you who you are today, and for this, you are thankful. Sharing a story about a loved one whose influence has been meaningful to you in some way, and thus, you feel so very thankful for their role in your life, or in that particular experience, would also be an example. FInally, drafting a story about any experience in your life for which you are thankful it occured would be a great topic to explore for this narrative assignment.

ASSIGNMENT-SPECIFIC REQUIREMENTS:

LENGTH: THIS ASSIGNMENT SHOULD BE AT LEAST 550 WORDS. THESIS: UNDERLINE YOUR DESCRIPTIVE THESIS STATEMENT OR THE POINT OF YOUR STORY.

PAGE FORMATTING: SEE APPENDIX C – FORMATTING AND SUBMITTING YOUR WORK

RHETORICAL MODE

A PERSONAL NARRATIVE IS A STORY ABOUT YOU. NARRATIVE, FROM THE LATIN NARRARE, MEANS TO NARRATE A TALE OR A STORY. THE NARRATIVE YOU WILL WRITE WILL BE A “PERSONAL” NARRATIVE. THUS, THE STORY WILL BE WRITTEN BY YOU, ABOUT YOU, AND IN A LOT OF WAYS, FOR YOU. WHAT MAKES A PERSONAL NARRATIVE SO INTERESTING IS THAT IT’S A STORY WITH A POINT OR PURPOSE. IN OTHER WORDS, A PERSONAL NARRATIVE IS DETAILED, DESCRIPTIVE, DIALOGUE-DRIVEN, AND DETERMINED TO MAKE A POINT.

Rhetorical Considerations

Purpose:

THERE NEEDS TO BE A REASON, NOT ONLY FOR WRITING THE NARRATIVE, BUT ALSO FOR WHY THE READERSHOULD READ IT. THE PURPOSE OF THE PERSONAL NARRATIVE IS TO SHARE A MEANINGFUL EXPERIENCE AND THE LESSON LEARNED FROM THE EXPERIENCE. SPECIFICALLY, THE PURPOSE OF THIS ESSAY IS TO SHARE A STORY ABOUT A TIME YOU EXPERIENCED GRATITUDE.

Audience:

IN MANY WAYS, WE WRITE A PERSONAL NARRATIVE FOR OURSELVES TO REFLECT UPON AN EXPERIENCE, TO GROW FROM AN EVENT. HOWEVER, WE WANT YOU TO IMAGINE THAT YOUR AUDIENCE IS NOT ONLY YOU BUT SOMEONE ELSE. THE WRITER NEEDS TO KNOW WHO THEIR AUDIENCE IS AND HOW THEIR NEEDS WILL AFFECT THE WAY THE NARRATIVE IS COMPOSED AND PRESENTED. FOR EXAMPLE, IN ADDITION TO WRITING THIS STORY AS AN OPPORTUNITY FOR PERSONAL REFLECTION, YOU MAY ALSO CHOOSE A FAMILY MEMBER OR FRIEND GROUP AS YOUR REAL OR IMAGINED AUDIENCE. SELECTING A REAL OR IMAGINED AUDIENCE WILL HELP YOU DEVELOP YOUR ESSAY WITH THE RIGHT TONE. THE TONE FOR A PERSONAL NARRATIVE CAN BE FORMAL OR INFORMAL; IT REALLY DEPENDS ON YOUR CHOSEN AUDIENCE.

Form:

THIS PIECE OF WRITING WILL BE PRESENTED USING A STORY FORMAT. IT WILL HAVE A BEGINNING, MIDDLE, AND END. THE STORY WILL BE WRITTEN WITH A CLEAR INTRODUCTION PARAGRAPH, A BODY OF STORY-DEVELOPMENT PARAGRAPHS, AND A CONCLUDING PARAGRAPH. WHILE A PERSONAL NARRATIVE IS LESS “FORMAL” THAN TRADITIONAL ACADEMIC WRITING, YOUR STORY SHOULD HAVE A THESIS STATEMENT. THUS ALLOWING THE READER TO TRULY UNDERSTAND THE POINT OF YOUR STORY.

SIX FEATURES OF A PERSONAL NARRATIVE

a. 

I.TRANSITIONS: THE PERSONAL NARRATIVE UTILIZES PARAGRAPH BREAKS AND TRANSITIONAL WORDS AND PHRASES THAT HELP THE AUDIENCE (OR READER) FLOW IN AND AROUND THE STORY. READ MORE ABOUT PARAGRAPH TRANSITIONS IN APPENDIX A. 

II.CHARACTER DESCRIPTION: DEVELOP THE CHARACTERS IN THE STORY SO THAT THE READER HAS A CLEAR UNDERSTANDING OF THE PEOPLE IN THE STORY–EVEN IF THE ONE PERSON IN THE STORY IS YOU. HELP YOUR READER LEARN ABOUT THE CHARACTERS BOTH BY WHAT THEY SAY AND BY WHAT THEY DO.

III.SENSORY DETAILS: DEVELOP A SENSE OF IMAGERY WITHIN THE STORY USING SENSORY-DRIVEN DETAILS. IN OTHER WORDS, CREATE A VIVID STORY BY HELPING THE READER TO SEE, HEAR, TASTE AND TOUCH JUST AS THE CHARACTERS IN YOUR STORY DO. SENSORY DETAILS BRING YOUR READERS INTO THE STORY–INTO THE EXPERIENCE YOU ARE SHARING WITH THEM.

IV.DIALOGUE: USE INTERNAL AND/OR EXTERNAL DIALOGUE TO CONNECT THE CHARACTERS AND HELP PROPEL THE STORY FORWARD. DIALOGUE HELPS THE WRITER TO “SHOW” RATHER THAN “TELL” THE STORY TO THE READER. TIPS FOR FORMATTING DIALOGUE CAN BE FOUND IN APPENDIX C. 

V.THE THESIS (THE MESSAGE DRIVING YOUR STORY): YOUR STORY’S POINT OR PURPOSE SHOULD BE STRUCTURED AS A THESIS STATEMENT. AND THIS STATEMENT SHOULD BE UNDERLINED. AS THE DIRECTION OF YOUR STORY MUST BE MADE CLEAR TO THE READER, IT WOULD NATURALLY MAKE SENSE THAT THE POINT OF YOUR STORY OR THESIS APPEAR SOMEWHERE WITHIN THE FIRST PARAGRAPH. 

ALL WRITTEN STUDENT WORK IS EVALUATED AGAINST INDUSTRY-LEADING PLAGIARISM DETECTION SOFTWARE; BY TAKING A COURSE THROUGH STRAIGHTERLINE, STUDENTS AGREE THAT ALL REQUIRED PAPERS, ESSAYS, AND WRITTEN WORK MAY BE SUBJECT TO SUBMISSION TO PLAGIARISM SOFTWARE FOR TEXTUAL SIMILARITY REVIEW AND DETECTION OF PLAGIARISM. PLAGIARISM SOFTWARE COMPARES STUDENT WORK TO SEVERAL SOURCES INCLUDING OTHER STUDENT WORK, PUBLIC WEBSITES, VARIOUS INSTITUTIONAL ARCHIVES, THE INTERNET, AND THE GLOBAL REFERENCE DATABASE. 

– ATTACHED A FORMATTED BLANK PAGE WHERE MY ESSAY NEEDS TO BE WRITTEN.