Tag: Homework Solution

  • [Solved] Anxiety disorders

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    Help with a PowerPoint Presentation – ## Week5Resources.docx – ## Week5instructions.docx **## Week5Resources.docx** **Lesson 5 Required Resources** · [**Behavioral Disorders of Childhood**](https://opentext.wsu.edu/behavioral-disorders-childhood/chapter/module-13-anxiety-disorders/) McRaney, K., Bri…

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    Assignment Prompt & Instructions

    Help with a PowerPoint Presentation

    – ## Week5Resources.docx

    – ## Week5instructions.docx

    **## Week5Resources.docx**

    **Lesson 5 Required Resources**

    ·
    [**Behavioral Disorders of Childhood**](https://opentext.wsu.edu/behavioral-disorders-childhood/chapter/module-13-anxiety-disorders/)

    McRaney, K., Bridley, A., & Daffin, L. (n.d.).
    _Behavioral disorders of childhood_(3rd ed.).

    **Read Module 13 – Anxiety Disorders**

    ·
    [**Diagnostic and statistical manual of mental disorders: DSM-5-TR**](https://go.openathens.net/redirector/nu.edu?url=https://dsm.psychiatryonline.org/doi/book/10.1176/appi.books.9780890425787)

    _Diagnostic and statistical manual of mental disorders: DSM-5-TR_(5th edition, text revision.). (2022). American Psychiatric Association Publishing.

    **Review Section II Diagnostic Criteria and Codes: Anxiety Disorders.**

    ·
    [**Anxiety Disorders in Children and Adolescents**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=edb&AN=161232011&site=eds-live&scope=site&custid=natuniv)

    Kowalchuk, A., Gonzalez, S. J., & Zoorob, R. J. (2022). Anxiety Disorders in Children and Adolescents.
    _American Family Physician, 106_(6), 657–664.

    ·
    [**Anxiety Disorders Among Children and Adolescents**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=psyh&AN=2018-03400-011&site=eds-live&scope=site&custid=natuniv)

    Kendall, P. C., Swan, A. J., Carper, M. M., & Hoff, A. L. (2018). Anxiety disorders among children and adolescents. In J. N. Butcher & P. C. Kendall (Eds.),
    _APA handbook of psychopathology: Child and adolescent psychopathology., Vol. 2._ (pp. 213–230). American Psychological Association.

    **Lesson 5 Assignment Resources**

    ·
    [**National Federation of Families for Children's Mental Health**](https://www.ffcmh.org/)

    National Federation of Families for Children's Mental Health. (2021).

    **You can use this website to find your local chapter.**

    **Lesson 5 Optional Resources**

    ·
    [**Anxiety Disorders**](https://www.nimh.nih.gov/health/topics/anxiety-disorders)

    National Institute of Mental Health. (n.d.)
    _Anxiety Disorders._ U.S. Department of Health and Human Services

    ·
    [**Understanding Anxiety Disorders Caregiver: Get the Facts**](https://store.samhsa.gov/product/Understanding-Anxiety-Disorders-Caregiver-Get-the-Facts/SMA16-5009)

    SAMHSA. (2017, May)
    _Understanding Anxiety Disorders Caregiver: Get the Facts._

    **## Week5instructions.docx**

    **Anxiety Disorders**

    Anxious children, according to the DSM-5-TR, often worry when away from their parents (separation anxiety). Anxiety disorders in children and adolescents, like most disorders, are diagnosed according to what is developmentally appropriate. For example, a young child of 3 of 4 years of age may feel distress and be anxious at day care and being away from home. However, a child of 8 or 9 years of age, who does not want to spend overnights with friends or family members other than parents because of worries that something might happen to a parent while the child is away is not developmentally appropriate.

    According to SAMHSA, anxiety disorders are one of the most common disorders in childhood (samhsa.gov). In the DSM-5-TR, there are several types of anxiety disorders that include separation anxiety, social anxiety, panic disorder, and agoraphobia (just to name a few).

    **Risk Factors and Functional Consequences**

    Risk factors for anxiety include shyness, or behavioral inhibition, in childhood (NIH.gov). The DSM-5-TR reflects that most anxiety disorders occur more frequently in females than in males (approximately 2:1 ratio). For social anxiety, the median age at onset is 13 years, and 75% of individuals have an age at onset between 8 and 15 years. So, you can see that these disorders have their roots in childhood and for social anxiety, and can result following a stressful or humiliating experience such as being bullied. Functional consequences can include isolation and impairment in social situations.

    Be sure to review this week's resources carefully. You are expected to apply the information from these resources when you prepare your assignments.

    **Reference**

    American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th ed., Text Revised). Washington, DC: American Psychiatric Association.

    National Institute of Mental Health. Anxiety Disorders.

    SAMHSA. Understanding Anxiety Disorders Caregiver: Get the Facts.

    **Background**

    Develop a PowerPoint presentation to deliver to your local National Alliance on Mental Illness regarding anxiety in childhood and adolescents. Access the NFFCMH to find your local chapter. Keep in mind who your audience is as you prepare your presentation.

    **Instructions**

    Your PowerPoint will need to cover both childhood and adolescent risk factors, symptoms, and types of treatment.

    Incorporate appropriate animations, transitions, and graphics as well as speaker notes for each slide. The speaker notes may be comprised of brief paragraphs or bulleted lists.

    Length: 10-12 slides (not including title or references slides)

    Notes Length: 150-200 words for each slide

    References: Include a minimum of five scholarly resources in addition to this week’s readings.

    Additional Resources: National Federation of Families (
    [https://www.ffcmh.org/](https://www.ffcmh.org/))

    Be sure to include citations for quotations and paraphrases with references in APA format and style where appropriate. Your PowerPoint should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards.

    **## Week5instructions.docx**

    **Anxiety Disorders**

    Anxious children, according to the DSM-5-TR, often worry when away from their parents (separation anxiety). Anxiety disorders in children and adolescents, like most disorders, are diagnosed according to what is developmentally appropriate. For example, a young child of 3 of 4 years of age may feel distress and be anxious at day care and being away from home. However, a child of 8 or 9 years of age, who does not want to spend overnights with friends or family members other than parents because of worries that something might happen to a parent while the child is away is not developmentally appropriate.

    According to SAMHSA, anxiety disorders are one of the most common disorders in childhood (samhsa.gov). In the DSM-5-TR, there are several types of anxiety disorders that include separation anxiety, social anxiety, panic disorder, and agoraphobia (just to name a few).

    **Risk Factors and Functional Consequences**

    Risk factors for anxiety include shyness, or behavioral inhibition, in childhood (NIH.gov). The DSM-5-TR reflects that most anxiety disorders occur more frequently in females than in males (approximately 2:1 ratio). For social anxiety, the median age at onset is 13 years, and 75% of individuals have an age at onset between 8 and 15 years. So, you can see that these disorders have their roots in childhood and for social anxiety, and can result following a stressful or humiliating experience such as being bullied. Functional consequences can include isolation and impairment in social situations.

    Be sure to review this week's resources carefully. You are expected to apply the information from these resources when you prepare your assignments.

    **Reference**

    American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th ed., Text Revised). Washington, DC: American Psychiatric Association.

    National Institute of Mental Health. Anxiety Disorders.

    SAMHSA. Understanding Anxiety Disorders Caregiver: Get the Facts.

    **Background**

    Develop a PowerPoint presentation to deliver to your local National Alliance on Mental Illness regarding anxiety in childhood and adolescents. Access the NFFCMH to find your local chapter. Keep in mind who your audience is as you prepare your presentation.

    **Instructions**

    Your PowerPoint will need to cover both childhood and adolescent risk factors, symptoms, and types of treatment.

    Incorporate appropriate animations, transitions, and graphics as well as speaker notes for each slide. The speaker notes may be comprised of brief paragraphs or bulleted lists.

    Length: 10-12 slides (not including title or references slides)

    Notes Length: 150-200 words for each slide

    References: Include a minimum of five scholarly resources in addition to this week’s readings.

    Additional Resources: National Federation of Families (
    [https://www.ffcmh.org/](https://www.ffcmh.org/))

    Be sure to include citations for quotations and paraphrases with references in APA format and style where appropriate. Your PowerPoint should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards.

    **## Week5Resources.docx**

    **Lesson 5 Required Resources**

    ·
    [**Behavioral Disorders of Childhood**](https://opentext.wsu.edu/behavioral-disorders-childhood/chapter/module-13-anxiety-disorders/)

    McRaney, K., Bridley, A., & Daffin, L. (n.d.).
    _Behavioral disorders of childhood_(3rd ed.).

    **Read Module 13 – Anxiety Disorders**

    ·
    [**Diagnostic and statistical manual of mental disorders: DSM-5-TR**](https://go.openathens.net/redirector/nu.edu?url=https://dsm.psychiatryonline.org/doi/book/10.1176/appi.books.9780890425787)

    _Diagnostic and statistical manual of mental disorders: DSM-5-TR_(5th edition, text revision.). (2022). American Psychiatric Association Publishing.

    **Review Section II Diagnostic Criteria and Codes: Anxiety Disorders.**

    ·
    [**Anxiety Disorders in Children and Adolescents**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=edb&AN=161232011&site=eds-live&scope=site&custid=natuniv)

    Kowalchuk, A., Gonzalez, S. J., & Zoorob, R. J. (2022). Anxiety Disorders in Children and Adolescents.
    _American Family Physician, 106_(6), 657–664.

    ·
    [**Anxiety Disorders Among Children and Adolescents**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=psyh&AN=2018-03400-011&site=eds-live&scope=site&custid=natuniv)

    Kendall, P. C., Swan, A. J., Carper, M. M., & Hoff, A. L. (2018). Anxiety disorders among children and adolescents. In J. N. Butcher & P. C. Kendall (Eds.),
    _APA handbook of psychopathology: Child and adolescent psychopathology., Vol. 2._ (pp. 213–230). American Psychological Association.

    **Lesson 5 Assignment Resources**

    ·
    [**National Federation of Families for Children's Mental Health**](https://www.ffcmh.org/)

    National Federation of Families for Children's Mental Health. (2021).

    **You can use this website to find your local chapter.**

    **Lesson 5 Optional Resources**

    ·
    [**Anxiety Disorders**](https://www.nimh.nih.gov/health/topics/anxiety-disorders)

    National Institute of Mental Health. (n.d.)
    _Anxiety Disorders._ U.S. Department of Health and Human Services

    ·
    [**Understanding Anxiety Disorders Caregiver: Get the Facts**](https://store.samhsa.gov/product/Understanding-Anxiety-Disorders-Caregiver-Get-the-Facts/SMA16-5009)

    SAMHSA. (2017, May)
    _Understanding Anxiety Disorders Caregiver: Get the Facts._

    **## Week5instructions.docx**

    **Anxiety Disorders**

    Anxious children, according to the DSM-5-TR, often worry when away from their parents (separation anxiety). Anxiety disorders in children and adolescents, like most disorders, are diagnosed according to what is developmentally appropriate. For example, a young child of 3 of 4 years of age may feel distress and be anxious at day care and being away from home. However, a child of 8 or 9 years of age, who does not want to spend overnights with friends or family members other than parents because of worries that something might happen to a parent while the child is away is not developmentally appropriate.

    According to SAMHSA, anxiety disorders are one of the most common disorders in childhood (samhsa.gov). In the DSM-5-TR, there are several types of anxiety disorders that include separation anxiety, social anxiety, panic disorder, and agoraphobia (just to name a few).

    **Risk Factors and Functional Consequences**

    Risk factors for anxiety include shyness, or behavioral inhibition, in childhood (NIH.gov). The DSM-5-TR reflects that most anxiety disorders occur more frequently in females than in males (approximately 2:1 ratio). For social anxiety, the median age at onset is 13 years, and 75% of individuals have an age at onset between 8 and 15 years. So, you can see that these disorders have their roots in childhood and for social anxiety, and can result following a stressful or humiliating experience such as being bullied. Functional consequences can include isolation and impairment in social situations.

    Be sure to review this week's resources carefully. You are expected to apply the information from these resources when you prepare your assignments.

    **Reference**

    American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th ed., Text Revised). Washington, DC: American Psychiatric Association.

    National Institute of Mental Health. Anxiety Disorders.

    SAMHSA. Understanding Anxiety Disorders Caregiver: Get the Facts.

    **Background**

    Develop a PowerPoint presentation to deliver to your local National Alliance on Mental Illness regarding anxiety in childhood and adolescents. Access the NFFCMH to find your local chapter. Keep in mind who your audience is as you prepare your presentation.

    **Instructions**

    Your PowerPoint will need to cover both childhood and adolescent risk factors, symptoms, and types of treatment.

    Incorporate appropriate animations, transitions, and graphics as well as speaker notes for each slide. The speaker notes may be comprised of brief paragraphs or bulleted lists.

    Length: 10-12 slides (not including title or references slides)

    Notes Length: 150-200 words for each slide

    References: Include a minimum of five scholarly resources in addition to this week’s readings.

    Additional Resources: National Federation of Families (
    [https://www.ffcmh.org/](https://www.ffcmh.org/))

    Be sure to include citations for quotations and paraphrases with references in APA format and style where appropriate. Your PowerPoint should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards.

    **## Week5Resources.docx**

    **Lesson 5 Required Resources**

    ·
    [**Behavioral Disorders of Childhood**](https://opentext.wsu.edu/behavioral-disorders-childhood/chapter/module-13-anxiety-disorders/)

    McRaney, K., Bridley, A., & Daffin, L. (n.d.).
    _Behavioral disorders of childhood_(3rd ed.).

    **Read Module 13 – Anxiety Disorders**

    ·
    [**Diagnostic and statistical manual of mental disorders: DSM-5-TR**](https://go.openathens.net/redirector/nu.edu?url=https://dsm.psychiatryonline.org/doi/book/10.1176/appi.books.9780890425787)

    _Diagnostic and statistical manual of mental disorders: DSM-5-TR_(5th edition, text revision.). (2022). American Psychiatric Association Publishing.

    **Review Section II Diagnostic Criteria and Codes: Anxiety Disorders.**

    ·
    [**Anxiety Disorders in Children and Adolescents**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=edb&AN=161232011&site=eds-live&scope=site&custid=natuniv)

    Kowalchuk, A., Gonzalez, S. J., & Zoorob, R. J. (2022). Anxiety Disorders in Children and Adolescents.
    _American Family Physician, 106_(6), 657–664.

    ·
    [**Anxiety Disorders Among Children and Adolescents**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=psyh&AN=2018-03400-011&site=eds-live&scope=site&custid=natuniv)

    Kendall, P. C., Swan, A. J., Carper, M. M., & Hoff, A. L. (2018). Anxiety disorders among children and adolescents. In J. N. Butcher & P. C. Kendall (Eds.),
    _APA handbook of psychopathology: Child and adolescent psychopathology., Vol. 2._ (pp. 213–230). American Psychological Association.

    **Lesson 5 Assignment Resources**

    ·
    [**National Federation of Families for Children's Mental Health**](https://www.ffcmh.org/)

    National Federation of Families for Children's Mental Health. (2021).

    **You can use this website to find your local chapter.**

    **Lesson 5 Optional Resources**

    ·
    [**Anxiety Disorders**](https://www.nimh.nih.gov/health/topics/anxiety-disorders)

    National Institute of Mental Health. (n.d.)
    _Anxiety Disorders._ U.S. Department of Health and Human Services

    ·
    [**Understanding Anxiety Disorders Caregiver: Get the Facts**](https://store.samhsa.gov/product/Understanding-Anxiety-Disorders-Caregiver-Get-the-Facts/SMA16-5009)

    SAMHSA. (2017, May)
    _Understanding Anxiety Disorders Caregiver: Get the Facts._

    **## Week5instructions.docx**

    **Anxiety Disorders**

    Anxious children, according to the DSM-5-TR, often worry when away from their parents (separation anxiety). Anxiety disorders in children and adolescents, like most disorders, are diagnosed according to what is developmentally appropriate. For example, a young child of 3 of 4 years of age may feel distress and be anxious at day care and being away from home. However, a child of 8 or 9 years of age, who does not want to spend overnights with friends or family members other than parents because of worries that something might happen to a parent while the child is away is not developmentally appropriate.

    According to SAMHSA, anxiety disorders are one of the most common disorders in childhood (samhsa.gov). In the DSM-5-TR, there are several types of anxiety disorders that include separation anxiety, social anxiety, panic disorder, and agoraphobia (just to name a few).

    **Risk Factors and Functional Consequences**

    Risk factors for anxiety include shyness, or behavioral inhibition, in childhood (NIH.gov). The DSM-5-TR reflects that most anxiety disorders occur more frequently in females than in males (approximately 2:1 ratio). For social anxiety, the median age at onset is 13 years, and 75% of individuals have an age at onset between 8 and 15 years. So, you can see that these disorders have their roots in childhood and for social anxiety, and can result following a stressful or humiliating experience such as being bullied. Functional consequences can include isolation and impairment in social situations.

    Be sure to review this week's resources carefully. You are expected to apply the information from these resources when you prepare your assignments.

    **Reference**

    American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th ed., Text Revised). Washington, DC: American Psychiatric Association.

    National Institute of Mental Health. Anxiety Disorders.

    SAMHSA. Understanding Anxiety Disorders Caregiver: Get the Facts.

    **Background**

    Develop a PowerPoint presentation to deliver to your local National Alliance on Mental Illness regarding anxiety in childhood and adolescents. Access the NFFCMH to find your local chapter. Keep in mind who your audience is as you prepare your presentation.

    **Instructions**

    Your PowerPoint will need to cover both childhood and adolescent risk factors, symptoms, and types of treatment.

    Incorporate appropriate animations, transitions, and graphics as well as speaker notes for each slide. The speaker notes may be comprised of brief paragraphs or bulleted lists.

    Length: 10-12 slides (not including title or references slides)

    Notes Length: 150-200 words for each slide

    References: Include a minimum of five scholarly resources in addition to this week’s readings.

    Additional Resources: National Federation of Families (
    [https://www.ffcmh.org/](https://www.ffcmh.org/))

    Be sure to include citations for quotations and paraphrases with references in APA format and style where appropriate. Your PowerPoint should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards.

    – 1
    – 2

  • [Solved] From the investigations of Freud during the late 19th century until the present time, theorists

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    Executive Solution Overview

    – ## FromtheinvestigationsofFreudduringthelate19thcenturyuntilthepresenttimetheorists.docx **## FromtheinvestigationsofFreudduringthelate19thcenturyuntilthepresenttimetheorists.docx** 1 From the investigations of Freud during the late 19th century until the present time, theorists have (1) made cont…

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    Assignment Prompt & Instructions

    – ## FromtheinvestigationsofFreudduringthelate19thcenturyuntilthepresenttimetheorists.docx

    **## FromtheinvestigationsofFreudduringthelate19thcenturyuntilthepresenttimetheorists.docx**

    1

    From the investigations of Freud during the late 19th century until the present time, theorists have (1) made controlled observations of human behavior and (2) speculated on the meaning of those observations.  Differences in the theories these theorists produced are due to more than differences in terminology.  They stem from differences on basic issues concerning the nature of humanity.  Over the course of the term, we will explore how the balance between introspection and empirical study continue to help us (humanity) build our understanding of self and others.

    **Your Task**

    1.
    **Main Entry:** Start a new thread and place the header — Name's Main Entry (e.g.,
    _Phyllis' Main Entry)_ at the top.  Within the body of your post,
    clearly identify each segment of the required response in order to facilitate discussion development.

    a.
    **_Early impressions:_** Another WGU Psychology student learns that you are taking a course in "positive psychology."  They have never heard of "positive psychology," but express it sounds like the study of "happiology" or "positive thinking" – all of which anyone can find recommendations for in the popular media.  As we begin this course, are you leaning toward this position? Or, would you argue differently?  Justify your response, based on your present knowledge of the field.

    b.
    **_Moving Beyond the Medical Model:_** Your readings (e.g., Seligman & Csikszentmihalyi, 2000) state that the field of Psychology has operated within a "disease model" until Positive Psychology came upon the scene. Aside from Clinical Psychology, do believe this is true of other fields of psychology, such as Developmental Psychology, Social Psychology, Learning, Motivation, Physiological Psychology, Experimental Psychology, Industrial/Organizational Psychology, Personality, etc.?  Provide examples to support your position.

    c.
    **_This Week's Videos:_** What was your largest "take-away" from the videos we watched this week.

    d.
    **_A Positive Life:_** In your own words, what are the characteristics of a positive life, and how can they be measured and taught?

    2.
    **Post Constructive Peer Feedback:** In addition to posting your thoughts to the main entry questions, respond to at least TWO (2) of your classmates' entries.  In 3 or more sentences, provide constructive feedback.  Do you have some additional thoughts on the topic?  Share them.  When providing your feedback present the logic behind it.

    **## FromtheinvestigationsofFreudduringthelate19thcenturyuntilthepresenttimetheorists.docx**

    1

    From the investigations of Freud during the late 19th century until the present time, theorists have (1) made controlled observations of human behavior and (2) speculated on the meaning of those observations.  Differences in the theories these theorists produced are due to more than differences in terminology.  They stem from differences on basic issues concerning the nature of humanity.  Over the course of the term, we will explore how the balance between introspection and empirical study continue to help us (humanity) build our understanding of self and others.

    **Your Task**

    1.
    **Main Entry:** Start a new thread and place the header — Name's Main Entry (e.g.,
    _Phyllis' Main Entry)_ at the top.  Within the body of your post,
    clearly identify each segment of the required response in order to facilitate discussion development.

    a.
    **_Early impressions:_** Another WGU Psychology student learns that you are taking a course in "positive psychology."  They have never heard of "positive psychology," but express it sounds like the study of "happiology" or "positive thinking" – all of which anyone can find recommendations for in the popular media.  As we begin this course, are you leaning toward this position? Or, would you argue differently?  Justify your response, based on your present knowledge of the field.

    b.
    **_Moving Beyond the Medical Model:_** Your readings (e.g., Seligman & Csikszentmihalyi, 2000) state that the field of Psychology has operated within a "disease model" until Positive Psychology came upon the scene. Aside from Clinical Psychology, do believe this is true of other fields of psychology, such as Developmental Psychology, Social Psychology, Learning, Motivation, Physiological Psychology, Experimental Psychology, Industrial/Organizational Psychology, Personality, etc.?  Provide examples to support your position.

    c.
    **_This Week's Videos:_** What was your largest "take-away" from the videos we watched this week.

    d.
    **_A Positive Life:_** In your own words, what are the characteristics of a positive life, and how can they be measured and taught?

    2.
    **Post Constructive Peer Feedback:** In addition to posting your thoughts to the main entry questions, respond to at least TWO (2) of your classmates' entries.  In 3 or more sentences, provide constructive feedback.  Do you have some additional thoughts on the topic?  Share them.  When providing your feedback present the logic behind it.

  • [Solved] Positive Psychology 437WK1

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## PSYC437Quiz1AnswerSheetSpring20231.docx – ## QUIZPositivePsychology437WKI.docx **## PSYC437Quiz1AnswerSheetSpring20231.docx** Page 2 of 2 **PSYC 437 – Reflection and Application 1: Answer Sheet** Please use this **Answer Sheet** to write and submit your responses to **Quiz 1**. Do not rewrite t…

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    Assignment Prompt & Instructions

    – ## PSYC437Quiz1AnswerSheetSpring20231.docx

    – ## QUIZPositivePsychology437WKI.docx

    **## PSYC437Quiz1AnswerSheetSpring20231.docx**

    Page 2 of 2

    **PSYC 437 – Reflection and Application 1: Answer Sheet**

    Please use this
    **Answer Sheet** to write and submit your responses to
    **Quiz 1**. Do not rewrite the questions. Write answers in the
    _Response_ column. Rows will expand to meet your needs. Your response lengths are not limited. Present your thoughts, clearly developing answers that reflect lessons from the assigned learning resources. When relevant course concepts are integrated into the text of your responses, please
    **bold them** to facilitate quick referencing during grading.
    **Cite resources** when appropriate. Prior to submission,
    **Save As** **“Your last name_Q1**”(e.g., Smith_Q1).

    Upload your submission to the assignment folder upon completion.

    | | |
    | — | — |
    | **I. Writing a positive outcome…** |
    | **Question** | **Response** |
    | Part 1<br>Question 1 | |
    | Question 2 | |
    | Question 3 | |
    | Question 4 | |
    | Question 5 | |
    | Part 2<br>Rewrite | |
    | Part 3<br>Question 6 | |
    | Question 7 | |
    | Question 8 | |
    | Question 9 | |
    | Question 10 | |

    REFLECTION AND APPLICATION 1 ASSIGNMENT ANSWER SHEET I All Rights Reserved (June 2, 2021)

    **## QUIZPositivePsychology437WKI.docx**

    1

    ## Positive Psychology

    ## Quiz 1: Reflection and Application

    Within our course readings it has been expressed that positive psychology is not simply the focus on positive thinking and positive emotions. It is the focus on what makes individuals and communities flourish, rather than languish.

    For the first Quiz, a practitioner’s approach will be taken. You will apply the concepts, theories, and practices discussed in Weeks 1-3 learning resources. In this manner, you will reflect upon and engage with the principles of positive psychology. This Quiz is worth 90 points. Please type responses in the provided Answer Sheet. When relevant course concepts are integrated into the text of your responses, please
    **bold the text.** Doing so helps the term(s) stand out and facilitates quick referencing during grading.

    Turnitin will be used to support citation and referencing practices.

    **Quiz 1: Writing a positive outcome…**

    For this item you will complete three tasks.

    Part 1) Read the following scenario and respond to the Questions 1-3.

    Part 2) Rewrite the scenario, according to the instructions provided.

    Part 3) Answer the assigned questions following the completion of your rewrite.

    **Go to Next Page**

    **Part 1:**
    **_The scenario…_**

    The morning sun is sneaking through the gaps in the kitchen window curtains. It is 5:48. After a week of nothing but rain, you appreciate the promise of a dry day. You have been up since 3:30AM after waking to go to the bathroom, only to realize, as you stumbled back to bed, your mind has decided to kicked on, full-throttle, picking up where you left off when you crawled into bed last night. Feeling wide awake, and unable to go back to sleep after a futile 34-minute attempt, you have been at the kitchen table nursing a mug of warm milk. Warm is a relative term. It is room temperature now. It has not been “warm” for the past hour.

    You are disappointed were not able to go back to sleep. You wonder,
    _What kind of day am I going to have now? How am I going to function on 4.5 hours of sleep?_ You look down at the table where you have been writing a list trying to clear your mind–

    · Go for 30-minute walk before kids get up

    · Make lunches

    · Find dry-cleaning stub

    · Put recycling out

    · make grocery list

    · put wet clothes in dryer

    · think about my goals and how I can move towards them each day

    · what are my weaknesses that are holding me back

    · how much do we need to plan retirement – only $200 in savings

    · did I pay the credit card?

    You drop the pen, feeling aggravated. Thinking…

    _I’ve been sitting here for nearly 1.5 hours. Why am I writing a list? I should be organized enough that this stuff is taken care of. If I took care of things instead of “thinking about them” I would not be worrying about it. Maybe I should have made the lunches instead of writing this list…. the kids wake up at the smallest of noises. So, I’ve been stuck here, being quiet._ You snort,
    _If the “love of my life” gets up at 6:30 I can sneak out for that walk._

    Then you hear the small voice of your 5-year old son. You knew it. The smallest of noises. The thudding of the pen on the notepad must have woken him. You think,
    _No way I can go for a walk now_. You go to your son’s room and tell him all is ok, go back to sleep. Seeing you he smiles, grabs his Teddy bear and snuggles in – but his eyes are
    wide open. He knows you are up.

    Hoping he will stay put, you go to the computer to check work email. Your boss wants you to read and edit a memo a coworker wrote yesterday. Ugggg. Why you? It seems every time this coworker writes a memo you are called upon to edit and correct the plethora of errors made. This coworker usually has great ideas, but has a lot of difficulty composing memos and other office communications. This morning is no different. The significance of the message to the recipient is high. You think to yourself;
    _I am going to blow my morning fixing this document instead of getting MY work done. WHY ME? What is their deal anyway?… I may as well get started on it now. Again, so much for that walk._

    You are frustrated. Looking at the clock, it is somehow 6:45. Nope, not going to get an early start on this memo either. You haven’t started breakfast, made lunches for everyone, or put recycling out yet. As this thought passes your mind, the recycling truck wizzes by – no can – no stop. Again, UGGG…

    It seems like the day is destine to be a grind, with the constant sensation that you are behind the curve…Bed …If only you could just crawl back into bed…

    **Questions:**

    **Question 1**. What roles do positive and negative emotions play in the scenario? Are the expressed emotions in the scenario consistent with creating a happy life? Explain. (8 points)

    **Question 2**. What concepts from the course readings on emotional intelligence are most applicable to the scenario? Identify the concepts, define them and outline how the concepts apply. (8 points)

    **Question** **3**. Based upon the information within the scenario, in what applicable areas might this person find sources to improve subjective wellbeing in their life? (8 points)

    **Question 4.** How are goals an important component of the scenario, impacting the happiness of the leading character? (8 points) (Hint: Week 3 reading – Snyder, 2000)

    **Question 5.** In our Week 3 learning resources, Langer & Ngnoumen (2017) discuss mindfulness. Within their discussion they introduce the topics: variability, uncertainty, and fear. What takeaways from Langer and Ngnoumen can we apply to this scenario? (8 points)

    **Part 2: _The rewrite…_**

    For Part 2, for
    10 points, you will rewrite the scenario, creating moments that hold the potential to create broaden and build effects. Use what you have learned from the Weeks 1-3 lessons to rewrite the scenario. As you do so,

    · demonstrate what the scenario looks like when a conscious effort is made to apply positive emotions to undo negative emotions. (Hint: Week 2 readings)

    · show the
    **broaden effect** moments of positivity can create.

    · show the
    **building effect** those positive moments potentially create.

    **Part 3: _Questions: In the new scenario you have created…_**

    **Question 6**. What
    **emotions** have an important impact in the new scenario you have created? How are the emotions responsible for the broaden or build effect you depict? (8 points)

    **Question 7**. Reflecting on the Week 3 readings, how could you use this exercise of rewriting the scenario to explain to a friend the role positive thinking and optimism play in health and wellbeing? Explain. (8 points)

    **Question 8**. Research: Conduct a search on the internet or our UMGC library to discover the answer to this question: What part of the brain is activated by one of the emotions demonstrated in the new scenario you have written? Identify the emotion and the relevant part of the brain that is activated. Explain what occurs in the brain when the emotion is activated. (8 points)

    **Question 9.** How has the psychological wellbeing outlook shifted in the new scenario you have written, from the original scenario, through the application of positivity? (8 points)

    **Question 10.** What are the benefits of optimism generated in your new scenario? Be specific, using concepts from the course learning materials. (8 points)

    **## QUIZPositivePsychology437WKI.docx**

    1

    ## Positive Psychology

    ## Quiz 1: Reflection and Application

    Within our course readings it has been expressed that positive psychology is not simply the focus on positive thinking and positive emotions. It is the focus on what makes individuals and communities flourish, rather than languish.

    For the first Quiz, a practitioner’s approach will be taken. You will apply the concepts, theories, and practices discussed in Weeks 1-3 learning resources. In this manner, you will reflect upon and engage with the principles of positive psychology. This Quiz is worth 90 points. Please type responses in the provided Answer Sheet. When relevant course concepts are integrated into the text of your responses, please
    **bold the text.** Doing so helps the term(s) stand out and facilitates quick referencing during grading.

    Turnitin will be used to support citation and referencing practices.

    **Quiz 1: Writing a positive outcome…**

    For this item you will complete three tasks.

    Part 1) Read the following scenario and respond to the Questions 1-3.

    Part 2) Rewrite the scenario, according to the instructions provided.

    Part 3) Answer the assigned questions following the completion of your rewrite.

    **Go to Next Page**

    **Part 1:**
    **_The scenario…_**

    The morning sun is sneaking through the gaps in the kitchen window curtains. It is 5:48. After a week of nothing but rain, you appreciate the promise of a dry day. You have been up since 3:30AM after waking to go to the bathroom, only to realize, as you stumbled back to bed, your mind has decided to kicked on, full-throttle, picking up where you left off when you crawled into bed last night. Feeling wide awake, and unable to go back to sleep after a futile 34-minute attempt, you have been at the kitchen table nursing a mug of warm milk. Warm is a relative term. It is room temperature now. It has not been “warm” for the past hour.

    You are disappointed were not able to go back to sleep. You wonder,
    _What kind of day am I going to have now? How am I going to function on 4.5 hours of sleep?_ You look down at the table where you have been writing a list trying to clear your mind–

    · Go for 30-minute walk before kids get up

    · Make lunches

    · Find dry-cleaning stub

    · Put recycling out

    · make grocery list

    · put wet clothes in dryer

    · think about my goals and how I can move towards them each day

    · what are my weaknesses that are holding me back

    · how much do we need to plan retirement – only $200 in savings

    · did I pay the credit card?

    You drop the pen, feeling aggravated. Thinking…

    _I’ve been sitting here for nearly 1.5 hours. Why am I writing a list? I should be organized enough that this stuff is taken care of. If I took care of things instead of “thinking about them” I would not be worrying about it. Maybe I should have made the lunches instead of writing this list…. the kids wake up at the smallest of noises. So, I’ve been stuck here, being quiet._ You snort,
    _If the “love of my life” gets up at 6:30 I can sneak out for that walk._

    Then you hear the small voice of your 5-year old son. You knew it. The smallest of noises. The thudding of the pen on the notepad must have woken him. You think,
    _No way I can go for a walk now_. You go to your son’s room and tell him all is ok, go back to sleep. Seeing you he smiles, grabs his Teddy bear and snuggles in – but his eyes are
    wide open. He knows you are up.

    Hoping he will stay put, you go to the computer to check work email. Your boss wants you to read and edit a memo a coworker wrote yesterday. Ugggg. Why you? It seems every time this coworker writes a memo you are called upon to edit and correct the plethora of errors made. This coworker usually has great ideas, but has a lot of difficulty composing memos and other office communications. This morning is no different. The significance of the message to the recipient is high. You think to yourself;
    _I am going to blow my morning fixing this document instead of getting MY work done. WHY ME? What is their deal anyway?… I may as well get started on it now. Again, so much for that walk._

    You are frustrated. Looking at the clock, it is somehow 6:45. Nope, not going to get an early start on this memo either. You haven’t started breakfast, made lunches for everyone, or put recycling out yet. As this thought passes your mind, the recycling truck wizzes by – no can – no stop. Again, UGGG…

    It seems like the day is destine to be a grind, with the constant sensation that you are behind the curve…Bed …If only you could just crawl back into bed…

    **Questions:**

    **Question 1**. What roles do positive and negative emotions play in the scenario? Are the expressed emotions in the scenario consistent with creating a happy life? Explain. (8 points)

    **Question 2**. What concepts from the course readings on emotional intelligence are most applicable to the scenario? Identify the concepts, define them and outline how the concepts apply. (8 points)

    **Question** **3**. Based upon the information within the scenario, in what applicable areas might this person find sources to improve subjective wellbeing in their life? (8 points)

    **Question 4.** How are goals an important component of the scenario, impacting the happiness of the leading character? (8 points) (Hint: Week 3 reading – Snyder, 2000)

    **Question 5.** In our Week 3 learning resources, Langer & Ngnoumen (2017) discuss mindfulness. Within their discussion they introduce the topics: variability, uncertainty, and fear. What takeaways from Langer and Ngnoumen can we apply to this scenario? (8 points)

    **Part 2: _The rewrite…_**

    For Part 2, for
    10 points, you will rewrite the scenario, creating moments that hold the potential to create broaden and build effects. Use what you have learned from the Weeks 1-3 lessons to rewrite the scenario. As you do so,

    · demonstrate what the scenario looks like when a conscious effort is made to apply positive emotions to undo negative emotions. (Hint: Week 2 readings)

    · show the
    **broaden effect** moments of positivity can create.

    · show the
    **building effect** those positive moments potentially create.

    **Part 3: _Questions: In the new scenario you have created…_**

    **Question 6**. What
    **emotions** have an important impact in the new scenario you have created? How are the emotions responsible for the broaden or build effect you depict? (8 points)

    **Question 7**. Reflecting on the Week 3 readings, how could you use this exercise of rewriting the scenario to explain to a friend the role positive thinking and optimism play in health and wellbeing? Explain. (8 points)

    **Question 8**. Research: Conduct a search on the internet or our UMGC library to discover the answer to this question: What part of the brain is activated by one of the emotions demonstrated in the new scenario you have written? Identify the emotion and the relevant part of the brain that is activated. Explain what occurs in the brain when the emotion is activated. (8 points)

    **Question 9.** How has the psychological wellbeing outlook shifted in the new scenario you have written, from the original scenario, through the application of positivity? (8 points)

    **Question 10.** What are the benefits of optimism generated in your new scenario? Be specific, using concepts from the course learning materials. (8 points)

    **## PSYC437Quiz1AnswerSheetSpring20231.docx**

    Page 2 of 2

    **PSYC 437 – Reflection and Application 1: Answer Sheet**

    Please use this
    **Answer Sheet** to write and submit your responses to
    **Quiz 1**. Do not rewrite the questions. Write answers in the
    _Response_ column. Rows will expand to meet your needs. Your response lengths are not limited. Present your thoughts, clearly developing answers that reflect lessons from the assigned learning resources. When relevant course concepts are integrated into the text of your responses, please
    **bold them** to facilitate quick referencing during grading.
    **Cite resources** when appropriate. Prior to submission,
    **Save As** **“Your last name_Q1**”(e.g., Smith_Q1).

    Upload your submission to the assignment folder upon completion.

    | | |
    | — | — |
    | **I. Writing a positive outcome…** |
    | **Question** | **Response** |
    | Part 1<br>Question 1 | |
    | Question 2 | |
    | Question 3 | |
    | Question 4 | |
    | Question 5 | |
    | Part 2<br>Rewrite | |
    | Part 3<br>Question 6 | |
    | Question 7 | |
    | Question 8 | |
    | Question 9 | |
    | Question 10 | |

    REFLECTION AND APPLICATION 1 ASSIGNMENT ANSWER SHEET I All Rights Reserved (June 2, 2021)

    **## QUIZPositivePsychology437WKI.docx**

    1

    ## Positive Psychology

    ## Quiz 1: Reflection and Application

    Within our course readings it has been expressed that positive psychology is not simply the focus on positive thinking and positive emotions. It is the focus on what makes individuals and communities flourish, rather than languish.

    For the first Quiz, a practitioner’s approach will be taken. You will apply the concepts, theories, and practices discussed in Weeks 1-3 learning resources. In this manner, you will reflect upon and engage with the principles of positive psychology. This Quiz is worth 90 points. Please type responses in the provided Answer Sheet. When relevant course concepts are integrated into the text of your responses, please
    **bold the text.** Doing so helps the term(s) stand out and facilitates quick referencing during grading.

    Turnitin will be used to support citation and referencing practices.

    **Quiz 1: Writing a positive outcome…**

    For this item you will complete three tasks.

    Part 1) Read the following scenario and respond to the Questions 1-3.

    Part 2) Rewrite the scenario, according to the instructions provided.

    Part 3) Answer the assigned questions following the completion of your rewrite.

    **Go to Next Page**

    **Part 1:**
    **_The scenario…_**

    The morning sun is sneaking through the gaps in the kitchen window curtains. It is 5:48. After a week of nothing but rain, you appreciate the promise of a dry day. You have been up since 3:30AM after waking to go to the bathroom, only to realize, as you stumbled back to bed, your mind has decided to kicked on, full-throttle, picking up where you left off when you crawled into bed last night. Feeling wide awake, and unable to go back to sleep after a futile 34-minute attempt, you have been at the kitchen table nursing a mug of warm milk. Warm is a relative term. It is room temperature now. It has not been “warm” for the past hour.

    You are disappointed were not able to go back to sleep. You wonder,
    _What kind of day am I going to have now? How am I going to function on 4.5 hours of sleep?_ You look down at the table where you have been writing a list trying to clear your mind–

    · Go for 30-minute walk before kids get up

    · Make lunches

    · Find dry-cleaning stub

    · Put recycling out

    · make grocery list

    · put wet clothes in dryer

    · think about my goals and how I can move towards them each day

    · what are my weaknesses that are holding me back

    · how much do we need to plan retirement – only $200 in savings

    · did I pay the credit card?

    You drop the pen, feeling aggravated. Thinking…

    _I’ve been sitting here for nearly 1.5 hours. Why am I writing a list? I should be organized enough that this stuff is taken care of. If I took care of things instead of “thinking about them” I would not be worrying about it. Maybe I should have made the lunches instead of writing this list…. the kids wake up at the smallest of noises. So, I’ve been stuck here, being quiet._ You snort,
    _If the “love of my life” gets up at 6:30 I can sneak out for that walk._

    Then you hear the small voice of your 5-year old son. You knew it. The smallest of noises. The thudding of the pen on the notepad must have woken him. You think,
    _No way I can go for a walk now_. You go to your son’s room and tell him all is ok, go back to sleep. Seeing you he smiles, grabs his Teddy bear and snuggles in – but his eyes are
    wide open. He knows you are up.

    Hoping he will stay put, you go to the computer to check work email. Your boss wants you to read and edit a memo a coworker wrote yesterday. Ugggg. Why you? It seems every time this coworker writes a memo you are called upon to edit and correct the plethora of errors made. This coworker usually has great ideas, but has a lot of difficulty composing memos and other office communications. This morning is no different. The significance of the message to the recipient is high. You think to yourself;
    _I am going to blow my morning fixing this document instead of getting MY work done. WHY ME? What is their deal anyway?… I may as well get started on it now. Again, so much for that walk._

    You are frustrated. Looking at the clock, it is somehow 6:45. Nope, not going to get an early start on this memo either. You haven’t started breakfast, made lunches for everyone, or put recycling out yet. As this thought passes your mind, the recycling truck wizzes by – no can – no stop. Again, UGGG…

    It seems like the day is destine to be a grind, with the constant sensation that you are behind the curve…Bed …If only you could just crawl back into bed…

    **Questions:**

    **Question 1**. What roles do positive and negative emotions play in the scenario? Are the expressed emotions in the scenario consistent with creating a happy life? Explain. (8 points)

    **Question 2**. What concepts from the course readings on emotional intelligence are most applicable to the scenario? Identify the concepts, define them and outline how the concepts apply. (8 points)

    **Question** **3**. Based upon the information within the scenario, in what applicable areas might this person find sources to improve subjective wellbeing in their life? (8 points)

    **Question 4.** How are goals an important component of the scenario, impacting the happiness of the leading character? (8 points) (Hint: Week 3 reading – Snyder, 2000)

    **Question 5.** In our Week 3 learning resources, Langer & Ngnoumen (2017) discuss mindfulness. Within their discussion they introduce the topics: variability, uncertainty, and fear. What takeaways from Langer and Ngnoumen can we apply to this scenario? (8 points)

    **Part 2: _The rewrite…_**

    For Part 2, for
    10 points, you will rewrite the scenario, creating moments that hold the potential to create broaden and build effects. Use what you have learned from the Weeks 1-3 lessons to rewrite the scenario. As you do so,

    · demonstrate what the scenario looks like when a conscious effort is made to apply positive emotions to undo negative emotions. (Hint: Week 2 readings)

    · show the
    **broaden effect** moments of positivity can create.

    · show the
    **building effect** those positive moments potentially create.

    **Part 3: _Questions: In the new scenario you have created…_**

    **Question 6**. What
    **emotions** have an important impact in the new scenario you have created? How are the emotions responsible for the broaden or build effect you depict? (8 points)

    **Question 7**. Reflecting on the Week 3 readings, how could you use this exercise of rewriting the scenario to explain to a friend the role positive thinking and optimism play in health and wellbeing? Explain. (8 points)

    **Question 8**. Research: Conduct a search on the internet or our UMGC library to discover the answer to this question: What part of the brain is activated by one of the emotions demonstrated in the new scenario you have written? Identify the emotion and the relevant part of the brain that is activated. Explain what occurs in the brain when the emotion is activated. (8 points)

    **Question 9.** How has the psychological wellbeing outlook shifted in the new scenario you have written, from the original scenario, through the application of positivity? (8 points)

    **Question 10.** What are the benefits of optimism generated in your new scenario? Be specific, using concepts from the course learning materials. (8 points)

    **## PSYC437Quiz1AnswerSheetSpring20231.docx**

    Page 2 of 2

    **PSYC 437 – Reflection and Application 1: Answer Sheet**

    Please use this
    **Answer Sheet** to write and submit your responses to
    **Quiz 1**. Do not rewrite the questions. Write answers in the
    _Response_ column. Rows will expand to meet your needs. Your response lengths are not limited. Present your thoughts, clearly developing answers that reflect lessons from the assigned learning resources. When relevant course concepts are integrated into the text of your responses, please
    **bold them** to facilitate quick referencing during grading.
    **Cite resources** when appropriate. Prior to submission,
    **Save As** **“Your last name_Q1**”(e.g., Smith_Q1).

    Upload your submission to the assignment folder upon completion.

    | | |
    | — | — |
    | **I. Writing a positive outcome…** |
    | **Question** | **Response** |
    | Part 1<br>Question 1 | |
    | Question 2 | |
    | Question 3 | |
    | Question 4 | |
    | Question 5 | |
    | Part 2<br>Rewrite | |
    | Part 3<br>Question 6 | |
    | Question 7 | |
    | Question 8 | |
    | Question 9 | |
    | Question 10 | |

    REFLECTION AND APPLICATION 1 ASSIGNMENT ANSWER SHEET I All Rights Reserved (June 2, 2021)

    **## QUIZPositivePsychology437WKI.docx**

    1

    ## Positive Psychology

    ## Quiz 1: Reflection and Application

    Within our course readings it has been expressed that positive psychology is not simply the focus on positive thinking and positive emotions. It is the focus on what makes individuals and communities flourish, rather than languish.

    For the first Quiz, a practitioner’s approach will be taken. You will apply the concepts, theories, and practices discussed in Weeks 1-3 learning resources. In this manner, you will reflect upon and engage with the principles of positive psychology. This Quiz is worth 90 points. Please type responses in the provided Answer Sheet. When relevant course concepts are integrated into the text of your responses, please
    **bold the text.** Doing so helps the term(s) stand out and facilitates quick referencing during grading.

    Turnitin will be used to support citation and referencing practices.

    **Quiz 1: Writing a positive outcome…**

    For this item you will complete three tasks.

    Part 1) Read the following scenario and respond to the Questions 1-3.

    Part 2) Rewrite the scenario, according to the instructions provided.

    Part 3) Answer the assigned questions following the completion of your rewrite.

    **Go to Next Page**

    **Part 1:**
    **_The scenario…_**

    The morning sun is sneaking through the gaps in the kitchen window curtains. It is 5:48. After a week of nothing but rain, you appreciate the promise of a dry day. You have been up since 3:30AM after waking to go to the bathroom, only to realize, as you stumbled back to bed, your mind has decided to kicked on, full-throttle, picking up where you left off when you crawled into bed last night. Feeling wide awake, and unable to go back to sleep after a futile 34-minute attempt, you have been at the kitchen table nursing a mug of warm milk. Warm is a relative term. It is room temperature now. It has not been “warm” for the past hour.

    You are disappointed were not able to go back to sleep. You wonder,
    _What kind of day am I going to have now? How am I going to function on 4.5 hours of sleep?_ You look down at the table where you have been writing a list trying to clear your mind–

    · Go for 30-minute walk before kids get up

    · Make lunches

    · Find dry-cleaning stub

    · Put recycling out

    · make grocery list

    · put wet clothes in dryer

    · think about my goals and how I can move towards them each day

    · what are my weaknesses that are holding me back

    · how much do we need to plan retirement – only $200 in savings

    · did I pay the credit card?

    You drop the pen, feeling aggravated. Thinking…

    _I’ve been sitting here for nearly 1.5 hours. Why am I writing a list? I should be organized enough that this stuff is taken care of. If I took care of things instead of “thinking about them” I would not be worrying about it. Maybe I should have made the lunches instead of writing this list…. the kids wake up at the smallest of noises. So, I’ve been stuck here, being quiet._ You snort,
    _If the “love of my life” gets up at 6:30 I can sneak out for that walk._

    Then you hear the small voice of your 5-year old son. You knew it. The smallest of noises. The thudding of the pen on the notepad must have woken him. You think,
    _No way I can go for a walk now_. You go to your son’s room and tell him all is ok, go back to sleep. Seeing you he smiles, grabs his Teddy bear and snuggles in – but his eyes are
    wide open. He knows you are up.

    Hoping he will stay put, you go to the computer to check work email. Your boss wants you to read and edit a memo a coworker wrote yesterday. Ugggg. Why you? It seems every time this coworker writes a memo you are called upon to edit and correct the plethora of errors made. This coworker usually has great ideas, but has a lot of difficulty composing memos and other office communications. This morning is no different. The significance of the message to the recipient is high. You think to yourself;
    _I am going to blow my morning fixing this document instead of getting MY work done. WHY ME? What is their deal anyway?… I may as well get started on it now. Again, so much for that walk._

    You are frustrated. Looking at the clock, it is somehow 6:45. Nope, not going to get an early start on this memo either. You haven’t started breakfast, made lunches for everyone, or put recycling out yet. As this thought passes your mind, the recycling truck wizzes by – no can – no stop. Again, UGGG…

    It seems like the day is destine to be a grind, with the constant sensation that you are behind the curve…Bed …If only you could just crawl back into bed…

    **Questions:**

    **Question 1**. What roles do positive and negative emotions play in the scenario? Are the expressed emotions in the scenario consistent with creating a happy life? Explain. (8 points)

    **Question 2**. What concepts from the course readings on emotional intelligence are most applicable to the scenario? Identify the concepts, define them and outline how the concepts apply. (8 points)

    **Question** **3**. Based upon the information within the scenario, in what applicable areas might this person find sources to improve subjective wellbeing in their life? (8 points)

    **Question 4.** How are goals an important component of the scenario, impacting the happiness of the leading character? (8 points) (Hint: Week 3 reading – Snyder, 2000)

    **Question 5.** In our Week 3 learning resources, Langer & Ngnoumen (2017) discuss mindfulness. Within their discussion they introduce the topics: variability, uncertainty, and fear. What takeaways from Langer and Ngnoumen can we apply to this scenario? (8 points)

    **Part 2: _The rewrite…_**

    For Part 2, for
    10 points, you will rewrite the scenario, creating moments that hold the potential to create broaden and build effects. Use what you have learned from the Weeks 1-3 lessons to rewrite the scenario. As you do so,

    · demonstrate what the scenario looks like when a conscious effort is made to apply positive emotions to undo negative emotions. (Hint: Week 2 readings)

    · show the
    **broaden effect** moments of positivity can create.

    · show the
    **building effect** those positive moments potentially create.

    **Part 3: _Questions: In the new scenario you have created…_**

    **Question 6**. What
    **emotions** have an important impact in the new scenario you have created? How are the emotions responsible for the broaden or build effect you depict? (8 points)

    **Question 7**. Reflecting on the Week 3 readings, how could you use this exercise of rewriting the scenario to explain to a friend the role positive thinking and optimism play in health and wellbeing? Explain. (8 points)

    **Question 8**. Research: Conduct a search on the internet or our UMGC library to discover the answer to this question: What part of the brain is activated by one of the emotions demonstrated in the new scenario you have written? Identify the emotion and the relevant part of the brain that is activated. Explain what occurs in the brain when the emotion is activated. (8 points)

    **Question 9.** How has the psychological wellbeing outlook shifted in the new scenario you have written, from the original scenario, through the application of positivity? (8 points)

    **Question 10.** What are the benefits of optimism generated in your new scenario? Be specific, using concepts from the course learning materials. (8 points)

    – 1
    – 2

  • [Solved] Dad’s Secret

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## dadssecretquestions.docx – ## SUMMARYDADSSECRET.docx **## dadssecretquestions.docx** Read and annotate our summary/response passage. It is important for you to spend time with this passage with careful reading and thought. Follow the directions below. Locate or annotate for the following items….

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    Assignment Prompt & Instructions

    – ## dadssecretquestions.docx

    – ## SUMMARYDADSSECRET.docx

    **## dadssecretquestions.docx**

    Read and annotate our summary/response passage.  It is important for you to spend time with this passage with careful reading and thought.  Follow the directions below.

    Locate or annotate for the following items. Some of your annotations will be notes that answer questions.  (*Annotations are notes made directly on the passage.).
    **You can print a hard copy of the passage and annotate on the hard copy using colored pens, pencils, etc.  You can also elect to save a copy of the passage to your laptop and annotate digitally. You must mark each item listed below clearly.  If you are using color coding for different items, a key should be provided.**

    · What words in the title set the tone? What kind of tone?

    · What do you think the “secret” will be?

    · Who is the author? What do we know about her?

    · 10 events from the author’s story (the biggest events)

    · 4 facts the author shares

    · 2 opinions the author names held by others

    · 2 questions that come to your mind while reading

    **You should provide pictures of each page of the annotated passage (hard copy) OR you should upload a copy of your annotated passage (digital).**

    [summresponsearticlechoiceMy Family Kept My Dad.docx](https://durhamtech.instructure.com/courses/14728/files/1838152?wrap=1)

    **## SUMMARYDADSSECRET.docx**

    **My Family Kept My Dad's Secret For Years. I Wasn't Prepared For What Telling The Truth Would Mean.**

    ****By** [**Melanie Brooks, Guest Writer**](https://www.huffpost.com/author/melaniebrooks-134)**

    **Apr 5, 2024, https://www.huffpost.com/entry/family-secret-dad-hiv-aids_n_65f22a13e4b09953f2f8aa6a**

    **Family secrets are nothing new.**

    **It’s safe to say that almost every family has probably hidden something from others, and maybe even one another, out of fear, shame, self-protection or even love. Not everyone feels the press of those reasons so acutely that the silence threaded into the secret-keeping lingers long after the secret has been revealed and becomes a crushing burden, eventually too difficult to carry.**

    **But I did.**

    **In 1985, when I was just 13 years old, my 42-year-old surgeon father underwent a quadruple bypass after suffering a heart attack. Eight months later, he received the news that the transfused blood he’d been given during surgery was contaminated with HIV and he’d contracted the virus.**

    **Almost 40 years later, those who contract HIV can live long, healthy lives with the help of medication. But in 1985, being diagnosed with the disease was nothing less than catastrophic — a nearly certain death sentence.**

    **AIDS was still a mystery back then. Misinformation, ignorance, bigotry and stigma fueled people’s views. We lived in a frightened society — one that largely believed people diagnosed with HIV were responsible for their own infection.**

    ****Family Dinner Done Right****

    **In a feature piece in the fall of 1985, Time magazine called people with AIDS “The New Untouchables.” Inconsistent and conflicting messages about how HIV spread made people afraid to even come into contact with someone infected with the virus. Many individuals known to be HIV positive or to have AIDS lost their jobs, their homes and the support of their friends and neighbors.**

    **Making matters worse were members of the evangelical Christian right who were among the loudest voices about AIDS in the 1980s and early ’90s, claiming it was a weapon of God’s wrath. Jerry Falwell, an influential Southern Baptist preacher, televangelist and founder of the Moral Majority political organization, declared, “AIDS is not just God’s punishment for homosexuals; it is God’s punishment for the society that tolerates homosexuals.” Conservative commentator Pat Buchanan, a close adviser to President Ronald Reagan, called AIDS “nature’s revenge on homosexuals.”**

    **This harmful theology played a considerable role in the way my father coped with his diagnosis. As a devout Christian who’d grown up in a fundamentalist church tradition that believed homosexuality was a sinful lifestyle choice, he struggled to reconcile his situation with society’s and the evangelical church’s stance on his disease and its causes. He feared for his personal reputation.**

    **Though he was an accomplished physician, he felt disempowered by the limitations of his — and the greater health system’s — knowledge about the facts of HIV. The only certainties were that the disease spread at a rapid rate and there was no cure. He expected, like most patients he knew or knew about, that he could die at any time in any number of terrible ways.**

    **My father was unwilling to chance infecting his patients, and he made the painful choice to end his medical practice, taking an advisory position in a national medical legal association. He refused to allow my mother, brothers or me to endure any form of ostracism because of his HIV status. His illness would be a secret.**

    **When my parents first found out about Dad’s infection, they didn’t tell me. They did, I know now, tell my two older brothers, but they left me and my younger brother out of the conversation.**

    **Trauma researchers say that our brains can hide experiences to protect us from having to relive them. To protect us from overwhelming fear or stress that is tied to them. Sometimes those experiences remain hidden forever. Maybe this is what happened to me, because even though how I knew remains a baffling hole in my memory, I knew Dad had AIDS within days of his diagnosis.**

    **As I felt my world being upended with this unwanted knowledge, I took inventory of the facts:**

    **· The news was flooded with stories of people, mostly gay men, developing horrible illnesses because of the virus.**

    **· Magazine covers on newsstands described AIDS with words like “plague” and “epidemic” and “threat.”**

    **· Parents picketed outside schools carrying signs with hateful slogans to keep away children who’d tested positive for the disease.**

    **· A group of boys in my eighth-grade class had started bullying other kids on the playground with the taunt, “Careful not to get too close to him. You might get AIDS!”**

    **· Some people at church had said God was using this disease to launch his revenge on sinners.**

    **· AIDS had no cure.**

    **· Since no one was talking about any of it with me, I understood I couldn’t talk about it either.**

    **I couldn’t talk about this thing that had stolen my sense of security and safety. I couldn’t talk about how sad I was. How alone I felt. How confused. Terrified. I couldn’t tell anyone about the nights when sleep refused to come and I’d sit with my back pushed into the wooden headboard of my bed, my knees squeezed against my chest, clutching my bedspread to my chin. I stared into the darkness, my eyes burning with the strain of trying to glimpse the thing hiding just beyond where I could see. The thing hovering over everything. I tried, but failed, to shut down the blur of frightening thoughts and images that cartwheeled through my brain as I imagined all of the possible ways Dad would die.**

    **Dad lived for 10 more years.**

    **With no road map for these circumstances, my parents were desperate to keep life as normal as possible for my brothers and me, and they hoped, I think, that not talking much about Dad’s illness would protect us (even after it was clear to them that I knew). I understood that not talking about the pain I was feeling would protect them. So we all learned to pretend.**

    **Pretending was easy. Even though Dad developed AIDS after five years and suffered (I learned much later) one opportunistic infection after another, until the final year of his life, he didn’t look sick. He didn’t look different from any other dad I knew. Most days he could get up, put on a suit and go to work. He mowed the lawn and weeded the garden on weekends. He downhill skied and ice-skated and swam and boated. He took our golden retriever on long walks. Life moved forward, and we moved with it.**

    **Just beyond the façade, though, the anguish of our circumstances hung heavy in the air. I could see my beloved dad, the man whose charisma and brilliance had always made him seem larger than life to me, shrinking beneath the stigma and shame of his illness. My dear mom, who shouldered the bulk of Dad’s physical and emotional care on her own, bent with the burden. We were all suffering, but the culture of silence created by the secret kept us from sharing in that aching grief together. Instead, we each traveled our own lonely paths of coping.**

    **Two years before he died, Dad started writing a book. It began as a personal, therapeutic attempt to try to understand the mess of what had happened to him. As his narrative took shape, he read passages to my mother, and she added thoughts of her own. An idea bloomed between them: Maybe they had something to say. Maybe their experience living with HIV and AIDS could help someone else. Maybe their unique story could dispel some of the myths that swirled in the AIDS climate of the early 1990s and add a different voice to the mix. Maybe, as Christians themselves, they could call out the Christian community for its destructive and narrow-minded views toward victims of this devastating illness and encourage a more loving, Christ-like response in the face of suffering, no matter what form it takes. Maybe their story mattered enough to break a nine-year silence and spill their secret. Our secret.**

    **I treaded carefully around the concept of the book. I knew how risky writing it was for Dad. To me, the endeavor felt precarious, like a fragile cord being woven together, thin thread by thin thread, to create a lifeline that might finally pull us out of our isolation.**

    **The book was published in 1995, six months before Dad died. My parents had broken free of the secrecy, experiencing the relief of finally talking to others about what they’d endured. And when it ended up on the Globe and Mail’s bestseller list for a couple of weeks, they were met with an outpouring of support from friends and strangers. Support that bolstered them in the final months of Dad’s life.**

    **Ironically, though, the book’s contents remained largely unspoken within my family circle. By then I was newly married and living a thousand miles away. Lost somewhere in that distance and physical separation was the permission I believed I needed to break free, too — the new set of family rules that would help me navigate a world where the secret was no longer necessary. I packed away the fear, the grief, the loss, the anger, the confusion, the shame, and I kept on pretending.**

    **My silence hung on for two more decades until I just couldn’t carry all of those stored emotions anymore. Pretending wasn’t doing me or anyone else any good. I wasn’t OK, and I hadn’t been OK for a long time. So without having any idea where the tandem endeavors might lead, I started therapy and I started writing. The road to finding the answer to what happened to me was a long and painful one. I had to look back at that moment that divided my life into a before and an after. I had to dig into memories of living in the after that sometimes felt too hard to face. Felt too frightening to reveal. That sometimes made me feel like looking at them would actually kill me. I had to pull back the curtain on the shame and fear that were still embedded in me and give them words. With the careful guidance and support of writing mentors and an excellent therapist, I finally figured out how.**

    **Until then, I realized, I had never truly been myself. All those unspeakable things stood directly in the way. Replacing that long-held silence with an honest recounting of the experience helped break down that barrier.**

    **My path to processing and finding meaning in my family’s experience is carved in words. For my mother and brothers, it has taken different shapes. Two of my brothers are physicians, following in Dad’s footsteps and making his calling to caring for others in their times of suffering their own. My oldest brother is the president of a global relief organization that works specifically with marginalized communities around the world, many of which have been devastated by HIV/AIDS. After my father died, my mother changed careers and worked for a time as a family therapist, channeling her compassion and lived experience of loneliness and isolation to offer companionship to others coping with difficult circumstances.**

    **These days, I stand directly in front of readers of my story, speaking with a confidence I’ve never felt before. Sometimes it’s to a room so packed that extra chairs are needed. On other nights, just a single soul shows up. But each time, I feel a deep sense of connection to those in attendance. I have no idea the specific stories or suffering carried by those who read my book or who raise a hand at an event and nudge the topic of spilling the secret. I can only know what I’ve carried and speak authentically about how good it feels to put it down. I can only hope that my words might help someone else put their unspoken burdens down, too.**

    **_Melanie Brooks is the author of “A Hard Silence: One Daughter Remaps Family, Grief, and Faith When HIV/AIDS Changes It All” (Vine Leaves Press, 2023) and “Writing Hard Stories: Celebrated Memoirists Who Shaped Art From Trauma” (Beacon Press, 2017). She teaches professional writing at Northeastern University and creative nonfiction in the MFA program at Bay Path University in Massachusetts. She holds an MFA in creative nonfiction from the University of Southern Maine’s Stonecoast writing program and a Certificate of Narrative Medicine from Columbia University. Her work has appeared in The Boston Globe, Psychology Today, Yankee Magazine, The Washington Post, Ms. magazine and other notable publications. She lives in New Hampshire with her husband, two children (when they are home from college) and a chocolate Lab._**

    **## SUMMARYDADSSECRET.docx**

    **My Family Kept My Dad's Secret For Years. I Wasn't Prepared For What Telling The Truth Would Mean.**

    ****By** [**Melanie Brooks, Guest Writer**](https://www.huffpost.com/author/melaniebrooks-134)**

    **Apr 5, 2024, https://www.huffpost.com/entry/family-secret-dad-hiv-aids_n_65f22a13e4b09953f2f8aa6a**

    **Family secrets are nothing new.**

    **It’s safe to say that almost every family has probably hidden something from others, and maybe even one another, out of fear, shame, self-protection or even love. Not everyone feels the press of those reasons so acutely that the silence threaded into the secret-keeping lingers long after the secret has been revealed and becomes a crushing burden, eventually too difficult to carry.**

    **But I did.**

    **In 1985, when I was just 13 years old, my 42-year-old surgeon father underwent a quadruple bypass after suffering a heart attack. Eight months later, he received the news that the transfused blood he’d been given during surgery was contaminated with HIV and he’d contracted the virus.**

    **Almost 40 years later, those who contract HIV can live long, healthy lives with the help of medication. But in 1985, being diagnosed with the disease was nothing less than catastrophic — a nearly certain death sentence.**

    **AIDS was still a mystery back then. Misinformation, ignorance, bigotry and stigma fueled people’s views. We lived in a frightened society — one that largely believed people diagnosed with HIV were responsible for their own infection.**

    ****Family Dinner Done Right****

    **In a feature piece in the fall of 1985, Time magazine called people with AIDS “The New Untouchables.” Inconsistent and conflicting messages about how HIV spread made people afraid to even come into contact with someone infected with the virus. Many individuals known to be HIV positive or to have AIDS lost their jobs, their homes and the support of their friends and neighbors.**

    **Making matters worse were members of the evangelical Christian right who were among the loudest voices about AIDS in the 1980s and early ’90s, claiming it was a weapon of God’s wrath. Jerry Falwell, an influential Southern Baptist preacher, televangelist and founder of the Moral Majority political organization, declared, “AIDS is not just God’s punishment for homosexuals; it is God’s punishment for the society that tolerates homosexuals.” Conservative commentator Pat Buchanan, a close adviser to President Ronald Reagan, called AIDS “nature’s revenge on homosexuals.”**

    **This harmful theology played a considerable role in the way my father coped with his diagnosis. As a devout Christian who’d grown up in a fundamentalist church tradition that believed homosexuality was a sinful lifestyle choice, he struggled to reconcile his situation with society’s and the evangelical church’s stance on his disease and its causes. He feared for his personal reputation.**

    **Though he was an accomplished physician, he felt disempowered by the limitations of his — and the greater health system’s — knowledge about the facts of HIV. The only certainties were that the disease spread at a rapid rate and there was no cure. He expected, like most patients he knew or knew about, that he could die at any time in any number of terrible ways.**

    **My father was unwilling to chance infecting his patients, and he made the painful choice to end his medical practice, taking an advisory position in a national medical legal association. He refused to allow my mother, brothers or me to endure any form of ostracism because of his HIV status. His illness would be a secret.**

    **When my parents first found out about Dad’s infection, they didn’t tell me. They did, I know now, tell my two older brothers, but they left me and my younger brother out of the conversation.**

    **Trauma researchers say that our brains can hide experiences to protect us from having to relive them. To protect us from overwhelming fear or stress that is tied to them. Sometimes those experiences remain hidden forever. Maybe this is what happened to me, because even though how I knew remains a baffling hole in my memory, I knew Dad had AIDS within days of his diagnosis.**

    **As I felt my world being upended with this unwanted knowledge, I took inventory of the facts:**

    **· The news was flooded with stories of people, mostly gay men, developing horrible illnesses because of the virus.**

    **· Magazine covers on newsstands described AIDS with words like “plague” and “epidemic” and “threat.”**

    **· Parents picketed outside schools carrying signs with hateful slogans to keep away children who’d tested positive for the disease.**

    **· A group of boys in my eighth-grade class had started bullying other kids on the playground with the taunt, “Careful not to get too close to him. You might get AIDS!”**

    **· Some people at church had said God was using this disease to launch his revenge on sinners.**

    **· AIDS had no cure.**

    **· Since no one was talking about any of it with me, I understood I couldn’t talk about it either.**

    **I couldn’t talk about this thing that had stolen my sense of security and safety. I couldn’t talk about how sad I was. How alone I felt. How confused. Terrified. I couldn’t tell anyone about the nights when sleep refused to come and I’d sit with my back pushed into the wooden headboard of my bed, my knees squeezed against my chest, clutching my bedspread to my chin. I stared into the darkness, my eyes burning with the strain of trying to glimpse the thing hiding just beyond where I could see. The thing hovering over everything. I tried, but failed, to shut down the blur of frightening thoughts and images that cartwheeled through my brain as I imagined all of the possible ways Dad would die.**

    **Dad lived for 10 more years.**

    **With no road map for these circumstances, my parents were desperate to keep life as normal as possible for my brothers and me, and they hoped, I think, that not talking much about Dad’s illness would protect us (even after it was clear to them that I knew). I understood that not talking about the pain I was feeling would protect them. So we all learned to pretend.**

    **Pretending was easy. Even though Dad developed AIDS after five years and suffered (I learned much later) one opportunistic infection after another, until the final year of his life, he didn’t look sick. He didn’t look different from any other dad I knew. Most days he could get up, put on a suit and go to work. He mowed the lawn and weeded the garden on weekends. He downhill skied and ice-skated and swam and boated. He took our golden retriever on long walks. Life moved forward, and we moved with it.**

    **Just beyond the façade, though, the anguish of our circumstances hung heavy in the air. I could see my beloved dad, the man whose charisma and brilliance had always made him seem larger than life to me, shrinking beneath the stigma and shame of his illness. My dear mom, who shouldered the bulk of Dad’s physical and emotional care on her own, bent with the burden. We were all suffering, but the culture of silence created by the secret kept us from sharing in that aching grief together. Instead, we each traveled our own lonely paths of coping.**

    **Two years before he died, Dad started writing a book. It began as a personal, therapeutic attempt to try to understand the mess of what had happened to him. As his narrative took shape, he read passages to my mother, and she added thoughts of her own. An idea bloomed between them: Maybe they had something to say. Maybe their experience living with HIV and AIDS could help someone else. Maybe their unique story could dispel some of the myths that swirled in the AIDS climate of the early 1990s and add a different voice to the mix. Maybe, as Christians themselves, they could call out the Christian community for its destructive and narrow-minded views toward victims of this devastating illness and encourage a more loving, Christ-like response in the face of suffering, no matter what form it takes. Maybe their story mattered enough to break a nine-year silence and spill their secret. Our secret.**

    **I treaded carefully around the concept of the book. I knew how risky writing it was for Dad. To me, the endeavor felt precarious, like a fragile cord being woven together, thin thread by thin thread, to create a lifeline that might finally pull us out of our isolation.**

    **The book was published in 1995, six months before Dad died. My parents had broken free of the secrecy, experiencing the relief of finally talking to others about what they’d endured. And when it ended up on the Globe and Mail’s bestseller list for a couple of weeks, they were met with an outpouring of support from friends and strangers. Support that bolstered them in the final months of Dad’s life.**

    **Ironically, though, the book’s contents remained largely unspoken within my family circle. By then I was newly married and living a thousand miles away. Lost somewhere in that distance and physical separation was the permission I believed I needed to break free, too — the new set of family rules that would help me navigate a world where the secret was no longer necessary. I packed away the fear, the grief, the loss, the anger, the confusion, the shame, and I kept on pretending.**

    **My silence hung on for two more decades until I just couldn’t carry all of those stored emotions anymore. Pretending wasn’t doing me or anyone else any good. I wasn’t OK, and I hadn’t been OK for a long time. So without having any idea where the tandem endeavors might lead, I started therapy and I started writing. The road to finding the answer to what happened to me was a long and painful one. I had to look back at that moment that divided my life into a before and an after. I had to dig into memories of living in the after that sometimes felt too hard to face. Felt too frightening to reveal. That sometimes made me feel like looking at them would actually kill me. I had to pull back the curtain on the shame and fear that were still embedded in me and give them words. With the careful guidance and support of writing mentors and an excellent therapist, I finally figured out how.**

    **Until then, I realized, I had never truly been myself. All those unspeakable things stood directly in the way. Replacing that long-held silence with an honest recounting of the experience helped break down that barrier.**

    **My path to processing and finding meaning in my family’s experience is carved in words. For my mother and brothers, it has taken different shapes. Two of my brothers are physicians, following in Dad’s footsteps and making his calling to caring for others in their times of suffering their own. My oldest brother is the president of a global relief organization that works specifically with marginalized communities around the world, many of which have been devastated by HIV/AIDS. After my father died, my mother changed careers and worked for a time as a family therapist, channeling her compassion and lived experience of loneliness and isolation to offer companionship to others coping with difficult circumstances.**

    **These days, I stand directly in front of readers of my story, speaking with a confidence I’ve never felt before. Sometimes it’s to a room so packed that extra chairs are needed. On other nights, just a single soul shows up. But each time, I feel a deep sense of connection to those in attendance. I have no idea the specific stories or suffering carried by those who read my book or who raise a hand at an event and nudge the topic of spilling the secret. I can only know what I’ve carried and speak authentically about how good it feels to put it down. I can only hope that my words might help someone else put their unspoken burdens down, too.**

    **_Melanie Brooks is the author of “A Hard Silence: One Daughter Remaps Family, Grief, and Faith When HIV/AIDS Changes It All” (Vine Leaves Press, 2023) and “Writing Hard Stories: Celebrated Memoirists Who Shaped Art From Trauma” (Beacon Press, 2017). She teaches professional writing at Northeastern University and creative nonfiction in the MFA program at Bay Path University in Massachusetts. She holds an MFA in creative nonfiction from the University of Southern Maine’s Stonecoast writing program and a Certificate of Narrative Medicine from Columbia University. Her work has appeared in The Boston Globe, Psychology Today, Yankee Magazine, The Washington Post, Ms. magazine and other notable publications. She lives in New Hampshire with her husband, two children (when they are home from college) and a chocolate Lab._**

    **## dadssecretquestions.docx**

    Read and annotate our summary/response passage.  It is important for you to spend time with this passage with careful reading and thought.  Follow the directions below.

    Locate or annotate for the following items. Some of your annotations will be notes that answer questions.  (*Annotations are notes made directly on the passage.).
    **You can print a hard copy of the passage and annotate on the hard copy using colored pens, pencils, etc.  You can also elect to save a copy of the passage to your laptop and annotate digitally. You must mark each item listed below clearly.  If you are using color coding for different items, a key should be provided.**

    · What words in the title set the tone? What kind of tone?

    · What do you think the “secret” will be?

    · Who is the author? What do we know about her?

    · 10 events from the author’s story (the biggest events)

    · 4 facts the author shares

    · 2 opinions the author names held by others

    · 2 questions that come to your mind while reading

    **You should provide pictures of each page of the annotated passage (hard copy) OR you should upload a copy of your annotated passage (digital).**

    [summresponsearticlechoiceMy Family Kept My Dad.docx](https://durhamtech.instructure.com/courses/14728/files/1838152?wrap=1)

    **## SUMMARYDADSSECRET.docx**

    **My Family Kept My Dad's Secret For Years. I Wasn't Prepared For What Telling The Truth Would Mean.**

    ****By** [**Melanie Brooks, Guest Writer**](https://www.huffpost.com/author/melaniebrooks-134)**

    **Apr 5, 2024, https://www.huffpost.com/entry/family-secret-dad-hiv-aids_n_65f22a13e4b09953f2f8aa6a**

    **Family secrets are nothing new.**

    **It’s safe to say that almost every family has probably hidden something from others, and maybe even one another, out of fear, shame, self-protection or even love. Not everyone feels the press of those reasons so acutely that the silence threaded into the secret-keeping lingers long after the secret has been revealed and becomes a crushing burden, eventually too difficult to carry.**

    **But I did.**

    **In 1985, when I was just 13 years old, my 42-year-old surgeon father underwent a quadruple bypass after suffering a heart attack. Eight months later, he received the news that the transfused blood he’d been given during surgery was contaminated with HIV and he’d contracted the virus.**

    **Almost 40 years later, those who contract HIV can live long, healthy lives with the help of medication. But in 1985, being diagnosed with the disease was nothing less than catastrophic — a nearly certain death sentence.**

    **AIDS was still a mystery back then. Misinformation, ignorance, bigotry and stigma fueled people’s views. We lived in a frightened society — one that largely believed people diagnosed with HIV were responsible for their own infection.**

    ****Family Dinner Done Right****

    **In a feature piece in the fall of 1985, Time magazine called people with AIDS “The New Untouchables.” Inconsistent and conflicting messages about how HIV spread made people afraid to even come into contact with someone infected with the virus. Many individuals known to be HIV positive or to have AIDS lost their jobs, their homes and the support of their friends and neighbors.**

    **Making matters worse were members of the evangelical Christian right who were among the loudest voices about AIDS in the 1980s and early ’90s, claiming it was a weapon of God’s wrath. Jerry Falwell, an influential Southern Baptist preacher, televangelist and founder of the Moral Majority political organization, declared, “AIDS is not just God’s punishment for homosexuals; it is God’s punishment for the society that tolerates homosexuals.” Conservative commentator Pat Buchanan, a close adviser to President Ronald Reagan, called AIDS “nature’s revenge on homosexuals.”**

    **This harmful theology played a considerable role in the way my father coped with his diagnosis. As a devout Christian who’d grown up in a fundamentalist church tradition that believed homosexuality was a sinful lifestyle choice, he struggled to reconcile his situation with society’s and the evangelical church’s stance on his disease and its causes. He feared for his personal reputation.**

    **Though he was an accomplished physician, he felt disempowered by the limitations of his — and the greater health system’s — knowledge about the facts of HIV. The only certainties were that the disease spread at a rapid rate and there was no cure. He expected, like most patients he knew or knew about, that he could die at any time in any number of terrible ways.**

    **My father was unwilling to chance infecting his patients, and he made the painful choice to end his medical practice, taking an advisory position in a national medical legal association. He refused to allow my mother, brothers or me to endure any form of ostracism because of his HIV status. His illness would be a secret.**

    **When my parents first found out about Dad’s infection, they didn’t tell me. They did, I know now, tell my two older brothers, but they left me and my younger brother out of the conversation.**

    **Trauma researchers say that our brains can hide experiences to protect us from having to relive them. To protect us from overwhelming fear or stress that is tied to them. Sometimes those experiences remain hidden forever. Maybe this is what happened to me, because even though how I knew remains a baffling hole in my memory, I knew Dad had AIDS within days of his diagnosis.**

    **As I felt my world being upended with this unwanted knowledge, I took inventory of the facts:**

    **· The news was flooded with stories of people, mostly gay men, developing horrible illnesses because of the virus.**

    **· Magazine covers on newsstands described AIDS with words like “plague” and “epidemic” and “threat.”**

    **· Parents picketed outside schools carrying signs with hateful slogans to keep away children who’d tested positive for the disease.**

    **· A group of boys in my eighth-grade class had started bullying other kids on the playground with the taunt, “Careful not to get too close to him. You might get AIDS!”**

    **· Some people at church had said God was using this disease to launch his revenge on sinners.**

    **· AIDS had no cure.**

    **· Since no one was talking about any of it with me, I understood I couldn’t talk about it either.**

    **I couldn’t talk about this thing that had stolen my sense of security and safety. I couldn’t talk about how sad I was. How alone I felt. How confused. Terrified. I couldn’t tell anyone about the nights when sleep refused to come and I’d sit with my back pushed into the wooden headboard of my bed, my knees squeezed against my chest, clutching my bedspread to my chin. I stared into the darkness, my eyes burning with the strain of trying to glimpse the thing hiding just beyond where I could see. The thing hovering over everything. I tried, but failed, to shut down the blur of frightening thoughts and images that cartwheeled through my brain as I imagined all of the possible ways Dad would die.**

    **Dad lived for 10 more years.**

    **With no road map for these circumstances, my parents were desperate to keep life as normal as possible for my brothers and me, and they hoped, I think, that not talking much about Dad’s illness would protect us (even after it was clear to them that I knew). I understood that not talking about the pain I was feeling would protect them. So we all learned to pretend.**

    **Pretending was easy. Even though Dad developed AIDS after five years and suffered (I learned much later) one opportunistic infection after another, until the final year of his life, he didn’t look sick. He didn’t look different from any other dad I knew. Most days he could get up, put on a suit and go to work. He mowed the lawn and weeded the garden on weekends. He downhill skied and ice-skated and swam and boated. He took our golden retriever on long walks. Life moved forward, and we moved with it.**

    **Just beyond the façade, though, the anguish of our circumstances hung heavy in the air. I could see my beloved dad, the man whose charisma and brilliance had always made him seem larger than life to me, shrinking beneath the stigma and shame of his illness. My dear mom, who shouldered the bulk of Dad’s physical and emotional care on her own, bent with the burden. We were all suffering, but the culture of silence created by the secret kept us from sharing in that aching grief together. Instead, we each traveled our own lonely paths of coping.**

    **Two years before he died, Dad started writing a book. It began as a personal, therapeutic attempt to try to understand the mess of what had happened to him. As his narrative took shape, he read passages to my mother, and she added thoughts of her own. An idea bloomed between them: Maybe they had something to say. Maybe their experience living with HIV and AIDS could help someone else. Maybe their unique story could dispel some of the myths that swirled in the AIDS climate of the early 1990s and add a different voice to the mix. Maybe, as Christians themselves, they could call out the Christian community for its destructive and narrow-minded views toward victims of this devastating illness and encourage a more loving, Christ-like response in the face of suffering, no matter what form it takes. Maybe their story mattered enough to break a nine-year silence and spill their secret. Our secret.**

    **I treaded carefully around the concept of the book. I knew how risky writing it was for Dad. To me, the endeavor felt precarious, like a fragile cord being woven together, thin thread by thin thread, to create a lifeline that might finally pull us out of our isolation.**

    **The book was published in 1995, six months before Dad died. My parents had broken free of the secrecy, experiencing the relief of finally talking to others about what they’d endured. And when it ended up on the Globe and Mail’s bestseller list for a couple of weeks, they were met with an outpouring of support from friends and strangers. Support that bolstered them in the final months of Dad’s life.**

    **Ironically, though, the book’s contents remained largely unspoken within my family circle. By then I was newly married and living a thousand miles away. Lost somewhere in that distance and physical separation was the permission I believed I needed to break free, too — the new set of family rules that would help me navigate a world where the secret was no longer necessary. I packed away the fear, the grief, the loss, the anger, the confusion, the shame, and I kept on pretending.**

    **My silence hung on for two more decades until I just couldn’t carry all of those stored emotions anymore. Pretending wasn’t doing me or anyone else any good. I wasn’t OK, and I hadn’t been OK for a long time. So without having any idea where the tandem endeavors might lead, I started therapy and I started writing. The road to finding the answer to what happened to me was a long and painful one. I had to look back at that moment that divided my life into a before and an after. I had to dig into memories of living in the after that sometimes felt too hard to face. Felt too frightening to reveal. That sometimes made me feel like looking at them would actually kill me. I had to pull back the curtain on the shame and fear that were still embedded in me and give them words. With the careful guidance and support of writing mentors and an excellent therapist, I finally figured out how.**

    **Until then, I realized, I had never truly been myself. All those unspeakable things stood directly in the way. Replacing that long-held silence with an honest recounting of the experience helped break down that barrier.**

    **My path to processing and finding meaning in my family’s experience is carved in words. For my mother and brothers, it has taken different shapes. Two of my brothers are physicians, following in Dad’s footsteps and making his calling to caring for others in their times of suffering their own. My oldest brother is the president of a global relief organization that works specifically with marginalized communities around the world, many of which have been devastated by HIV/AIDS. After my father died, my mother changed careers and worked for a time as a family therapist, channeling her compassion and lived experience of loneliness and isolation to offer companionship to others coping with difficult circumstances.**

    **These days, I stand directly in front of readers of my story, speaking with a confidence I’ve never felt before. Sometimes it’s to a room so packed that extra chairs are needed. On other nights, just a single soul shows up. But each time, I feel a deep sense of connection to those in attendance. I have no idea the specific stories or suffering carried by those who read my book or who raise a hand at an event and nudge the topic of spilling the secret. I can only know what I’ve carried and speak authentically about how good it feels to put it down. I can only hope that my words might help someone else put their unspoken burdens down, too.**

    **_Melanie Brooks is the author of “A Hard Silence: One Daughter Remaps Family, Grief, and Faith When HIV/AIDS Changes It All” (Vine Leaves Press, 2023) and “Writing Hard Stories: Celebrated Memoirists Who Shaped Art From Trauma” (Beacon Press, 2017). She teaches professional writing at Northeastern University and creative nonfiction in the MFA program at Bay Path University in Massachusetts. She holds an MFA in creative nonfiction from the University of Southern Maine’s Stonecoast writing program and a Certificate of Narrative Medicine from Columbia University. Her work has appeared in The Boston Globe, Psychology Today, Yankee Magazine, The Washington Post, Ms. magazine and other notable publications. She lives in New Hampshire with her husband, two children (when they are home from college) and a chocolate Lab._**

    **## dadssecretquestions.docx**

    Read and annotate our summary/response passage.  It is important for you to spend time with this passage with careful reading and thought.  Follow the directions below.

    Locate or annotate for the following items. Some of your annotations will be notes that answer questions.  (*Annotations are notes made directly on the passage.).
    **You can print a hard copy of the passage and annotate on the hard copy using colored pens, pencils, etc.  You can also elect to save a copy of the passage to your laptop and annotate digitally. You must mark each item listed below clearly.  If you are using color coding for different items, a key should be provided.**

    · What words in the title set the tone? What kind of tone?

    · What do you think the “secret” will be?

    · Who is the author? What do we know about her?

    · 10 events from the author’s story (the biggest events)

    · 4 facts the author shares

    · 2 opinions the author names held by others

    · 2 questions that come to your mind while reading

    **You should provide pictures of each page of the annotated passage (hard copy) OR you should upload a copy of your annotated passage (digital).**

    [summresponsearticlechoiceMy Family Kept My Dad.docx](https://durhamtech.instructure.com/courses/14728/files/1838152?wrap=1)

    **## SUMMARYDADSSECRET.docx**

    **My Family Kept My Dad's Secret For Years. I Wasn't Prepared For What Telling The Truth Would Mean.**

    ****By** [**Melanie Brooks, Guest Writer**](https://www.huffpost.com/author/melaniebrooks-134)**

    **Apr 5, 2024, https://www.huffpost.com/entry/family-secret-dad-hiv-aids_n_65f22a13e4b09953f2f8aa6a**

    **Family secrets are nothing new.**

    **It’s safe to say that almost every family has probably hidden something from others, and maybe even one another, out of fear, shame, self-protection or even love. Not everyone feels the press of those reasons so acutely that the silence threaded into the secret-keeping lingers long after the secret has been revealed and becomes a crushing burden, eventually too difficult to carry.**

    **But I did.**

    **In 1985, when I was just 13 years old, my 42-year-old surgeon father underwent a quadruple bypass after suffering a heart attack. Eight months later, he received the news that the transfused blood he’d been given during surgery was contaminated with HIV and he’d contracted the virus.**

    **Almost 40 years later, those who contract HIV can live long, healthy lives with the help of medication. But in 1985, being diagnosed with the disease was nothing less than catastrophic — a nearly certain death sentence.**

    **AIDS was still a mystery back then. Misinformation, ignorance, bigotry and stigma fueled people’s views. We lived in a frightened society — one that largely believed people diagnosed with HIV were responsible for their own infection.**

    ****Family Dinner Done Right****

    **In a feature piece in the fall of 1985, Time magazine called people with AIDS “The New Untouchables.” Inconsistent and conflicting messages about how HIV spread made people afraid to even come into contact with someone infected with the virus. Many individuals known to be HIV positive or to have AIDS lost their jobs, their homes and the support of their friends and neighbors.**

    **Making matters worse were members of the evangelical Christian right who were among the loudest voices about AIDS in the 1980s and early ’90s, claiming it was a weapon of God’s wrath. Jerry Falwell, an influential Southern Baptist preacher, televangelist and founder of the Moral Majority political organization, declared, “AIDS is not just God’s punishment for homosexuals; it is God’s punishment for the society that tolerates homosexuals.” Conservative commentator Pat Buchanan, a close adviser to President Ronald Reagan, called AIDS “nature’s revenge on homosexuals.”**

    **This harmful theology played a considerable role in the way my father coped with his diagnosis. As a devout Christian who’d grown up in a fundamentalist church tradition that believed homosexuality was a sinful lifestyle choice, he struggled to reconcile his situation with society’s and the evangelical church’s stance on his disease and its causes. He feared for his personal reputation.**

    **Though he was an accomplished physician, he felt disempowered by the limitations of his — and the greater health system’s — knowledge about the facts of HIV. The only certainties were that the disease spread at a rapid rate and there was no cure. He expected, like most patients he knew or knew about, that he could die at any time in any number of terrible ways.**

    **My father was unwilling to chance infecting his patients, and he made the painful choice to end his medical practice, taking an advisory position in a national medical legal association. He refused to allow my mother, brothers or me to endure any form of ostracism because of his HIV status. His illness would be a secret.**

    **When my parents first found out about Dad’s infection, they didn’t tell me. They did, I know now, tell my two older brothers, but they left me and my younger brother out of the conversation.**

    **Trauma researchers say that our brains can hide experiences to protect us from having to relive them. To protect us from overwhelming fear or stress that is tied to them. Sometimes those experiences remain hidden forever. Maybe this is what happened to me, because even though how I knew remains a baffling hole in my memory, I knew Dad had AIDS within days of his diagnosis.**

    **As I felt my world being upended with this unwanted knowledge, I took inventory of the facts:**

    **· The news was flooded with stories of people, mostly gay men, developing horrible illnesses because of the virus.**

    **· Magazine covers on newsstands described AIDS with words like “plague” and “epidemic” and “threat.”**

    **· Parents picketed outside schools carrying signs with hateful slogans to keep away children who’d tested positive for the disease.**

    **· A group of boys in my eighth-grade class had started bullying other kids on the playground with the taunt, “Careful not to get too close to him. You might get AIDS!”**

    **· Some people at church had said God was using this disease to launch his revenge on sinners.**

    **· AIDS had no cure.**

    **· Since no one was talking about any of it with me, I understood I couldn’t talk about it either.**

    **I couldn’t talk about this thing that had stolen my sense of security and safety. I couldn’t talk about how sad I was. How alone I felt. How confused. Terrified. I couldn’t tell anyone about the nights when sleep refused to come and I’d sit with my back pushed into the wooden headboard of my bed, my knees squeezed against my chest, clutching my bedspread to my chin. I stared into the darkness, my eyes burning with the strain of trying to glimpse the thing hiding just beyond where I could see. The thing hovering over everything. I tried, but failed, to shut down the blur of frightening thoughts and images that cartwheeled through my brain as I imagined all of the possible ways Dad would die.**

    **Dad lived for 10 more years.**

    **With no road map for these circumstances, my parents were desperate to keep life as normal as possible for my brothers and me, and they hoped, I think, that not talking much about Dad’s illness would protect us (even after it was clear to them that I knew). I understood that not talking about the pain I was feeling would protect them. So we all learned to pretend.**

    **Pretending was easy. Even though Dad developed AIDS after five years and suffered (I learned much later) one opportunistic infection after another, until the final year of his life, he didn’t look sick. He didn’t look different from any other dad I knew. Most days he could get up, put on a suit and go to work. He mowed the lawn and weeded the garden on weekends. He downhill skied and ice-skated and swam and boated. He took our golden retriever on long walks. Life moved forward, and we moved with it.**

    **Just beyond the façade, though, the anguish of our circumstances hung heavy in the air. I could see my beloved dad, the man whose charisma and brilliance had always made him seem larger than life to me, shrinking beneath the stigma and shame of his illness. My dear mom, who shouldered the bulk of Dad’s physical and emotional care on her own, bent with the burden. We were all suffering, but the culture of silence created by the secret kept us from sharing in that aching grief together. Instead, we each traveled our own lonely paths of coping.**

    **Two years before he died, Dad started writing a book. It began as a personal, therapeutic attempt to try to understand the mess of what had happened to him. As his narrative took shape, he read passages to my mother, and she added thoughts of her own. An idea bloomed between them: Maybe they had something to say. Maybe their experience living with HIV and AIDS could help someone else. Maybe their unique story could dispel some of the myths that swirled in the AIDS climate of the early 1990s and add a different voice to the mix. Maybe, as Christians themselves, they could call out the Christian community for its destructive and narrow-minded views toward victims of this devastating illness and encourage a more loving, Christ-like response in the face of suffering, no matter what form it takes. Maybe their story mattered enough to break a nine-year silence and spill their secret. Our secret.**

    **I treaded carefully around the concept of the book. I knew how risky writing it was for Dad. To me, the endeavor felt precarious, like a fragile cord being woven together, thin thread by thin thread, to create a lifeline that might finally pull us out of our isolation.**

    **The book was published in 1995, six months before Dad died. My parents had broken free of the secrecy, experiencing the relief of finally talking to others about what they’d endured. And when it ended up on the Globe and Mail’s bestseller list for a couple of weeks, they were met with an outpouring of support from friends and strangers. Support that bolstered them in the final months of Dad’s life.**

    **Ironically, though, the book’s contents remained largely unspoken within my family circle. By then I was newly married and living a thousand miles away. Lost somewhere in that distance and physical separation was the permission I believed I needed to break free, too — the new set of family rules that would help me navigate a world where the secret was no longer necessary. I packed away the fear, the grief, the loss, the anger, the confusion, the shame, and I kept on pretending.**

    **My silence hung on for two more decades until I just couldn’t carry all of those stored emotions anymore. Pretending wasn’t doing me or anyone else any good. I wasn’t OK, and I hadn’t been OK for a long time. So without having any idea where the tandem endeavors might lead, I started therapy and I started writing. The road to finding the answer to what happened to me was a long and painful one. I had to look back at that moment that divided my life into a before and an after. I had to dig into memories of living in the after that sometimes felt too hard to face. Felt too frightening to reveal. That sometimes made me feel like looking at them would actually kill me. I had to pull back the curtain on the shame and fear that were still embedded in me and give them words. With the careful guidance and support of writing mentors and an excellent therapist, I finally figured out how.**

    **Until then, I realized, I had never truly been myself. All those unspeakable things stood directly in the way. Replacing that long-held silence with an honest recounting of the experience helped break down that barrier.**

    **My path to processing and finding meaning in my family’s experience is carved in words. For my mother and brothers, it has taken different shapes. Two of my brothers are physicians, following in Dad’s footsteps and making his calling to caring for others in their times of suffering their own. My oldest brother is the president of a global relief organization that works specifically with marginalized communities around the world, many of which have been devastated by HIV/AIDS. After my father died, my mother changed careers and worked for a time as a family therapist, channeling her compassion and lived experience of loneliness and isolation to offer companionship to others coping with difficult circumstances.**

    **These days, I stand directly in front of readers of my story, speaking with a confidence I’ve never felt before. Sometimes it’s to a room so packed that extra chairs are needed. On other nights, just a single soul shows up. But each time, I feel a deep sense of connection to those in attendance. I have no idea the specific stories or suffering carried by those who read my book or who raise a hand at an event and nudge the topic of spilling the secret. I can only know what I’ve carried and speak authentically about how good it feels to put it down. I can only hope that my words might help someone else put their unspoken burdens down, too.**

    **_Melanie Brooks is the author of “A Hard Silence: One Daughter Remaps Family, Grief, and Faith When HIV/AIDS Changes It All” (Vine Leaves Press, 2023) and “Writing Hard Stories: Celebrated Memoirists Who Shaped Art From Trauma” (Beacon Press, 2017). She teaches professional writing at Northeastern University and creative nonfiction in the MFA program at Bay Path University in Massachusetts. She holds an MFA in creative nonfiction from the University of Southern Maine’s Stonecoast writing program and a Certificate of Narrative Medicine from Columbia University. Her work has appeared in The Boston Globe, Psychology Today, Yankee Magazine, The Washington Post, Ms. magazine and other notable publications. She lives in New Hampshire with her husband, two children (when they are home from college) and a chocolate Lab._**

    – 1
    – 2

  • [Solved] WK1 QUESTION2 HP-216

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    COMPLETE ALL QUESTION IN DETAIL WITH INSTRUCTIONS – ## WK1QUESTIONS2HP-216.docx **## WK1QUESTIONS2HP-216.docx** Instructions: Assign the most appropriate ICD-10-CM diagnosis code(s). WK1 Question2 HP-216 1) Hearing loss, fever, swollen axillary lymph nodes, and infective otitis externa, left ear FIL…

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    COMPLETE ALL QUESTION IN DETAIL WITH INSTRUCTIONS

    – ## WK1QUESTIONS2HP-216.docx

    **## WK1QUESTIONS2HP-216.docx**

    Instructions: Assign the most appropriate ICD-10-CM diagnosis code(s).

    WK1 Question2 HP-216

    1) Hearing loss, fever, swollen axillary lymph nodes, and infective otitis externa, left ear FILL IN BLANK

    2) Focal epilepsy FILL IN BLANK

    3) Type 2 diabetes mellitus without complication FILL IN BLANK

    4) Personal history of thyroid cancer FILL IN BLANK

    5) Shortness of breath FILL IN BLANK

    6) Foot pain, plantar fasciitis FILL IN BLANK

    7) Peripheral neuropathy due to type 2 diabetes mellitus FILL IN BLANK

    8) Prostatitis FILL IN BLANK

    9)Acute and chronic salpingo-oophoritis FILL IN BLANK 2 ANSWERS

    10) Chlamydial pneumonia FILL IN BLANK

    11) A 45-year-old male patient is admitted with complaints of fever, headache, fatigue, and a sore throat. This patient is also seen frequently in the HIV clinic. The patient is admitted for further evaluation. Laboratory testing reveals that the patient has toxoplasmosis. The patient's CD4 cell count is 125, which is below the normal of 200. The patient is treated for several days with intravenous pyrimethamine and clindamycin. After 15 days, the patient is in slightly improved condition and will be followed at the clinic. Medications administrated intravenously will be continued by mouth after hospital discharge. Discharge diagnosis is disseminated toxoplasmosis due to AIDS.

    Which code(s) are reported?

    Responses

    · B20

    · R50.9, R51.9, R53.83, J02.9, B58.89

    · B58.9, B20

    ·
    B20, B58.89

    12)5-year-old female is seen in the emergency department (ED) with the main complaint of musculoskeletal pain. The patient has had this "all over" pain for over a year and has never seen a physician about it. Examination in the ED reveals that the patient has pain in her shoulders and lower back. She also reports difficulty sleeping due to the pain. The patient also has some mild edema of the extremities. She is admitted to rule out congestive heart failure and kidney failure, both of which could be a cause of the edema. Laboratory tests are all within normal range. Chest X-ray and shoulder X-ray are all normal per radiology reports. The patient is discharged after two days in the hospital with medications to alleviate pain and to help her sleep. Discharge diagnosis is musculoskeletal pain, likely fibromyalgia. Which ICD-10-CM inpatient facility diagnosis code(s) are reported?

    Responses

    · M79.0, M79.7

    · M79.7

    · M54.2, M25.519, M54.50

    ·
    M79.18, M54.2, M25.519, M54.50

    13) Admission diagnoses include weight loss, hypotension, and weakness. Final diagnosis is adrenal hypofunction. Which ICD-10-CM inpatient facility diagnosis code is reported?

    Responses

    · E27.0

    · E27.40

    · E27.3

    ·
    E27.2

    14) 25-year-old male patient is seen in the emergency department (ED) with the symptom of epigastric pain. The patient reports that he has had this pain for four weeks. In the ED, the patient vomits, but the pain is not relieved. The patient is admitted, and the following diagnostic tests are performed: complete blood count, urinalysis, and gastrointestinal x-ray series. Testing determines that the patient has acute pancreatitis. The patient is discharged in improved condition. Which ICD-10-CM inpatient facility diagnosis code is reported?

    Responses

    · K85.80

    · K85.90

    · K85.00

    ·
    K85.30

    15)  16-year-old female patient is seen in the urgent care center of a hospital with the complaint of shortness of breath. Upon examination, the patient is found to be using accessory muscles to breathe. Pulse oximetry is placed on the patient, and arterial blood gases are monitored. The patient is given several nebulizer treatments. However, her breathing does not improve. She is admitted with the diagnosis of asthma. Upon admission, the patient receives intravenous corticosteroids, nebulizer treatments, and subcutaneous epinephrine. Her breathing does improve after this treatment. The patient is monitored for 24 hours and discharged. Discharge diagnosis is "asthma, status asthmaticus." Which ICD-10-CM inpatient facility diagnosis code(s) are reported?

    Responses

    · J45.902

    · J45.32

    · J45.21

    · J45.20, J45.22

    16) A patient is admitted to Mingo River Hospital with the complaint of headaches and nosebleeds. The 67-year-old patient takes daily medication for arthritis. He is admitted with an elevated blood pressure of 185/100. While in the hospital, the patient falls on a wet hallway and fractures his left wrist, which is treated and casted. His daily medications for arthritis are continued while he is in the hospital. He is also given intravenous antihypertensive medications. Discharge diagnoses are hypertension, degenerative joint disease, and left wrist fracture. Which is the ICD-10-CM inpatient facility principal diagnosis?

    Responses

    · Hypertension

    · Headache

    · Nosebleed

    ·
    Fracture of the wrist

    17) Patient is admitted to the acute care facility with a chief complaint of chest pain. Further examination and history determine that the patient also has joint pain, swelling of the extremities, and hair loss. Laboratory testing confirms that the patient is slightly anemic. After two days in the hospital, the patient is discharged to follow-up as an outpatient. Discharge diagnoses include myocardial infarction ruled out and possible systemic lupus erythematosus. Which is the inpatient facility principal diagnosis?

    Responses

    · Chest pain

    · Myocardial infarction

    · Anemia

    ·
    Systemic lupus erythematosus

    18) A patient is admitted to the acute care facility with the chief complaint of shortness of breath. Per the patient's history, he has been diagnosed and treated for congestive heart failure (CHF) in the past. The patient is treated during this admission with intravenous Lasix and oxygen therapy. A chest x-ray reveals minor atelectasis, which was not treated during the admission. Discharge diagnosis is CHF. Which action should the coder take regarding the documented atelectasis on the chest X-ray report?

    Responses

    · Do not code it because the patient did not receive treatment for it.

    .

    · Query the attending physician to ask if the condition should be reported.

    .

    · Query the radiologist to ask if the condition should be coded and reported.

    .

    ·
    Assign a code for the atelectasis (along with congestive heart failure).

    19) A 55-year-old male patient is admitted with chief complaints of dizziness, shortness of breath, and chest pain. The patient undergoes an electrocardiogram to determine heart functioning and serum enzymes to rule out myocardial infarction. Digoxin is administered for suspected dilated cardiomyopathy, and the patient is placed on oxygen via nasal cannula to treat both conditions. The patient also undergoes an echocardiogram and a cardiac catheterization. The echocardiogram confirms that the patient has dilated cardiomyopathy, and the cardiac catheterization confirms a myocardial infarction. After five days in the cardiac care unit, the patient is discharged to an intermediate care facility. Discharge diagnoses include myocardial infarction and dilated cardiomyopathy. For ICD-10-CM inpatient facility diagnoses, the coder should

    Responses

    · assign a code for the dilated cardiomyopathy only.

    assign a code for the dilated cardiomyopathy only.

    · assign a code for the chest pain only.

    assign a code for the chest pain only.

    · query the physician to ask which condition is principal.

    query the physician to ask which condition is principal.

    ·
    report either dilated cardiomyopathy or myocardial infarction as principal.

    20) The patient is a 54-year-old male who was a passenger in a car his son was driving. Apparently, the boy fell asleep at the wheel; the car was totaled. Patient was brought to the emergency room by ambulance. He is not sure whether he had any head trauma but complains primarily of pain in his left anterior chest and left shoulder. He was seen in the emergency room, which revealed that he had displaced fracture of his left fourth anterior rib. The physician did not see any fracture of the left shoulder but thought that there might be an acromioclavicular separation.

    The patient was admitted for observation and treatment of his pain. He had tenderness over the left third and fourth anterior ribs and very little use of his left shoulder. He also had tenderness to palpation over the acromioclavicular joint. The patient was admitted and started on analgesics. He did not have much movement of his left shoulder, although this gradually improved during his hospital stay. On the second hospital day, it was noted that he had very little movement of air in the left upper lobe; repeat chest x-ray was obtained, which showed a small pleural effusion on the left and possible pneumonia in the left lower lobe. He was started on Velosef, and the chest x-ray was repeated. The pleural effusion gradually resolved, and the area of pneumonia improved. The patient was continued on the Velosef. He was subsequently discharged.

    FINAL DIAGNOSES: Automobile accident. Closed fracture, left fourth anterior rib. Possible acromioclavicular joint dislocation, left. Pneumonia. Pleural effusion. (Initial encounter.)

    From an ICD-10-CM inpatient facility perspective, what diagnosis(es) should/should not be reported?

    Responses

    · Report the rib fracture as principal.

    · Do not code possible A/C dislocation.

    .

    · Report all listed diagnoses in the discharge diagnosis.

    ·
    Do not code rib fracture.

    21) Kaposi's sarcoma of right lung FILL IN THE BLANK

    22) Acute blood loss anemia FILL IN BLANK

    23) Acute narrow angle glaucoma, left eye FILL IN BLANK

    24) Subarachnoid hematoma of a newborn FILL IN BLANK

    25) Acute cortical kidney necrosis FILL IN BLANK

    **## WK1QUESTIONS2HP-216.docx**

    Instructions: Assign the most appropriate ICD-10-CM diagnosis code(s).

    WK1 Question2 HP-216

    1) Hearing loss, fever, swollen axillary lymph nodes, and infective otitis externa, left ear FILL IN BLANK

    2) Focal epilepsy FILL IN BLANK

    3) Type 2 diabetes mellitus without complication FILL IN BLANK

    4) Personal history of thyroid cancer FILL IN BLANK

    5) Shortness of breath FILL IN BLANK

    6) Foot pain, plantar fasciitis FILL IN BLANK

    7) Peripheral neuropathy due to type 2 diabetes mellitus FILL IN BLANK

    8) Prostatitis FILL IN BLANK

    9)Acute and chronic salpingo-oophoritis FILL IN BLANK 2 ANSWERS

    10) Chlamydial pneumonia FILL IN BLANK

    11) A 45-year-old male patient is admitted with complaints of fever, headache, fatigue, and a sore throat. This patient is also seen frequently in the HIV clinic. The patient is admitted for further evaluation. Laboratory testing reveals that the patient has toxoplasmosis. The patient's CD4 cell count is 125, which is below the normal of 200. The patient is treated for several days with intravenous pyrimethamine and clindamycin. After 15 days, the patient is in slightly improved condition and will be followed at the clinic. Medications administrated intravenously will be continued by mouth after hospital discharge. Discharge diagnosis is disseminated toxoplasmosis due to AIDS.

    Which code(s) are reported?

    Responses

    · B20

    · R50.9, R51.9, R53.83, J02.9, B58.89

    · B58.9, B20

    ·
    B20, B58.89

    12)5-year-old female is seen in the emergency department (ED) with the main complaint of musculoskeletal pain. The patient has had this "all over" pain for over a year and has never seen a physician about it. Examination in the ED reveals that the patient has pain in her shoulders and lower back. She also reports difficulty sleeping due to the pain. The patient also has some mild edema of the extremities. She is admitted to rule out congestive heart failure and kidney failure, both of which could be a cause of the edema. Laboratory tests are all within normal range. Chest X-ray and shoulder X-ray are all normal per radiology reports. The patient is discharged after two days in the hospital with medications to alleviate pain and to help her sleep. Discharge diagnosis is musculoskeletal pain, likely fibromyalgia. Which ICD-10-CM inpatient facility diagnosis code(s) are reported?

    Responses

    · M79.0, M79.7

    · M79.7

    · M54.2, M25.519, M54.50

    ·
    M79.18, M54.2, M25.519, M54.50

    13) Admission diagnoses include weight loss, hypotension, and weakness. Final diagnosis is adrenal hypofunction. Which ICD-10-CM inpatient facility diagnosis code is reported?

    Responses

    · E27.0

    · E27.40

    · E27.3

    ·
    E27.2

    14) 25-year-old male patient is seen in the emergency department (ED) with the symptom of epigastric pain. The patient reports that he has had this pain for four weeks. In the ED, the patient vomits, but the pain is not relieved. The patient is admitted, and the following diagnostic tests are performed: complete blood count, urinalysis, and gastrointestinal x-ray series. Testing determines that the patient has acute pancreatitis. The patient is discharged in improved condition. Which ICD-10-CM inpatient facility diagnosis code is reported?

    Responses

    · K85.80

    · K85.90

    · K85.00

    ·
    K85.30

    15)  16-year-old female patient is seen in the urgent care center of a hospital with the complaint of shortness of breath. Upon examination, the patient is found to be using accessory muscles to breathe. Pulse oximetry is placed on the patient, and arterial blood gases are monitored. The patient is given several nebulizer treatments. However, her breathing does not improve. She is admitted with the diagnosis of asthma. Upon admission, the patient receives intravenous corticosteroids, nebulizer treatments, and subcutaneous epinephrine. Her breathing does improve after this treatment. The patient is monitored for 24 hours and discharged. Discharge diagnosis is "asthma, status asthmaticus." Which ICD-10-CM inpatient facility diagnosis code(s) are reported?

    Responses

    · J45.902

    · J45.32

    · J45.21

    · J45.20, J45.22

    16) A patient is admitted to Mingo River Hospital with the complaint of headaches and nosebleeds. The 67-year-old patient takes daily medication for arthritis. He is admitted with an elevated blood pressure of 185/100. While in the hospital, the patient falls on a wet hallway and fractures his left wrist, which is treated and casted. His daily medications for arthritis are continued while he is in the hospital. He is also given intravenous antihypertensive medications. Discharge diagnoses are hypertension, degenerative joint disease, and left wrist fracture. Which is the ICD-10-CM inpatient facility principal diagnosis?

    Responses

    · Hypertension

    · Headache

    · Nosebleed

    ·
    Fracture of the wrist

    17) Patient is admitted to the acute care facility with a chief complaint of chest pain. Further examination and history determine that the patient also has joint pain, swelling of the extremities, and hair loss. Laboratory testing confirms that the patient is slightly anemic. After two days in the hospital, the patient is discharged to follow-up as an outpatient. Discharge diagnoses include myocardial infarction ruled out and possible systemic lupus erythematosus. Which is the inpatient facility principal diagnosis?

    Responses

    · Chest pain

    · Myocardial infarction

    · Anemia

    ·
    Systemic lupus erythematosus

    18) A patient is admitted to the acute care facility with the chief complaint of shortness of breath. Per the patient's history, he has been diagnosed and treated for congestive heart failure (CHF) in the past. The patient is treated during this admission with intravenous Lasix and oxygen therapy. A chest x-ray reveals minor atelectasis, which was not treated during the admission. Discharge diagnosis is CHF. Which action should the coder take regarding the documented atelectasis on the chest X-ray report?

    Responses

    · Do not code it because the patient did not receive treatment for it.

    .

    · Query the attending physician to ask if the condition should be reported.

    .

    · Query the radiologist to ask if the condition should be coded and reported.

    .

    ·
    Assign a code for the atelectasis (along with congestive heart failure).

    19) A 55-year-old male patient is admitted with chief complaints of dizziness, shortness of breath, and chest pain. The patient undergoes an electrocardiogram to determine heart functioning and serum enzymes to rule out myocardial infarction. Digoxin is administered for suspected dilated cardiomyopathy, and the patient is placed on oxygen via nasal cannula to treat both conditions. The patient also undergoes an echocardiogram and a cardiac catheterization. The echocardiogram confirms that the patient has dilated cardiomyopathy, and the cardiac catheterization confirms a myocardial infarction. After five days in the cardiac care unit, the patient is discharged to an intermediate care facility. Discharge diagnoses include myocardial infarction and dilated cardiomyopathy. For ICD-10-CM inpatient facility diagnoses, the coder should

    Responses

    · assign a code for the dilated cardiomyopathy only.

    assign a code for the dilated cardiomyopathy only.

    · assign a code for the chest pain only.

    assign a code for the chest pain only.

    · query the physician to ask which condition is principal.

    query the physician to ask which condition is principal.

    ·
    report either dilated cardiomyopathy or myocardial infarction as principal.

    20) The patient is a 54-year-old male who was a passenger in a car his son was driving. Apparently, the boy fell asleep at the wheel; the car was totaled. Patient was brought to the emergency room by ambulance. He is not sure whether he had any head trauma but complains primarily of pain in his left anterior chest and left shoulder. He was seen in the emergency room, which revealed that he had displaced fracture of his left fourth anterior rib. The physician did not see any fracture of the left shoulder but thought that there might be an acromioclavicular separation.

    The patient was admitted for observation and treatment of his pain. He had tenderness over the left third and fourth anterior ribs and very little use of his left shoulder. He also had tenderness to palpation over the acromioclavicular joint. The patient was admitted and started on analgesics. He did not have much movement of his left shoulder, although this gradually improved during his hospital stay. On the second hospital day, it was noted that he had very little movement of air in the left upper lobe; repeat chest x-ray was obtained, which showed a small pleural effusion on the left and possible pneumonia in the left lower lobe. He was started on Velosef, and the chest x-ray was repeated. The pleural effusion gradually resolved, and the area of pneumonia improved. The patient was continued on the Velosef. He was subsequently discharged.

    FINAL DIAGNOSES: Automobile accident. Closed fracture, left fourth anterior rib. Possible acromioclavicular joint dislocation, left. Pneumonia. Pleural effusion. (Initial encounter.)

    From an ICD-10-CM inpatient facility perspective, what diagnosis(es) should/should not be reported?

    Responses

    · Report the rib fracture as principal.

    · Do not code possible A/C dislocation.

    .

    · Report all listed diagnoses in the discharge diagnosis.

    ·
    Do not code rib fracture.

    21) Kaposi's sarcoma of right lung FILL IN THE BLANK

    22) Acute blood loss anemia FILL IN BLANK

    23) Acute narrow angle glaucoma, left eye FILL IN BLANK

    24) Subarachnoid hematoma of a newborn FILL IN BLANK

    25) Acute cortical kidney necrosis FILL IN BLANK

  • [Solved] Music man

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    From "Music Man" – _The Wells Fargo Wagon_ **The Assignment** Go to ["Music Man" – _The Wells Fargo Wagon_](http://broadwayeconomics.com/wells-fargo/) 1. Read the synopsis just above the video clip, then view the clip in its entirety. (In some instances the clip only provides lyrics not video.) As y…

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    From "Music Man" – _The Wells Fargo Wagon_
    **The Assignment**
    Go to ["Music Man" – _The Wells Fargo Wagon_](http://broadwayeconomics.com/wells-fargo/)
    1. Read the synopsis just above the video clip, then view the clip in its entirety.   (In some instances the clip only provides lyrics not video.)  As you watch the video economic concepts are displayed and provide evidence of how they apply to the video.
    2. Just beneath the video window you will see ["Discussion Questions for "Wells Fargo Wagon."](https://broadwayeconomics.com/wp-content/uploads/2015/07/Discussion-Questions-for-Wells-Fargo-Wagon.pdf)  Answer the questions.
    3. If the question(s) require a graph, simply do the graph on a separate piece of paper or use a graphing application, then either import it into a word document or take a picture of it then upload it into Canvas.
    4. If the question(s) require a written response you must type your response in **MS Word** only, then upload to Canvas.
    5. Submissions MUST be proofread for spelling and proper grammatical usage.
    6. All submissions must be received on or before the date due on the syllabus or the Canvas calendar.
    7. Any deviation from any 1 of these directions will result in a “0” for this assignment.

  • [Solved] WK1 QUESTION3 HP-216

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    COMPLETE ALL QUESTION IN DETAIL WITH INSTRUCTIONS – ## WK1QUESTIONS3HP-216.docx **## WK1QUESTIONS3HP-216.docx** Instructions: Assign the most appropriate ICD-10-PCS code(s). Question 1) Incision and drainage of skin abscess, abdomen FILL IN BLANK 2) Low cervical Cesarean section FILL IN BLANK 3) Lap…

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    COMPLETE ALL QUESTION IN DETAIL WITH INSTRUCTIONS

    – ## WK1QUESTIONS3HP-216.docx

    **## WK1QUESTIONS3HP-216.docx**

    Instructions: Assign the most appropriate ICD-10-PCS code(s).

    Question

    1) Incision and drainage of skin abscess, abdomen FILL IN BLANK

    2) Low cervical Cesarean section FILL IN BLANK

    3) Laparoscopic cholecystectomy, total FILL IN BLANK

    4) Transurethral laser-induced total prostatectomy FILL IN BLANK

    5) Extracorporeal shock wave lithotripsy of kidney pelvis, left FILL IN BLANK

    6) Loop electrosurgical excision procedure, cervix FILL IN BLANK

    7) Colostomy closure, descending colon FILL IN BLANK

    8) Knee arthroscopy, right FULL IN BLANK

    9) Extracapsular cataract (lens) extraction, right FILL IN BLANK

    10) Abdominal total hysterectomy FILL IN BLANK

    11) Endoscopic excision of anal papilla (via natural opening) FILL IN BLANK

    12) Endoscopic fulguration of urethra (via natural opening) FILL IN BLANK

    13) Incision of small intestine abscess (via percutaneous endoscopy) FILL IN BLANK

    14) Dilation and irrigation of lacrimal punctum, left eye FILL IN BLANK WITH 2 ANSWERS

    15) Open repair of lacerated extraocular muscle, left FILL IN BLANK

    16) Which codes are reported for laparoscopic cholecystectomy with intraoperative cholangiogram, plain radiography with low osmolar contrast?

    Responses

    · 0FT44ZZ, BF03YZZ

    · 0FT44ZZ, BF031ZZ

    · 0FT44ZZ, BF030ZZ

    ·
    0FT40ZZ, BF031ZZ

    17) Which code is reported for open reduction and internal fixation of left radius fracture?

    Responses

    · 0PSJ04Z

    · 0PSJ06Z

    · 0PSH06Z

    ·
    0PSH04Z

    18) Which code is reported for open insertion of vascular port into the chest?

    Responses

    · 0JH60VZ

    · 0JH60XZ

    · 0JH80XZ

    ·
    0JH63XZ

    19)Which code is reported for esophagogastroduodenoscopy with biopsy of duodenal polyp?

    Responses

    · 0DB94ZX

    · 0DB97ZX

    · 0DB98ZX

    0DB98ZZ

    20) Which code is reported for mastoidectomy, right, open approach?

    Responses

    · 09BB0ZX

    · 09BB0ZZ

    · 09BB3ZZ

    ·
    09BC0ZZ

    **## WK1QUESTIONS3HP-216.docx**

    Instructions: Assign the most appropriate ICD-10-PCS code(s).

    Question

    1) Incision and drainage of skin abscess, abdomen FILL IN BLANK

    2) Low cervical Cesarean section FILL IN BLANK

    3) Laparoscopic cholecystectomy, total FILL IN BLANK

    4) Transurethral laser-induced total prostatectomy FILL IN BLANK

    5) Extracorporeal shock wave lithotripsy of kidney pelvis, left FILL IN BLANK

    6) Loop electrosurgical excision procedure, cervix FILL IN BLANK

    7) Colostomy closure, descending colon FILL IN BLANK

    8) Knee arthroscopy, right FULL IN BLANK

    9) Extracapsular cataract (lens) extraction, right FILL IN BLANK

    10) Abdominal total hysterectomy FILL IN BLANK

    11) Endoscopic excision of anal papilla (via natural opening) FILL IN BLANK

    12) Endoscopic fulguration of urethra (via natural opening) FILL IN BLANK

    13) Incision of small intestine abscess (via percutaneous endoscopy) FILL IN BLANK

    14) Dilation and irrigation of lacrimal punctum, left eye FILL IN BLANK WITH 2 ANSWERS

    15) Open repair of lacerated extraocular muscle, left FILL IN BLANK

    16) Which codes are reported for laparoscopic cholecystectomy with intraoperative cholangiogram, plain radiography with low osmolar contrast?

    Responses

    · 0FT44ZZ, BF03YZZ

    · 0FT44ZZ, BF031ZZ

    · 0FT44ZZ, BF030ZZ

    ·
    0FT40ZZ, BF031ZZ

    17) Which code is reported for open reduction and internal fixation of left radius fracture?

    Responses

    · 0PSJ04Z

    · 0PSJ06Z

    · 0PSH06Z

    ·
    0PSH04Z

    18) Which code is reported for open insertion of vascular port into the chest?

    Responses

    · 0JH60VZ

    · 0JH60XZ

    · 0JH80XZ

    ·
    0JH63XZ

    19)Which code is reported for esophagogastroduodenoscopy with biopsy of duodenal polyp?

    Responses

    · 0DB94ZX

    · 0DB97ZX

    · 0DB98ZX

    0DB98ZZ

    20) Which code is reported for mastoidectomy, right, open approach?

    Responses

    · 09BB0ZX

    · 09BB0ZZ

    · 09BB3ZZ

    ·
    09BC0ZZ

  • [Solved] WK1 DQ 1

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    WK1 DQ1 1. Read each question — there may be more than one. 2. Post your responses in the appropriate threads. 3. Responses should be of sufficient length with proper grammar. 4. Respond to at least two of your classmates' postings with EACH question. There is a penalty of loss of points for less t…

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    Assignment Prompt & Instructions

    WK1 DQ1
    1. Read      each question — there may be more than one.
    2. Post      your responses in the appropriate threads.
    3. Responses      should be of sufficient length with proper grammar.
    4. Respond      to at least two of your classmates' postings with EACH question. There is      a penalty of loss of points for less than minimum posts. This feature will      keep you engaged.
    5. Review      your postings to see who has responded to you.
    6. Be sure      to answer ALL QUESTIONS.
    Please find below additional information on how to compose your initial response to the Discussion prompt as well as how to respond to a post by one of your peers.
    – [Week Four DB Example response](https://nationalu.brightspace.com/content/enforced/115471-HCA624-45490-2508/Week%20Four/Week%20One%20Discussion%20Board%20Example%20response-1.pdf)      – PDF Document _(262 KB)_
    **Learning to think strategically. Netflix vs blockbuster – What happened?**
    Please view the YouTube video below, on Blockbuster vs. Netflix. After viewing, please identify the top 3 to 5 key indicators that were occurring in the environment and explain why you think blockbuster did not recognize the technology changes in the environment. Please post in the discussion board and create a discussion thread to answer the question. Remember to review the discussion rubric and guidelines for postings.
    · [Blockbuster vs. Netflix](https://www.youtube.com/watch?v=BrpEHssa_gQ "Blockbuster vs. Netflix") – _Video_
    _350-500 WORDS_
    _REFERANCES: A LEAST 2_
    _Add your personal experience with both blockbuster and netflix._
    _Thank you_

  • [Solved] WK1 QUESTION4 HP-216

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    COMPLETE ALL QUESTION IN DETAIL WITH INSTRUCTIONS – ## WK1QUESTIONS4HP-216.docx **## WK1QUESTIONS4HP-216.docx** Instructions: Select the most correct response. Question 1) CPT modifiers are used to indicate that: · the provider should receive a higher reimbursement rate. · the description of the pro…

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    COMPLETE ALL QUESTION IN DETAIL WITH INSTRUCTIONS

    – ## WK1QUESTIONS4HP-216.docx

    **## WK1QUESTIONS4HP-216.docx**

    Instructions: Select the most correct response.

    Question

    1) CPT modifiers are used to indicate that:

    · the provider should receive a higher reimbursement rate.

    · the description of the procedure performed has been altered.

    · the technique of the procedure was performed differently.

    ·
    a special report does not need to be attached to the claim.

    2) Which component is included in the surgical package?

    Responses

    · Prescription pain medications

    · Epidural or spinal anesthesia

    · Assistant surgeon services

    ·
    Uncomplicated postoperative care

    3) Which modifier is reported if a third-party payer requires a second opinion for a surgical procedure?

    Responses

    · -32 (mandated services)

    · -26 (professional component)

    · -59 (distinct procedural service)

    ·
    -62 (two surgeons)

    4) What is the term used when a service is divided and coded into separate components?

    Responses

    · Unlisted procedure

    · Global package

    · Unbundling

    ·
    Add-on code

    5) A patient undergoes an "office toenail avulsion procedure." Which main term do you locate in the index to identify the CPT code?

    Responses

    · Repair

    · Evacuation

    · Avulsion

    ·
    Excision

    6) Which of the following categories/subcategories of E/M service may NOT be assigned based on time?

    Responses

    · Subsequent Hospital Care

    · Home New Patient

    · Emergency Department Service

    ·
    Initial Nursing Facility Care

    7) A patient presents to the emergency department (ED) following a motor vehicle crash. The patient is in and out of consciousness. When the patient is conscious, he complains of abdominal pain, head pain, and right arm pain. Upon examination, an open fracture of the ulna is noted. Also, upon abdominal exam, pain and tenderness are found. The patient is catheterized for urine, which returns blood. An abdominal ultrasound done soon after admission to the ED confirms intra-abdominal bleed possibly from the patient’s spleen. What is the level of presenting problem in this patient?

    Responses

    · Moderate severity

    · Low severity

    · Self-limited

    ·
    High severity

    8) Dr. Summers removed a 2.5 cm in diameter basal cell carcinoma (BCC), using a shaving technique, from the nose of a patient. A BCC lesion of the cheek, 1.5 cm in diameter, was also excised. Which CPT code(s) would you report?

    Responses

    · 11643, 11642-51

    · 11642, 11313-51

    · 11644

    ·
    17283, 11642-51

    9) Patient underwent fine needle aspiration without imaging guidance, mass of right breast. Aspirated contents were sent to cytology for examination.

    Responses

    · 19281

    · 19499

    · 19120

    ·
    10021

    10) A patient presented to the urgent care center with an open wound on her left hand. The patient had fallen and cut her hand on a goal post while playing soccer. The 4.5 cm in length wound was full of debris, grass, dirt, and paint from the goal post. The physician carefully cleaned the wound extensively with 1.5 liters of saline before performing a single-layer closure with 3.0 Vicryl. Which CPT code would you report?

    Responses

    · 12042

    · 12002

    · 12032

    ·
    12013

    **## WK1QUESTIONS4HP-216.docx**

    Instructions: Select the most correct response.

    Question

    1) CPT modifiers are used to indicate that:

    · the provider should receive a higher reimbursement rate.

    · the description of the procedure performed has been altered.

    · the technique of the procedure was performed differently.

    ·
    a special report does not need to be attached to the claim.

    2) Which component is included in the surgical package?

    Responses

    · Prescription pain medications

    · Epidural or spinal anesthesia

    · Assistant surgeon services

    ·
    Uncomplicated postoperative care

    3) Which modifier is reported if a third-party payer requires a second opinion for a surgical procedure?

    Responses

    · -32 (mandated services)

    · -26 (professional component)

    · -59 (distinct procedural service)

    ·
    -62 (two surgeons)

    4) What is the term used when a service is divided and coded into separate components?

    Responses

    · Unlisted procedure

    · Global package

    · Unbundling

    ·
    Add-on code

    5) A patient undergoes an "office toenail avulsion procedure." Which main term do you locate in the index to identify the CPT code?

    Responses

    · Repair

    · Evacuation

    · Avulsion

    ·
    Excision

    6) Which of the following categories/subcategories of E/M service may NOT be assigned based on time?

    Responses

    · Subsequent Hospital Care

    · Home New Patient

    · Emergency Department Service

    ·
    Initial Nursing Facility Care

    7) A patient presents to the emergency department (ED) following a motor vehicle crash. The patient is in and out of consciousness. When the patient is conscious, he complains of abdominal pain, head pain, and right arm pain. Upon examination, an open fracture of the ulna is noted. Also, upon abdominal exam, pain and tenderness are found. The patient is catheterized for urine, which returns blood. An abdominal ultrasound done soon after admission to the ED confirms intra-abdominal bleed possibly from the patient’s spleen. What is the level of presenting problem in this patient?

    Responses

    · Moderate severity

    · Low severity

    · Self-limited

    ·
    High severity

    8) Dr. Summers removed a 2.5 cm in diameter basal cell carcinoma (BCC), using a shaving technique, from the nose of a patient. A BCC lesion of the cheek, 1.5 cm in diameter, was also excised. Which CPT code(s) would you report?

    Responses

    · 11643, 11642-51

    · 11642, 11313-51

    · 11644

    ·
    17283, 11642-51

    9) Patient underwent fine needle aspiration without imaging guidance, mass of right breast. Aspirated contents were sent to cytology for examination.

    Responses

    · 19281

    · 19499

    · 19120

    ·
    10021

    10) A patient presented to the urgent care center with an open wound on her left hand. The patient had fallen and cut her hand on a goal post while playing soccer. The 4.5 cm in length wound was full of debris, grass, dirt, and paint from the goal post. The physician carefully cleaned the wound extensively with 1.5 liters of saline before performing a single-layer closure with 3.0 Vicryl. Which CPT code would you report?

    Responses

    · 12042

    · 12002

    · 12032

    ·
    12013

  • [Solved] De

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    In-depth study guidance and analytical solution covering De.

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.