Uncategorized Archives - Page 917 of 1026

Main strengths and weaknesses of FinTechs that offer alternative payment methods in Germany

My dissertation topic is ”Future of FinTechs in Germany that offer alternative payment methods”

The discussion chapter will be a part of the dissertation.

Other chapters are;

– Definition of the ”payments” segment and ”alternative payment methods” subsegment in FinTechs

– Some of the key alternative payment methods (particularly in German ecosystem)

– The importance of FinTechs changing the payment landscape

– The distinction between B2B and B2C FinTechs (this could be excluded)

– How will the innovation regarding FinTechs and payments disrupt global e-commerce?

– Current technical and legal challenges regarding alternative payment methods in terms of user experience and transparency and PSD2

Ethical Debate On The Tuskegee Syphilis Case

INSTRUCTION FOR THIS PAPER
NB. This course is a “nursing research”. Students’ reading, writing, and analytical thinking abilities are being assessed for the course.
ASSIGMENT
Submit: Individual Ethics Debate
Analyze the ethics of one of these historical research studies. Discussion of the ethical principles of the Belmont Report as they relate to these experiments are expected at a minimum. Consider using the resources made available in the module and in the text to deepen your ethical critique of these infamous research studies. Be sure to examine these research cases from the lens of a nurse and how you would work with the interdisciplinary team to ensure human rights protections to study participants. If at any time, you are unsure of the information you have discovered or require assistance in any way, please send an email for clarification/help as soon as possible. There is also an exemplar attached for reference should you need one. Use APA formatting to submit your 2-4 page analysis. Also be sure to review the rubric for this assignment before submitting your paper.
• Tuskegee Syphilis Experiment
• Cincinnati Radiation Experiment
• Willowbrook Experiment
Submit your analysis as a double-spaced, 2-4 page Word document with APA citations as appropriate.
Paper must be submitted through TURNITIN for plagirism check

Please use the attached articles as main sources of references. And there MUST be in-text citation for any reference used.

Chemotherapy

paper on mucosotis and chemotherapyMarking Criteria:

Feedback will be structured according to the following criteria: Achievement of learning outcomes and level of scholarship (20%) Presentation (5%)

Argument and understanding (20%)

Criticality and analysis (20%)

Use of sources and evidence (20%) Academic referencing (5%)

Written Communication (10%)Core texts

Priestman, T. (2012) Cancer Chemotherapy in Clinical Practice. 2nd ed. London: Springer-Verlag.

Khleif, S. N., Skeel, R. T. and Rixe, O. (2016) Skeel’s handbook of cancer therapy. 9th ed. Philadelphia: Lippincott Williams & Wilkins.

Bast, R.C. and Croce, C.M. (eds.) (2017) Holland-Frei Cancer Medicine 9 [e-book]. 9th edn. New Jersey: Wiley-Blackwell.

Data Analysis Strategies

Please provide a responsive essay to the following peer discussion post:
1. Researcher will email three potential volunteers in the 321st SUS BDE, not working directly under the researchers’ direction, to respond, and then ask them to suggest two or three more soldiers they know and replicate the process until enough volunteers are interested. These volunteers could potentially participate in the qualitative study involving the Army’s SHARP program.

2. Researcher will post flyers along the hallway of the 321st Sustainment Brigade Tactical Operations Center (TOC). All soldiers will have visibility of the flyers to potentially participate in the qualitative study with the researcher’s email listed on the flyer.

3. Soldiers potentially interested in completing the study will respond via email and a response containing a consent form will follow. (Ensuring information will remain confidential)

4. If potential volunteers agree to participate, a consent from will be sent via email. If soldiers disagree to participate, an email will be sent out regarding appreciation for their interest.

5. Potential volunteers digitally sign the consent form and send it back to the researcher to confirm a face-to-face interview.

6. The preferred goal for sample size consists of 12 to 15 soldiers which is justified by the researcher (Boddy, 2016).

7. Semi-structured interviews and open-ended questions will be presented to volunteers individually. Semi-structured interviews will be conducted which allows soldiers of different ranks (enlisted and officers), sex, and ethnicity to discuss their perception regarding the Army’s SHARP Program. Research interviews is one of the most important qualitative data collection methods has been widely used in conducting field studies (Qu, & Dumay, 2011). These interviews will not last more than 10 minutes per participant.

8. After the interview process is complete the results will be gathered by the researcher and SHARP Representatives to make possible recommendations to the stakeholders. Once results are received they will be presented to the stakeholders for possible implementation.
Please use strict APA guidelines to avoid penalties

American History

In a well-written two page, double-spaced 12
point font essay, (500 words minimum) please
examine and answer the following questions.
The excerpts from The March of the Flag by
Albert J, Beveridge will provide the reader with
the widely-held view that it was imperative for
the United States to expand into the world. The
counterargument made by the American AntiImperialist
League (both of which are below)
held that such imperialism was not only wrong,
but quite un-American. After examining both
sides, won’t you brilliantly address the
following questions?
1. How did Beveridge justify his belief that
the United States should actively seek to
occupy and dominate other territories? How
did he use economic, social, cultural and even
religious arguments to make his case?
2. The members of the American AntiImperialist
League (which included Andrew
Carnegie and Mark Twain, to name but two
members) presented an opposite view that was
vehemently against those like Beveridge. Why
did this group oppose America’s new “manifest
destiny” and what are the best arguments, in
your opinion, that they presented?
3. Which view do you find more compelling?
Is one side right and the other wrong?
4. Do you think that America’s new
imperialism was a reaction to world event or
was it simply an extension of manifest destiny
on a world scale? (The Tindall and Shi text may
provide some help here.)
___________________________________________
Document 1
Although the ostensible reason for declaring
war against Spain was to stop the oppression
of Cubans, the McKinley administration
decided to dispatch Commodore George
Dewey’s naval task force to Manila Bay, where
on May 1, 1898, it destroyed the Spanish
Pacificfleet and took control af the Philippines.
Spain ceded the Philippines to the United
States in the Treaty of Paris, which officially
ended the war on December 10, 1898. This
posed an unexpected dilemma. What was to be
done with the Philippines now that they were
in American hands? Those supporting
annexation were led by a small but prominent
group of imperialists that included Theodore
Roosevelt, Senators Henry Cabot Lodge and
Albert Beveridge, and fohn Hay, soon to
become secretary of state.In the following
selection, Beveridge articulated why he
supported annexation of the Philippines-and
perhaps other areas in the future.
(From Albert Beveridge. ‘The March of the
Flag,”in Congressional Record, 56.th Cong., 1st
sess.,9 January 1900, pp. 4-12.)
September 16, 1898
Fellow citizens, it is a noble land that God has
given us; a land that can feed and clothe the
world; a land whose coast lines would enclose
half the countries of Europe; a land set like a
sentinel between the two imperial oceans of
the globe, a greater England with a nobler
destiny. It is a mighty people that he has
planted on this soil; a people sprung from the
most masterful blood of history; a people
perpetually revitalized by the virile, manproducing
workingfolk of all the earth; a people
imperial by virtue of their power, by right of
their institutions, by authority of their heavendirected
purposes – the propagandists and not
the misers of liberty.
It is a glorious history our God has bestowed
upon his chosen people; a history whose
keynote was struck by Liberty Bell; a history
heroic with faith in our mission and our future;
a history of statesmen who flung the
boundaries of the Republic out into unexplored
lands and savage wildernesses; a history of
soldiers who carried the flag across the blazing
deserts and through the ranks of hostile
mountains, even to the gates of sunset; a
history of a multiplying people who overran a
continent in half a century; a history of
prophets who saw the consequences of evils
inherited from the past and of martyrs who
died to save us from them; a history divinely
logical, in the process of whose tremendous
reasoning we find ourselves to-day.
Shall the American people continue their
resistless march toward the commercial
supremacy of the world? Shall free institutions
broaden their blessed reign as the children of
liberty wax in strength, until the empire of our
principles is established over the hearts of all
mankind?
Have we no mission to perform, no duty to
discharge to our fellow-man? Has the Almighty
Father endowed us with gifts beyond our
deserts and marked us as the people of his
peculiar favor, merely to rot in our own
selfishness, as men and nations must, who
take cowardice for their companion and self for
their Deity – as China has, as India has, as Egypt
has?
Shall we be as the man who had one talent and
hid it, or as he who had ten talents and used
them until they grew to riches? And shall we
reap the reward that waits on our discharge of
our high duty as the sovereign power of earth;
shall we occupy new markets for what our
farmers raise, new markets for what our
factories make, new markets for what our
merchants sell – aye, and, please God, new
markets for what our ships shall carry?
Hawaii is ours; Porto Rico is to be ours; at the
prayer of the people Cuba will finally be ours;
in the islands of the East, even to the gates-of
Asia, coaling stations are to be ours; at the very
least the flag of a liberal government is to float
over the Philippines, and I pray God it may be
the banner that Taylor unfurled in Texas and
Fremont carried to the coast – the Stars and
Stripes of glory.
And the burning question of this campaign is,
whether the American people will accept the
gifts of events; whether they will rise as lifts
their soaring destiny; whether they will proceed
upon the lines of national development
surveyed by the statesmen of our past; or
whether for the first American people doubt
their mission, question fate, prove apostate to
the spirit of their race, and halt the ceaseless
march of free institutions.
The Opposition tells us that we ought not to
govern a people without their consent. I
answer, The rule of liberty that all just
government derives its authority from the
consent of the governed, applies only to those
who are capable of self- government. I answer,
We govern the Indians without their consent,
we govern our territories without their consent,
we govern our children without their consent. I
answer, How do you assume that our
government would be without their consent?
Would not the people of the Philippines prefer
the just, humane, civilizing government of this
republic to the savage, bloody rule of pillage
and extortion from which we have rescued
them?
But, to-day, we are raising more than we can
consume. To-day, we are making more than we
can use. To-day, our industrial society is
congested; there are more workers than there
is work; there is more capital than there is
investment. We do not need more money – we
need more circulation, more employment.
Therefore we must find new markets for our
produce, new occupation for our capital, new
work for our labor. And so, while we did not
need the territory taken during the past
century at the time it was acquired, we do need
what we have taken in 1898, and we need it
now.
Think of the thousands of Americans who will
pour into Hawaii and Porto Rico when the
republic’s laws cover those islands with justice
and safety! Think of the tens of thousands of
Americans who will invade mine and field and
forest in the Philippines when a liberal
government, protected and controlled by this
republic, if not the government of the republic
itself, shall establish order and equity there!
Think of the hundreds of thousands of
Americans who will build a soap-and-water,
common-school civilization of energy and
industry in Cuba, when a government of law
replaces the double reign of anarchy and
tyranny! – think of the prosperous millions that
Empress of Islands will support when, obedient
to the law of political gravitation, her people
ask for the highest honor liberty can bestow,
the sacred Order of the Stars and Stripes, the
citizenship of the Great Republic!
What does all this mean for every one of us? It
means opportunity for all the glorious young
manhood of the republic – the most virile,
ambitious, impatient, militant manhood the
world has ever seen. It means that the
resources and the commerce of these
immensely rich dominions will be increased as
much as American energy is greater than
Spanish sloth; for Americans henceforth will
monopolize those resources and that
commerce.
Fellow Americans, we are God’s chosen people.
Yonder at Bunker Hill and Yorktown his
providence was above us. At New Orleans and
on ensanguined seas his hand sustained us.
Abraham Lincoln was his minister and his was
the Altar of Freedom, the boys in blue set on a
hundred battlefields. His power directed
Dewey in the East and delivered the Spanish
fleet into our hands on the eve of Liberty’s
natal day, as he delivered the elder Armada
into the hands of our English sires two
centuries ago. His great purposes are revealed
in the progress of the flag, which surpasses the
intentions of Congresses and Cabinets, and
leads us like a holier pillar of cloud by day and
pillar of fire by night into situations unforeseen
by finite wisdom, and duties unexpected by the
unprophetic heart of selfishness. The American
people cannot use a dishonest medium of
exchange; it is ours to set the world its example
of right and honor. We cannot fly from our
world duties; it is ours to execute the purpose
of a fate that has driven us to be greater than
our small intentions. We cannot retreat from
any soil where Providence has unfurled our
banner; it is ours to save that soil for Liberty
and Civilization. For Liberty and Civilization and
God’s promise fulfilled, the flag must
henceforth be the symbol and the sign to all
mankind – the flag!
Document Two:
Platform of the American Anti-Imperialist
League (1899)
Those opposed to the new
expansionism included Republicans and
Democrats, business leaders such as
Andrew Carnegie, the philosopher William
James, prominent scholars such as William
Graham Sumner, and literary figures such
as Mark Twain and William Dean Howells.
Many of them joined the Anti-Imperialist
League, formed in Boston in 1898 for the
purpose of galvanizing public opinion
against the Philippine War and the evils of
imperialism. Anti-imperialists almost
prevented the annexation of the Philippines
through their lobbying efforts against the
Treaty of Paris, which the Senate ultimately
ratified by only one vote on February 6,
1899. The following excerpt outlines the
anti-imperialist critique of American foreign
policy.
Those opposed to the new expansionism
included Republicans and Democrats, business
leaders such as Andrew Carnegie, the
philosopher William James, prominent scholars
such as William Graham Sumner, and literary
figures such as Mark Twain and William Dean
Howells. Many of them joined the AntiImperialist
League, formed in Boston in 1898
for the purpose of galvanizing public opinion
against the Philippine War and the evils of
imperialism. Anti-imperialists almost prevented
the annexation of the Philippines through their
lobbying efforts against the Treaty of Paris,
which the Senate ultimately ratified by only one
vote on February 6, 1899. The following excerpt
outlines the anti-imperialist critique of
American foreign policy.
We hold that the policy known as imperialism is
hostile to liberty and tends toward militarism,
an evil from which it has been our glory to be
free. We regret that it has become necessary in
the land of Washington and Lincoln to reaffirm
that all men, of whatever race or color, are
entitled to life, liberty, and the pursuit of
happiness. We maintain that governments
derive their just powers from the consent of
the governed. We insist that the subjugation of
any people is “criminal aggression” and open
disloyalty to the distinctive principles of our
Government.
We earnestly condemn the policy of the
present National Administration in the
Philippines. It seeks to extinguish the spirit of
1776 in those islands. We deplore the sacrifice
of our soldiers and sailors, whose bravery
deserves admiration even in an unjust war. We
denounce the slaughter of the Filipinos as a
needless horror. We protest against the
extension of American sovereignty by Spanish
methods.
We demand the immediate cessation of the
war against liberty, begun by Spain and
continued by us. We urge that Congress be
promptly convened to announce to the
Filipinos our purpose to concede to them the
independence for which they have so long
fought and which of right is theirs.
The United States have always protested
against the doctrine of international law which
permits the subjugation of the weak by the
strong. A self-governing state cannot accept
sovereignty over an unwilling people. The
United States cannot act upon the ancient
heresy that might makes right.
Imperialists assume that with the destruction
of self-government in the Philippines by
American hands, all opposition here will cease.
This is a grievous error. Much as we abhor the
war of “criminal aggression” in the Philippines,
greatly as we regret that the blood of the
Filipinos is on American hands, we more deeply
resent the betrayal of American institutions at
home. The real firing line is not in the suburbs
of Manila. The foe is of our own household.
The attempt of 1861 was to divide the country.
That of 1899 is to destroy its fundamental
principles and noblest ideals.
Whether the ruthless slaughter of the Filipinos
shall end next month or next year is but an
incident in a contest that must go on until the
Declaration of Independence and the
Constitution of the United States are rescued
from the hands of their betrayers. Those who
dispute about standards of value while the
Republic is undermined will be listened to as
little as those who would wrangle about the
small economies of the household while the
house is on fire. The training of a great people
for a century, the aspiration for liberty of a vast
immigration are forces that will hurl aside
those who in the delirium of conquest seek to
destroy the character of our institutions.
We deny that the obligation of all citizens to
support their Government in times of grave
national peril applies to the present situation. If
an Administration may with impunity ignore
the issues upon which it was chosen,
deliberately create a condition of war
anywhere on the face of the globe, debauch
the civil service for spoils to promote the
adventure, organize a truth suppressing
censorship and demand of all citizens a
suspension of judgment and their unanimous
support while it chooses to continue the
fighting, representative government itself is
imperiled.
We propose to contribute to the defeat of any
person or party that stands for the forcible
subjugation of any people. We shall oppose for
reelection all who in the White House or in
Congress betray American liberty in pursuit of
un-American gains. We still hope that both of
our great political parties will support and
defend the Declaration of Independence in the
closing campaign of the century. . . .
[“Platform of the American Anti-Imperialist
League,” in Speeches, Correspondence, and
Political Papers of Carl Schurz, vol. 6, ed.
Frederick Bancroft (New York: G. P. Putnam’s
Sons, 1913), p. 77, n. 1. ]

Zen Hospice Workers

This paper is an overview of Zen Hospice Workers.

A) 3 paragraphs on the foundation of zen hospice. 1) Frank Ostaseski the founder of zen hospice in San Francisco and what his training model for zen hospice workers included. 2) Values and goals 3) where zen hospice is being implemented and why

B) 3 Paragraphs on the current training for zen hospice workers in San Francisco and NY (e.g. the New York Zen Center for Contemplative Care

C) 3 Paragraphs on what the challenges and benefits are as a zen hospice worker e.g. hospice workers have personal relationships with clients who die and change the way they think about death, their own mortality and general ideas about death

conclusion: Zen Hospice Workers have a specific orientation and training toward working with dying people. Some challenges and benefits for the workers include an intimate understanding of death.

A) How Zen Hospice Workers are

Motivation and Goals

The assignment is made up of 2 tasks. Task 1 requires you to make 2 goals (one personal and the other a career goal). I have added them in dot points although they need to be in complete sentences. The goals also have to be written according to the ‘SMART’ principles (specific, measurable, achievable, realistic, time bound). Task 2 requires 3 academic paragraphs about one of the chosen goals from task 1. The three academic sentences should discuss your goals (motivation, obstacles and strategies). I have written these paragraphs although they need proofreading and adding more detail. All the highlighted red writing in the paragraphs were comments I left for myself about what I need to either add or change. I am needing someone to complete what I have almost finished and fine tune it so it is ready to submit. The template and all information is included in the following file. Make sure to refer to the marking rubric as it is included as well.

High Presenteeism in workplace

Assignment Task Effective managers need to be able to identify and address issues and problems that arise in organisational settings. Your assignment is to search the recent scholarly literature in organisational behaviour and, based on the literature you find, present an up-to-date view on a topic of your choice.

What is the problem? Provide a concise summary of the problem itself, based on your reading of the literature. Here you will need to discuss the problem itself, e.g., who it affects, its prevalence in organisations, including evidence and/or examples. You will also need to be able to describe how the problem affects organisations and employees, using valid empirical evidence (see marking rubric). You also must provide a range of views, including perspectives that counter your main argument.
What can be done to solve this problem? Based on the content of the articles you find in your literature review, identify two (at minimum) or three alternative interventions aimed at resolving the problem, and justify a preferred intervention. Here you must draw on evidence from the literature again to build a convincing argument. Your evaluation should look at risks and problems as well as the benefits associated with each intervention.

The learning objectives of the assignment are:

To deepen your understanding of a particular contemporary topic in organisational behaviour.
To apply models and theories of organisational behaviour to solve an organisational problem.
To develop skills in searching the scholarly literature to analyse and to solve an organisational problem.
Learn how to cite sources and format a Reference List appropriately.
To develop skills in logically presenting evidence-based arguments drawn from the contemporary organisational behaviour literature.
To further develop your written communication skills.

Establish your understanding of the problem.

The essay task is designed to help you understand a particular organisational problem in depth. Therefore, your essay needs to capture the depth and scope of the organisational problem. This should include insights about the boundaries, and who, or what is affected by the problem, including key stakeholders.

Write your essay Your response to the assignment questions must be formulated as an academic essay with a clear introduction, main body and conclusion (see marking rubric for specific content to include in each section).

Keep in mind that the Essay requires:

demonstrating your knowledge of the topic.
demonstrating your analytical skills (ability to apply knowledge and theory to analyse the research and your organisational problem).
supporting your analysis and key points with evidence and examples.
all sources must be cited correctly. When you write your essay, ensure you address the criteria in the marking rubric.

Remember to support any claims that you make. If you talk about a theory, provide the citation to that theory. Avoid the use of speculation and conjecture, as this tends to detract from the scientific approach required for the essay.

The Introduction includes a clear definition of the problem using a valid peer-reviewed source, an explanation of why it is a problem for organisations, a statement about your preferred intervention, and statement about how your essay is structured
The discussion must be supported by at least 6 articles with a publication date (I have attached)
The Conclusion includes a clear summary of your essay, including mention of your preferred intervention and lessons learnt
Go through marking rubric and make sure you have effectively satisfied all the criteria listed

What is your impression of the obesity epidemic that is sweeping this nation? As a healthcare professional, do you believe that the CDC is right to call it an epidemic? Why or why not?

QUESTION 11
What is your impression of the obesity epidemic that is sweeping this nation? As a healthcare professional, do you believe that the CDC is right to call it an epidemic? Why or why not?
In 2011, the National Institutes of Health recommended that all children between the ages of nine and eleven undergo a lipid screening followed by a “comprehensive scheme for further evaluation and treatment.” (Gillman and Daniels 2012) Even though this was the official recommendation of the NIH’s expert panel, its members were somewhat divided over whether or not lipid screening is necessary for all children. Based on the information that we covered this week, along with your personal experiences as a medical professional, do you agree with the NIH’s recommendation? Why or why not? What are some of the implications of this kind of practice?

Question 2
Gillman, M. and S. Daniels. 2012. Is universal pediatric lipid screening justified? Journal of the American Medical Association. 307(3). 259-260.
Many popular fad diet plans fail to result in long-term, healthful weight changes. Please describe the characteristics of fad diets and explain why they so often fail. Then, give some practical and specific suggestions that might help a person achieve weightloss in a healthful way.

QUESTION 4
In 2013, the American Medical Association voted to officially recognize obesity as a disease (AMA 2013). This was a highly controversial decision, but the American College of Cardiology and the U.S. Food and Drug Administration both followed suit in 2014. Do you agree with the AMA’s position? Should obesity be considered a disease? Why or why not?

AMA. 2013. Recognition of obesity as a disease. Resolution: 420(A-13). American Medical Association House of Delegates, D. Martin, MD, Chair. Available at http://www.npr.org/documents/2013/jun/ama-resolution-obesity.pdf
QUESTION5
Define wellness and describe how nutrition and physical activity can affect a person’s wellness status.
QUESTION 6
Please define the government’s AMDR system, and then give the recommended ranges for each macronutrient. Also, what is the significance of this system as it relates to maintaining a healthy weight?
QUESTION 7
Consider a hypothetical individual with the following vital statistics.

Age – 35 years

Height – 5’10”

Weight – 207lbs

Gender – male

Activity level – somewhat active

Waist – 39″
Using the following website, Mayo Clinic Calorie Counter please estimate the caloric intake (in kCal/day) necessary to maintain his current body weight. What is that caloric intake?
QUESTION 8
Using the information given in the DGA and the equation given below, please calculate the BMI for the individual from the previous question. What is that value?
BMI = [wgt(lbs) / hgt (inches)2] * 703
QUESTION9
According the categories listed in the DGA, what is that individual’s current weight status? (See questions seven and eight.)
QUESTION10
Using the information gathered in the previous three questions, along with following website: NHLBI Risk Assessment, what is this individual’s current risk for type II diabetes, hypertension, and cardiovascular disease?
QUESTION11
One of the objectives of this course is for you to be able to evaluate sources of information, whether they are in the form of websites, scientific articles, advertisements, etc. Please name the organizations that are responsible for the websites that we used to answer the previous questions. Are these reputable sources? Why or why not?
QUESTION12

Assessing and Treating Pediatric Clients With Mood Disorders

Assignment: Assessing and Treating Pediatric Clients With Mood Disorders
When pediatric clients present with mood disorders, the process of assessing, diagnosing, and treating them can be quite complex. Children not only present with different signs and symptoms than adult clients with the same disorders, but they also metabolize medications much differently. As a result, psychiatric mental health nurse practitioners must exercise caution when prescribing psychotropic medications to these clients. For this Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat pediatric clients presenting with mood disorders.
Note: This Assignment is the first of 10 assignments that are based on interactive client case studies. For these assignments, you will be required to make decisions about how to assess and treat clients. Each of your decisions will have a consequence. Some consequences will be insignificant, and others may be life altering. You are not expected to make the “right” decision every time; in fact, some scenarios may not have a “right” decision. You are, however, expected to learn from each decision you make and demonstrate the ability to weigh risks versus benefits to prescribe appropriate treatments for clients.
Learning Objectives
Students will:
• Assess client factors and history to develop personalized plans of antidepressant therapy for pediatric clients
• Analyze factors that influence pharmacokinetic and pharmacodynamic processes in pediatric clients requiring antidepressant therapy
• Evaluate efficacy of treatment plans
• Analyze ethical and legal implications related to prescribing antidepressant therapy to pediatric clients
Learning Resources
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Required Readings

Note: All Stahl resources can be accessed through the Walden Library using this link. This link will take you to a log-in page for the Walden Library. Once you log into the library, the Stahl website will appear.

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

To prepare for this Assignment:
• Review this week’s Learning Resources. Consider how to assess and treat pediatric clients requiring antidepressant therapy.
The Assignment
Examine Case Study: An African American Child Suffering From Depression. 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:
o 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?
o 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?
o 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.

Note: To access the following chapters, click on the Essential Psychopharmacology, 4th ed tab on the Stahl Online website and select the appropriate chapter. Be sure to read all sections on the left navigation bar for each chapter.
• Chapter 6, “Mood Disorders”
• Chapter 7, “Antidepressants”
Stahl, S. M. (2014b). The prescriber’s guide (5th ed.). New York, NY: Cambridge University Press.

Note: To access the following medications, click on the The Prescriber’s Guide, 5th ed tab on the Stahl Online website and select the appropriate chapter. Be sure to read all sections on the left navigation bar for each chapter

Experience Quality Writing.

Category: Uncategorized