Rubic_Print_Format
| Course Code | Class Code | Assignment Title | Total Points | |||||
| ECS-555 | ECS-555-O500 | Nutrition and Fitness Mini-Lessons | 120.0 | |||||
| Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned |
| Criteria | 100.0% | |||||||
| Standards/Objectives | 5.0% | Not addressed. | The learning targets/objectives not are performance-driven, measurable, or developmentally-appropriate, and may not directly align with the state standard. | The learning targets/objectives are underdeveloped, somewhat measurable, developmentally-appropriate, and minimally aligned with the state standard. | The learning targets/objectives are clearly performance-driven, measurable, developmentally-appropriate, and directly aligned with the state standard. | The learning targets/objectives are expertly written, performance-driven, measurable, developmentally-appropriate, and specifically aligned with the state standard. | ||
| Summary and Focus | 15.0% | Not addressed. | Summary of the lesson is minimal, and the central focus of the lesson is unclear. | Summary of the lesson is adequate, and the central focus based on content and skills being taught is given basic consideration. | Summary of the lesson is detailed, and the central focus based on content and skills being taught is relevant. | The lesson is thoroughly summarized, and the central focus based on content and skills being taught is expertly identified. | ||
| Student Factors | 15.0% | Not addressed. | Description of the important classroom/student factors based on the class profile is irrelevant. | Description of the important classroom/student factors based on the class profile is sufficient. | Description of the important classroom/student factors based on the class profile is logical. | A comprehensive description of the important classroom/student factors based on the class profile is included. | ||
| Academic Language | 10.0% | Not addressed. | Academic language is missing several key terms, or terms presented are not relevant. Teaching strategies are inappropriate or underdeveloped. | Academic language is sufficient, although missing some key terms, or includes a term that is irrelevant. Includes adequate strategies for teaching the new terms. | Appropriate academic terms are listed along with clear and relevant strategies for teaching the new terms. | An ideal list of academic terms are included along with innovative and engaging strategies for teaching the new terms. | ||
| Resources/Materials | 15.0% | Not addressed. | Resources, materials, equipment, and technology are inappropriate for the lesson. | Resources, materials, equipment, and technology are adequate for the lesson. | Resources, materials, equipment, and technology are appropriate for the lesson. | Resources, materials, equipment, and technology are innovative and enhance the lesson. | ||
| Community Organizations | 20.0% | Not addressed. | Community organizations selected are inappropriate and summary on why each organization should be featured in the Wellness Fair is unclear. | Community organizations selected are adequate and a simple summary on why each organization should be featured in the Wellness Fair is included. | Community organizations are logically selected and a meaningful summary on why each organization should be featured in the Wellness Fair is included. | Community organizations are thoughtfully selected and an insightful summary on why each organization should be featured in the Wellness Fair is included. | ||
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 10.0% | Not addressed. | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. | Frequent and repetitive mechanical errors distract the reader. Inconsistent language or word choice is present. Sentence structure is lacking. | Submission includes some mechanical errors, but they do not hinder comprehension. A variety of effective sentence structures are used, as well as some practice and content-related language. | Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. | ||
| Paper Format (use of appropriate style for the major and assignment) | 10.0% | Not addressed. | Appropriate template is not used appropriately or documentation format is rarely followed correctly. | Appropriate template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. | Appropriate template is fully used; There are virtually no errors in formatting style. | All format elements are correct. | ||
| Total Weightage | 100% |
Module 06 Course Project: Full Medical Record
Each question is associated with the medical record provided. Refer to this when answering each question. Please type your answer in the “Click here to enter text” space.
Patient – Nancy Jackson-Davis
Identify and describe the first diagnosis listed under the Chronic Diagnoses section.
Click here to enter text.
Which medication was prescribed for Nancy’s diagnosis of gastroesophageal reflux disease?
Click here to enter text.
Which anatomical organ did Nancy have removed in 1992?
Click here to enter text.
Which of Nancy’s relatives experienced a condition that could be described as “a protrusion of an abdominal organ”?
Click here to enter text.
Around 1996, Nancy received a vaccination that will protect which of her digestive organs?
Click here to enter text.
In Nancy’s physical examination, which two abdominal organs are explicitly noted?
Click here to enter text.
On her March 6th visit, Nancy received a prescription for a new medication. As noted in her medical chart, what is the medical abbreviation of how many times per day should she take this medication?
Click here to enter text.
On her April 8 office visit, Nancy reports a new symptom involving blood. Identify the medical term and define it.
Click here to enter text.
Nancy’s physician notes her pain complaints as “epigastric.” What does this mean?
Click here to enter text.
Throughout Nancy’s medical chart, a hernia is mentioned. What type of hernia does she have? Describe where it is and which anatomical structures are involved.
Click here to enter text.
On April 8, Nancy’s physician orders an imaging procedure. Name and define this procedure.
Click here to enter text.
On April 8, which lab test is ordered with the order number 1704Q0Y0? If this test were positive, it would mean blood is present in the _____.
Click here to enter text.
According to Nancy’s imaging report, which of the 3 anatomical regions of the small intestine was explored?
Click here to enter text.
In Nancy’s imaging report, what does the abbreviation LES stand for?
Click here to enter text.
Nancy’s imaging report notes a new finding that is not mentioned anywhere else in her medical chart. What is it?
Click here to enter text.
References
You will primarily use your textbook as a reference this week. Provide a citation for your textbook (in APA format) here:
Click here to enter text.
You will also likely need to use other course materials or resources to answer all of this assignment's questions. If you used other references, cite them here:
Click here to enter text.
*If you are unfamiliar with APA citation, please see the Rasmussen College APA Guide: http://guides.rasmussen.edu/apa Select “References” on the left-hand panel and choose the type of reference you used.
Page 1 of 3
Page 2 of 2
PATIENT Nancy R Jackson-Davis DOB 04/08/1982 AGE 35 yrs SEX Female PRN NO731672
FACILITY Northstar Physicians Center T (999) 999-9999 1234 Sunshine Way 100 Minneapolis, MN 99999
Patient identifying details and demographics
FIRST NAME Nancy MIDDLE NAME R LAST NAME Jackson-Davis SSN -
SEX Female DATE OF BIRTH 04/08/1982 DATE OF DEATH - PRN NO731672
ETHNICITY Not Hispanic or Latino
PREF. LANGUAGE
English
RACE Black or African American,Asian
STATUS Active patient
CONTACT INFORMATION
ADDRESS LINE 1 321 S. 54th St ADDRESS LINE 2 - CITY Anytown STATE NY ZIP CODE 12345
CONTACT BY Home Phone EMAIL NancyJD@testpat
ient.com HOME PHONE (555) 555-5555 MOBILE PHONE (555) 555-5555 OFFICE PHONE - OFFICE EXTENSION
-
FAMILY INFORMATION
NEXT OF KIN Scott Davis RELATION TO PATIENT Spouse PHONE 5555555555 ADDRESS 345 56th St
Anytown, NY 12345
PATIENT'S MOTHER'S MAIDEN NAME
Halifax
Patient chart - Patient: Nancy R Jackson-Davis DOB: 04/08/19... https://static.practicefusion.com/apps/ehr/?c=1385407302#/PF/...
1 of 10 4/8/17, 9:18 AM
Vitals flowsheet - Nancy R Jackson-Davis
02/08/17 7:35 AM
03/06/17 7:44 AM
03/31/17 2:00 AM
Vitals
Height 62 in 62 in 62 in
Weight 145 lb 142 lb 137.99 lb
BMI 26.52 25.97 25.24
BMI Percentile
BP 138/68 mmHg 126/67 mmHg 125/88 mmHg
Temperature 98.4 °F 98.6 °F 98.9 °F
Pulse 76 bpm 68 bpm 76 bpm
Respiratory rate 14 bpm 16 bpm 10 bpm
O2 Saturation
Pain
Head Circumference
Chronic Diagnoses
ACTIVE DIAGNOSES START STOP
(K58.0) Irritable bowel syndrome with diarrhea 02/08/2017
Medication Viberzi Start: 04/08/17
(K21.9) Gastro-esophageal reflux disease without esophagitis 02/08/2017
Medication Omeprazole Medication Omeprazole Start: 03/06/17
(K44.9) Diaphragmatic hernia without obstruction or gangrene 02/08/2017
HISTORICAL DIAGNOSES START STOP
(Z33.1) Finding related to pregnancy 07/04/2009 04/16/2010
Acute Diagnoses
ACTIVE DIAGNOSES START STOP
(K59.00) Constipation, unspecified 03/06/2017
HISTORICAL DIAGNOSES START STOP
(O20.0) Threatened abortion, antepartum condition or complication 07/17/2014 07/17/2014
(N36.9) Unspecified disorder of urethra and urinary tract 02/08/2014 02/08/2014
Patient chart - Patient: Nancy R Jackson-Davis DOB: 04/08/19... https://static.practicefusion.com/apps/ehr/?c=1385407302#/PF/...
2 of 10 4/8/17, 9:18 AM
Drug Allergies
ACTIVE ALLERGIES SEVERITY/REACTIONS ONSET
Patient has no known drug allergies
Food Allergies
ACTIVE ALLERGIES SEVERITY/REACTIONS ONSET
No food allergies recorded
Environmental Allergies
ACTIVE ALLERGIES SEVERITY/REACTIONS ONSET
No environmental allergies recorded
Active Medications
MEDICATION SIG START/STOP ASSOCIATED DX
Eluxadoline (Viberzi) 75 MG Oral Tablet
04/08/17 - IBS with diarrhea
Omeprazole 10 MG Oral Capsule Delayed Release
- GERD
Provider comment: b.i.d. by Nazir Ashaad on 04/08/17
Omeprazole 20 MG Oral Capsule Delayed Release
03/06/17 - GERD
Smoking History
STATUS EFFECTIVE DATE
No smoking history available for this patient
Patient chart - Patient: Nancy R Jackson-Davis DOB: 04/08/19... https://static.practicefusion.com/apps/ehr/?c=1385407302#/PF/...
3 of 10 4/8/17, 9:18 AM
Past medical history
MAJOR EVENTS
Appendectomy (1992) Fx radius and ulna (1998) Pregnancy and vaginal delivery (2010)
ONGOING MEDICAL PROBLEMS
Hiatal hernia- Dx 2016; Monitoring, no tx to date
FAMILY HEALTH HISTORY
Father- Hypertension, hypercholesterolemia Mother- Celiac disease PGM- died of lung cancer PGF- alive and in good health MGM- Rheumatoid arthritis, inguinal hernia, unspecified bowel issues MGF- Cardiovascular disease, stroke
PREVENTIVE CARE
Pap smears - no hx abnormal pap smear Vaccinations: Yearly influenza (most recent 2016) DPT (2009) Hepatitis B (approx 1996)
SOCIAL HISTORY
Married with one child. Reports safe, stable family environment. Does not use alcohol, tobacco, other drugs. Occupation: social worker
NUTRITION HISTORY
No current restrictions in diet.
DEVELOPMENTAL HISTORY
Normal
Patient chart - Patient: Nancy R Jackson-Davis DOB: 04/08/19... https://static.practicefusion.com/apps/ehr/?c=1385407302#/PF/...
4 of 10 4/8/17, 9:18 AM
Chief complaint
Epigastric px, nausea, vomiting
Vitals for this encounter
No vitals recorded
PATIENT Nancy R Jackson-Davis DOB 04/08/1982 AGE 35 yrs SEX Female PRN NO731672
FACILITY Northstar Physicians Center T (999) 999-9999 1234 Sunshine Way 100 Minneapolis, MN 99999
ENCOUNTER Office Visit NOTE TYPE SOAP Note SEEN BY Nazir Ashaad DATE 04/08/2017 AGE AT DOS
35 yrs
Not signed
SUBJECTIVE
The patient returns for followup. She relates she has been doing well, except that since February, she has had epigastric pain. She took omeprazole first once daily and then b.i.d. and felt somewhat better. She took it for about a month and then tapered to off. Last week, she had an episode of hematemesis with bright red blood. She reports she was not retching prior to the hematemesis. She had a dark stool, but no frank melena after that.
OBJECTIVE
Abdomen: Positive bowel sounds with mild epigastric tenderness. No rebound or guarding. No peritoneal signs. Rectal Exam: No masses and brown Hemoccult-negative stool.
ASSESSMENT
Epigastric pain with an episode of hematemesis.
Diagnoses attached to this encounter:
(K58.0) Irritable bowel syndrome with diarrhea
PLAN
Recommend an upper endoscopy and order was put through for the same. The patient has no signs of active bleeding and is currently Hemoccult negative from below. Restart omeprazole b.i.d. Check liver tests, CBC, amylase, lipase, and a pregnancy test.
Medications attached to this encounter:
Eluxadoline (Viberzi) 75 MG Oral Tablet
Omeprazole 10 MG Oral Capsule Delayed Release
Free cloud based EHR
Patient chart - Patient: Nancy R Jackson-Davis DOB: 04/08/19... https://static.practicefusion.com/apps/ehr/?c=1385407302#/PF/...
5 of 10 4/8/17, 9:18 AM
Chief complaint
No chief complaint recorded
PATIENT Nancy R Jackson-Davis DOB 04/08/1982 AGE 35 yrs SEX Female PRN NO731672
FACILITY Northstar Physicians Center T (999) 999-9999 1234 Sunshine Way 100 Minneapolis, MN 99999
ENCOUNTER Office Visit NOTE TYPE SOAP Note SEEN BY Nazir Ashaad DATE 03/06/2017 AGE AT DOS
34 yrs
Not signed
Vitals for this encounter
03/06/17 7:44 AM
Height 62 in
Weight 142 lb
Temperature 98.60 °F
Pulse 68 bpm
Respiratory rate 16 bpm
BMI 25.97
Blood pressure 126/67 mmHg
SUBJECTIVE
The patient is a pleasant 34-year-old female who presents today in gastroenterology clinic for followup of nausea, vomiting, and reflux. The patient has been taking omeprazole twice per day and ranitidine at bedtime. Her reflux has returned about 2x/week. She had isolated episodes of vomiting. Constipation is new symptom that has been occurring over the past 4 days.
OBJECTIVE
Pain score 4/10 in the abdomen. Tenderness upon abdominal palpation in all four quadrants.
ASSESSMENT
Hiatal hernia seems to be stable. Reflux is no longer controlled by current dosage of omeprazole. Constipation needs to be addressed.
Diagnoses attached to this encounter:
(K59.00) Constipation, unspecified Acute
(K58.0) Irritable bowel syndrome with diarrhea
PLAN
Start viberzi q.i.d. Continue omeprazole. Increase dosage to 20 MG. Short term suppository laxative recommended.
Patient chart - Patient: Nancy R Jackson-Davis DOB: 04/08/19... https://static.practicefusion.com/apps/ehr/?c=1385407302#/PF/...
6 of 10 4/8/17, 9:18 AM
Reassess effectiveness of medication change in one month.
Medications attached to this encounter:
Eluxadoline (Viberzi) 75 MG Oral Tablet
Omeprazole 20 MG Oral Capsule Delayed Release
Free cloud based EHR
Patient chart - Patient: Nancy R Jackson-Davis DOB: 04/08/19... https://static.practicefusion.com/apps/ehr/?c=1385407302#/PF/...
7 of 10 4/8/17, 9:18 AM
Chief complaint
Abdominal pain, nausea, diarrhea
PATIENT Nancy R Jackson-Davis DOB 04/08/1982 AGE 35 yrs SEX Female PRN NO731672
FACILITY Northstar Physicians Center T (999) 999-9999 1234 Sunshine Way 100 Minneapolis, MN 99999
ENCOUNTER Office Visit NOTE TYPE SOAP Note SEEN BY Nazir Ashaad DATE 02/08/2017 AGE AT DOS
34 yrs
Not signed
Vitals for this encounter
02/08/17 7:35 AM
Height 62 in
Weight 145 lb
Temperature 98.40 °F
Pulse 76 bpm
Respiratory rate 14 bpm
BMI 26.52
Blood pressure 138/68 mmHg
SUBJECTIVE
The patient is a pleasant 34-year-old female who presents today in gastroenterology clinic for followup of nausea, vomiting, and reflux.
HPI She complains of sharp, epigastric abdominal pain of 3-4 months duration. The abdominal pain has been gradually worsening over the past 3-4 months. The pain has not changed or worsened acutely. The pain is located in the epigastric region and left upper quadrant of the abdomen. It does not radiate. The pain is relatively constant throughout the day and night but does vary in severity. She rates the pain as 6/10 at its worst. She describes the pain as a “sharp, burning” pain. She has not tried taking any medicines to relieve the pain. The pain is not alleviated with rest. She thinks the pain may be aggravated by throwing the football, but he has also experienced the pain independent of playing football or exerting herself. The pain is not associated with a particular food or eating, although she does endorse occasional heartburn. She reports the pain may at times be worse on laying down, and it does wake her up at night. She denies any abdominal trauma or injury. She endorses a 5lb weight loss over the past 3-4 months, decreased appetite, and fatigue. She has experienced some nausea with the abdominal pain and has occasionally vomited.
ROS General: Pleasant female in no acute distress. HEENT: Not examined Lymph nodes: Non-tender, no palpable masses Neck: No masses Cardiovascular: See vitals.
Patient chart - Patient: Nancy R Jackson-Davis DOB: 04/08/19... https://static.practicefusion.com/apps/ehr/?c=1385407302#/PF/...
8 of 10 4/8/17, 9:18 AM
Lungs: Lungs clear to auscultation bilaterally; No wheezes or crackles Abdominal:
Abdomen soft and non-distended with no scars or striations No pulsatile masses, no abdominal bruits ascultated Spleen not palpable, liver not palpable Tender to palpation in epigastric region and left upper quadrant; No reflex tenderness; No guarding; Murphy’s sign negative
Genitourinary: No complaints of dysuria, nocturia, polyuria, hematuria, or vaginal bleeding. Musculoskeletal: She complains of lower back pain, aching in quality, approximately once every week after working in her garden. This pain is usually relieved with Tylenol. She complains of no other arthralgias, muscle aches, or pains. Neurological: She complains of no weakness, numbness, or incoordination.
OBJECTIVE
PE General: Patient appears alert, oriented and cooperative.
Skin:Normal in appearance, texture, and temperature HEENT: Scalp normal. Pupils equally round, 4 mm, reactive to light and accommodation, sclera and conjunctiva normal. Fundoscopic examination reveals normal vessels without hemorrhage. Tympanic membranes and external auditory canals normal. Nasal mucosa normal. Oral pharynx is normal without erythema or exudate. Tongue and gums are normal.
Neck: Easily moveable without resistance, no abnormal adenopathy in the cervical or supraclavicular areas. Trachea is midline and thyroid gland is normal without masses. Carotid artery upstroke is normal bilaterally without bruits. Jugular venous pressure is measured as 8 cm with patient at 45 degrees.
Chest: Lungs are clear to auscultation and percussion bilaterally.
Abdomen: The abdomen is symmetrical without distention; bowel sounds are normal in quality and intensity in all areas; a bruit is heard in the right paraumbilical area. No masses or splenomegaly are noted; liver span is 8 cm by percussion.
Extremities: No cyanosis, clubbing, or edema are noted. Peripheral pulses in the femoral, popliteal, anterior tibial, dorsalis pedis, brachial, and radial areas are normal.
Nodes: No palpable nodes in the cervical, supraclavicular, axillary or inguinal areas.
Genital/Rectal: Normal rectal sphincter tone; no rectal masses. Stool is brown. Pelvic examination reveals normal external genitalia, and normal vagina and cervix on speculum examination. Bimanual examination reveals no palpable uterus, ovaries, or masses.
Neurological: Cranial nerves II-XII are normal. Motor and sensory examination of the upper and lower extremities is normal. Gait and cerebellar function are also normal. Reflexes are normal and symmetrical bilaterally in both extremities.
ASSESSMENT
DDX: IBS with diarrhea GERD
Patient chart - Patient: Nancy R Jackson-Davis DOB: 04/08/19... https://static.practicefusion.com/apps/ehr/?c=1385407302#/PF/...
9 of 10 4/8/17, 9:18 AM
Diagnoses attached to this encounter:
(K58.0) Irritable bowel syndrome with diarrhea
(K21.9) Gastro-esophageal reflux disease without esophagitis
(K44.9) Diaphragmatic hernia without obstruction or gangrene
PLAN
Start omeprazole b.i.d. Monitor IBS symptoms over next month to assist in diagnosis. Food journal will be discussed at next visit.
The patient at this point will follow up in one month. She is encouraged that if symptoms worsen in the interim, she should contact us. We did also discuss seeing a surgeon for repairing the hiatal hernia. However, at this point, the patient’s symptoms are well controlled on medication and that does not appear necessary.
Medications attached to this encounter:
Omeprazole 10 MG Oral Capsule Delayed Release
Free cloud based EHR
Patient chart - Patient: Nancy R Jackson-Davis DOB: 04/08/19... https://static.practicefusion.com/apps/ehr/?c=1385407302#/PF/...
10 of 10 4/8/17, 9:18 AM
Vendor Order 1704Q0Y0 added on 04/08/17 Other
PATIENT Nancy R Jackson-Davis DOB 04/08/1982 AGE 35 yrs SEX Female PRN NO731672
FACILITY Northstar Physicians Center T (999) 999-9999 1234 Sunshine Way 100 Minneapolis, MN 99999
ENCOUNTER
NOTE TYPE SOAP Note SEEN BY Nazir Ashaad DATE 02/08/2017 AGE AT DOS
34 yrs
Not signed
Orders
LAB ORDERS
1625 - Occult Blood, Fecal, IA
IMAGING ORDERS
No orders attached to this encounter.
Free cloud based EHR
Encounter - Office Visit Date of service: 02/08/17 Patient: Nan... https://static.practicefusion.com/apps/ehr/?c=1385407302#/PF/...
1 of 1 4/8/17, 3:35 PM
Vendor Order 1704Q0YZ added on 04/08/17 Other
Imaging Order 1704Q0YF added on 04/08/17 Other
PATIENT Nancy R Jackson-Davis DOB 04/08/1982 AGE 35 yrs SEX Female PRN NO731672
FACILITY Northstar Physicians Center T (999) 999-9999 1234 Sunshine Way 100 Minneapolis, MN 99999
ENCOUNTER
NOTE TYPE SOAP Note SEEN BY Nazir Ashaad DATE 04/08/2017 AGE AT DOS
35 yrs
Not signed
Orders
LAB ORDERS
3638 - CBC W Auto Differential panel - Blood
44 - Lipase serum or plasma
68 - Amylase serum or plasma
94 - hCG (Pregnancy Test)
IMAGING ORDERS
1064 - Fluoroscopy Guidance for endoscopy of Stomach
Free cloud based EHR
Encounter - Office Visit Date of service: 04/08/17 Patient: Nan... https://static.practicefusion.com/apps/ehr/?c=1385407302#/PF/...
1 of 1 4/8/17, 3:34 PM
Northstar Imaging Center
2345 Sunshine Way #200
Minneapolis, MN 99999
Phone: (555) 555-5555
Patient: Nancy Jackson-Davis
DOB: 04/08/1982
RELEVANT CLINICAL HISTORY S&S: Epigastric px, nausea, vomiting, single episode of hematemesis Symptoms have persisted for several months with periods of remission. Most recently, patient experienced an episode of hematemesis, consisting of bright red blood. Fecal occult blood test negative. PROCEDURE PERFORMED: Exploratory upper endoscopy PROCEDURE INDICATION: Patient is a 35-year-old female. An endoscopy is being performed to evaluate for source of upper GI bleeding. MEDICATIONS Topical Cetacaine spray delivered preoperatively. Throughout the procedure, IV Fentanyl 100 mcg in incremental fashion with careful monitoring of patient's vital signs. PROCEDURE IN DETAIL: Informed consent was obtained and risks, benefits and alternatives of the procedure were explained. The patient agreed to proceed. The patient was placed in the left lateral decubitus position. Medications were delivered as described above. Upon achieving adequate sedation, the Olympus video endoscope was inserted orally, over the dorsum of the tongue, and advanced through the pharynx, esophagus, and stomach until reaching the duodenum. The duodenum appeared normal. The scope was then retracted to view the stomach. The antrum and angularis appeared normal as well. The scope was retroflexed to visualize the entirety of the stomach, including the rugal folds, body, and fundus of the stomach. Visualization of the body of the stomach revealed a 3 cm diameter ulcer on the posteroinferior wall. Retroflexion view of the fundus of the stomach showed evidence of a hiatal hernia, which was previously noted. The scope was then anteflexed and retracted to view the distal esophagus. The esophagus showed no evidence of stricture, neoplasm, or ulceration. Samples were obtained from the antrum to screen for Helicobacter and additional samples were sent to pathology. The LES and remaining portion of the esophagus appeared normal. The squamocolumnar junction appeared normal as well. The scope was then slowly removed and the procedure terminated. The patient tolerated the procedure well. There were no immediate complications. IMPRESSION: 1. Hiatal hernia, as previously noted. 2. Type IV gastric ulcer- 3 cm diameter on posteroinferior body of stomach. 3. No esophageal abnormalities noted. Physician’s Signature Derek A. Sandbuck, MD
Rubic_Print_Format
| Course Code | Class Code | Assignment Title | Total Points | |||||
| ECS-555 | ECS-555-O500 | Benchmark - Wellness Fair | 300.0 | |||||
| Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned |
| Criteria | 100.0% | |||||||
| Part 1: Mini-Lessons Rationale COE: D1, C1.1 CEC 1.2; NAEYC 1a; InTASC 1(b); MC2 | 10.0% | Not addressed. | Rationale for wellness mini-lessons inadequately describes how instructional decisions directly support the characteristics and needs of Class Profile students. | Rationale for wellness mini-lessons provides a marginal validation of how instructional decisions directly support the characteristics and needs of Class Profile students. | Rationale for wellness mini-lessons provides a sound reasoning of how instructional decisions directly and fittingly support the characteristics and needs of Class Profile students. | Rationale for wellness mini-lessons provides a compelling justification of how instructional decisions directly and superbly support the characteristics and needs of Class Profile students. | ||
| Part 2: Event Welcome, Plan | 10.0% | Not addressed. | Wellness event welcome is inappropriate. Agenda includes an inappropriate timeline of the event. Agenda has underdeveloped or missing descriptions of each event activity and purpose weakly promotes student well-being. | Wellness event welcome is not fully developed. Agenda includes a timeline that does not clearly allow for the activities outlined. Agenda also includes vague descriptions of each event activity and promotes student well-being. | Wellness event Welcome is appropriate and engaging. Agenda includes a reasonable timeline of the event. Agenda also includes clear descriptions of each event activity and promotes student well-being. | Wellness event welcome is thoughtful and inviting. Agenda includes a realistic timeline of the event. Agenda also includes clear, relatable descriptions of each event activity and promotes student well-being. | ||
| Part 2: Event Opening Activity COE: D1, C1.3 CEC 7.3; NAEYC 1c; InTASC 3(c), 3(f) | 10.0% | Not addressed. | Wellness event opening activity does not clearly reflect the purpose of the event or promote collaborating with the families. Activity inaccurately or insufficiently promotes shared values and expectations in creating a healthy, respectful, and challenging learning environment. | Wellness event opening activity broadly reflects the purpose of the event while vaguely encouraging collaboration with the families. Activity moderately promotes shared values and expectations in creating a healthy, respectful, and challenging learning environment. | Wellness event opening activity reflects the purpose of the event while inviting collaboration with the families. Activity realistically promotes shared values and expectations in creating a healthy, respectful, and challenging learning environment. | Wellness event opening activity is inviting to family members, clearly encouraging their participation. The activity thoughtfully reflects the purpose of the event and professionally and skillfully promotes shared values and expectations in creating a healthy, respectful, and challenging learning environment. | ||
| Part 2: Event Closing Activity | 10.0% | Not addressed. | Wellness event closing activity describes inappropriate or underdeveloped strategies for ensuring future collaboration with families, with little connection to the well-being of students in the areas of health, nutrition, safety, and fitness. | Wellness event closing activity includes broadly-defined strategies and opportunities that may promote future collaboration with families in the areas of health, nutrition, safety, and fitness for their children. | Wellness event closing activity includes sound strategies and opportunities to ensure future collaboration with families while clearly pursuing the well-being of students in the areas of health, nutrition, safety, and fitness. | Wellness event closing activity includes creative, relevant strategies and opportunities to ensure future collaboration with families while actively pursuing the well-being of students in the areas of health, nutrition, safety, and fitness. | ||
| Part 2: Community Booths COE: D1, C1.6 CEC 7.1; NAEYC 2c; InTASC 1(a), 1(c), 2(f) | 10.0% | Not addressed. | Description of each health, safety, nutrition, and fitness booth provides an inappropriate explanation of how it supports the developmental and learning needs of Class Profile students. Community resources chosen to represent each topic are inappropriate for the wellness fair. Description inadequately supports how each supports the data-based information to support each booth in the fair is irrelevant, incomplete or missing. | Description of each health, safety, nutrition, and fitness booth provides a marginal validation of how it supports the developmental and learning needs of Class Profile students. Community resources chosen to represent each topic somewhat relate to the purpose of the fair. There are minimal examples of data based information that support each booth, or data provided do not clearly relate to fair’s purpose. | Description of each health, safety, nutrition, and fitness booth provides a reasonable explanation of how it supports the developmental and learning needs of Class Profile students. Community resources chosen to represent each topic clearly relate to the purpose of the fair. Relevant examples of data-based information support each booth. | Description of each health, safety, nutrition and fitness booth provides a compelling explanation of how it supports the developmental and learning needs of Class Profile students, including those with and without exceptionalities. Community resources chosen to represent each topic are relevant and excellent choices in light of the wellness fair’s purpose. There is well-researched data-based information that supports each booth. . | ||
| Part 2: Wellness Fair Rationale COE: D5, C5.9 CEC 7.3; NAEYC 2c, 6c; InTASC 10(j) | 10.0% | Not addressed. | Wellness Fair rationale provides an irrelevant explanation of how the fair supports the collaboration between faculty, students, families, and the larger community. It provides an inadequate description of why such collaboration is vital to promoting the development of all children, including those with and without exceptionalities. | Wellness Fair rationale provides a marginal explanation of how the fair supports the collaboration between faculty, students, families, and the larger community. It provides a minimal description of why such collaboration is vital to promoting the development of all children, including those with and without exceptionalities. | Wellness Fair rationale provides a clear explanation of how the fair supports the collaboration between faculty, students, families, and the larger community. It provides a reasonable description of why such collaboration is vital to promoting the development of all children, including those with and without exceptionalities. | Wellness Fair rationale provides a compelling explanation of how the fair supports the collaboration between faculty, students, families, and the larger community. It thoughtfully describes why such collaboration is vital to promoting the development of all children, including those with and without exceptionalities. | ||
| Part 3: Digital Invitation COE: D5, C5.8 CEC 7.2; NAEYC 2c, 6c, 6d; InTASC 9(d), 10(d), 10(e), 10(g), 10(k); ISTE-T 3b | 10.0% | Not addressed. | Digital invitation poorly serves as a collaborative tool for families, community members, and colleagues to promote the Wellness Fair. The information on the invitation is unclear or lacking important details, and weakly supported with scholarly resources. | Digital invitation serves as a sparse collaborative tool for families, community members, and colleagues to promote the Wellness Fair. The information on the invitation is basic, and somewhat supported by scholarly resources. | Digital invitation is a relevant collaborative tool for families, community members, and colleagues that promotes the Wellness Fair. The information on the invitation is clear and appropriately supported with quality scholarly resources. | Digital invitation is an insightful, professional collaborative tool for families, community members, and colleagues to promote the Wellness Fair. The information on the invitation is compelling, concise, and exceptionally supported with relevant scholarly resources. | ||
| Research Citations (in-text citations, references, and type of sources) | 10.0% | Not addressed. | Many citations are missing where needed. References sections include numerous errors. Sources may not be credible. | Some citations may be missing or the citations do not support the submission. References sections may include errors. Sources may not be appropriate for the submission. | In-text citations and references sections have few errors. Sources are credible and appropriate for the submission. | In-text citations and references sections are complete and error-free. Sources are credible and appropriate for the submission. The sources strongly support the submission. | ||
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 20.0% | Not addressed. | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. | Frequent and repetitive mechanical errors distract the reader. Inconsistent language or word choice is present. Sentence structure is lacking. | Submission includes some mechanical errors, but they do not hinder comprehension. A variety of effective sentence structures are used, as well as some practice and content-related language. | Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. | ||
| Total Weightage | 100% |
Course:
Date:
Instructor:
Topic 4 Purpose Plan: Academic, Spiritual Life, and Career
Directions: For this assignment, you will answer a series of questions designed to help you find and plan your purpose. These questions are broken into an Academic Plan, a Spiritual Plan, and a Career Plan. Please respond to each of the questions directly on this document (the boxes will expand as needed).
Academic Plan
To help you get the most out of your campus experience, our departments, offices on campus, offer services, events, and resources that enhance your academic pursuits and help you experience Lope life. Find your major and program on the following website http://www.gcu.edu/degree-programs/ and complete the table below:
|
In which program of study are you enrolled? Or plan to enroll. |
|
|
Identify some of the program core courses you are looking forward to taking? |
|
|
Which courses do you anticipate being the most challenging? Explain why. |
|
Spiritual Plan
GCU is committed to integrating faith across all aspects of the GCU community, which stems from GCU’s mission to educate students from a Christian perspective and to prepare them for careers that honor God while serving others. Read through GCU’s “One Foundation” and watch the three videos of President Brian Mueller and Dean Jason Hiles, “Integration of Faith, Learning, and Work,” “Ethical Positions Statement,” and “Doctrinal Statement Introduction,” located at http://www.gcu.edu/about-gcu/christian-identity-and-heritage.php
|
What did you take-away from these videos? How can you apply this to your experience while at GCU? (50-100 words) |
|
|
What does service outside of the classroom mean to you? How can you apply service while at GCU? (50-100 words) |
|
Career Plan
Grand Canyon University offers several career service tools to help you discover potential career paths, build a resume, search for employment, and more. Take a few minutes to take the 5 Assessments within the Career Compass located at https://www.focus2career.com/Portal/Register.cfm?SID=810 (Access Code: Purpose). Even if you have completed an assessment such as this in the past, it is good to reassess yourself every so often to reevaluate your goals, focus, and direction based on your growth.
After you complete the survey, fill in the following table:
|
Based on your Career Compass results, research the details. Then describe at least three job descriptions. |
1.
2.
3. |
|
Based on your results, what surprises did you find? If there are none, explain why. (100-150 words) |
|
|
After completing your current program/degree, what is your plan? (grad school, internship, career plan, etc.) |
|
Course:
Date:
Instructor:
Topic 3 Managing Your GCU Experience
Directions: In order to gain insight into your community and college experience, answer the following questions. Record your responses to all questions on this document (the boxes will expand should you require more space).
|
In your community, what are the social and professional organizations specific to your program? How likely are you to join one of these organizations? Which one interests you the most, why? (Minimum 100 words total) |
|
|
Set and share a goal for how you will become involved in your community or social /professional organization. Discuss how involvement in these types of groups could positively affect you as a student/employee? (Minimum 100 words total) |
|
|
What do you need to achieve academically to be successful in the future? Are there any GPA requirements, volunteer hours, or employment experience associated with your future career that you learned more about or that you would like to learn more about? (Minimum 100 words total) |
|
|
Utilizing the gcu.edu website, locate and explain the following: (Minimum 100 words total)
( www.gcu.edu ) |
· GCU Mission and Vision:
· Five Mission Competencies:
· GCU’s Christian Identity and Heritage
|
|
Listed within the GCU Academic Catalog are the General Education Requirements. Locate and describe the five General Education Competencies, listed to the right, in your own words. (Minimum 100 words total) https://www.gcu.edu/academics/academic-policies.php |
· University Foundation
· Effective Communication
· Christian Worldview
· Critical Thinking
· Global Awareness, Perspective and Ethics (GAPE)
|
|
List the steps you would take, and anyone you may need to contact in order to resolve the following situations: (Minimum 100 words total) |
· Failing a class:
· Missed an assignment/exam due date:
· Feeling nervous or overwhelmed:
· Scheduled for the wrong course/class:
· Cannot log into LoudCloud/GCU Library:
|
Course:
Date:
Instructor:
Topic 3 Time Management
Directions: There are two parts to this assignment, Part A and Part B. Complete each part within this document for final submission.
Part A – Weekly Schedule
Briefly document all activities between the hours of 5 a.m. and 11 p.m. Do not overdo the recording of your activity.
· Please record the primary activity for the hour.
· Please complete each time slot for each day; no blanks should be left.
Weekly Schedule
|
Time |
Example |
Day 1 |
Day 2 |
Day 3 |
|
5:00 a.m. |
Sleep |
|
|
|
|
6:00 a.m. |
Sleep |
|
|
|
|
7:00 a.m. |
Wake up |
|
|
|
|
8:00 a.m. |
Leave for work |
|
|
|
|
9:00 a.m. |
Work |
|
|
|
|
10:00 a.m. |
Work |
|
|
|
|
11:00 a.m. |
Work |
|
|
|
|
12:00 p.m. |
Work |
|
|
|
|
1:00 p.m. |
Work |
|
|
|
|
2:00 p.m. |
Work |
|
|
|
|
3:00 p.m. |
Work |
|
|
|
|
4:00 p.m. |
Work |
|
|
|
|
5:00 p.m. |
Eat |
|
|
|
|
6:00 p.m. |
Watch Netflix |
|
|
|
|
7:00 p.m. |
Watch Netflix |
|
|
|
|
8:00 p.m. |
Watch Netflix |
|
|
|
|
9:00 p.m. |
Watch Netflix |
|
|
|
|
10:00 p.m. |
Bed |
|
|
|
Part B: Time Management Summary
Information on time management is available in Chapter 4 of the textbook University Success.
In 200-250 words, briefly analyze the results.
· Based on your analysis of your time management what adjustments will you make to your routine?
· What have you learned about your time management as you completed your log for the week?
Time Management Summary
Please write your summary in the box provided below. The box will adjust to the space necessary for your response.
|
|
Get help from top-rated tutors in any subject.
Efficiently complete your homework and academic assignments by getting help from the experts at homeworkarchive.com