Heart Failure, Hypertension, and Diabetes Mellitus

Post is of two assignments

1: Developing students’ reading, writing, speaking, listening and critical thinking skills

Order Description

At Mr. Gino’s school it is usual for teachers to look at how other experienced teachers are developing their
students’ reading, writing, speaking, listening and critical thinking skills. His school is a local high school with a
primary school next door. The program has a teacher from the primary school (Mrs. Van from Year 4) work with a
secondary teacher. The structured collaborative program runs for a week.

Mr. Gino the History teacher felt that there were so many things that he could learn from the primary area.
Each time he went there, he was amazed at the stimulating and visually pleasing environment. The lessons were
interesting and the Mrs. Van did not just “talk at” the students. It reminded him of how boring his own lessons were
from the textbooks, whiteboard and the bareness of the classroom. So with the co-operation of Mrs. Van, they decided
to work together. Mr. Gino would do History work with Mrs. Van’s class. In return, she would assist him in showing
a variety of lesson strategies to teach his own class.

The changes in Mr. Gino’s Yr. 8 class included a large board to celebrate outstanding student work, a reading
corner containing numerous texts (students can borrow these) and copious amounts of student work displayed around
the room. In addition as a reward, he also had a game’s area with educational work and computer thinking games for
early finishers. In another space was a knowledge space where students could keep informed about world issues. For
example, writing emails and letters to the local newspaper. There were learning centres for independent learning with
activities related to the class topics. Students were placed in groups of two, three or four to work together on special
interest topics as well as class topics. Mr. Gino made sure there was one better performing student in each group. Lots
of talk was allowed in the classroom as long as it was on the topics. Students were encouraged to offer answers even if
they were unsure if they were correct.

Mr. Gino believes that his teaching and the students’ learning changed in quite significant ways. He now has a
stimulating, informative environment that enhances the quality of his teaching. The efforts put into the classroom
environment have been recognized by the students. He feels that the new organization of his classroom makes a strong
statement about quality learning and about the value he places on his learning place. Mr. Gino is able to employ a
diverse range of teaching methodologies. Students are immersed in learning every time they enter his classroom.
Reluctant learners are motivated and they seem more excited to learn.

How does the above relate to Piaget and Vygotskian theories? Illustrate your answer with practical examples
from the scenario. What strategies would have Mrs. Van employed on her Yr. 4 class? Can you see any
problems with either theory (Piaget and Vygotsky)?

2: Heart Failure, Hypertension, and Diabetes Mellitus Case Study

Order Description

Comprehensive Case Study on COPD, Heart Failure, Hypertension, and Diabetes Mellitus
Review the following case study and complete the questions that follow.write your responses to each question as one narrative rather than separating your responses by question number. Include an introduction and a conclusion. Submit your answers using APA format, well-written sentences, and detailed explanations. Your analysis must be scientifically sound, necessary, and sufficient.
Include a bibliography of at least 3 sources (with at least one non Internet source). Your textbook may not be included as a source for this assignment. Refer to the rubric for more information on how your assignment will be graded.
Case Study
M.K. is a 45-year-old female, measuring 5’5” and weighs 225 lbs. M.K. has a history of smoking about 22 years along with a poor diet. She has a history of Type II diabetes mellitus along with primary hypertension. M.K. has recently been diagnosed with chronic bronchitis. Her current symptoms include chronic cough, more severe in the mornings with sputum, light-headedness, distended neck veins, excessive peripheral edema, and increase urination at night. Her current medications include Lotensin and Lasix for the hypertension along with Glucophage for the Type II diabetes mellitus.
The following are lab findings that are pertinent to this case:
Vitals
BP 158/98 mm Hg
CBC
Hematocrit 57%
Glycosylated hemoglobin (HbA1c) 7.3 %
Arterial Blood Gas Assessment
PaCO? 52 mm Hg
PaO? 48 mm Hg
Lipid Panel
Cholesterol 242 mg/dL
HDL 32 mg/dL
LDL 173 mg/dL
Triglycerides 1000 mg/dL

1. What clinical findings correlate with M.K.’s chronic bronchitis? What type of treatment and recommendations would be appropriate for M.K.’s chronic bronchitis?
2. Which type of heart failure would you suspect with M.K.? Explain the pathogenesis of how this type of heart failure develops.
3. According to the B.P. value, what stage of hypertension is M. K. experiencing? Explain the rationale for her current medications for her hypertension. Also, discuss the impact of this disease in the U.S. population.
4. According to the lipid panel, what other condition is M.K. at risk for? According to this case study, what other medications should be given and why? What additional findings correlate for both hypertension and Type II diabetes mellitus?
5. Interpret the lab value for HbA1c and explain the rationale for this value in relation to normal/abnormal body function?

heart failure