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3) Write a 2-3-page paper (excluding title and reference pages). 4) Include the following sections about the selected disease process (detailed criteria listed below and in the Grading Rubric). a. Introduction of disease – 10 points/10% ⢠One paragraph (approximately 200 words) ⢠Includes disease description ⢠Includes epidemiology of disease b. Etiology and risk factors – 20 points/20% ⢠Common causes of the disease or condition ⢠Risk factors for the disease or condition ⢠Impact of age ⢠Prevalence based on gender, ⢠Influence of environment ⢠Genetic basis of disease ⢠Lifestyle influences ⢠All information supported by current literature c. Pathophysiological processes – 20 points/20% ⢠Describes changes occurring at the cellular, tissue, and/or organ level that contribute to the disease process. ⢠Describes adaptation of the cells and body in response to the disease. ⢠Relates disease processes to manifested signs and symptoms. d. Clinical manifestations and complications – 20 points/20% ⢠Describes the physical signs and symptoms that are important in considering the presence of the disease. ⢠Identifies signs that contribute to diagnosis of the condition ⢠Identifies symptoms that contribute to diagnosis of the condition. ⢠Identifies complications of the disease. ⢠Discusses the implications to the patient when complications are left untreated. e. Diagnostics – 10 points/10% ⢠Includes list of common laboratory and diagnostic tests used to determine the presence of the disease.
⢠Discusses the significance of test findings in relation to the disease process.
Sample Solution
âPreviously to the Industrial Revolution literacy was reserved for the political and social elite, this marked the first time generalised education was considered. Different types of school emerged to fill the gaps, and to provide for Englandâs newly-industrialised and (partly) enfranchised society, various types of school began to be established to offer some basic education to the massesâ (Gillard, 2011). âSchools of Industry started to teach the poor the skills they needed for working in factories, such as manual training and elementary instruction. Kendal School in the Lake District is one example, opened in 1799. Sunday schools were also set up, to teach the word of god. If the bible societies, and the Sunday school societies have been attended by no there good,â sherwin noted, âthey have at least produced one beneficial effect; â they have been the means of teaching many thousands of children to read.â â (EP TOMSON) The fore mentioned forms of teaching did not receive negative judgement, purely as it was in the interests of the country (and the upper class) to have the lower class working in factories, productively. This was unlike the following Monitorial Schools, Infant schools and Elementary starting in 1824, when David Stow opened Glasgow Normal School. These schools were established by individuals and groups who believed in mass education and these individuals received hostility at the idea of educating the poor. The distaste of the poor being educated suited the hierarchal system, as the power of words was previously retained for leaders. The kind of power the Spaniards wanted over the Quipu professionals. Literacy rates improved in the working class population in the following years, but the lower class citizens were not equal to the middle class despite being able read and write, just like the native Quipu professionals were not equal to the leaders of the Spanish Empire, at least in their minds. Information however, became more accessible to the lower class through literacy. Politics became more transparent. This information could be pivotal to protest the way in which the country was being run. Corruption became visible to lower classes, the class most likely to receive the negative aspects of industrialisation, such as pollution of their conditions or disregard of their exposure to harmful manufacturing materials>
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âPreviously to the Industrial Revolution literacy was reserved for the political and social elite, this marked the first time generalised education was considered. Different types of school emerged to fill the gaps, and to provide for Englandâs newly-industrialised and (partly) enfranchised society, various types of school began to be established to offer some basic education to the massesâ (Gillard, 2011). âSchools of Industry started to teach the poor the skills they needed for working in factories, such as manual training and elementary instruction. Kendal School in the Lake District is one example, opened in 1799. Sunday schools were also set up, to teach the word of god. If the bible societies, and the Sunday school societies have been attended by no there good,â sherwin noted, âthey have at least produced one beneficial effect; â they have been the means of teaching many thousands of children to read.â â (EP TOMSON) The fore mentioned forms of teaching did not receive negative judgement, purely as it was in the interests of the country (and the upper class) to have the lower class working in factories, productively. This was unlike the following Monitorial Schools, Infant schools and Elementary starting in 1824, when David Stow opened Glasgow Normal School. These schools were established by individuals and groups who believed in mass education and these individuals received hostility at the idea of educating the poor. The distaste of the poor being educated suited the hierarchal system, as the power of words was previously retained for leaders. The kind of power the Spaniards wanted over the Quipu professionals. Literacy rates improved in the working class population in the following years, but the lower class citizens were not equal to the middle class despite being able read and write, just like the native Quipu professionals were not equal to the leaders of the Spanish Empire, at least in their minds. Information however, became more accessible to the lower class through literacy. Politics became more transparent. This information could be pivotal to protest the way in which the country was being run. Corruption became visible to lower classes, the class most likely to receive the negative aspects of industrialisation, such as pollution of their conditions or disregard of their exposure to harmful manufacturing materials>
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