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[Solved] week 2 DB response 2

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see attachment – a year ago **files (1)** – ## Week2DBresponse2-.pdf **## Week2DBresponse2-.pdf** Table 1 Infection Description Presentation Causes/ Risk Factors Treatment per CDC Addtl info Candida Fungal infection due to candida albicans Pruritic, soreness, dyspareunia , occasionally thick vaginal…

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see attachment

– a year ago

**files (1)**

– ## Week2DBresponse2-.pdf

**## Week2DBresponse2-.pdf**

Table 1

Infection Description Presentation Causes/ Risk
Factors

Treatment per
CDC

Addtl
info

Candida

Fungal
infection due
to candida
albicans

Pruritic,
soreness,
dyspareunia
,
occasionally
thick
vaginal
discharge
and dysuria.
KOH
demonstrate
s budding

Pregnancy,
immunosupression,
antibiotic use,
diabetes

– Fluconazole 150
mg single dose

Not
usually
considere
d an STI.

BV

Vaginal
discharge or
malodorous in
childbearing
people. N

Mal-
odorous/
fishy odor,
thin gray-
white
discharge,
clue cells on

sexual activity,
particularly with
new or multiple
partners, the use of
douching, and not
using condoms

Metronidazole 500
mg BID x 7 days
OR 0.75% gel x 5
days

Not
sexually
transmittt
ed

Chlamydi
a

STI caused by
Chlamydia
trachomatis

Often
Asymptoma
tic;
cervicitis,
urethritis,
dysuria,
postcoital
bleeding

having multiple or
new sexual
partners, not using
condoms during
sex, and having a
history of other
STIs

Doxycycline 100
mg BID x 7 days
(preferred); or
Azithromycin 1 g
PO x1

Sexually
transmitt
ed;
screen
annually

Gonorrhe
a

STI caused by
Nisseria
gonorrheae

Purulent
discharge,
pelvic pain,
dysuria,
urethritis,
often
asymptomat
ic in women

unprotected sex,
having multiple
sexual partners, a
history of other
sexually
transmitted
infections (STIs),
and being a young
adult (under 25)

Ceftriaxone 500
mg IM x1 (if <150
kg); treat
Chlamydia
empirically unless
ruled out

Sexually
transmitt
ed,
screen
annually

Trichomo
nas

STI caused by
Trichomonas
vaginalis

Frothy
yellow-
green
discharge,
strawberry
cervix, foul
odor,

Multiple partners,
unprotected sex

Metronidazole 500
mg BID x 7 days
or 2g PO x1

Sexually
transmitt
ed,
partner
needs to
be
treated

Cervicitis
Inflammation
of cervix due
to STI

Mucopurule
nt
discharge,
cervical
bleeding
with contact

Chlamydia,
Gonorrhea, HSV

Treat based on
organism;
empirically cover
Chlamydia &
Gonorrhea

Can
cause
PID if
not
treater

PID

Ascending
polymicrobial
infection of
upper genital
tract

Pelvic pain,
cervical
motion
tenderness,
fever,
discharge

Untreated
Chlamydia/
Gonorrhea,
multiple partners

Ceftriaxone 500
mg IM x1 +
Doxycycline 100
mg BID x 14d

Metronidazole

Risk for
infertility

HIV

Human
immunodeficie
ncy virus , a
virus that
attacks cells
that help the
body fight
infection.
Affects the

Acute: flu-
like
symptoms

Chronic:
becomes
opportunisti
c infection

Unprotected sex,
IV drug use, MSM,
mother-to-child

ART
(Antiretroviral
therapy) – lifelong

Screenin
g should
be
offered
annually

Syphilis
STI caused by
treponema
pallidum

Primary:
Painless
chancre

Secondary:
rash on
palms, soles

Tertiary:
neurological
and cardiac
involvement

MSM, HIV+,
multiple partners,
unprotected sex

Benzathine
penicillin G 2.4M
units IM x1
(early); weekly x3
(late/unknown
duration)

Screen
all
pregnant
patients,
treat
partners.

Table 2

Hep B

hepatitis B
virus is a small
DNA virus that
belongs to the
“Hepadnavirid
ae” family.

Fatigue,
jaundice,
RUQ pain

Sexual contact, IV
drug use, perinatal
transmission,
healthcare
exposure

Supportive care
(acute); Antivirals
for chronic (e.g.,
tenofovir,
entecavir)

Screenin
g done to
all
pregnant
patients,
vaccine
available

Hep C

Hepatitis C is a
viral infection
that causes
liver swelling,
called
inflammation.
Hepatitis C can
lead to serious
liver damage.

Faituge,
jaundice

IV drug use, blood
transfusions
(pre-1992), sexual
exposure

Direct-acting
antivirals (e.g.,
sofosbuvir/
velpatasvir) for 8–
12 weeks

Screen
adults, no
vaccine
available

HSV

Herpes
Simplex Virus.
Herpes is a
common virus
that can cause
cold sores or
genital sores. It
spreads
through skin-
to-skin contact

Painless
vesciles or
ulcers,
dysuria,
systemic
symptoms
during
primary
infection

Oral/genital
contact,
unprotected sex,
vertical
transmission

Acyclovir 400 mg
TID x 7–10 days
or Valacyclovir 1g
BID x 7–10 days

Lifelong
therapy

Question Answer

Name 10 Risk Factors for contracting STI’s
and HIV

1. Having unprotected sex

2. Having multiple partners

3. Injection of drugs with dirty needle
sharing.

4. History of previous STI

5. Substance use

6. Sex work or transactional sex

7. Lac of access to healthcare or education

8. Not being vaccinated against preventable
STIs

9. Being incarcerated or having a partner
who is

10.Sexual coercion or violence

Name 5 safer sex practices

1. Limiting sexual partners

2. Regular STI testing, especially with new
partners

3. Use condoms every tine you have sex

4. Avoid sex under the influence of drugs or
alcohol

5. Inspect partners for visible sore or
symptoms

Can HIV be transmitted through sweat, saliva,
and tears? (Include rationale)

No, HIV can be transmitted from one infected
person to another through blood, semen,
vaginal secretions, rectal fluids and breast
milk. For HIV to occur, the HIV in these fluids
must get into the bloodstream of an HIV-
negative person through a mucous membrane
through open cuts or sores, or by direct
injection.

Lisa is a 19-year-old female who presents to the clinic c/o abnormal vaginal discharge for one
week after having unprotected vaginal intercourse with a new male partner she has been dating
for a couple of weeks. Lisa’s pregnancy test is negative and her LMP was 2 weeks ago. As her
health care provider, you will need to perform testing to determine if Lisa has contracted a
sexually transmitted infection or other vaginal infection.

SOAP NOTE

Demographic: 19/ Female G0P0

Subjective

Chief complain: “abnormal vaginal discharge for one week after having unprotected vaginal
intercourse with a new male partner that I have been dating for a couple of weeks.”

Name 2 types of intercourse are at the highest
risk for contracting HIV

1. Unprotected vaginal sex

2. Unprotected anal sex

Why are women more susceptible to HIV in a
male to female relationship (versus a male
contracting it from a female)?

In women, several factors can increase the risk
of HIV transmission. For example, during
vaginal or anal intercourse, women are at
greater risk of acquiring HIV because
receptive sex is generally riskier than insertive
sex. Age-related thinning and dryness of the
vaginal tissue—common in older women—
can lead to microtears during intercourse,
providing a pathway for HIV transmission.
Biologically, women are more vulnerable to
infection due to the larger mucosal surface
area exposed during penile penetration.
Additionally, young women under the age of
17 are at even higher risk because they have
an underdeveloped cervix and produce less
protective vaginal mucus.

HPI:

Lisa is a 19 year ld female G0P0 who presents with a one week history of abnormal discharge
after having unprotected vaginal intercourse with a new male partner.

• Onset: one week
• Locating: vaginal
• Duration: ongoing
• Characteristic: abnormal
• Aggrevating/relieving factors: none stated
• Treatment: none tried

HPI questions:

• Is there any vaginal itching, burning or odor?
• Are you having any symptoms such as cramping, pelvic pain, fever, burning when you pee?
• Have you had this type of discharge in the past?
• When was the last time you were tested for STIs?

Gyn history:

• LMP: 2 weeks ago, stated, regular
• Unknown if on birth control at this time
• Sexually active, new male partner, no protection
• No known gynocological issues at this time.

Medical history

• No known medical conditions
• No known surgical conditions
• No known drug allergies
• Immunizations: up to date

Family history:

• Mother: no known medical history
• Father: no known medical history
• Maternal grandmother: no known medical history
• Paternal grandmother: no known medical history,

Social history

• Goes to school

• Balanced diet
• Regular exercise
• No drug or alcohol use
• Sexual history: one new male partner, no protection
• Relationship: new

Other questions

• Are you in a monogamous relationship?
• Do you practice safe sex?

Review of systems:

• General: healthy, denies fever denies chills
• Neuro: denies headacces or dizziness
• Cardiovascular: denies chest pain or palpitations
• Resp: denies shortness of breaeth or cough
• GI: denies nausea, vomiting or diarrhea or abdominal pain
• GU: positive abnormal discharge
• Skin: denies rash, denies new lesions
• Health maintenance: No Pap in the last 12 months due to age

Objective

Vitals: WNL

• Temp: 98.6
• BP: 120/80
• HR:78
• RR: 17
• Heihgt: 5’4”
• Weight: 135
• BMI: 23.2

Physical exam:

• General: AAOx4, no acute distress
• abdomen soft, non tender
• Pelvic:

o Vulva: normal appearance
o Vagina: abnormal discharge
o Cervix: normal
o Uterus: non tender
o Adnexa: no masses or tenderness

POCT

• Urine pregnancy : negative
o Rule out pregnancy due to age and no condom use
• Wet mount with KOH and send out check for chlamydia, gonorrhea, BV, trichomonas
o KOH to help identify yeast, or bv or trichomonas cells
• NAAT
o For STI screening

Assessment

Final diagnosis:

• Vaginal candidiasis B37.3 – clinical presentation of abnormal discharge

Differential:

• Bacterial vaginosis N76.0 – due to new sexual partner after unprotected sex
• Trichomoniasis A59.9 – due to new sexual partner after unprotected sex
• Chlamydia A56.0 – due to new sexual partner after unprotected sex

Plan

Diagnostics:

• NAAT: Chlamydia, Gonorrhea and trichomonas
• KOH for BV
• Serology for HIV, syphilis, Hep B and C
• Pap smear

Treatments:

• Fluconazole 150 mg Po x 1 dose orally

o This medication is being prescribed at tis time as it is the first line therapy for uncomplicated
candidiasis, some of the side effects are GI upset, and elevated liver enzymes. This
medication should not be prescribed if patient has a history of liver disease.

If STI positive: depending on what STI patient comes back positive for, prescriptions will
change. Both patient and partner will need to be treated and abstain from sex for a week.

Patient education:

• Risk factors for STIs
• Abstain from sex for 7 days until symptoms have resolved, and medication taken
• Practice safe sex
• Refrain from having multiple partners as it can place you at higher risks for HIV andSTIs
• Routine STI screening

Complications: if untrearted can causes recurect yeast infectons, risk of spreading infection to
partner and increased risk for HIV and other STIs.

Referals: refer to GYN follow up

Follow up;

• Office will call when lab results return
• Follow up in one week if symptoms do not improve
• Pap smear

Health maintenance:

• Pap smear starting at age 21
• Hpv vaccine
• STI screening annualy or whena new partner
• Up to date on vaccines

**## Week2DBresponse2-.pdf**

Table 1

Infection Description Presentation Causes/ Risk
Factors

Treatment per
CDC

Addtl
info

Candida

Fungal
infection due
to candida
albicans

Pruritic,
soreness,
dyspareunia
,
occasionally
thick
vaginal
discharge
and dysuria.
KOH
demonstrate
s budding

Pregnancy,
immunosupression,
antibiotic use,
diabetes

– Fluconazole 150
mg single dose

Not
usually
considere
d an STI.

BV

Vaginal
discharge or
malodorous in
childbearing
people. N

Mal-
odorous/
fishy odor,
thin gray-
white
discharge,
clue cells on

sexual activity,
particularly with
new or multiple
partners, the use of
douching, and not
using condoms

Metronidazole 500
mg BID x 7 days
OR 0.75% gel x 5
days

Not
sexually
transmittt
ed

Chlamydi
a

STI caused by
Chlamydia
trachomatis

Often
Asymptoma
tic;
cervicitis,
urethritis,
dysuria,
postcoital
bleeding

having multiple or
new sexual
partners, not using
condoms during
sex, and having a
history of other
STIs

Doxycycline 100
mg BID x 7 days
(preferred); or
Azithromycin 1 g
PO x1

Sexually
transmitt
ed;
screen
annually

Gonorrhe
a

STI caused by
Nisseria
gonorrheae

Purulent
discharge,
pelvic pain,
dysuria,
urethritis,
often
asymptomat
ic in women

unprotected sex,
having multiple
sexual partners, a
history of other
sexually
transmitted
infections (STIs),
and being a young
adult (under 25)

Ceftriaxone 500
mg IM x1 (if <150
kg); treat
Chlamydia
empirically unless
ruled out

Sexually
transmitt
ed,
screen
annually

Trichomo
nas

STI caused by
Trichomonas
vaginalis

Frothy
yellow-
green
discharge,
strawberry
cervix, foul
odor,

Multiple partners,
unprotected sex

Metronidazole 500
mg BID x 7 days
or 2g PO x1

Sexually
transmitt
ed,
partner
needs to
be
treated

Cervicitis
Inflammation
of cervix due
to STI

Mucopurule
nt
discharge,
cervical
bleeding
with contact

Chlamydia,
Gonorrhea, HSV

Treat based on
organism;
empirically cover
Chlamydia &
Gonorrhea

Can
cause
PID if
not
treater

PID

Ascending
polymicrobial
infection of
upper genital
tract

Pelvic pain,
cervical
motion
tenderness,
fever,
discharge

Untreated
Chlamydia/
Gonorrhea,
multiple partners

Ceftriaxone 500
mg IM x1 +
Doxycycline 100
mg BID x 14d

Metronidazole

Risk for
infertility

HIV

Human
immunodeficie
ncy virus , a
virus that
attacks cells
that help the
body fight
infection.
Affects the

Acute: flu-
like
symptoms

Chronic:
becomes
opportunisti
c infection

Unprotected sex,
IV drug use, MSM,
mother-to-child

ART
(Antiretroviral
therapy) – lifelong

Screenin
g should
be
offered
annually

Syphilis
STI caused by
treponema
pallidum

Primary:
Painless
chancre

Secondary:
rash on
palms, soles

Tertiary:
neurological
and cardiac
involvement

MSM, HIV+,
multiple partners,
unprotected sex

Benzathine
penicillin G 2.4M
units IM x1
(early); weekly x3
(late/unknown
duration)

Screen
all
pregnant
patients,
treat
partners.

Table 2

Hep B

hepatitis B
virus is a small
DNA virus that
belongs to the
“Hepadnavirid
ae” family.

Fatigue,
jaundice,
RUQ pain

Sexual contact, IV
drug use, perinatal
transmission,
healthcare
exposure

Supportive care
(acute); Antivirals
for chronic (e.g.,
tenofovir,
entecavir)

Screenin
g done to
all
pregnant
patients,
vaccine
available

Hep C

Hepatitis C is a
viral infection
that causes
liver swelling,
called
inflammation.
Hepatitis C can
lead to serious
liver damage.

Faituge,
jaundice

IV drug use, blood
transfusions
(pre-1992), sexual
exposure

Direct-acting
antivirals (e.g.,
sofosbuvir/
velpatasvir) for 8–
12 weeks

Screen
adults, no
vaccine
available

HSV

Herpes
Simplex Virus.
Herpes is a
common virus
that can cause
cold sores or
genital sores. It
spreads
through skin-
to-skin contact

Painless
vesciles or
ulcers,
dysuria,
systemic
symptoms
during
primary
infection

Oral/genital
contact,
unprotected sex,
vertical
transmission

Acyclovir 400 mg
TID x 7–10 days
or Valacyclovir 1g
BID x 7–10 days

Lifelong
therapy

Question Answer

Name 10 Risk Factors for contracting STI’s
and HIV

1. Having unprotected sex

2. Having multiple partners

3. Injection of drugs with dirty needle
sharing.

4. History of previous STI

5. Substance use

6. Sex work or transactional sex

7. Lac of access to healthcare or education

8. Not being vaccinated against preventable
STIs

9. Being incarcerated or having a partner
who is

10.Sexual coercion or violence

Name 5 safer sex practices

1. Limiting sexual partners

2. Regular STI testing, especially with new
partners

3. Use condoms every tine you have sex

4. Avoid sex under the influence of drugs or
alcohol

5. Inspect partners for visible sore or
symptoms

Can HIV be transmitted through sweat, saliva,
and tears? (Include rationale)

No, HIV can be transmitted from one infected
person to another through blood, semen,
vaginal secretions, rectal fluids and breast
milk. For HIV to occur, the HIV in these fluids
must get into the bloodstream of an HIV-
negative person through a mucous membrane
through open cuts or sores, or by direct
injection.

Lisa is a 19-year-old female who presents to the clinic c/o abnormal vaginal discharge for one
week after having unprotected vaginal intercourse with a new male partner she has been dating
for a couple of weeks. Lisa’s pregnancy test is negative and her LMP was 2 weeks ago. As her
health care provider, you will need to perform testing to determine if Lisa has contracted a
sexually transmitted infection or other vaginal infection.

SOAP NOTE

Demographic: 19/ Female G0P0

Subjective

Chief complain: “abnormal vaginal discharge for one week after having unprotected vaginal
intercourse with a new male partner that I have been dating for a couple of weeks.”

Name 2 types of intercourse are at the highest
risk for contracting HIV

1. Unprotected vaginal sex

2. Unprotected anal sex

Why are women more susceptible to HIV in a
male to female relationship (versus a male
contracting it from a female)?

In women, several factors can increase the risk
of HIV transmission. For example, during
vaginal or anal intercourse, women are at
greater risk of acquiring HIV because
receptive sex is generally riskier than insertive
sex. Age-related thinning and dryness of the
vaginal tissue—common in older women—
can lead to microtears during intercourse,
providing a pathway for HIV transmission.
Biologically, women are more vulnerable to
infection due to the larger mucosal surface
area exposed during penile penetration.
Additionally, young women under the age of
17 are at even higher risk because they have
an underdeveloped cervix and produce less
protective vaginal mucus.

HPI:

Lisa is a 19 year ld female G0P0 who presents with a one week history of abnormal discharge
after having unprotected vaginal intercourse with a new male partner.

• Onset: one week
• Locating: vaginal
• Duration: ongoing
• Characteristic: abnormal
• Aggrevating/relieving factors: none stated
• Treatment: none tried

HPI questions:

• Is there any vaginal itching, burning or odor?
• Are you having any symptoms such as cramping, pelvic pain, fever, burning when you pee?
• Have you had this type of discharge in the past?
• When was the last time you were tested for STIs?

Gyn history:

• LMP: 2 weeks ago, stated, regular
• Unknown if on birth control at this time
• Sexually active, new male partner, no protection
• No known gynocological issues at this time.

Medical history

• No known medical conditions
• No known surgical conditions
• No known drug allergies
• Immunizations: up to date

Family history:

• Mother: no known medical history
• Father: no known medical history
• Maternal grandmother: no known medical history
• Paternal grandmother: no known medical history,

Social history

• Goes to school

• Balanced diet
• Regular exercise
• No drug or alcohol use
• Sexual history: one new male partner, no protection
• Relationship: new

Other questions

• Are you in a monogamous relationship?
• Do you practice safe sex?

Review of systems:

• General: healthy, denies fever denies chills
• Neuro: denies headacces or dizziness
• Cardiovascular: denies chest pain or palpitations
• Resp: denies shortness of breaeth or cough
• GI: denies nausea, vomiting or diarrhea or abdominal pain
• GU: positive abnormal discharge
• Skin: denies rash, denies new lesions
• Health maintenance: No Pap in the last 12 months due to age

Objective

Vitals: WNL

• Temp: 98.6
• BP: 120/80
• HR:78
• RR: 17
• Heihgt: 5’4”
• Weight: 135
• BMI: 23.2

Physical exam:

• General: AAOx4, no acute distress
• abdomen soft, non tender
• Pelvic:

o Vulva: normal appearance
o Vagina: abnormal discharge
o Cervix: normal
o Uterus: non tender
o Adnexa: no masses or tenderness

POCT

• Urine pregnancy : negative
o Rule out pregnancy due to age and no condom use
• Wet mount with KOH and send out check for chlamydia, gonorrhea, BV, trichomonas
o KOH to help identify yeast, or bv or trichomonas cells
• NAAT
o For STI screening

Assessment

Final diagnosis:

• Vaginal candidiasis B37.3 – clinical presentation of abnormal discharge

Differential:

• Bacterial vaginosis N76.0 – due to new sexual partner after unprotected sex
• Trichomoniasis A59.9 – due to new sexual partner after unprotected sex
• Chlamydia A56.0 – due to new sexual partner after unprotected sex

Plan

Diagnostics:

• NAAT: Chlamydia, Gonorrhea and trichomonas
• KOH for BV
• Serology for HIV, syphilis, Hep B and C
• Pap smear

Treatments:

• Fluconazole 150 mg Po x 1 dose orally

o This medication is being prescribed at tis time as it is the first line therapy for uncomplicated
candidiasis, some of the side effects are GI upset, and elevated liver enzymes. This
medication should not be prescribed if patient has a history of liver disease.

If STI positive: depending on what STI patient comes back positive for, prescriptions will
change. Both patient and partner will need to be treated and abstain from sex for a week.

Patient education:

• Risk factors for STIs
• Abstain from sex for 7 days until symptoms have resolved, and medication taken
• Practice safe sex
• Refrain from having multiple partners as it can place you at higher risks for HIV andSTIs
• Routine STI screening

Complications: if untrearted can causes recurect yeast infectons, risk of spreading infection to
partner and increased risk for HIV and other STIs.

Referals: refer to GYN follow up

Follow up;

• Office will call when lab results return
• Follow up in one week if symptoms do not improve
• Pap smear

Health maintenance:

• Pap smear starting at age 21
• Hpv vaccine
• STI screening annualy or whena new partner
• Up to date on vaccines

November 5, 2026
[Solved] week 2 DB response

✓ Verified Academic Solution Available

Executive Solution Overview

see attachment – a year ago **files (1)** – ## Week2DBresponse–.pdf **## Week2DBresponse–.pdf** Infe ctio n Description Presentation Causes/Risk Factors Treatment per CDC Additional Info Can dida Fungal infection (yeast) Vulvar itching, thick white discharge Antibiotics use, diabetes, pregnancy, t…

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Assignment Prompt & Instructions

see attachment

– a year ago

**files (1)**

– ## Week2DBresponse–.pdf

**## Week2DBresponse–.pdf**

Infe
ctio
n

Description Presentation
Causes/Risk

Factors
Treatment per

CDC Additional Info

Can
dida

Fungal
infection
(yeast)

Vulvar
itching, thick
white
discharge

Antibiotics use,
diabetes,
pregnancy, tight
clothes

Fluconazole
150 mg PO
single dose

Not sexually
transmitted

BV
Bacterial
vaginosis

Thin gray
discharge,
fishy odor

Douching,
multiple partners,
new sex partner

Metronidazole
500 mg PO
BID x 7 days

Not an STI, but
related to sexual
activity

Chl
amy
dia

Bacterial STI

Often
asymptomatic,
discharge,
dysuria

Unprotected sex,
<25 yrs, multiple
partners

Doxycycline
100 mg BID x
7 days

Screen all
sexually active
females <25

Gon
orrh
ea

Bacterial STI
Purulent
discharge,
pelvic pain

Same as
chlamydia

Ceftriaxone
500 mg IM +
doxycycline

Often co-infected
with chlamydia

Tric
hom
onas

Protozoan
STI

Frothy
yellow-green
discharge,
odor

Unprotected sex,
multiple partners

Metronidazole
2g PO single
dose

Treat both
partners

Cer
vicit
is

Inflammation
of cervix
often due to
STI

Bleeding,
discharge,
pelvic pain

Chlamydia,
gonorrhea

Treat based on
causative
organism

Can lead to PID

PID

Infection of
upper
reproductive
tract

Pelvic pain,
fever, cervical
motion pain

Untreated STIs
Ceftriaxone +
doxycycline +
metronidazole

Risk for
infertility

HIV

Virus
affecting
immune
system

Fever, fatigue,
weight loss

Needle sharing,
sex, mother-to-
child

Antiretroviral
therapy (ART)

Lifelong
management

Syp
hilis

Bacterial STI
(Treponema
pallidum)

Chancre, rash,
systemic
symptoms

Sexual contact
with infected
person

Penicillin G
benzathine IM

Multiple stages;
test with RPR/
VDRL

Table 2: STI Knowledge Questions

SOAP Note – Tina, 27-year-old Female

Subjective:

Chief Complaint (CC):
“My vagina is burning, and I have painful blisters.”

HPI (OLDCARTS):

Hep
B

Liver
infection due
to HBV

Fatigue,
jaundice,
nausea

Sexual contact,
needle use

Supportive,
antivirals for
chronic cases

Vaccine available

Hep
C

Liver
infection due
to HCV

Often
asymptomatic,
may cause
fatigue

Blood-to-blood
contact, needle
sharing

Direct-acting
antivirals
(DAAs)

No vaccine;
chronic if
untreated

HS
V

Herpes
simplex virus
(type 1 or 2)

Painful
vesicles/
ulcers, fever

Sexual contact
Acyclovir,
Valacyclovir

Recurrent; no
cure, only
symptom
management

Question Answer

Name 10 Risk Factors for
contracting STIs and HIV

Unprotected sex, multiple partners, new partner, age <25,
MSM, history of STIs, drug use, sex work, inconsistent
condom use, partner with STI

Name 5 safer sex practices
Use condoms, limit partners, regular testing, mutual
monogamy, avoid sex under influence

Can HIV be transmitted
through sweat, saliva, and
tears?

No. HIV is not transmitted through sweat, saliva, or tears due
to insufficient viral load

Name 2 types of intercourse at
highest risk for contracting
HIV

Anal sex (receptive), vaginal sex (receptive)

Why are women more
susceptible to HIV in male-to-
female transmission?

Larger mucosal surface area exposed, higher viral load in
semen, potential microtears during sex

• The patient presented with a C/C of vaginal burning and painful blisters that began 3 days
ago. The area of concern is in her left labia minora. The patient describes that blisters as
painful and having a burning sensation with visible fluid-filled vesicles. Friction, urination,
and tight clothing worsen the pain. The patient describes relief with cool compresses, and
loose clothing. The discomfort is constant with intermittent sharp pain. She rates the pain a
6/10.

Medical History:

• no previous medical history

• no known allergies to drugs, food, or environmental factors

• no recent illnesses or hospitalizations

• vaccinations are up to date

Surgical History:

• No prior surgical history

Social History:

• #2 sexual partners in the last 6–12 months

• Use of protection (condoms)

• Tobacco, alcohol, recreational drug use, x2 a month socially

• sexual practices (oral, vaginal, anal)

Medications:

• Currently not on any medication

Allergies:

• NKDA (No Known Drug Allergies)

Objective:

Vital Signs:

• Temp: 98.6°F

• HR: 76 bpm

• BP: 112/70

• RR: 16/min

• SpO₂: 98% RA

Physical Exam:

• Genital Exam: Multiple small grouped vesicles on an erythematous base noted on the left
labia minora, tender to palpation. No foul-smelling discharge. No cervical motion tenderness.
No inguinal lymphadenopathy.

• Other Systems: Normal

Point of Care Testing (POCT):

• HSV PCR swab from lesion: High sensitivity and specificity for HSV-1 and HSV-2 (CDC,
2021)

• HIV rapid test: Recommended for new STI evaluation

• Urine NAAT for gonorrhea and chlamydia: Evaluate for co-infections

• Syphilis RPR and Hepatitis B/C screening: Per CDC recommendations for STI screening

Assessment/Diagnosis:

Presumptive Diagnosis:

• Genital Herpes Simplex Virus (HSV) Infection – ICD-10: A60.9

Rationale:

• Classic presentation of painful, fluid-filled vesicles on erythematous base, localized on labia
minora, recent unprotected sex, no previous known episodes.

Differential Diagnoses:

1. Contact Dermatitis: Less likely—symptoms typically bilateral and not vesicular.

2. Chancroid: Rare in the U.S.; painful ulcers with ragged borders, not grouped vesicles.

3. Syphilis (Primary): Typically a painless chancre; not vesicular.

Plan:

Pharmacologic Treatment (Assuming HSV PCR Positive):

• Acyclovir 400 mg tablet PO TID for 10 days

Patient Education:

• Medication Use: Take all medication as prescribed, even if symptoms improve early.

• Side Effects: May include nausea, headache, dizziness.

• Transmission: Avoid sexual activity until lesions are fully healed. HSV can be transmitted
even when asymptomatic.

• Safe Sex: Use condoms consistently to reduce recurrence transmission risk.

• Partner Notification: Partners should be informed and may need testing.

• Chronic Management: Discuss suppressive therapy if recurrences occur frequently (>6/
year).

Non-Pharmacologic Management:

• Keep area clean and dry.

• Use sitz baths and loose clothing.

• Apply cool compresses to soothe discomfort.

Follow-Up:

• Return to clinic in 1–2 weeks or sooner if symptoms worsen.

• Retesting or management for other STI test results as they return.

Complications of Non-Treatment:

• Increased risk of HIV transmission

• Severe and prolonged outbreaks, especially in immunocompromised patients

• Psychological distress

• Neonatal HSV transmission risk in future pregnancies

– Table 2: STI Knowledge Questions
– SOAP Note – Tina, 27-year-old Female
– Subjective:
– Objective:
– Assessment/Diagnosis:
– Plan:
– Pharmacologic Treatment (Assuming HSV PCR Positive):
– Patient Education:
– Non-Pharmacologic Management:
– Follow-Up:
– Complications of Non-Treatment:

**## Week2DBresponse–.pdf**

Infe
ctio
n

Description Presentation
Causes/Risk

Factors
Treatment per

CDC Additional Info

Can
dida

Fungal
infection
(yeast)

Vulvar
itching, thick
white
discharge

Antibiotics use,
diabetes,
pregnancy, tight
clothes

Fluconazole
150 mg PO
single dose

Not sexually
transmitted

BV
Bacterial
vaginosis

Thin gray
discharge,
fishy odor

Douching,
multiple partners,
new sex partner

Metronidazole
500 mg PO
BID x 7 days

Not an STI, but
related to sexual
activity

Chl
amy
dia

Bacterial STI

Often
asymptomatic,
discharge,
dysuria

Unprotected sex,
<25 yrs, multiple
partners

Doxycycline
100 mg BID x
7 days

Screen all
sexually active
females <25

Gon
orrh
ea

Bacterial STI
Purulent
discharge,
pelvic pain

Same as
chlamydia

Ceftriaxone
500 mg IM +
doxycycline

Often co-infected
with chlamydia

Tric
hom
onas

Protozoan
STI

Frothy
yellow-green
discharge,
odor

Unprotected sex,
multiple partners

Metronidazole
2g PO single
dose

Treat both
partners

Cer
vicit
is

Inflammation
of cervix
often due to
STI

Bleeding,
discharge,
pelvic pain

Chlamydia,
gonorrhea

Treat based on
causative
organism

Can lead to PID

PID

Infection of
upper
reproductive
tract

Pelvic pain,
fever, cervical
motion pain

Untreated STIs
Ceftriaxone +
doxycycline +
metronidazole

Risk for
infertility

HIV

Virus
affecting
immune
system

Fever, fatigue,
weight loss

Needle sharing,
sex, mother-to-
child

Antiretroviral
therapy (ART)

Lifelong
management

Syp
hilis

Bacterial STI
(Treponema
pallidum)

Chancre, rash,
systemic
symptoms

Sexual contact
with infected
person

Penicillin G
benzathine IM

Multiple stages;
test with RPR/
VDRL

Table 2: STI Knowledge Questions

SOAP Note – Tina, 27-year-old Female

Subjective:

Chief Complaint (CC):
“My vagina is burning, and I have painful blisters.”

HPI (OLDCARTS):

Hep
B

Liver
infection due
to HBV

Fatigue,
jaundice,
nausea

Sexual contact,
needle use

Supportive,
antivirals for
chronic cases

Vaccine available

Hep
C

Liver
infection due
to HCV

Often
asymptomatic,
may cause
fatigue

Blood-to-blood
contact, needle
sharing

Direct-acting
antivirals
(DAAs)

No vaccine;
chronic if
untreated

HS
V

Herpes
simplex virus
(type 1 or 2)

Painful
vesicles/
ulcers, fever

Sexual contact
Acyclovir,
Valacyclovir

Recurrent; no
cure, only
symptom
management

Question Answer

Name 10 Risk Factors for
contracting STIs and HIV

Unprotected sex, multiple partners, new partner, age <25,
MSM, history of STIs, drug use, sex work, inconsistent
condom use, partner with STI

Name 5 safer sex practices
Use condoms, limit partners, regular testing, mutual
monogamy, avoid sex under influence

Can HIV be transmitted
through sweat, saliva, and
tears?

No. HIV is not transmitted through sweat, saliva, or tears due
to insufficient viral load

Name 2 types of intercourse at
highest risk for contracting
HIV

Anal sex (receptive), vaginal sex (receptive)

Why are women more
susceptible to HIV in male-to-
female transmission?

Larger mucosal surface area exposed, higher viral load in
semen, potential microtears during sex

• The patient presented with a C/C of vaginal burning and painful blisters that began 3 days
ago. The area of concern is in her left labia minora. The patient describes that blisters as
painful and having a burning sensation with visible fluid-filled vesicles. Friction, urination,
and tight clothing worsen the pain. The patient describes relief with cool compresses, and
loose clothing. The discomfort is constant with intermittent sharp pain. She rates the pain a
6/10.

Medical History:

• no previous medical history

• no known allergies to drugs, food, or environmental factors

• no recent illnesses or hospitalizations

• vaccinations are up to date

Surgical History:

• No prior surgical history

Social History:

• #2 sexual partners in the last 6–12 months

• Use of protection (condoms)

• Tobacco, alcohol, recreational drug use, x2 a month socially

• sexual practices (oral, vaginal, anal)

Medications:

• Currently not on any medication

Allergies:

• NKDA (No Known Drug Allergies)

Objective:

Vital Signs:

• Temp: 98.6°F

• HR: 76 bpm

• BP: 112/70

• RR: 16/min

• SpO₂: 98% RA

Physical Exam:

• Genital Exam: Multiple small grouped vesicles on an erythematous base noted on the left
labia minora, tender to palpation. No foul-smelling discharge. No cervical motion tenderness.
No inguinal lymphadenopathy.

• Other Systems: Normal

Point of Care Testing (POCT):

• HSV PCR swab from lesion: High sensitivity and specificity for HSV-1 and HSV-2 (CDC,
2021)

• HIV rapid test: Recommended for new STI evaluation

• Urine NAAT for gonorrhea and chlamydia: Evaluate for co-infections

• Syphilis RPR and Hepatitis B/C screening: Per CDC recommendations for STI screening

Assessment/Diagnosis:

Presumptive Diagnosis:

• Genital Herpes Simplex Virus (HSV) Infection – ICD-10: A60.9

Rationale:

• Classic presentation of painful, fluid-filled vesicles on erythematous base, localized on labia
minora, recent unprotected sex, no previous known episodes.

Differential Diagnoses:

1. Contact Dermatitis: Less likely—symptoms typically bilateral and not vesicular.

2. Chancroid: Rare in the U.S.; painful ulcers with ragged borders, not grouped vesicles.

3. Syphilis (Primary): Typically a painless chancre; not vesicular.

Plan:

Pharmacologic Treatment (Assuming HSV PCR Positive):

• Acyclovir 400 mg tablet PO TID for 10 days

Patient Education:

• Medication Use: Take all medication as prescribed, even if symptoms improve early.

• Side Effects: May include nausea, headache, dizziness.

• Transmission: Avoid sexual activity until lesions are fully healed. HSV can be transmitted
even when asymptomatic.

• Safe Sex: Use condoms consistently to reduce recurrence transmission risk.

• Partner Notification: Partners should be informed and may need testing.

• Chronic Management: Discuss suppressive therapy if recurrences occur frequently (>6/
year).

Non-Pharmacologic Management:

• Keep area clean and dry.

• Use sitz baths and loose clothing.

• Apply cool compresses to soothe discomfort.

Follow-Up:

• Return to clinic in 1–2 weeks or sooner if symptoms worsen.

• Retesting or management for other STI test results as they return.

Complications of Non-Treatment:

• Increased risk of HIV transmission

• Severe and prolonged outbreaks, especially in immunocompromised patients

• Psychological distress

• Neonatal HSV transmission risk in future pregnancies

– Table 2: STI Knowledge Questions
– SOAP Note – Tina, 27-year-old Female
– Subjective:
– Objective:
– Assessment/Diagnosis:
– Plan:
– Pharmacologic Treatment (Assuming HSV PCR Positive):
– Patient Education:
– Non-Pharmacologic Management:
– Follow-Up:
– Complications of Non-Treatment:

November 5, 2026
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– ## BEHS495WEEK1DISCUSSION.docx

– ## BEHS495WEEK1LEARNINGRESOURCES.docx

– Week1ChicagoJournals.pdf

**## BEHS495WEEK1DISCUSSION.docx**

BEHS495 WEEK 1 DISCUSSION

Discussion 1 – Week 1: Interdisciplinarity Revisited

Must post first.

Subscribe

![](https://www.sweetstudy.com/questions/behs495-week-1-post-help-20915233)

Discussion Question: You have chosen a major that is interdisciplinary in nature. For this discussion topic, respond to the following questions:

1. In your own words, what does it mean to be a "social scientist?"

2. What is the distinction between "multidisciplinary" and "interdisciplinary"?

3. Why interdisciplinarity? What are the advantages? Are there any downfalls?

Please support your arguments using sources from any of your previous BEHS courses or empirical sources from the library. (Don't worry if you haven't held onto your previous texts from other courses. Library sources will suffice.)   This is a key aspect of this conference posting — Because this is a Capstone course, it requires you to draw on the things you have learned and resources from your previous courses to answer these questions.

When writing your posts, it is very important that you focus not just on summary but also on analysis. These posts are how I determine your mastery of the material and your critical thinking. Remember:

· Make sure you start your initial post as a New Thread in the LEO Discussion board, or I might not find it when I grade.

· Your first paragraph needs to be an introduction to your post.

· Your final paragraph should be a conclusion which pulls your ideas together.

· Your middle paragraphs should discuss your arguments.

· All posts need to be written in APA style and cite resources. You are encouraged to draw on resources from your courses across your entire major. There is not a lot of new information learned in this course, as I want to see you bringing together all of what you have learned at UMGC.

· Please check your post against the Guide for Good Writing before you submit it, as points will be deducted if you make those common writing errors. (This document is located in the Writing Resources module.)

_Provide your initial post by 11:59 pm on Sunday. Please copy and paste the discussion prompts into your post so that it is clear what you are answering where in your post. Place your answers to each question directly below the question. Please use in-text APA citations (with DOI numbers!) within your post as well as full APA references at the end of your post. Please write in paragraph form and not bulleted form per strong writing scholarly writing requirements. Your initial post should be at least 250 words in length, but many students end up writing more to fully address the questions and provide support from references._

## image1.jpeg

**## BEHS495WEEK1LEARNINGRESOURCES.docx**

BEHS495 WEEK 1 LEARNING RESOURCES

[https://leocontent.umgc.edu/content/dam/course-content/tus/behs/behs-495/document/Merton.pdf?ou=1318520](https://leocontent.umgc.edu/content/dam/course-content/tus/behs/behs-495/document/Merton.pdf?ou=1318520)

[https://leocontent.umgc.edu/content/dam/permalink/cc10ab39-033d-4dd1-a62a-3ba9842fdf82.html?ou=1318520](https://leocontent.umgc.edu/content/dam/permalink/cc10ab39-033d-4dd1-a62a-3ba9842fdf82.html?ou=1318520)

[https://youtu.be/Y2hEiMOgc1g?si=tM-qk9l4awC1S7im](https://youtu.be/Y2hEiMOgc1g?si=tM-qk9l4awC1S7im)

[http://ezproxy.umgc.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=heh&AN=94573924&site=ehost-live&scope=site](http://ezproxy.umgc.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=heh&AN=94573924&site=ehost-live&scope=site)

[https://leocontent.umgc.edu/content/dam/permalink/2047da3a-cab3-474c-bcf8-6d83e3c57124.html?ou=1318520](https://leocontent.umgc.edu/content/dam/permalink/2047da3a-cab3-474c-bcf8-6d83e3c57124.html?ou=1318520)

[https://leocontent.umgc.edu/content/dam/permalink/ba3cdc3b-9181-4c74-9b8e-f3bdf92e425b.html?ou=1318520](https://leocontent.umgc.edu/content/dam/permalink/ba3cdc3b-9181-4c74-9b8e-f3bdf92e425b.html?ou=1318520)

[https://leocontent.umgc.edu/content/dam/permalink/a5aa231a-ef65-4d89-a146-2db47d26ba3f.html?ou=1318520](https://leocontent.umgc.edu/content/dam/permalink/a5aa231a-ef65-4d89-a146-2db47d26ba3f.html?ou=1318520)

[https://leocontent.umgc.edu/content/dam/permalink/b37d1f86-8c74-447a-9b69-3cae6464b7c9.html?ou=1318520](https://leocontent.umgc.edu/content/dam/permalink/b37d1f86-8c74-447a-9b69-3cae6464b7c9.html?ou=1318520)

[https://leocontent.umgc.edu/content/dam/permalink/13a16678-00b2-4199-b54e-4143c79f8456.html?ou=1318520](https://leocontent.umgc.edu/content/dam/permalink/13a16678-00b2-4199-b54e-4143c79f8456.html?ou=1318520)

[https://leocontent.umgc.edu/content/dam/permalink/52142263-7ef3-4a06-94e8-4328bb845385.html?ou=1318520](https://leocontent.umgc.edu/content/dam/permalink/52142263-7ef3-4a06-94e8-4328bb845385.html?ou=1318520)

[https://leocontent.umgc.edu/content/dam/permalink/d59a4cdd-545e-4798-bc44-76dd51ecde64.html?ou=1318520](https://leocontent.umgc.edu/content/dam/permalink/d59a4cdd-545e-4798-bc44-76dd51ecde64.html?ou=1318520)

[https://leocontent.umgc.edu/content/dam/permalink/6720e84f-0028-4d69-9a1d-a6a0bd9c32aa.html?ou=1318520](https://leocontent.umgc.edu/content/dam/permalink/6720e84f-0028-4d69-9a1d-a6a0bd9c32aa.html?ou=1318520)

[https://leocontent.umgc.edu/content/dam/permalink/3f2376a5-049a-4a3b-a57c-57bc215b7708.html?ou=1318520](https://leocontent.umgc.edu/content/dam/permalink/3f2376a5-049a-4a3b-a57c-57bc215b7708.html?ou=1318520)

**Week1ChicagoJournals.pdf**

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**Week1ChicagoJournals.pdf**

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**## BEHS495WEEK1DISCUSSION.docx**

BEHS495 WEEK 1 DISCUSSION

Discussion 1 – Week 1: Interdisciplinarity Revisited

Must post first.

Subscribe

![](https://www.sweetstudy.com/questions/behs495-week-1-post-help-20915233)

Discussion Question: You have chosen a major that is interdisciplinary in nature. For this discussion topic, respond to the following questions:

1. In your own words, what does it mean to be a "social scientist?"

2. What is the distinction between "multidisciplinary" and "interdisciplinary"?

3. Why interdisciplinarity? What are the advantages? Are there any downfalls?

Please support your arguments using sources from any of your previous BEHS courses or empirical sources from the library. (Don't worry if you haven't held onto your previous texts from other courses. Library sources will suffice.)   This is a key aspect of this conference posting — Because this is a Capstone course, it requires you to draw on the things you have learned and resources from your previous courses to answer these questions.

When writing your posts, it is very important that you focus not just on summary but also on analysis. These posts are how I determine your mastery of the material and your critical thinking. Remember:

· Make sure you start your initial post as a New Thread in the LEO Discussion board, or I might not find it when I grade.

· Your first paragraph needs to be an introduction to your post.

· Your final paragraph should be a conclusion which pulls your ideas together.

· Your middle paragraphs should discuss your arguments.

· All posts need to be written in APA style and cite resources. You are encouraged to draw on resources from your courses across your entire major. There is not a lot of new information learned in this course, as I want to see you bringing together all of what you have learned at UMGC.

· Please check your post against the Guide for Good Writing before you submit it, as points will be deducted if you make those common writing errors. (This document is located in the Writing Resources module.)

_Provide your initial post by 11:59 pm on Sunday. Please copy and paste the discussion prompts into your post so that it is clear what you are answering where in your post. Place your answers to each question directly below the question. Please use in-text APA citations (with DOI numbers!) within your post as well as full APA references at the end of your post. Please write in paragraph form and not bulleted form per strong writing scholarly writing requirements. Your initial post should be at least 250 words in length, but many students end up writing more to fully address the questions and provide support from references._

## image1.jpeg

**## BEHS495WEEK1LEARNINGRESOURCES.docx**

BEHS495 WEEK 1 LEARNING RESOURCES

[https://leocontent.umgc.edu/content/dam/course-content/tus/behs/behs-495/document/Merton.pdf?ou=1318520](https://leocontent.umgc.edu/content/dam/course-content/tus/behs/behs-495/document/Merton.pdf?ou=1318520)

[https://leocontent.umgc.edu/content/dam/permalink/cc10ab39-033d-4dd1-a62a-3ba9842fdf82.html?ou=1318520](https://leocontent.umgc.edu/content/dam/permalink/cc10ab39-033d-4dd1-a62a-3ba9842fdf82.html?ou=1318520)

[https://youtu.be/Y2hEiMOgc1g?si=tM-qk9l4awC1S7im](https://youtu.be/Y2hEiMOgc1g?si=tM-qk9l4awC1S7im)

[http://ezproxy.umgc.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=heh&AN=94573924&site=ehost-live&scope=site](http://ezproxy.umgc.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=heh&AN=94573924&site=ehost-live&scope=site)

[https://leocontent.umgc.edu/content/dam/permalink/2047da3a-cab3-474c-bcf8-6d83e3c57124.html?ou=1318520](https://leocontent.umgc.edu/content/dam/permalink/2047da3a-cab3-474c-bcf8-6d83e3c57124.html?ou=1318520)

[https://leocontent.umgc.edu/content/dam/permalink/ba3cdc3b-9181-4c74-9b8e-f3bdf92e425b.html?ou=1318520](https://leocontent.umgc.edu/content/dam/permalink/ba3cdc3b-9181-4c74-9b8e-f3bdf92e425b.html?ou=1318520)

[https://leocontent.umgc.edu/content/dam/permalink/a5aa231a-ef65-4d89-a146-2db47d26ba3f.html?ou=1318520](https://leocontent.umgc.edu/content/dam/permalink/a5aa231a-ef65-4d89-a146-2db47d26ba3f.html?ou=1318520)

[https://leocontent.umgc.edu/content/dam/permalink/b37d1f86-8c74-447a-9b69-3cae6464b7c9.html?ou=1318520](https://leocontent.umgc.edu/content/dam/permalink/b37d1f86-8c74-447a-9b69-3cae6464b7c9.html?ou=1318520)

[https://leocontent.umgc.edu/content/dam/permalink/13a16678-00b2-4199-b54e-4143c79f8456.html?ou=1318520](https://leocontent.umgc.edu/content/dam/permalink/13a16678-00b2-4199-b54e-4143c79f8456.html?ou=1318520)

[https://leocontent.umgc.edu/content/dam/permalink/52142263-7ef3-4a06-94e8-4328bb845385.html?ou=1318520](https://leocontent.umgc.edu/content/dam/permalink/52142263-7ef3-4a06-94e8-4328bb845385.html?ou=1318520)

[https://leocontent.umgc.edu/content/dam/permalink/d59a4cdd-545e-4798-bc44-76dd51ecde64.html?ou=1318520](https://leocontent.umgc.edu/content/dam/permalink/d59a4cdd-545e-4798-bc44-76dd51ecde64.html?ou=1318520)

[https://leocontent.umgc.edu/content/dam/permalink/6720e84f-0028-4d69-9a1d-a6a0bd9c32aa.html?ou=1318520](https://leocontent.umgc.edu/content/dam/permalink/6720e84f-0028-4d69-9a1d-a6a0bd9c32aa.html?ou=1318520)

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**Week1ChicagoJournals.pdf**

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**## BEHS495WEEK1DISCUSSION.docx**

BEHS495 WEEK 1 DISCUSSION

Discussion 1 – Week 1: Interdisciplinarity Revisited

Must post first.

Subscribe

![](https://www.sweetstudy.com/questions/behs495-week-1-post-help-20915233)

Discussion Question: You have chosen a major that is interdisciplinary in nature. For this discussion topic, respond to the following questions:

1. In your own words, what does it mean to be a "social scientist?"

2. What is the distinction between "multidisciplinary" and "interdisciplinary"?

3. Why interdisciplinarity? What are the advantages? Are there any downfalls?

Please support your arguments using sources from any of your previous BEHS courses or empirical sources from the library. (Don't worry if you haven't held onto your previous texts from other courses. Library sources will suffice.)   This is a key aspect of this conference posting — Because this is a Capstone course, it requires you to draw on the things you have learned and resources from your previous courses to answer these questions.

When writing your posts, it is very important that you focus not just on summary but also on analysis. These posts are how I determine your mastery of the material and your critical thinking. Remember:

· Make sure you start your initial post as a New Thread in the LEO Discussion board, or I might not find it when I grade.

· Your first paragraph needs to be an introduction to your post.

· Your final paragraph should be a conclusion which pulls your ideas together.

· Your middle paragraphs should discuss your arguments.

· All posts need to be written in APA style and cite resources. You are encouraged to draw on resources from your courses across your entire major. There is not a lot of new information learned in this course, as I want to see you bringing together all of what you have learned at UMGC.

· Please check your post against the Guide for Good Writing before you submit it, as points will be deducted if you make those common writing errors. (This document is located in the Writing Resources module.)

_Provide your initial post by 11:59 pm on Sunday. Please copy and paste the discussion prompts into your post so that it is clear what you are answering where in your post. Place your answers to each question directly below the question. Please use in-text APA citations (with DOI numbers!) within your post as well as full APA references at the end of your post. Please write in paragraph form and not bulleted form per strong writing scholarly writing requirements. Your initial post should be at least 250 words in length, but many students end up writing more to fully address the questions and provide support from references._

## image1.jpeg

**## BEHS495WEEK1LEARNINGRESOURCES.docx**

BEHS495 WEEK 1 LEARNING RESOURCES

[https://leocontent.umgc.edu/content/dam/course-content/tus/behs/behs-495/document/Merton.pdf?ou=1318520](https://leocontent.umgc.edu/content/dam/course-content/tus/behs/behs-495/document/Merton.pdf?ou=1318520)

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[https://youtu.be/Y2hEiMOgc1g?si=tM-qk9l4awC1S7im](https://youtu.be/Y2hEiMOgc1g?si=tM-qk9l4awC1S7im)

[http://ezproxy.umgc.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=heh&AN=94573924&site=ehost-live&scope=site](http://ezproxy.umgc.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=heh&AN=94573924&site=ehost-live&scope=site)

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[https://leocontent.umgc.edu/content/dam/permalink/ba3cdc3b-9181-4c74-9b8e-f3bdf92e425b.html?ou=1318520](https://leocontent.umgc.edu/content/dam/permalink/ba3cdc3b-9181-4c74-9b8e-f3bdf92e425b.html?ou=1318520)

[https://leocontent.umgc.edu/content/dam/permalink/a5aa231a-ef65-4d89-a146-2db47d26ba3f.html?ou=1318520](https://leocontent.umgc.edu/content/dam/permalink/a5aa231a-ef65-4d89-a146-2db47d26ba3f.html?ou=1318520)

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[https://leocontent.umgc.edu/content/dam/permalink/52142263-7ef3-4a06-94e8-4328bb845385.html?ou=1318520](https://leocontent.umgc.edu/content/dam/permalink/52142263-7ef3-4a06-94e8-4328bb845385.html?ou=1318520)

[https://leocontent.umgc.edu/content/dam/permalink/d59a4cdd-545e-4798-bc44-76dd51ecde64.html?ou=1318520](https://leocontent.umgc.edu/content/dam/permalink/d59a4cdd-545e-4798-bc44-76dd51ecde64.html?ou=1318520)

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**Week1ChicagoJournals.pdf**

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November 5, 2026
[Solved] M2

✓ Verified Academic Solution Available

Executive Solution Overview

The future of mental health in order adults. – a year ago **files (1)** – ## IND101Milestone2Template.docx **## IND101Milestone2Template.docx** [Student Name] _Instructions: Replace the example wording in brackets below with your wording for each prompt._ **IND101 Milestone 2 Template** **Topic:**…

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Assignment Prompt & Instructions

The future of mental health in order adults.

– a year ago

**files (1)**

– ## IND101Milestone2Template.docx

**## IND101Milestone2Template.docx**

[Student Name]

_Instructions: Replace the example wording in brackets below with your wording for each prompt._

**IND101 Milestone 2 Template**

**Topic:**[Example: Climate Change]

1.
**List of narrowed ideas from the freewrite activity:**

· [Examples: Warmer ocean temperatures

· Melting ice caps

· Greenhouse gases

· Fossil fuels

· Disagreement about whether climate change is real

· How politicians talk about climate change

· Electric cars

· Policies to reduce cost of electric vehicles

· Wind farms

· Solar power

· The cost of alternative energy

· How the international community is addressing climate change

· Global leaders in addressing climate change

· How the US compares to other nations in addressing climate change]

2.
**Description with at least 4 underlined key terms or short phrases:**

[Example description:
Electric cars are an important step toward addressing
climate change by reducing our reliance on
gasoline. However, electric cars are still too
expensive for the average American to buy, so the government should provide
financial incentives to
car companies to reduce the price for
consumers and increase the availability of
charging stations.]

3.
**At least 2 synonyms, abbreviations, or alternatives for each key term:**

· [Examples: Electric cars: electric vehicles, plug-in, EV]

· [Climate change: global warming, temperature change, environmental change]

· [Gasoline: petroleum, fuel]

· [Expensive: pricey, costly]

· [Financial incentives: inducement, tax credit, government subsidy]

· [Car companies: car manufacturers, automobile manufacturers (also: Tesla, Chevrolet, Ford, etc.)]

· [Consumers: shopper, buyer]

· [Charging stations: recharging hub, electric recharging point]

4.
**At least 5 Excelsior Library Sources**

**Source 1:**

·
**Title:**[Example:
How China Beat the US in Electric Vehicle Manufacturing And why it’s time for the United States to get serious about industrial policies.]

·
**Date:**[2021]

·
**Author:**[Graham, J. D., Belton, K. B., & Suri, X.]

·
**Permalink:**[
[http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=149318105&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=149318105&site=eds-live&scope=site)]

**Source 2:**

·
**Title:**

·
**Date:**

·
**Author:**

·
**Permalink:**

**Source 3:**

·
**Title:**

·
**Date:**

·
**Author:**

·
**Permalink:**

**Source 4:**

·
**Title:**

·
**Date:**

·
**Author:**

·
**Permalink:**

**Source 5:**

·
**Title:**

·
**Date:**

·
**Author:**

·
**Permalink:**

**Optional: Instead of bulleted source information above, try an APA style reference list (but make sure to still include a URL or Permalink to each source):**

[Examples:

Dua, R., & White, K. (2020). Understanding latent demand for hybrid and plug-in electric vehicles using large-scale longitudinal survey data of US new vehicle buyers.
_Energy Efficiency_,
_13_(6), 1063–1074.
[http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=145259635&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=145259635&site=eds-live&scope=site)

Graham, J. D., Belton, K. B., & Suri, X. (2021). How China beat the US in electric vehicle manufacturing and why it’s time for the United States to get serious about industrial policies.
_Issues in Science & Technology_,
_37_(2), 72–79.
[http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=149318105&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=149318105&site=eds-live&scope=site)

National Research Council (U.S.). (2015).
_Overcoming barriers to deployment of plug-in electric_ _vehicles_. National Academies Press.
[http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1099383&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1099383&site=eds-live&scope=site)

Noori, M., & Tatari, O. (2016). Development of an agent-based model for regional market penetration projections of electric vehicles in the United States.
_Energy_,
_96_, 215–230.
[http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S0360544215016606&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S0360544215016606&site=eds-live&scope=site)

Sperling, D. (2018). Electric vehicles: Approaching the tipping point.
_Bulletin of the Atomic_ _Scientists_,
_74_(1), 11–18.
[http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ulh&AN=127161734&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ulh&AN=127161734&site=eds-live&scope=site)]

**## IND101Milestone2Template.docx**

[Student Name]

_Instructions: Replace the example wording in brackets below with your wording for each prompt._

**IND101 Milestone 2 Template**

**Topic:**[Example: Climate Change]

1.
**List of narrowed ideas from the freewrite activity:**

· [Examples: Warmer ocean temperatures

· Melting ice caps

· Greenhouse gases

· Fossil fuels

· Disagreement about whether climate change is real

· How politicians talk about climate change

· Electric cars

· Policies to reduce cost of electric vehicles

· Wind farms

· Solar power

· The cost of alternative energy

· How the international community is addressing climate change

· Global leaders in addressing climate change

· How the US compares to other nations in addressing climate change]

2.
**Description with at least 4 underlined key terms or short phrases:**

[Example description:
Electric cars are an important step toward addressing
climate change by reducing our reliance on
gasoline. However, electric cars are still too
expensive for the average American to buy, so the government should provide
financial incentives to
car companies to reduce the price for
consumers and increase the availability of
charging stations.]

3.
**At least 2 synonyms, abbreviations, or alternatives for each key term:**

· [Examples: Electric cars: electric vehicles, plug-in, EV]

· [Climate change: global warming, temperature change, environmental change]

· [Gasoline: petroleum, fuel]

· [Expensive: pricey, costly]

· [Financial incentives: inducement, tax credit, government subsidy]

· [Car companies: car manufacturers, automobile manufacturers (also: Tesla, Chevrolet, Ford, etc.)]

· [Consumers: shopper, buyer]

· [Charging stations: recharging hub, electric recharging point]

4.
**At least 5 Excelsior Library Sources**

**Source 1:**

·
**Title:**[Example:
How China Beat the US in Electric Vehicle Manufacturing And why it’s time for the United States to get serious about industrial policies.]

·
**Date:**[2021]

·
**Author:**[Graham, J. D., Belton, K. B., & Suri, X.]

·
**Permalink:**[
[http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=149318105&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=149318105&site=eds-live&scope=site)]

**Source 2:**

·
**Title:**

·
**Date:**

·
**Author:**

·
**Permalink:**

**Source 3:**

·
**Title:**

·
**Date:**

·
**Author:**

·
**Permalink:**

**Source 4:**

·
**Title:**

·
**Date:**

·
**Author:**

·
**Permalink:**

**Source 5:**

·
**Title:**

·
**Date:**

·
**Author:**

·
**Permalink:**

**Optional: Instead of bulleted source information above, try an APA style reference list (but make sure to still include a URL or Permalink to each source):**

[Examples:

Dua, R., & White, K. (2020). Understanding latent demand for hybrid and plug-in electric vehicles using large-scale longitudinal survey data of US new vehicle buyers.
_Energy Efficiency_,
_13_(6), 1063–1074.
[http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=145259635&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=145259635&site=eds-live&scope=site)

Graham, J. D., Belton, K. B., & Suri, X. (2021). How China beat the US in electric vehicle manufacturing and why it’s time for the United States to get serious about industrial policies.
_Issues in Science & Technology_,
_37_(2), 72–79.
[http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=149318105&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=149318105&site=eds-live&scope=site)

National Research Council (U.S.). (2015).
_Overcoming barriers to deployment of plug-in electric_ _vehicles_. National Academies Press.
[http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1099383&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1099383&site=eds-live&scope=site)

Noori, M., & Tatari, O. (2016). Development of an agent-based model for regional market penetration projections of electric vehicles in the United States.
_Energy_,
_96_, 215–230.
[http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S0360544215016606&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S0360544215016606&site=eds-live&scope=site)

Sperling, D. (2018). Electric vehicles: Approaching the tipping point.
_Bulletin of the Atomic_ _Scientists_,
_74_(1), 11–18.
[http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ulh&AN=127161734&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ulh&AN=127161734&site=eds-live&scope=site)]

November 5, 2026
[Solved] discussion

✓ Verified Academic Solution Available

Executive Solution Overview

## Red Bead Experiment Discussion ### Purpose This assignment is intended to help you learn to assess quality, safety, and information systems to improve patient outcomes. ### Action Items **Complete the following:** – Watch the videos about the [Red Bead Experiment.Links to an external site.](https…

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Assignment Prompt & Instructions

## Red Bead Experiment Discussion

### Purpose

This assignment is intended to help you learn to assess quality, safety, and information systems to improve patient outcomes.

### Action Items

**Complete the following:**

– Watch the videos about the [Red Bead Experiment.Links to an external site.](https://www.youtube.com/watch?v=oMb_UKYHvto "Link")![](https://franklin.instructure.com/images/play_overlay.png)

### Initial Response

Your initial response should address all of the elements below, in depth and breadth. A minimum of 350 words is expected in your initial response. Citations and references are included, in correct APA format.

**Answer the following discussion questions:**

– What are some of the management techniques Dr. Berwick uses to try to improve employee performance?
– Do you think these management techniques are effective? Why or why not?
– If you were the head of the Red Bead Company, what would you do to try to improve quality?
– Do you think the management style in the Red Bead Company has any similarities to the way health care is managed? Explain your thinking and give an example, if possible.

– [\
\
redbead.docx](https://www.sweetstudy.com/files/redbead-docx "redbead.docx")

– a year ago

November 5, 2026
[Solved] Replies

✓ Verified Academic Solution Available

Executive Solution Overview

[>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management) Replies – a year ago **responses** NOT RATED Purchase the answer to view it ![blurred-text](https://www.sweetstudy.com/assets/images/blurred-text.c4cde9f021be0abed13ca77c3d6d43d3.png) – C…

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Assignment Prompt & Instructions

[>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management)

Replies

– a year ago

**responses**

NOT RATED

Purchase the answer to view it

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November 5, 2026
[Solved] Nursing Dnp Essentials

✓ Verified Academic Solution Available

Executive Solution Overview

### Formative Assessment How does the role of the DNP-prepared nurse compare to other non-nursing advanced practice healthcare providers in the clinical setting? 300 words ### Document Type/Template – Word Document – [\ \ Rubric.pdf](https://www.sweetstudy.com/files/rubric-pdf-10294197 "Rubric.pdf…

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Assignment Prompt & Instructions

### Formative Assessment

How does the role of the DNP-prepared nurse compare to other non-nursing advanced practice healthcare providers in the clinical setting? 300 words

### Document Type/Template

– Word Document

– [\
\
Rubric.pdf](https://www.sweetstudy.com/files/rubric-pdf-10294197 "Rubric.pdf")

– a year ago

November 5, 2026
[Solved] psychology

✓ Verified Academic Solution Available

Executive Solution Overview

– a year ago **files (1)** – ## OnlineSocialPsychologyExperiment1.docx **## OnlineSocialPsychologyExperiment1.docx** ## Online Social Psychology Experiment For this assignment, please access the following link and complete one of the many online social psychology experiments listed there: [https://w…

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Assignment Prompt & Instructions

– a year ago

**files (1)**

– ## OnlineSocialPsychologyExperiment1.docx

**## OnlineSocialPsychologyExperiment1.docx**

## Online Social Psychology Experiment

For this assignment, please access the following link and complete one of the many online social psychology experiments listed there:

[https://www.socialpsychology.org/expts.htm](https://www.socialpsychology.org/expts.htm)

After you have completed the experiment, please answer the following questions:

1) What was the title of your experiment? What was the experiment about (in two sentences)?

2) What were the research questions?

3) What are the independent and dependent variables?

4) What method(s) did the experimenter use? What did you do for the experiment? In other words, what was the procedure?

5) What results do you think the experimenter might receive?

**## OnlineSocialPsychologyExperiment1.docx**

## Online Social Psychology Experiment

For this assignment, please access the following link and complete one of the many online social psychology experiments listed there:

[https://www.socialpsychology.org/expts.htm](https://www.socialpsychology.org/expts.htm)

After you have completed the experiment, please answer the following questions:

1) What was the title of your experiment? What was the experiment about (in two sentences)?

2) What were the research questions?

3) What are the independent and dependent variables?

4) What method(s) did the experimenter use? What did you do for the experiment? In other words, what was the procedure?

5) What results do you think the experimenter might receive?

November 5, 2026
[Solved] week 2.1

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discussion response – a year ago

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Assignment Prompt & Instructions

discussion response

– a year ago

November 5, 2026
[Solved] Sociology

✓ Verified Academic Solution Available

Executive Solution Overview

[>Sociology homework help](https://www.sweetstudy.com/fields/social-science-sociology) – a year ago **files (1)** – ## ASSIGNMENT.pptx **## ASSIGNMENT.pptx** Assignment Instructions STEPS View the "notes" section beneath each slide to view instructions. You can click on “Notes” at the bottom of the …

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Assignment Prompt & Instructions

[>Sociology homework help](https://www.sweetstudy.com/fields/social-science-sociology)

– a year ago

**files (1)**

– ## ASSIGNMENT.pptx

**## ASSIGNMENT.pptx**

Assignment Instructions

STEPS

View the "notes" section beneath each slide to view instructions.

You can click on “Notes” at the bottom of the slide, or select “View” from the main menu, then select “Notes.”

You may need to drag the notes bar up to see more text.

Notes Bar

Drag the bar up to see notes

This is the notes section!

1

Insert Name

My Goals, Motivations, & Values

Insert your name on this slide.

Throughout the slide deck, add images and/or a background; adjust the font and color if you'd like. You can go to the "Design" tab and see a multitude of design options. If you'd like to get really fancy, you're welcome to add audio and/or video.

Take a look at the rubric so you understand what is being assessed for your grade.

2

VALUES

VALUES:

After completing the values assessment in the Learning Resources, identify your top five values on the slide above. Add one image that relates to at least one of your identified values.

3

My SMART Goal Statements

This is a section header. Add at least one design element (image and/or background).

In next nine slides, you will create three SMART Goal Statements and identify your source(s) of motivation to achieve these goals.

Academic Achievement

Professional/Career Development

Personal Growth

4

SMART GOAL STATEMENT:

| | |
| — | — |
| Criteria | Response |
| S | |
| M | |
| A | |
| R | |
| T | |

ACADEMIC

S (SPECIFIC): What do you want to accomplish?

M (MEASURABLE): How can you measure your progress? When will you know that you have achieved your goal?

A (ACHIEVABLE): Do you have the skills and resources needed to achieve this goal? If not, how will you obtain them? Is this goal realistic in the timeframe you have established?

R (RELEVANT): Why are you setting this goal now? Why does it matter?

T (TIME-BOUND): When will you achieve this goal? State a specific timeframe!

Once you have answered all the questions above, write out your SMART goal in the slide.

5

ACTION ITEMS

List at least THREE actions that you will take to achieve this goal. Focus on specific actions (example: Block off time every Sunday night to plan my study schedule for the week) instead of attitudes or aspirations (example: work harder than I ever have to get good grades).

6

MOTIVATION

MOTIVATION:

Why do you want to achieve this goal? What or who inspires you to achieve this goal? Provide a short summary of your motivations.

Include at least one powerful image OR provide a link to a (non-explicit) song that is representative of your "WHY" — your source of motivation. You can also provide both, if you'd like.

7

SMART GOAL STATEMENT:

| | |
| — | — |
| Criteria | Response |
| S | |
| M | |
| A | |
| R | |
| T | |

PROFESSIONAL

S (SPECIFIC): What do you want to accomplish?

M (MEASURABLE): How can you measure your progress? When will you know that you have achieved your goal?

A (ACHIEVABLE): Do you have the skills and resources needed to achieve this goal? If not, how will you obtain them? Is this goal realistic in the timeframe you have established?

R (RELEVANT): Why are you setting this goal now? Why does it matter?

T (TIME-BOUND): When will you achieve this goal? State a specific timeframe!

Once you have answered all the questions above, write out your SMART goal in the slide.

8

ACTION ITEMS

List at least THREE actions that you will take to achieve this goal. Focus on specific actions (example: Block off time every Sunday night to plan my study schedule for the week) instead of attitudes or aspirations (example: work harder than I ever have to get good grades).

9

MOTIVATION

MOTIVATION:

Why do you want to achieve this goal? What or who inspires you to achieve this goal? Provide a short summary of your motivations.

Include at least one powerful image OR provide a link to a (non-explicit) song that is representative of your "WHY" — your source of motivation. You can also provide both, if you'd like.

10

SMART GOAL STATEMENT:

| | |
| — | — |
| Criteria | Response |
| S | |
| M | |
| A | |
| R | |
| T | |

PERSONAL

GOAL PLANNER: What is the initial goal you have in mind?

S (SPECIFIC): What do you want to accomplish?

M (MEASURABLE): How can you measure your progress? When will you know that you have achieved your goal?

A (ACHIEVABLE): Do you have the skills and resources needed to achieve this goal? If not, how will you obtain them? Is this goal realistic in the timeframe you have established?

R (RELEVANT): Why are you setting this goal now? Why does it matter?

T (TIME-BOUND): When will you achieve this goal? State a specific timeframe!

Once you have answered all the questions above, write out your SMART goal in the slide.

11

ACTION ITEMS

List at least THREE actions that you will take to achieve this goal. Focus on specific actions (example: Block off time every Sunday night to plan my study schedule for the week) instead of attitudes or aspirations (example: work harder than I ever have to get good grades).

12

MOTIVATION

MOTIVATION:

Why do you want to achieve this goal? What or who inspires you to achieve this goal? Provide a short summary of your motivations.

Include at least one powerful image OR provide a link to a (non-explicit) song that is representative of your "WHY" — your source of motivation. You can also provide both, if you'd like.

13

REFLECTION

In the section above, write 3-5 thoughtful sentences about what you learned about yourself as you identified your values, motivations, and set your SMART goals.

14

## image1.png

**## ASSIGNMENT.pptx**

Assignment Instructions

STEPS

View the "notes" section beneath each slide to view instructions.

You can click on “Notes” at the bottom of the slide, or select “View” from the main menu, then select “Notes.”

You may need to drag the notes bar up to see more text.

Notes Bar

Drag the bar up to see notes

This is the notes section!

1

Insert Name

My Goals, Motivations, & Values

Insert your name on this slide.

Throughout the slide deck, add images and/or a background; adjust the font and color if you'd like. You can go to the "Design" tab and see a multitude of design options. If you'd like to get really fancy, you're welcome to add audio and/or video.

Take a look at the rubric so you understand what is being assessed for your grade.

2

VALUES

VALUES:

After completing the values assessment in the Learning Resources, identify your top five values on the slide above. Add one image that relates to at least one of your identified values.

3

My SMART Goal Statements

This is a section header. Add at least one design element (image and/or background).

In next nine slides, you will create three SMART Goal Statements and identify your source(s) of motivation to achieve these goals.

Academic Achievement

Professional/Career Development

Personal Growth

4

SMART GOAL STATEMENT:

| | |
| — | — |
| Criteria | Response |
| S | |
| M | |
| A | |
| R | |
| T | |

ACADEMIC

S (SPECIFIC): What do you want to accomplish?

M (MEASURABLE): How can you measure your progress? When will you know that you have achieved your goal?

A (ACHIEVABLE): Do you have the skills and resources needed to achieve this goal? If not, how will you obtain them? Is this goal realistic in the timeframe you have established?

R (RELEVANT): Why are you setting this goal now? Why does it matter?

T (TIME-BOUND): When will you achieve this goal? State a specific timeframe!

Once you have answered all the questions above, write out your SMART goal in the slide.

5

ACTION ITEMS

List at least THREE actions that you will take to achieve this goal. Focus on specific actions (example: Block off time every Sunday night to plan my study schedule for the week) instead of attitudes or aspirations (example: work harder than I ever have to get good grades).

6

MOTIVATION

MOTIVATION:

Why do you want to achieve this goal? What or who inspires you to achieve this goal? Provide a short summary of your motivations.

Include at least one powerful image OR provide a link to a (non-explicit) song that is representative of your "WHY" — your source of motivation. You can also provide both, if you'd like.

7

SMART GOAL STATEMENT:

| | |
| — | — |
| Criteria | Response |
| S | |
| M | |
| A | |
| R | |
| T | |

PROFESSIONAL

S (SPECIFIC): What do you want to accomplish?

M (MEASURABLE): How can you measure your progress? When will you know that you have achieved your goal?

A (ACHIEVABLE): Do you have the skills and resources needed to achieve this goal? If not, how will you obtain them? Is this goal realistic in the timeframe you have established?

R (RELEVANT): Why are you setting this goal now? Why does it matter?

T (TIME-BOUND): When will you achieve this goal? State a specific timeframe!

Once you have answered all the questions above, write out your SMART goal in the slide.

8

ACTION ITEMS

List at least THREE actions that you will take to achieve this goal. Focus on specific actions (example: Block off time every Sunday night to plan my study schedule for the week) instead of attitudes or aspirations (example: work harder than I ever have to get good grades).

9

MOTIVATION

MOTIVATION:

Why do you want to achieve this goal? What or who inspires you to achieve this goal? Provide a short summary of your motivations.

Include at least one powerful image OR provide a link to a (non-explicit) song that is representative of your "WHY" — your source of motivation. You can also provide both, if you'd like.

10

SMART GOAL STATEMENT:

| | |
| — | — |
| Criteria | Response |
| S | |
| M | |
| A | |
| R | |
| T | |

PERSONAL

GOAL PLANNER: What is the initial goal you have in mind?

S (SPECIFIC): What do you want to accomplish?

M (MEASURABLE): How can you measure your progress? When will you know that you have achieved your goal?

A (ACHIEVABLE): Do you have the skills and resources needed to achieve this goal? If not, how will you obtain them? Is this goal realistic in the timeframe you have established?

R (RELEVANT): Why are you setting this goal now? Why does it matter?

T (TIME-BOUND): When will you achieve this goal? State a specific timeframe!

Once you have answered all the questions above, write out your SMART goal in the slide.

11

ACTION ITEMS

List at least THREE actions that you will take to achieve this goal. Focus on specific actions (example: Block off time every Sunday night to plan my study schedule for the week) instead of attitudes or aspirations (example: work harder than I ever have to get good grades).

12

MOTIVATION

MOTIVATION:

Why do you want to achieve this goal? What or who inspires you to achieve this goal? Provide a short summary of your motivations.

Include at least one powerful image OR provide a link to a (non-explicit) song that is representative of your "WHY" — your source of motivation. You can also provide both, if you'd like.

13

REFLECTION

In the section above, write 3-5 thoughtful sentences about what you learned about yourself as you identified your values, motivations, and set your SMART goals.

14

## image1.png

November 5, 2026