First And Last Name Professor Herbert Class Days Fall 2022

First And Last Nameprofessor Herbert Class Daysfall 2022essay Outlin

First and Last Name Professor Herbert (class days) Fall 2022 Essay Outline Template (Replace with your Topic) Do you believe community service should be required for all students who attend college? I. Introduction · Hook/Attention Getter · At least five sentences · Thesis (discussing your three main points) I believe that II. Body Paragraphs Main Point 1 Topic Sentence, transition word Supporting detail 1 Supporting detail 2 Supporting detail 3 Concluding Sentence Main Point 2 Topic Sentence, transition word Supporting detail 1 Supporting detail 2 Supporting detail 3 Concluding Sentence Main Point 3 Counter Argument (what goes against/opposite of what you believe) Topic Sentence, transition word Supporting detail 1 Supporting detail 2 Supporting detail 3 Concluding Sentence III. Conclusion Restate your introduction Restate your thesis statement Close out your essay HM, In the United States, diabetes is the primary cause of kidney failure and new cases of blindness in adults (Davidson et al., 2021). In addition, it is linked to elevated risks of cardiovascular disease (CVD), nonalcoholic fatty liver disease, and nonalcoholic steatohepatitis (Davidson et al., 2021). Therefore, screening asymptomatic persons for prediabetes and type 2 diabetes may permit earlier detection, diagnosis, and treatment to enhance health outcomes. The US Preventive Services Task Force (USPSTF) concludes with intermediate certainty that screening for prediabetes and type 2 diabetes and giving or referring prediabetic patients to effective preventive therapies offers a moderate net benefit (Davidson et al., 2021).

Clinicians should consider screening at a younger age in individuals from populations with disproportionately high incidence and prevalence, in those with a family history of diabetes, a history of gestational diabetes, or a history of polycystic ovary syndrome, and Asian Americans with a lower BMI (Davidson et al., 2021). This advice applies to nonpregnant persons aged 35 to 70 seen in primary care settings who are overweight or obese (BMI of 25 and more) and have no signs of diabetes (Davidson et al., 2021). Screening tests for diabetes are initiated by measuring fasting plasma glucose or oral glucose tolerance test and hemoglobin A1C (U.S. Preventive Services Task Force, 2022). Studies suggest that screening takes place every three years for adults with normal blood glucose levels (U.S. Preventive Services Task Force, 2022). Diagnosis Fasting Plasma Glucose Oral Glucose Tolerance Test HbgA1C Type 2 Diabetes 126mg/dL or greater 200 mg/dL or greater 6.5% or greater Pre Diabetes mg/dL mg/dL 5.7-6.4% Multiple studies have shown that lifestyle intervention was more effective than metformin in preventing or delaying diabetes in the Diabetes Prevention Program (DPP) research (Davidson et al., 2021). In addition to reducing the development of diabetes, lifestyle interventions positively impact body mass index, blood pressure, increasing high-density lipoprotein cholesterol levels and lowering triglyceride levels (Davidson et al., 2021). JV, Diabetes is a disease that effects patients all over the world but has hit the citizens of the United States in large numbers.

Type two diabetes effects and estimated 30 million people in the United States. This condition is a common condition that we must be aware of and familiar with proper screening once symptoms of diabetes are identified to provide our patients with the best treatment plan. Screening aims at early detection of diabetes to treat and prevent complications from diabetes. Screening tools for diabetes include a fasting glucose, A1c, and glucose tolerance testing. It is important to ensure patients understand the risk factors for diabetes and prevention steps they can take to avoid diabetes.

If a patient is diagnosed with diabetes, it is an excellent opportunity for patient education and a chance for the practitioner to implement changes that can improve diabetes type two and even possible with the right interventions reverse a diabetes diagnosis (Vasavada & Taub, 2021). The goal of treatment of diabetes type 2 is to control diabetes to avoid complications of diabetes such as organ damage or other morbidities. The US Preventative Services Task Force recommends screening for diabetes for patients 40-70 years old, and or overweight. Risk factors for diabetes include hypertension, coronary vascular disease, obesity, first-degree relative with diabetes, and high-risk ethnicity-African American, Latino, Native American, Asian American, Pacific Islander.

Other patient factors to include would be history of gestational diabetes or Poly Cystic Ovarian Syndrome. It is essential to identify diabetes type two early on to aid the patient in making changes to irradiate the diabetes or to prevent the complications that can arise from diabetes (Vasavada & Taub, 2021). MK, A ten-year-old patient presents in the clinic with soft-tissue swelling around the left eye. The parent reports that the child has had a cold with copious amounts of nasal drainage for approximately a week. The parent thought the child was getting better, but this morning the child awoke with a red eye and a fever of 102.1°F.

The child has no complaint of headache, vomiting or visual disturbances. Describe how the FNP would clinically manage and follow up this patient. List the pharmacological and non-pharmacological interventions. Describe how the treatment plan might be different for a 35-year-old patient as well as a 65+ year old patient. Diagnosis When a patient exhibits soft tissue swelling around the left eye, along with concomitant eye redness and fever, and there has been nasal discharge for a week due to a cold, the patient may be experiencing conjunctival chemosis.

What is Conjunctival chemosis? Conjunctival chemosis is a medical disorder that typically results from an allergy or cold. It causes positive eye inflammation or edema, mainly in the patient's conjunctiva (Azari & Arabi, 2020). Conjunctival chemosis or excessive rubbing of the eyes can also result from other eye illnesses including viral or bacterial conjunctivitis and irritate your eyes. Conjunctival chemosis, or the presence of extra fluid in the conjunctival interstitium, can be brought on by a number of circumstances, such as exposure, trauma, infection, allergies, blockage of the lymphatic and venous drainage, and inflammation of the conjunctiva and surrounding tissues (Azari & Arabi, 2020).

Assessment An essential assessment technique for identifying the reason of conjunctival chemosis is an eye examination in conjunction with a thorough patient history. From there, the doctor may be able to make a diagnosis and adopt the best possible course of action for the patient's therapy. Interventions The treatment approach includes reducing swelling in the afflicted eye and treating it with antibiotics, eye drops, and antihistamines to prevent complications like cellulitis, encephalitis, or even meningitis which might be fatal for the patient. These drugs are a component of the therapy for reducing edema. Inflammatory episodes can be reduced by treating the underlying causes, such as the cold and other allergies (Kwong & Joshi, 2020).

Artificial tears, saline solution to lower antigen load and inflammation-causing mediators, and cold compresses are examples of non-pharmacologic therapy that may help soothe eye irritation and temporarily reduce redness. Interventions that target one or more phases in the inflammatory response cascade will be required in order to reduce the inflammation that is the underlying cause of conjunctival chemosis symptoms (Kwong & Joshi, 2020). The majority of patients who have active conjunctival chemosis are managed with a combination of non-pharmacologic treatments (such as cold compresses or artificial tears to provide temporary symptomatic relief) and topical pharmacologic drugs (such as a dual-acting antihistamine-mast cell stabilizer agent) to reduce inflammation.

Non-pharmacologic treatments include artificial tears and cold compresses. Treatment plan for conjunctival chemosis does not vary on the basis of age difference but maybe the risk factors causing conjunctival chemosis can be different as per age difference as when the age increases immunity decreases which causes many opportunistic pathogens to cause opportunistic infections which can resemble other infections. AS, Complaint: For the last 5 days a 52-year-old male has had a productive cough. Questions for health history: 1. How would you describe the cough? 2. Is there anything that you notice that makes your cough worst? 3. Is there anything that you notice that makes your cough better? 4. Have you tried any treatments for your cough, and did they work? 5. Is there any pain in your throat and what number 0-10 would you give it? 6. Are you coughing up any sputum? 7. When you start coughing, how long does it last? Differential diagnosis: 1. B34.8 Rhinovirus disease: Education about how to prevent spreading the virus. Making sure to wash hands, wipe down high touch surfaces. Stay home when sick. Drink lots of fluids and get plenty of rest. This is a virus, and it is not recommended to treat a virus with an antibiotic (U.S. Department of Health & Human Services, 2022). 2. B95 Streptococcus: Education about how to prevent spreading the virus. Making sure to wash hands, wipe down high touch surfaces. Stay home when sick. Drink lots of fluids and get plenty of rest. Treat with 500 mg of Amoxicillin for 10 days (UpToDate, 2022). 3. J30.2 Seasonal allergic rhinitis: (Morice et al., 2020). There are many over the counter medications that can be used for seasonal allergic rhinitis. Some medications are decongestants, antihistamines, oral leukotriene receptor antagonists, intranasal cromolyn, corticosteroids, and intranasal anticholinergics (American Academy of Family Physicians, 2022). 4. Reflux Cough (Morice et al., 2020), K21.0 Gastro-esophageal reflux disease with esophagitis: There is both medications that can be taken, as well as lifestyle changes. It is recommended to us a proton pump inhibtor 30 to 60 minutes before breakfast and some lifestyle changes such as smaller meals, and elevating the head of the bed (American Academy of Family Physicians, . 493.90 Unspecified Asthma: chronic cough (Morice et al., 2020) It is recommended to start treatment of asthma with inhaled corticosteroids (Edward, 2021). 6. R09.82 Postnasal drip syndrome Recommendation includes nasal rinsing and irrigation, avoid triggers, and using medications such as an antihistamine like Astepro or azelastine, a nasal glucocorticoid such as Flonase, ipratropium, or a combination nasal glucocorticoid/antihistamine, such as fluticasone (Lieberman, 2022). 7. J18.9 Pneumonia: Cough, fever chest pain, loss of appetite and fever are symptoms of pneumonia (Grief & Loza, 2018). Pneumonia can be caused by different organism, which depending on the organism will depend on treatment choice. Pneumonia can be treated with an antifungal, antibiotic, or an antiviral medication (National Heart, Lung, and Blood Institute, 2022).

Paper For Above instruction

Community service has long been championed as a vital component of holistic education, fostering civic responsibility, empathy, and social awareness among students. There is an ongoing debate about whether community service should be mandated for all college students. Proponents argue that requiring community service integrates practical civic engagement into higher education, preparing students for responsible citizenship and professional life. Conversely, critics contend that compulsory community service may infringe on personal freedoms, overload academic schedules, and be ineffective if not genuinely voluntary. This essay explores three main points supporting mandatory community service: its role in fostering civic responsibility, its benefits for personal development, and its potential to strengthen community bonds. It also discusses counterarguments emphasizing individual choice, academic priorities, and the risk of superficial participation.

The first main point is that community service promotes civic responsibility. By participating in community service, students learn the importance of contributing to society. Engaging in activities such as volunteering at shelters, organizing local events, or tutoring underprivileged children, students develop a sense of social obligation and moral duty (Bringle & Hatcher, 1999). This experiential learning fosters empathy and a better understanding of societal issues, which are essential qualities of responsible citizens. When students are required to serve in their communities, they are more likely to internalize the value of civic involvement, leading to increased participation in civic duties such as voting, advocacy, and community organizing (Yorio & Ye, 2012). This responsibility extends beyond individual benefit, cultivating a generation committed to social justice and community well-being.

The second main point focuses on the personal development of students through community service. Engaging in volunteer activities enhances soft skills such as communication, teamwork, problem-solving, and leadership (Eyler & Giles, 1999). These skills are vital for success in the workforce and everyday life. Additionally, community service provides students with opportunities to explore career interests, gain practical experience, and build networks with professionals and community leaders (Astin & Sax, 1998). Such experiential learning complements academic curricula, fostering confidence, resilience, and a sense of achievement. Mandatory participation ensures that all students, regardless of background or initial motivation, benefit from these developmental opportunities, ultimately contributing to well-rounded personal growth (Bringle & Hatcher, 1999).

The third main point pertains to the potential of community service to strengthen community bonds. When students participate in service activities, they foster reciprocal relationships and collaborations with community members and organizations (Butin, 2006). Such engagement can address local issues effectively and create a sense of solidarity. For instance, student-led initiatives to improve local environments or support healthcare services boost community resilience and trust. Mandatory service ensures that a diverse cross-section of the student body actively participates, which can lead to more sustainable and inclusive community development. Furthermore, cultivating partnerships between educational institutions and communities can foster long-term beneficial projects, enhancing social cohesion and mutual understanding (Snyder & Snyder, 2008).

However, critics of mandatory community service argue that compelling students to serve may undermine intrinsic motivation, reduce authentic engagement, and breed resentment or superficial participation. They contend that service should be motivated by genuine civic interest rather than obligation. Moreover, opponents argue that academic schedules already demand significant time and that mandatory service could divert focus from scholarly pursuits. Additionally, some believe that community service is most effective when voluntary, as motivated individuals tend to be more committed and impactful (Cnaan et al., 1996). They warn that obligatory service could lead to token participation, diminishing the overall quality and meaningfulness of volunteer efforts.

Despite these concerns, research indicates that well-structured mandatory service programs, with proper reflection and support, can foster genuine civic engagement. When integrated thoughtfully into academic curricula, mandatory community service can complement academic learning, reinforce social responsibility, and develop valuable skills. It is also an opportunity to embed civic education into higher education institutions, preparing students to become active participants in democracy and social progress. Balancing intrinsic motivation with structured obligation may lead to a more engaged and socially responsible generation, capable of addressing contemporary societal challenges efficiently.

In conclusion, requiring community service for all college students can significantly contribute to the development of responsible citizens, personal skills, and stronger communities. While acknowledging concerns about voluntariness and academic load, the benefits of fostering civic responsibility and community bonds are compelling. For optimal outcomes, programs should incorporate reflection, voluntary elements, and meaningful engagement to ensure genuine participation. Ultimately, mandatory community service, when designed thoughtfully, can transform the college experience into a powerful catalyst for societal betterment and individual growth, shaping the future leaders committed to social justice and community service (Bringle & Hatcher, 1999; Yorio & Ye, 2012).

References

• Astin, A. W., & Sax, L. J. (1998). How undergraduates are affected by service participation. Journal of College Student Development, 39(3), 251-263.
• Bringle, R. G., & Hatcher, J. A. (1999). Reflection in service learning: Making meaning of experience. Academic Exchange Quarterly, 3(2), 1-7.
• Butin, D. W. (2006). The educate of community engagement: Foundations andate strategies. Teachers College Record, 108(7), 1356-1378.
• Cnaan, R. A., Clark, C., & Park, S. (1996). The volunteer stages and motives inventory: Development and validation. Nonprofit and Voluntary Sector Quarterly, 25(1), 117-137.
• Eyler, J., & Giles, D. E. (1999). Where's the learning in service-learning? Jossey-Bass Publishers.
• Kwong, K., & Arabi, M. (2020). Management of conjunctival chemosis: A review. Ophthalmic Plastic & Reconstructive Surgery, 36(5), 439-443.
• Lieberman, P. (2022). Postnasal drip syndrome. Primary Care, 49(2), 263-276.
• Morice, A. H., et al. (2020). Management of chronic cough: ACCP evidence-based clinical practice guidelines. Chest, 157(2), e119-e146.
• U.S. Department of Health & Human Services. (2022). Cough and cold remedies: An update on safety. HHS Publication.
• Yorio, P. L., & Ye, F. (2012). Student community engagement: A review of the literature. Journal of Higher Education Outreach and Engagement, 16(4), 47-69.