For this assignment, you’re going to compare two rulers. Select a group of either two male rulers or two female rulers from different cultures using the following list:

/in /by

Rough Draft of Assignment 1: Project Paper – Comparative Essay

Final submission is due in Week 4 and worth 190 points (This is your rough draft and you will be awarded 5 bonus points by using Ecree)

For this assignment, you’re going to compare two rulers. Select a group of either two male rulers or two female rulers from different cultures using the following list:

Ancient Male Rulers: Ramses II, Shihuangdi, Constantine, Ashoka, Pericles, or Charlemagne

Ancient Female Rulers: Compare Tang Empress Wu Zetian (Chinese Culture) with either the Pharaoh Cleopatra (Egypt Culture) or the Pharaoh Hatshepsut (Egypt Culture)

Note: Empress Wu Zetian is also known as  Empress Wu or as Wu Zhao

Write a 750-1000 word essay where you:

Paragraph 1: Establish a clear thesis about your chosen subjects. Include the dates in which each lived and ruled, and add 2-3 sentences on the reason for each choice.

Paragraph 2:  Compare 2 ways your choices are similar.

You may compare their family background, leadership styles, accomplishments, victories, losses, or impact of the culture in which each lived.

Paragraph 3: Compare 2 ways your choices are different.

You may compare their family background, leadership styles, accomplishments, victories, losses, or impact of the culture in which each lived.

Paragraph 4:  Compare 2 ways your choices’ cultures are different.

You may compare their cultural differences in terms of government structure, religion, natural resources, traditions, or goods and services.

Paragraph 5: In a concluding paragraph, summarize 2 things you learned about leadership styles or cultures then compared to leadership styles or cultures today.

References: Include a reference page that identifies at least 3 references.

The class text may be included in the list of 3 or more.

In-text citations are required when paraphrasing or quoting another source.

Formatting and Writing Standards: Align your formatting to the Strayer University Writing Standards. View the: Strayer University Writing Standards (SWS)

The main character (consider comparing to Jack Johnson): how are they different, in what ways are they similar, complexities of their backgrounds, treatment of or by others, etc.

/in /by

1) The main character (consider comparing to Jack Johnson): how are they different, in what ways are they similar, complexities of their backgrounds, treatment of or by others, etc.

2) Authenticity of the stories.  As mentioned, documentary films have time limits and therefore confines on what can be displayed and what is revealed.  This will require some background knowledge of the main characters and their stories.

3) Conflict with society: While not set in the same year, in some ways society was different, and in some ways it was the same.  Discuss this, and how you see similarities or differences today.

4) Something else about the film? Feel free to discuss.

Reflection 1: Social Location and Social Inequality

/in /by

Reflection 1: Social Location and Social Inequality 

SUMMARY 

In this reflection, you will analyze how your social location impacts your perspectives about social inequality. Social location refers to the groups to which people belong because of their place or position in history and society. All people have a social location that is defined by characteristics such as their geographic location, race, ethnicity, gender, social class/socioeconomic status, family structure, religion, sexual orientation, age, and mental and physical abilities. One’s social location confers a certain set of social roles and rules, power, and privilege (or lack of) – factors that heavily influence our identity and how we see the world (credit: http://web2.uvcs.uvic.ca/courses/csafety/mod2/glossary.htm#Q). 

There are four parts to this assignment, described below. You do not need to cite anyone or any other sources – this writing assignment is based on your thoughts and biography. Your paper should be 3-4 double-spaced pages in length; however, feel free to write more if you are so inclined. See additional formatting requirements below.  

DIRECTIONS 

PART I 

Using the following questions to guide your thinking, broadly define “social inequality” in your own words and comment on your tolerance for inequality. 

• How would you define social inequality? What “is” it? That is, what would be included in a measure of social inequality? • What is the most challenging part of forming your own definition? • What do you think about social inequality? That is, from your perspective, at what point is there too much or too little inequality? Does your thinking align more with the conservative thesis or radical antithesis categorization? 

PART II   Answers are attached

Describe your social location by providing detailed responses to the following questions. Write this in narrative, biographic form using full sentences and paragraphs. Do NOT compose a list of responses to the bullet points below. Rather, tell the story of you and your social location. This content will be kept confidential and only seen by the professor. 

Note: If you wish to make claims about the characteristics of people from your hometown (ex. “most people in my hometown are over 65 years old”) or if you are unsure about some of the prompts that require comparisons (ex. are the majority of people of the same racial group as you?), it may be helpful to click here and access data about your hometown to ensure your claims are factual – https://www.census.gov/quickfacts/fact/table/US/PST045218. 

PART III  

Now that you’ve described your social location, deeply reflect on the following questions. Once your thoughts are organized, compose your responses in narrative form. 

• Is it possible that your social location impacts the way you experience the world around you? Why or why not? Please explain and be thorough. • Does your social location reflect the way you experience both this school and this class? Why or why not? Please explain and be thorough. • Do you think that everyone perceives the concept of “social inequality” similarly? Why or why not? Please explain and be thorough. If you believe viewpoints may differ, how and why might perceptions of social inequality differ from yours? Please explain and be thorough. 

PART IV 

Why were you asked to complete this assignment? How does it contribute to meeting our course objectives? Course objectives can be found in the syllabus. 

Course Objectives: Upon successful completion of this course , you should be able to …•Describe inequalities impacting various social groups and evaluate their contributing forces.

•Use analytical and critical thinking skills to identify , examine, and assess factors that have contributed to the creation and persistence of inequality.

•Employ verbal and written communication skills to convey a sociological perspective when examining dimensions of inequality.

FORMATTING REQUIREMENTS and GRADING RUBRIC 

All parts of your paper should be written in narrative format (full sentences, tell a story), structured using the headings presented below.  

DEFINING SOCIAL INEQUALITY • From Part I above: Define and identify social inequality. 

MY SOCIAL LOCATION • From Part II above: This is the story of you and your social location. 

MY PERSPECTIVE ON SOCIAL INEQUALITY • From Part III above: The impact of social location on perspectives of social inequality. 

CRITICALLY THINKING ABOUT COURSE OBJECTIVES • From Part IV above: Reflection and purpose. 

To receive full points for each section you must answer all parts/questions presented in the directions, demonstrate deep reflection, and be organized and clear in your writing. Be sure to proofread your paper for grammar, spelling, and clarity before submitting it.  

BACKGROUND The client is a 34-year-old Pakistani female who moved to the United States in her late teens/early 20s.

/in /by

BACKGROUND
The client is a 34-year-old Pakistani female who moved to the United States in her late teens/early 20s. She is currently in an “arranged” marriage (her husband was selected for her since she was 9 years old). She presents to your office today following a 21 day hospitalization for what was diagnosed as “brief psychotic disorder.” She was given this diagnosis as her symptoms have persisted for less than 1 month.
Prior to admission, she was reporting visions of Allah, and over the course of a week, she believed that she was the prophet Mohammad. She believed that she would deliver the world from sin. Her husband became concerned about her behavior to the point that he was afraid of leaving their 4 children with her. One evening, she was “out of control” which resulted in his calling the police and her subsequent admission to an inpatient psych unit.
During today’s assessment, she appears quite calm, and insists that the entire incident was “blown out of proportion.” She denies that she believed herself to be the prophet Mohammad and states that her husband was just out to get her because he never loved her and wanted an “American wife” instead of her. She tells you that she knows this because the television is telling her so.
She currently weighs 140 lbs, and is 5’ 5”

SUBJECTIVE
Client reports that her mood is “good.” She denies auditory/visual hallucinations, but believes that the television does talk to her. She believes that Allah sends her messages through the TV. At times throughout the clinical interview, she becomes hostile towards the PMHNP, but then calms down.
You reviewed her hospital records and find that she has been medically worked up by a physician who reported her to be in overall good health. Lab studies were all within normal limits.
Client admits that she stopped taking her Risperdal about a week after she got out of the hospital because she thinks her husband is going to poison her so that he can marry an American woman.

MENTAL STATUS EXAM
The client is alert, oriented to person, place, time, and event. She is dressed appropriately for the weather and time of year. She demonstrates no noteworthy mannerisms, gestures, or tics. Her speech is slow and at times, interrupted by periods of silence. Self-reported mood is euthymic. Affect constricted. Although the client denies visual or auditory hallucinations, she appears to be “listening” to something. Delusional and paranoid thought processes as described, above. Insight and judgment are impaired. She is currently denying suicidal or homicidal ideation.
The PMHNP administers the PANSS which reveals the following scores:
-40 for the positive symptoms scale
-20 for the negative symptom scale
-60 for general psychopathology scale
Diagnosis: Schizophrenia, paranoid type

RESOURCES
§ Kay, S. R., Fiszbein, A., & Opler, L. A. (1987). The Positive and Negative Syndrome Scale (PANSS) for schizophrenia. Schizophrenia Bulletin, 13(2), 261-276.
§ Clozapine REMS. (2015). Clozapine REMS: The single shared system for clozapine. Retrieved from https://www.clozapinerems.com/CpmgClozapineUI/rems/pdf/resources/Clozapine_REMS_A_Guide_for_Healthcare_Providers.pdf
§ Paz, Z., Nalls, M. & Ziv, E. (2011). The genetics of benign neutropenia. Israel Medical Association Journal. 13. 625-629. 
Week 6: Antipsychotic Therapy
According to the National Alliance on Mental Illness, approximately 100,000 people experience psychosis in the United States each year (NAMI, 2016). In practice, clients may present with delusions, hallucinations, disorganized thinking, disorganized or abnormal motor behavior, as well as other negative symptoms that can be disabling for these individuals. Not only are these symptoms one of the most challenging symptom clusters you will encounter, many are associated with other disorders such as depression, bipolar disorder, and disorders on the schizophrenia spectrum. As a psychiatric mental health nurse practitioner, you must understand the underlying neurobiology of these symptoms to select appropriate therapies and improve outcomes for clients.
This week, as you examine antipsychotic therapies, you explore the assessment and treatment of clients with psychosis and schizophrenia. You also consider ethical and legal implications of these therapies.
Photo Credit: Ingram Publishing/Getty Images
Assignment: Assessing and Treating Clients With Psychosis and Schizophrenia
Psychosis and schizophrenia greatly impact the brain’s normal processes, which interferes with the ability to think clearly. When symptoms of these disorders are uncontrolled, clients may struggle to function in daily life. However, clients often thrive when properly diagnosed and treated under the close supervision of a psychiatric mental health practitioner. For this Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat clients presenting with psychosis and schizophrenia. NURS 6630 – Discussion Posts Essay Assignment Papers and Exams – Psychopharmacologic Approaches to Treatment of Psychopathology Full Course.
Learning Objectives
Students will:
Assess client factors and history to develop personalized plans of antipsychotic therapy for clients
Analyze factors that influence pharmacokinetic and pharmacodynamic processes in clients requiring antipsychotic therapy
Evaluate efficacy of treatment plans
Analyze ethical and legal implications related to prescribing antipsychotic therapy to clients across the lifespan
Learning Resources

Stahl, S. M. (2013). Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications (4th ed.). New York, NY: Cambridge University Press.

To access information on the following medications, click on The Prescriber’s Guide, 5th ed tab on the Stahl Online website and select the appropriate medication. NURS 6630 – Discussion Posts Essay Assignment Papers and Exams – Psychopharmacologic Approaches to Treatment of Psychopathology Full Course
 
Review the following medications:
amisulpride
aripiprazole
asenapine
chlorpromazine
clozapine
flupenthixol
fluphenazine
haloperidol
iloperidone
loxapine
lurasidone
olanzapine
paliperidone
perphenazine
quetiapine
risperidone
sulpiride
thioridazine
thiothixene
trifluoperazine
ziprasidone
Naber, D., & Lambert, M. (2009). The CATIE and CUtLASS studies in schizophrenia: Results and implications for clinicians. CNS Drugs, 23(8), 649-659. doi:10.2165/00023210-200923080-00002
Note: Retrieved from Walden Library databases.
Document: Midterm Exam Study Guide (PDF)
 
Kay, S. R., Fiszbein, A., & Opler, L. A. (1987). The Positive and Negative Syndrome Scale (PANSS) for schizophrenia. Schizophrenia Bulletin, 13(2), 261-276. NURS 6630 – Discussion Posts Essay Assignment Papers and Exams – Psychopharmacologic Approaches to Treatment of Psychopathology Full Course
Note: Retrieved from Walden Library databases.
Clozapine REMS. (2015). Clozapine REMS: The single shared system for clozapine. Retrieved from https://www.clozapinerems.com/CpmgClozapineUI/rems/pdf/resources/Clozapine_REMS_A_Guide_for_Healthcare_Providers.pdf
Walden University. (2016). ASC success strategies: Studying for and taking a test. Retrieved from http://academicguides.waldenu.edu/ASCsuccess/ASCtesting
 
Required Media
Laureate Education. (2016j). Case study: Pakistani woman with delusional thought processes [Interactive media file]. Baltimore, MD: Author

Optional Resources
Chakos, M., Patel, J. K., Rosenheck, R., Glick, I. D., Hammer, M. B., Tapp, A., & … Miller, D. (2011). Concomitant psychotropic medication use during treatment of schizophrenia patients: Longitudinal results from the CATIE study. Clinical Schizophrenia & Related Psychoses, 5(3), 124-134. doi:10.3371/CSRP.5.3.2
Fangfang, S., Stock, E. M., Copeland, L. A., Zeber, J. E., Ahmedani, B. K., & Morissette, S. B. (2014). Polypharmacy with antipsychotic drugs in patients with schizophrenia: Trends in multiple health care systems. American Journal of Health-System Pharmacy, 71(9), 728-738. doi:10.2146/ajhp130471
Lin, L. A., Rosenheck, R., Sugar, C., & Zbrozek, A. (2015). Comparing antipsychotic treatments for schizophrenia: A health state approach. The Psychiatric Quarterly, 86(1), 107-121. doi:10.1007/s11126-014-9326-2
To prepare for this Assignment:
Review this week’s Learning Resources. Consider how to assess and treat clients requiring anxiolytic therapy.
The Assignment
Examine Case Study: Pakistani Woman with Delusional Thought Processes. You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.
At each decision point stop to complete the following:
Decision #1
Which decision did you select?
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?
Decision #2
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?
Decision #3
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
Also include how ethical considerations might impact your treatment plan and communication with clients.