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    – ## NR226_RUATemplate2.docx – ## RespiratoryCaseScenariosNR293wk3-Dr.Nelson.pptx – RequirementExplanation_77eb5365-2279-438c-ade0-1ea0593b9884.pdf **## NR226_RUATemplate2.docx** ![A black background with blue text AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/lorem…

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    – ## NR226_RUATemplate2.docx

    – ## RespiratoryCaseScenariosNR293wk3-Dr.Nelson.pptx

    – RequirementExplanation_77eb5365-2279-438c-ade0-1ea0593b9884.pdf

    **## NR226_RUATemplate2.docx**

    ![A black background with blue text AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/lorem-ipsum-20940127)

    **NR226 Fundamentals – Patient Care**

    **RUA Template**

    | | | |
    | — | — | — |
    | | | |

    Success note: Follow APA guidelines and include intext citations, a title page and a reference page. In the title page, include the title of the RUA, student name, name of school, number/name of course, instructor name and assignment due date.
    **Please delete this success note when submitting.**

    | | |
    | — | — |
    | **Introduction of Disease** | Age and reason for hospitalization (medical diagnosis):<br>Nursing concept that is connected to reason for hospitalization:<br> <br>Brief review of underlying pathophysiology:<br>Functional changes that can happen as part of the disorder.<br>Complications that can happen as part of the disorder.<br>Scholarly in text citation(s) to support information. |
    | **Safety-Communication-Infection Control** | Communication elements:<br>Safety concerns: <br>Infection control practices: |
    | **Assessment: Recognize/Identify cues** | Identified cues: <br>· Cue 1<br>· Cue 2<br>· Cue 3<br>· Cue 4<br>· Psychosocial Cue |
    | **Nursing Diagnosis: Analyze Cues/ Prioritize Hypothesis** | Cue/ area of concern that is high priority:<br>Cue/ area of concern that is medium priority:<br>Cue/ area of concern that focuses on psychosocial problem/need:<br>Rationale for why these areas of concern/cues were chosen and prioritized as high, medium or psychosocial and how they connect to the client: |
    | **Planning: Generating Solutions**<br>**and**<br>**Implementation: Taking Action** | Cue/area of concern that is high priority:<br>S.M.A.R.T. goal:<br>Rationale for goal:<br>Client specific intervention:<br>Cue/area of concern that is medium priority:<br>S.M.A.R.T. goal:<br>Rationale for goal:<br>Client specific intervention:<br>Cue/area of concern that is psychosocial:<br>S.M.A.R.T. goal:<br>Rationale for goal:<br>Client specific intervention: |
    | **Evaluation: Evaluating Outcomes** | Explain if goals were met or not:<br>Supportive evidence: <br>Changes needed to achieve goals in the future: |

    References

    NR226_RUA _Template_Jul25 © 2024 Chamberlain University. All Rights Reserved. 1

    NR226_RUA_Clinical_Judgment _Template_Jul25 © 2024 Chamberlain University. All Rights Reserve 1

    ## image1.png

    **## RespiratoryCaseScenariosNR293wk3-Dr.Nelson.pptx**

    Respiratory Case Scenarios

    ONRS workshop week 3-

    NR 293

    with Dr. Nelson

    ONRS Session Reminders

    Psychologically safe environment

    Respectful, courteous, and supportive

    Engage with the activity

    Ask questions:

    Patho of disease

    Purpose of medication

    Side Effects/Adverse Effects

    Client education

    Book 1:1s as needed (or if required) 

    Case Study #1

    Jasmine is a 22-year-old female who is admitted to the hospital with an asthma exacerbation. She is receiving fluticasone and albuterol.

    What is the mechanism of action of inhaled corticosteroids, like fluticasone in asthma management?

    Why is it important for Jasmine to use the fluticasone daily even when she feels well?

    What are common side effects of the fluticasone therapy? How can Jasmine prevent these side effects from occurring?

    If Jasmine continues to use her rescue inhaler frequently, what changes might need to be made to her treatment plan?

    3

    Case Study #2

    The nurse is caring for a 6-year-old female named Mia comes in with sneezing, nasal congestion, itchy eyes, and runny nose, especially during the spring and fall. The provider diagnosed with patient with allergic rhinitis and prescribes montelukast 5 mg po daily in the evening.

    What nursing assessment findings support the diagnosis of allergic rhinitis in Mia?

    What is the mechanism of action of montelukast in treating allergic rhinitis?

    What potential side effects montelukast should the nurse monitor for in pediatric patients?

    What non-pharmacologic interventions should the nurse recommend to help manage Mia’s allergic rhinitis?

    How would the nurse evaluate for effectiveness of the montelukast therapy at Mia’s follow-up appointment?

    4

    Case Study #3

    Robert is a 68-year-old male who came to hospital complaining of shortness of breath. He is currently in the emergency department with acute COPD exacerbation and is receiving the following medications: tiotropium, albuterol, prednisone, azithromycin (if needed)

    What are the therapeutic goals of using oral corticosteroids during a COPD exacerbation?

    What side effects should be monitored during short-term Prednisone therapy?

    How does tiotropium differ from albuterol in terms of onset and duration of action?

    What clinical signs would indicate that Robert’s exacerbation is resolving?

    Why might antibiotics be prescribed during a COPD exacerbation, and what criteria guide that decision?

    5

    Practice Questions

    Practice Question #1

    A client says, “Why do I need two inhalers?” What is the nurse’s best response?

    “Both are rescue inhalers for emergencies.”

    “One prevents symptoms; the other treats attacks.”

    “You can use them interchangeably.”

    “One is a placebo use for study purposes.”

    Practice Question #2

    Which client would most likely benefit from an expectorant like guaifenesin?

    Client with COPD and thick mucus.

    Client with dry, productive cough.

    Client with asthma and wheezing.

    Client with nasal congestion only.

    Practice Question #3

    What is the primary purpose of using a spacer with a metered-dose inhaler (MDI)?

    Prevent systemic absorption.

    Deliver medication to the mouth.

    Reduce medication cost.

    Ensure more medication reached the lungs.

    Practice Question #4

    A client taking diphenhydramine reports drowsiness. What is the best nurse intervention?

    Advise switching to a nasal spray.

    Suggest a second-generation antihistamine.

    Increase the dose to reduce drowsiness.

    Stop the antihistamine immediately.

    Practice Question #5

    A 72-year-old client is prescribed ipratropium. What should the nurse monitor closely?

    Bradycardia

    Urinary retention

    Hyperactivity

    Hypotension

    ## image2.jpeg

    ## image1.jpeg

    ## image3.png

    ## image4.jpeg

    ## image5.jpeg

    ## image6.jpg

    **RequirementExplanation_77eb5365-2279-438c-ade0-1ea0593b9884.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/requirementexplanation-77eb5365-2279-438c-ade0-1ea0593b9884-pdf-10404959)

    **RequirementExplanation_77eb5365-2279-438c-ade0-1ea0593b9884.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/requirementexplanation-77eb5365-2279-438c-ade0-1ea0593b9884-pdf-10404959)

    **## NR226_RUATemplate2.docx**

    ![A black background with blue text AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/lorem-ipsum-20940127)

    **NR226 Fundamentals – Patient Care**

    **RUA Template**

    | | | |
    | — | — | — |
    | | | |

    Success note: Follow APA guidelines and include intext citations, a title page and a reference page. In the title page, include the title of the RUA, student name, name of school, number/name of course, instructor name and assignment due date.
    **Please delete this success note when submitting.**

    | | |
    | — | — |
    | **Introduction of Disease** | Age and reason for hospitalization (medical diagnosis):<br>Nursing concept that is connected to reason for hospitalization:<br> <br>Brief review of underlying pathophysiology:<br>Functional changes that can happen as part of the disorder.<br>Complications that can happen as part of the disorder.<br>Scholarly in text citation(s) to support information. |
    | **Safety-Communication-Infection Control** | Communication elements:<br>Safety concerns: <br>Infection control practices: |
    | **Assessment: Recognize/Identify cues** | Identified cues: <br>· Cue 1<br>· Cue 2<br>· Cue 3<br>· Cue 4<br>· Psychosocial Cue |
    | **Nursing Diagnosis: Analyze Cues/ Prioritize Hypothesis** | Cue/ area of concern that is high priority:<br>Cue/ area of concern that is medium priority:<br>Cue/ area of concern that focuses on psychosocial problem/need:<br>Rationale for why these areas of concern/cues were chosen and prioritized as high, medium or psychosocial and how they connect to the client: |
    | **Planning: Generating Solutions**<br>**and**<br>**Implementation: Taking Action** | Cue/area of concern that is high priority:<br>S.M.A.R.T. goal:<br>Rationale for goal:<br>Client specific intervention:<br>Cue/area of concern that is medium priority:<br>S.M.A.R.T. goal:<br>Rationale for goal:<br>Client specific intervention:<br>Cue/area of concern that is psychosocial:<br>S.M.A.R.T. goal:<br>Rationale for goal:<br>Client specific intervention: |
    | **Evaluation: Evaluating Outcomes** | Explain if goals were met or not:<br>Supportive evidence: <br>Changes needed to achieve goals in the future: |

    References

    NR226_RUA _Template_Jul25 © 2024 Chamberlain University. All Rights Reserved. 1

    NR226_RUA_Clinical_Judgment _Template_Jul25 © 2024 Chamberlain University. All Rights Reserve 1

    ## image1.png

    **## RespiratoryCaseScenariosNR293wk3-Dr.Nelson.pptx**

    Respiratory Case Scenarios

    ONRS workshop week 3-

    NR 293

    with Dr. Nelson

    ONRS Session Reminders

    Psychologically safe environment

    Respectful, courteous, and supportive

    Engage with the activity

    Ask questions:

    Patho of disease

    Purpose of medication

    Side Effects/Adverse Effects

    Client education

    Book 1:1s as needed (or if required) 

    Case Study #1

    Jasmine is a 22-year-old female who is admitted to the hospital with an asthma exacerbation. She is receiving fluticasone and albuterol.

    What is the mechanism of action of inhaled corticosteroids, like fluticasone in asthma management?

    Why is it important for Jasmine to use the fluticasone daily even when she feels well?

    What are common side effects of the fluticasone therapy? How can Jasmine prevent these side effects from occurring?

    If Jasmine continues to use her rescue inhaler frequently, what changes might need to be made to her treatment plan?

    3

    Case Study #2

    The nurse is caring for a 6-year-old female named Mia comes in with sneezing, nasal congestion, itchy eyes, and runny nose, especially during the spring and fall. The provider diagnosed with patient with allergic rhinitis and prescribes montelukast 5 mg po daily in the evening.

    What nursing assessment findings support the diagnosis of allergic rhinitis in Mia?

    What is the mechanism of action of montelukast in treating allergic rhinitis?

    What potential side effects montelukast should the nurse monitor for in pediatric patients?

    What non-pharmacologic interventions should the nurse recommend to help manage Mia’s allergic rhinitis?

    How would the nurse evaluate for effectiveness of the montelukast therapy at Mia’s follow-up appointment?

    4

    Case Study #3

    Robert is a 68-year-old male who came to hospital complaining of shortness of breath. He is currently in the emergency department with acute COPD exacerbation and is receiving the following medications: tiotropium, albuterol, prednisone, azithromycin (if needed)

    What are the therapeutic goals of using oral corticosteroids during a COPD exacerbation?

    What side effects should be monitored during short-term Prednisone therapy?

    How does tiotropium differ from albuterol in terms of onset and duration of action?

    What clinical signs would indicate that Robert’s exacerbation is resolving?

    Why might antibiotics be prescribed during a COPD exacerbation, and what criteria guide that decision?

    5

    Practice Questions

    Practice Question #1

    A client says, “Why do I need two inhalers?” What is the nurse’s best response?

    “Both are rescue inhalers for emergencies.”

    “One prevents symptoms; the other treats attacks.”

    “You can use them interchangeably.”

    “One is a placebo use for study purposes.”

    Practice Question #2

    Which client would most likely benefit from an expectorant like guaifenesin?

    Client with COPD and thick mucus.

    Client with dry, productive cough.

    Client with asthma and wheezing.

    Client with nasal congestion only.

    Practice Question #3

    What is the primary purpose of using a spacer with a metered-dose inhaler (MDI)?

    Prevent systemic absorption.

    Deliver medication to the mouth.

    Reduce medication cost.

    Ensure more medication reached the lungs.

    Practice Question #4

    A client taking diphenhydramine reports drowsiness. What is the best nurse intervention?

    Advise switching to a nasal spray.

    Suggest a second-generation antihistamine.

    Increase the dose to reduce drowsiness.

    Stop the antihistamine immediately.

    Practice Question #5

    A 72-year-old client is prescribed ipratropium. What should the nurse monitor closely?

    Bradycardia

    Urinary retention

    Hyperactivity

    Hypotension

    ## image2.jpeg

    ## image1.jpeg

    ## image3.png

    ## image4.jpeg

    ## image5.jpeg

    ## image6.jpg

    **RequirementExplanation_77eb5365-2279-438c-ade0-1ea0593b9884.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/requirementexplanation-77eb5365-2279-438c-ade0-1ea0593b9884-pdf-10404959)

    **## NR226_RUATemplate2.docx**

    ![A black background with blue text AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/lorem-ipsum-20940127)

    **NR226 Fundamentals – Patient Care**

    **RUA Template**

    | | | |
    | — | — | — |
    | | | |

    Success note: Follow APA guidelines and include intext citations, a title page and a reference page. In the title page, include the title of the RUA, student name, name of school, number/name of course, instructor name and assignment due date.
    **Please delete this success note when submitting.**

    | | |
    | — | — |
    | **Introduction of Disease** | Age and reason for hospitalization (medical diagnosis):<br>Nursing concept that is connected to reason for hospitalization:<br> <br>Brief review of underlying pathophysiology:<br>Functional changes that can happen as part of the disorder.<br>Complications that can happen as part of the disorder.<br>Scholarly in text citation(s) to support information. |
    | **Safety-Communication-Infection Control** | Communication elements:<br>Safety concerns: <br>Infection control practices: |
    | **Assessment: Recognize/Identify cues** | Identified cues: <br>· Cue 1<br>· Cue 2<br>· Cue 3<br>· Cue 4<br>· Psychosocial Cue |
    | **Nursing Diagnosis: Analyze Cues/ Prioritize Hypothesis** | Cue/ area of concern that is high priority:<br>Cue/ area of concern that is medium priority:<br>Cue/ area of concern that focuses on psychosocial problem/need:<br>Rationale for why these areas of concern/cues were chosen and prioritized as high, medium or psychosocial and how they connect to the client: |
    | **Planning: Generating Solutions**<br>**and**<br>**Implementation: Taking Action** | Cue/area of concern that is high priority:<br>S.M.A.R.T. goal:<br>Rationale for goal:<br>Client specific intervention:<br>Cue/area of concern that is medium priority:<br>S.M.A.R.T. goal:<br>Rationale for goal:<br>Client specific intervention:<br>Cue/area of concern that is psychosocial:<br>S.M.A.R.T. goal:<br>Rationale for goal:<br>Client specific intervention: |
    | **Evaluation: Evaluating Outcomes** | Explain if goals were met or not:<br>Supportive evidence: <br>Changes needed to achieve goals in the future: |

    References

    NR226_RUA _Template_Jul25 © 2024 Chamberlain University. All Rights Reserved. 1

    NR226_RUA_Clinical_Judgment _Template_Jul25 © 2024 Chamberlain University. All Rights Reserve 1

    ## image1.png

    **## RespiratoryCaseScenariosNR293wk3-Dr.Nelson.pptx**

    Respiratory Case Scenarios

    ONRS workshop week 3-

    NR 293

    with Dr. Nelson

    ONRS Session Reminders

    Psychologically safe environment

    Respectful, courteous, and supportive

    Engage with the activity

    Ask questions:

    Patho of disease

    Purpose of medication

    Side Effects/Adverse Effects

    Client education

    Book 1:1s as needed (or if required) 

    Case Study #1

    Jasmine is a 22-year-old female who is admitted to the hospital with an asthma exacerbation. She is receiving fluticasone and albuterol.

    What is the mechanism of action of inhaled corticosteroids, like fluticasone in asthma management?

    Why is it important for Jasmine to use the fluticasone daily even when she feels well?

    What are common side effects of the fluticasone therapy? How can Jasmine prevent these side effects from occurring?

    If Jasmine continues to use her rescue inhaler frequently, what changes might need to be made to her treatment plan?

    3

    Case Study #2

    The nurse is caring for a 6-year-old female named Mia comes in with sneezing, nasal congestion, itchy eyes, and runny nose, especially during the spring and fall. The provider diagnosed with patient with allergic rhinitis and prescribes montelukast 5 mg po daily in the evening.

    What nursing assessment findings support the diagnosis of allergic rhinitis in Mia?

    What is the mechanism of action of montelukast in treating allergic rhinitis?

    What potential side effects montelukast should the nurse monitor for in pediatric patients?

    What non-pharmacologic interventions should the nurse recommend to help manage Mia’s allergic rhinitis?

    How would the nurse evaluate for effectiveness of the montelukast therapy at Mia’s follow-up appointment?

    4

    Case Study #3

    Robert is a 68-year-old male who came to hospital complaining of shortness of breath. He is currently in the emergency department with acute COPD exacerbation and is receiving the following medications: tiotropium, albuterol, prednisone, azithromycin (if needed)

    What are the therapeutic goals of using oral corticosteroids during a COPD exacerbation?

    What side effects should be monitored during short-term Prednisone therapy?

    How does tiotropium differ from albuterol in terms of onset and duration of action?

    What clinical signs would indicate that Robert’s exacerbation is resolving?

    Why might antibiotics be prescribed during a COPD exacerbation, and what criteria guide that decision?

    5

    Practice Questions

    Practice Question #1

    A client says, “Why do I need two inhalers?” What is the nurse’s best response?

    “Both are rescue inhalers for emergencies.”

    “One prevents symptoms; the other treats attacks.”

    “You can use them interchangeably.”

    “One is a placebo use for study purposes.”

    Practice Question #2

    Which client would most likely benefit from an expectorant like guaifenesin?

    Client with COPD and thick mucus.

    Client with dry, productive cough.

    Client with asthma and wheezing.

    Client with nasal congestion only.

    Practice Question #3

    What is the primary purpose of using a spacer with a metered-dose inhaler (MDI)?

    Prevent systemic absorption.

    Deliver medication to the mouth.

    Reduce medication cost.

    Ensure more medication reached the lungs.

    Practice Question #4

    A client taking diphenhydramine reports drowsiness. What is the best nurse intervention?

    Advise switching to a nasal spray.

    Suggest a second-generation antihistamine.

    Increase the dose to reduce drowsiness.

    Stop the antihistamine immediately.

    Practice Question #5

    A 72-year-old client is prescribed ipratropium. What should the nurse monitor closely?

    Bradycardia

    Urinary retention

    Hyperactivity

    Hypotension

    ## image2.jpeg

    ## image1.jpeg

    ## image3.png

    ## image4.jpeg

    ## image5.jpeg

    ## image6.jpg

    **RequirementExplanation_77eb5365-2279-438c-ade0-1ea0593b9884.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/requirementexplanation-77eb5365-2279-438c-ade0-1ea0593b9884-pdf-10404959)

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    – 3

  • [Solved] CM Q

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## Chapter_007.rtf – 20250920_051545.jpg **## Chapter_007.rtf** 7-4 Audio Chapter Summaries Copyright © 2025 by Elsevier Inc. All rights reserved, including those for text and data mining, AI training, and similar technologies. Copyright © 2025 by Elsevier Inc. All rights reserved, including th…

    Instant Solution Download

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    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

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    – ## Chapter_007.rtf

    – 20250920_051545.jpg

    **## Chapter_007.rtf**

    7-4

    Audio Chapter Summaries

    Copyright © 2025 by Elsevier Inc. All rights reserved, including those for text and data mining, AI training, and similar technologies.

    Copyright © 2025 by Elsevier Inc. All rights reserved, including those for text and data mining, AI training, and similar technologies.

    **Patton: Structure & Function of the Body, 17th Edition**

    **Chapter 07: Skeletal System**

    ****Audio Chapter Summaries****

    ****Welcome to the audio review of Chapter 7: Skeletal System.****

    **The skeletal system has many functions!**

    **It supports and gives shape to the body.**

    **It protects internal organs and helps make movements possible when bones at moveable joints are pulled by muscles.**

    **The skeletal system also stores vital substances, including calcium and fat. Hormones regulate calcium storage: calcitonin increases storage and parathyroid hormone reduces stores of calcium.**

    **Fat is stored in the cavities of some bones.**

    **Another vital function of bone is hematopoiesis, blood cell formation in red bone marrow.**

    **To review the structure of bones, you need to recall the four major types, which are based on the overall shape of the bone:**

    **Long bones, for example, the humerus (or upper arm),**

    **Short bones, such as the carpals (or wrist) bones,**

    **Flat bones, such as the frontal or skull bone, and**

    **Irregular bones, for example, the vertebrae (they make up the spinal column).**

    **Some also recognize a sesamoid (or round) bone category for bones such as the patella or kneecap.**

    **The structure of long bones contains several terms with which you should be familiar.**

    **The diaphysis or shaft is the hollow tube of hard compact bone.**

    **The medullary cavity is the hollow area inside the diaphysis that contains yellow marrow.**

    **The epiphyses, or ends of the bone, are spongy bone that contain red bone marrow.**

    **Articular cartilage covers the epiphyses and functions as a cushion.**

    **The periosteum is the strong membrane covering bone everywhere except at joint surfaces.**

    **The endosteum is the thin membrane lining the medullary cavity.**

    **The structure of flat bones differs from that of long bones. Flat bones have a spongy bone layer sandwiched between two compact bone layers. Diploe is the term for the spongy bone layer of a flat bone.**

    **It is also important for you to understand the microscopic structure of bones.**

    **There are two types of bone: cancellous or spongy bone, and compact bone.**

    **The texture of cancellous (or spongy) bone results from needlelike threads of bone called**
    **_trabeculae_ surrounded by a network of open spaces. Cancellous bone is found in the epiphyses of bones. The spaces of spongy bone contain red bone marrow.**

    **The structural unit of compact bone is an osteon, a calcified matrix arranged in multiple layers or rings, each called a concentric lamella.**

    **Bone cells are called**
    **_osteocytes_ and are found inside spaces called**
    **_lacunae_, which are connected by tiny tubes called**
    **_canaliculi._**

    **Cartilage both resembles and differs from bone.**

    **Cartilage cells are called**
    **_chondrocytes._**

    **The matrix of cartilage is gellike and lacks blood vessels.**

    **Listen on to find out cartilage’s functions in bone development.**

    **Bone development involves making and remodeling bone tissue.**

    **Before birth, bone structure consists of cartilage and fibrous structures. Three types of bone cells are involved: osteoblasts, osteocytes, and osteoclasts.**

    **Osteoblasts build new bone matrix by encrusting collagen fibers with calcium crystals. (think “b-b: blasts build”) Osteocytes are inactive osteoblasts.**

    **Osteoclasts dissolve bone, releasing calcium ions for reabsorption into the bloodstream.**

    **Remodeling is a combined action of making and dissolving bone matrix that eventually sculpts bone into the adult shape.**

    **There are two types of ossification: endochondral and intramembranous.**

    **In endochondral ossification, cartilage models are gradually replaced by calcified bone.**

    **In intramembranous ossification, fibrous membranes are ossified into hard bone plates.**

    **For example, fontanels of newborns are soft, not-yet-ossified regions.**

    **Next, we’ll review the major bones of the skeleton.**

    **The skeleton can be divided into central**
    **_axial_ and peripheral**
    **_appendicular_ regions. The axial skeleton includes 80 bones: bones of the skull, vertebral column, and thorax, as well as the hyoid bone of the neck, the only bone in the body that does not directly connect with another bone.**

    **The skull has 8 bones of the cranium, 14 in the face, and 6 in the middle ear.**

    **Within the skull are spaces called paranasal sinuses.**

    **The vertebral column or spine has 24 total vertebrae: 7 cervical, 12 thoracic, and 5 lumbar, as well as the sacrum and coccyx.**

    **The thorax contains 24 ribs and the sternum. Those are all the bones of the axial skeleton.**

    **The appendicular skeleton contains 126 bones of the upper and lower extremities.**

    **The 64 bones of the upper extremity include bones of the pectoral or shoulder girdle, the arm and forearm, and the wrist and hand.**

    **The pectoral girdle has 2 scapulae and 2 clavicles.**

    **Each arm has a humerus and each forearm has a radius and an ulna, for a total of 6 bones.**

    **The wrists and hands contain 16 carpal bones, 10 metacarpal bones, and 28 phalanges.**

    **The 62 bones of the lower extremity include the pelvic or hip girdle, the thigh and leg, and the ankle and foot.**

    **The pelvic girdle has 2 coxal bones.**

    **The thighs and legs contain a total of 2 femurs, 2 patellas, 2 tibias, and 2 fibulas.**

    **The ankles and feet have a total of 14 tarsal bones, 10 metatarsal bones, and—just like the hands—28 phalanges.**

    **Note that the arched structure of the foot provides dynamic support for the entire skeleton.**

    **Skeletal variations include male and female differences, age differences, and environmental factors.**

    **A comparison of male and female skeletons reveals that the male skeleton is generally larger. The shape of the pelvis is different; the male pelvis is deep and narrow, whereas the female pelvis is shallow and broad.**

    **The size of the pelvic inlet also differs: the female pelvic inlet is generally wider, normally large enough for a baby’s head to pass through it.**

    **Similarly, the pubic angle, the angle between the pubic bones, is generally wider in females.**

    **Age differences apply to both men and women.**

    **Bones enlarge and become more ossified until maturity at age 25. Bones actively remodel (dissolve and rebuild) in middle adulthood, then bones become less dense during the elderly years.**

    **Environmental factors influencing the skeleton include nutrition and mechanical stress.**

    **Nutrition affects growth and maintenance of bone tissue. Mechanical stress, including exercise, affects bone remodeling.**

    **Next, we’ll review joints. An articulation is a joint between two or more bones. Every bone except the hyoid (which anchors the tongue) connects to at least one other bone.**

    **There are three kinds of joints: synarthroses, amphiarthroses, and diarthroses.**

    **Synarthroses permit no movement; fibrous connective tissue grows between articulating bones. For example, sutures of the skull are synarthroses.**

    **Amphiarthroses allow slight movement. In amphiarthroses, cartilage connects articulating bones; for example, in the symphysis pubis.**

    **Diarthroses are freely moveable joints. Most joints belong to this class.**

    **There is a common structure to freely moveable joints; the joint capsule and ligaments hold adjoining bones together, but permit movement at the joint.**

    **Articular cartilage covers the ends of bones where they form joints with other bones.**

    **A synovial membrane lines the joint capsule and secretes lubricating fluid. The space between joint ends of bones is termed the joint cavity.**

    **A bursa is a fluid-filled pouch that absorbs shock; inflammation of a bursa is called**
    **_bursitis._**

    **Some different types of joints are the ball-and-socket, hinge, pivot, saddle, gliding, and condyloid types. Different kinds of movements are determined by the structure of each joint.**

    **This concludes the audio review of Chapter 7.**

    **20250920_051545.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/20250920-051545-jpg-10404841)

    **20250920_051545.jpg**

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    **## Chapter_007.rtf**

    7-4

    Audio Chapter Summaries

    Copyright © 2025 by Elsevier Inc. All rights reserved, including those for text and data mining, AI training, and similar technologies.

    Copyright © 2025 by Elsevier Inc. All rights reserved, including those for text and data mining, AI training, and similar technologies.

    **Patton: Structure & Function of the Body, 17th Edition**

    **Chapter 07: Skeletal System**

    ****Audio Chapter Summaries****

    ****Welcome to the audio review of Chapter 7: Skeletal System.****

    **The skeletal system has many functions!**

    **It supports and gives shape to the body.**

    **It protects internal organs and helps make movements possible when bones at moveable joints are pulled by muscles.**

    **The skeletal system also stores vital substances, including calcium and fat. Hormones regulate calcium storage: calcitonin increases storage and parathyroid hormone reduces stores of calcium.**

    **Fat is stored in the cavities of some bones.**

    **Another vital function of bone is hematopoiesis, blood cell formation in red bone marrow.**

    **To review the structure of bones, you need to recall the four major types, which are based on the overall shape of the bone:**

    **Long bones, for example, the humerus (or upper arm),**

    **Short bones, such as the carpals (or wrist) bones,**

    **Flat bones, such as the frontal or skull bone, and**

    **Irregular bones, for example, the vertebrae (they make up the spinal column).**

    **Some also recognize a sesamoid (or round) bone category for bones such as the patella or kneecap.**

    **The structure of long bones contains several terms with which you should be familiar.**

    **The diaphysis or shaft is the hollow tube of hard compact bone.**

    **The medullary cavity is the hollow area inside the diaphysis that contains yellow marrow.**

    **The epiphyses, or ends of the bone, are spongy bone that contain red bone marrow.**

    **Articular cartilage covers the epiphyses and functions as a cushion.**

    **The periosteum is the strong membrane covering bone everywhere except at joint surfaces.**

    **The endosteum is the thin membrane lining the medullary cavity.**

    **The structure of flat bones differs from that of long bones. Flat bones have a spongy bone layer sandwiched between two compact bone layers. Diploe is the term for the spongy bone layer of a flat bone.**

    **It is also important for you to understand the microscopic structure of bones.**

    **There are two types of bone: cancellous or spongy bone, and compact bone.**

    **The texture of cancellous (or spongy) bone results from needlelike threads of bone called**
    **_trabeculae_ surrounded by a network of open spaces. Cancellous bone is found in the epiphyses of bones. The spaces of spongy bone contain red bone marrow.**

    **The structural unit of compact bone is an osteon, a calcified matrix arranged in multiple layers or rings, each called a concentric lamella.**

    **Bone cells are called**
    **_osteocytes_ and are found inside spaces called**
    **_lacunae_, which are connected by tiny tubes called**
    **_canaliculi._**

    **Cartilage both resembles and differs from bone.**

    **Cartilage cells are called**
    **_chondrocytes._**

    **The matrix of cartilage is gellike and lacks blood vessels.**

    **Listen on to find out cartilage’s functions in bone development.**

    **Bone development involves making and remodeling bone tissue.**

    **Before birth, bone structure consists of cartilage and fibrous structures. Three types of bone cells are involved: osteoblasts, osteocytes, and osteoclasts.**

    **Osteoblasts build new bone matrix by encrusting collagen fibers with calcium crystals. (think “b-b: blasts build”) Osteocytes are inactive osteoblasts.**

    **Osteoclasts dissolve bone, releasing calcium ions for reabsorption into the bloodstream.**

    **Remodeling is a combined action of making and dissolving bone matrix that eventually sculpts bone into the adult shape.**

    **There are two types of ossification: endochondral and intramembranous.**

    **In endochondral ossification, cartilage models are gradually replaced by calcified bone.**

    **In intramembranous ossification, fibrous membranes are ossified into hard bone plates.**

    **For example, fontanels of newborns are soft, not-yet-ossified regions.**

    **Next, we’ll review the major bones of the skeleton.**

    **The skeleton can be divided into central**
    **_axial_ and peripheral**
    **_appendicular_ regions. The axial skeleton includes 80 bones: bones of the skull, vertebral column, and thorax, as well as the hyoid bone of the neck, the only bone in the body that does not directly connect with another bone.**

    **The skull has 8 bones of the cranium, 14 in the face, and 6 in the middle ear.**

    **Within the skull are spaces called paranasal sinuses.**

    **The vertebral column or spine has 24 total vertebrae: 7 cervical, 12 thoracic, and 5 lumbar, as well as the sacrum and coccyx.**

    **The thorax contains 24 ribs and the sternum. Those are all the bones of the axial skeleton.**

    **The appendicular skeleton contains 126 bones of the upper and lower extremities.**

    **The 64 bones of the upper extremity include bones of the pectoral or shoulder girdle, the arm and forearm, and the wrist and hand.**

    **The pectoral girdle has 2 scapulae and 2 clavicles.**

    **Each arm has a humerus and each forearm has a radius and an ulna, for a total of 6 bones.**

    **The wrists and hands contain 16 carpal bones, 10 metacarpal bones, and 28 phalanges.**

    **The 62 bones of the lower extremity include the pelvic or hip girdle, the thigh and leg, and the ankle and foot.**

    **The pelvic girdle has 2 coxal bones.**

    **The thighs and legs contain a total of 2 femurs, 2 patellas, 2 tibias, and 2 fibulas.**

    **The ankles and feet have a total of 14 tarsal bones, 10 metatarsal bones, and—just like the hands—28 phalanges.**

    **Note that the arched structure of the foot provides dynamic support for the entire skeleton.**

    **Skeletal variations include male and female differences, age differences, and environmental factors.**

    **A comparison of male and female skeletons reveals that the male skeleton is generally larger. The shape of the pelvis is different; the male pelvis is deep and narrow, whereas the female pelvis is shallow and broad.**

    **The size of the pelvic inlet also differs: the female pelvic inlet is generally wider, normally large enough for a baby’s head to pass through it.**

    **Similarly, the pubic angle, the angle between the pubic bones, is generally wider in females.**

    **Age differences apply to both men and women.**

    **Bones enlarge and become more ossified until maturity at age 25. Bones actively remodel (dissolve and rebuild) in middle adulthood, then bones become less dense during the elderly years.**

    **Environmental factors influencing the skeleton include nutrition and mechanical stress.**

    **Nutrition affects growth and maintenance of bone tissue. Mechanical stress, including exercise, affects bone remodeling.**

    **Next, we’ll review joints. An articulation is a joint between two or more bones. Every bone except the hyoid (which anchors the tongue) connects to at least one other bone.**

    **There are three kinds of joints: synarthroses, amphiarthroses, and diarthroses.**

    **Synarthroses permit no movement; fibrous connective tissue grows between articulating bones. For example, sutures of the skull are synarthroses.**

    **Amphiarthroses allow slight movement. In amphiarthroses, cartilage connects articulating bones; for example, in the symphysis pubis.**

    **Diarthroses are freely moveable joints. Most joints belong to this class.**

    **There is a common structure to freely moveable joints; the joint capsule and ligaments hold adjoining bones together, but permit movement at the joint.**

    **Articular cartilage covers the ends of bones where they form joints with other bones.**

    **A synovial membrane lines the joint capsule and secretes lubricating fluid. The space between joint ends of bones is termed the joint cavity.**

    **A bursa is a fluid-filled pouch that absorbs shock; inflammation of a bursa is called**
    **_bursitis._**

    **Some different types of joints are the ball-and-socket, hinge, pivot, saddle, gliding, and condyloid types. Different kinds of movements are determined by the structure of each joint.**

    **This concludes the audio review of Chapter 7.**

    **20250920_051545.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/20250920-051545-jpg-10404841)

    **## Chapter_007.rtf**

    7-4

    Audio Chapter Summaries

    Copyright © 2025 by Elsevier Inc. All rights reserved, including those for text and data mining, AI training, and similar technologies.

    Copyright © 2025 by Elsevier Inc. All rights reserved, including those for text and data mining, AI training, and similar technologies.

    **Patton: Structure & Function of the Body, 17th Edition**

    **Chapter 07: Skeletal System**

    ****Audio Chapter Summaries****

    ****Welcome to the audio review of Chapter 7: Skeletal System.****

    **The skeletal system has many functions!**

    **It supports and gives shape to the body.**

    **It protects internal organs and helps make movements possible when bones at moveable joints are pulled by muscles.**

    **The skeletal system also stores vital substances, including calcium and fat. Hormones regulate calcium storage: calcitonin increases storage and parathyroid hormone reduces stores of calcium.**

    **Fat is stored in the cavities of some bones.**

    **Another vital function of bone is hematopoiesis, blood cell formation in red bone marrow.**

    **To review the structure of bones, you need to recall the four major types, which are based on the overall shape of the bone:**

    **Long bones, for example, the humerus (or upper arm),**

    **Short bones, such as the carpals (or wrist) bones,**

    **Flat bones, such as the frontal or skull bone, and**

    **Irregular bones, for example, the vertebrae (they make up the spinal column).**

    **Some also recognize a sesamoid (or round) bone category for bones such as the patella or kneecap.**

    **The structure of long bones contains several terms with which you should be familiar.**

    **The diaphysis or shaft is the hollow tube of hard compact bone.**

    **The medullary cavity is the hollow area inside the diaphysis that contains yellow marrow.**

    **The epiphyses, or ends of the bone, are spongy bone that contain red bone marrow.**

    **Articular cartilage covers the epiphyses and functions as a cushion.**

    **The periosteum is the strong membrane covering bone everywhere except at joint surfaces.**

    **The endosteum is the thin membrane lining the medullary cavity.**

    **The structure of flat bones differs from that of long bones. Flat bones have a spongy bone layer sandwiched between two compact bone layers. Diploe is the term for the spongy bone layer of a flat bone.**

    **It is also important for you to understand the microscopic structure of bones.**

    **There are two types of bone: cancellous or spongy bone, and compact bone.**

    **The texture of cancellous (or spongy) bone results from needlelike threads of bone called**
    **_trabeculae_ surrounded by a network of open spaces. Cancellous bone is found in the epiphyses of bones. The spaces of spongy bone contain red bone marrow.**

    **The structural unit of compact bone is an osteon, a calcified matrix arranged in multiple layers or rings, each called a concentric lamella.**

    **Bone cells are called**
    **_osteocytes_ and are found inside spaces called**
    **_lacunae_, which are connected by tiny tubes called**
    **_canaliculi._**

    **Cartilage both resembles and differs from bone.**

    **Cartilage cells are called**
    **_chondrocytes._**

    **The matrix of cartilage is gellike and lacks blood vessels.**

    **Listen on to find out cartilage’s functions in bone development.**

    **Bone development involves making and remodeling bone tissue.**

    **Before birth, bone structure consists of cartilage and fibrous structures. Three types of bone cells are involved: osteoblasts, osteocytes, and osteoclasts.**

    **Osteoblasts build new bone matrix by encrusting collagen fibers with calcium crystals. (think “b-b: blasts build”) Osteocytes are inactive osteoblasts.**

    **Osteoclasts dissolve bone, releasing calcium ions for reabsorption into the bloodstream.**

    **Remodeling is a combined action of making and dissolving bone matrix that eventually sculpts bone into the adult shape.**

    **There are two types of ossification: endochondral and intramembranous.**

    **In endochondral ossification, cartilage models are gradually replaced by calcified bone.**

    **In intramembranous ossification, fibrous membranes are ossified into hard bone plates.**

    **For example, fontanels of newborns are soft, not-yet-ossified regions.**

    **Next, we’ll review the major bones of the skeleton.**

    **The skeleton can be divided into central**
    **_axial_ and peripheral**
    **_appendicular_ regions. The axial skeleton includes 80 bones: bones of the skull, vertebral column, and thorax, as well as the hyoid bone of the neck, the only bone in the body that does not directly connect with another bone.**

    **The skull has 8 bones of the cranium, 14 in the face, and 6 in the middle ear.**

    **Within the skull are spaces called paranasal sinuses.**

    **The vertebral column or spine has 24 total vertebrae: 7 cervical, 12 thoracic, and 5 lumbar, as well as the sacrum and coccyx.**

    **The thorax contains 24 ribs and the sternum. Those are all the bones of the axial skeleton.**

    **The appendicular skeleton contains 126 bones of the upper and lower extremities.**

    **The 64 bones of the upper extremity include bones of the pectoral or shoulder girdle, the arm and forearm, and the wrist and hand.**

    **The pectoral girdle has 2 scapulae and 2 clavicles.**

    **Each arm has a humerus and each forearm has a radius and an ulna, for a total of 6 bones.**

    **The wrists and hands contain 16 carpal bones, 10 metacarpal bones, and 28 phalanges.**

    **The 62 bones of the lower extremity include the pelvic or hip girdle, the thigh and leg, and the ankle and foot.**

    **The pelvic girdle has 2 coxal bones.**

    **The thighs and legs contain a total of 2 femurs, 2 patellas, 2 tibias, and 2 fibulas.**

    **The ankles and feet have a total of 14 tarsal bones, 10 metatarsal bones, and—just like the hands—28 phalanges.**

    **Note that the arched structure of the foot provides dynamic support for the entire skeleton.**

    **Skeletal variations include male and female differences, age differences, and environmental factors.**

    **A comparison of male and female skeletons reveals that the male skeleton is generally larger. The shape of the pelvis is different; the male pelvis is deep and narrow, whereas the female pelvis is shallow and broad.**

    **The size of the pelvic inlet also differs: the female pelvic inlet is generally wider, normally large enough for a baby’s head to pass through it.**

    **Similarly, the pubic angle, the angle between the pubic bones, is generally wider in females.**

    **Age differences apply to both men and women.**

    **Bones enlarge and become more ossified until maturity at age 25. Bones actively remodel (dissolve and rebuild) in middle adulthood, then bones become less dense during the elderly years.**

    **Environmental factors influencing the skeleton include nutrition and mechanical stress.**

    **Nutrition affects growth and maintenance of bone tissue. Mechanical stress, including exercise, affects bone remodeling.**

    **Next, we’ll review joints. An articulation is a joint between two or more bones. Every bone except the hyoid (which anchors the tongue) connects to at least one other bone.**

    **There are three kinds of joints: synarthroses, amphiarthroses, and diarthroses.**

    **Synarthroses permit no movement; fibrous connective tissue grows between articulating bones. For example, sutures of the skull are synarthroses.**

    **Amphiarthroses allow slight movement. In amphiarthroses, cartilage connects articulating bones; for example, in the symphysis pubis.**

    **Diarthroses are freely moveable joints. Most joints belong to this class.**

    **There is a common structure to freely moveable joints; the joint capsule and ligaments hold adjoining bones together, but permit movement at the joint.**

    **Articular cartilage covers the ends of bones where they form joints with other bones.**

    **A synovial membrane lines the joint capsule and secretes lubricating fluid. The space between joint ends of bones is termed the joint cavity.**

    **A bursa is a fluid-filled pouch that absorbs shock; inflammation of a bursa is called**
    **_bursitis._**

    **Some different types of joints are the ball-and-socket, hinge, pivot, saddle, gliding, and condyloid types. Different kinds of movements are determined by the structure of each joint.**

    **This concludes the audio review of Chapter 7.**

    **20250920_051545.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/20250920-051545-jpg-10404841)

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    ##### You said: Your assignment is to employ a semiotic analysis of a specific cultural site. That site can be an advertisement or a speech. It can also come from another forum—such as a conversation (dialogue) between characters in a film or television show. Your job is to pick something specific a…

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    Your assignment is to employ a semiotic analysis of a specific cultural site.  That site can be an advertisement or a speech.  It can also come from another forum—such as a conversation (dialogue) between characters in a film or television show.  Your job is to pick something specific and concrete, something that includes words,  and to study the relationship of signifiers to their signifieds. Use whatever concepts you find appropriate from semiotics and linguistics to investigate the way meaning is made in that advertisement. In other words, try to strip away the ‘mythic frame’ that wants us to believe that things simply are and explain how the advertisement/text/speech functions.  There is no right or wrong way to do this semiotic analysis, but you may want to ask : how does mass culture (television, film, advertising, etc.) help to construct our ideas of what is natural vs. unnatural, of what is normal vs. abnormal?  How can we “read against the grain” of these messages in order to discover just what those constructions are and how they’ve been put together for us?   Specifically, you must employ linguistic and semiotic concepts/terminology as a way to help you to do this.  You should aim for 3-4 pages.
    **semiotic analysis of a specific cultural site.**
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    Assignment 1 – Reflective Essay https://rmit.instructure.com/courses/149508/assignments/1113520 2/8 It is imperative that we continually ask ourselves this question as we move through our social work careers and journeys. Asking this question involves recognising the ways in which some ideas, values…

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    Assignment 1 – Reflective Essay  https://rmit.instructure.com/courses/149508/assignments/1113520 2/8  It is imperative that we continually ask ourselves this question as we move through our social work careers and journeys. Asking this question involves recognising the ways in which some ideas, values or assumptions have stayed the same or changed, while also recognising what is new in our thinking and practice. We encourage you to return to this assessment once you have finished the course and identify any differences in your ideas and aspirations. When we have self-awareness and recognise the influence of our social location, positionality, histories, identities, values and hopes we are much more likely to engage with service users, colleagues and the community in an informed way and with emotional literacy**. **Emotional literacy is the same as the concept ‘emotional intelligence’ but given the racist, classist, gendered and other discriminatory ways in which intelligence has been applied, we choose to use the term ‘literacy’. These ideas are based on us being able to observe, notice, make sense of, demonstrate, regulate and assess our own emotions. It is important to note that emotional literacy starts with us – it is not a diagnostic tool we apply to others, yet the ability to perceive others’ emotions, identify our responses and in turn regulate our reaction is a sign of emotional literacy. Understandably, the concept is central to human services practice. You will be assessed on the following criteria: Criterion 1 – Who am I in relation to trauma informed practice? Criterion 2 – Essay structure, grammar and written expression (See the rubric below for further information)  Instructions The overarching question for this assessment is: Who am I in relation to trauma informed practice, which is based on answering the following prompts: 1. What do I know and believe about violence, abuse and trauma? 2. How do I know what I know? 3. What are the ways in which personal and professional experiences have shaped my understanding of violence, abuse and trauma? 4. What readings, videos, lectures and tutorials from the first week have influenced me and why? 5. Based on the learnings I have developed from this reflective essay, what do I need to do to enact trauma informed social work practice? Presenting your work: You can use the questions as headings (feel free to abbreviate them for word count) and you are not required to include an introduction or conclusion. (If it helps you to provide 7/14/25, 5:29 PM Assignment 1 – Reflective Essay  https://rmit.instructure.com/courses/149508/assignments/1113520 3/8  one or two sentences to introduce and conclude, feel free to do so.) All written assessments are +/- 10% word count. Tutors will not read beyond 1100 words. You can reference one tutorial or lecture – the other two references must be readings relevant to or prescribed in the course.
    **Assignment 1 – Reflective Essay HWSS2254**
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  • [Solved] Psychology Assignment 1 – Reflective Essay HWSS2254

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    Assignment 1 – Reflective Essay https://rmit.instructure.com/courses/149508/assignments/1113520 2/8 It is imperative that we continually ask ourselves this question as we move through our social work careers and journeys. Asking this question involves recognising the ways in which some ideas, values…

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    Assignment 1 – Reflective Essay  https://rmit.instructure.com/courses/149508/assignments/1113520 2/8  It is imperative that we continually ask ourselves this question as we move through our social work careers and journeys. Asking this question involves recognising the ways in which some ideas, values or assumptions have stayed the same or changed, while also recognising what is new in our thinking and practice. We encourage you to return to this assessment once you have finished the course and identify any differences in your ideas and aspirations. When we have self-awareness and recognise the influence of our social location, positionality, histories, identities, values and hopes we are much more likely to engage with service users, colleagues and the community in an informed way and with emotional literacy**. **Emotional literacy is the same as the concept ‘emotional intelligence’ but given the racist, classist, gendered and other discriminatory ways in which intelligence has been applied, we choose to use the term ‘literacy’. These ideas are based on us being able to observe, notice, make sense of, demonstrate, regulate and assess our own emotions. It is important to note that emotional literacy starts with us – it is not a diagnostic tool we apply to others, yet the ability to perceive others’ emotions, identify our responses and in turn regulate our reaction is a sign of emotional literacy. Understandably, the concept is central to human services practice. You will be assessed on the following criteria: Criterion 1 – Who am I in relation to trauma informed practice? Criterion 2 – Essay structure, grammar and written expression (See the rubric below for further information)  Instructions The overarching question for this assessment is: Who am I in relation to trauma informed practice, which is based on answering the following prompts: 1. What do I know and believe about violence, abuse and trauma? 2. How do I know what I know? 3. What are the ways in which personal and professional experiences have shaped my understanding of violence, abuse and trauma? 4. What readings, videos, lectures and tutorials from the first week have influenced me and why? 5. Based on the learnings I have developed from this reflective essay, what do I need to do to enact trauma informed social work practice? Presenting your work: You can use the questions as headings (feel free to abbreviate them for word count) and you are not required to include an introduction or conclusion. (If it helps you to provide 7/14/25, 5:29 PM Assignment 1 – Reflective Essay  https://rmit.instructure.com/courses/149508/assignments/1113520 3/8  one or two sentences to introduce and conclude, feel free to do so.) All written assessments are +/- 10% word count. Tutors will not read beyond 1100 words. You can reference one tutorial or lecture – the other two references must be readings relevant to or prescribed in the course.
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  • [Solved] Psychology Assignment 1 – Reflective Essay HWSS2254

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    Assignment 1 – Reflective Essay https://rmit.instructure.com/courses/149508/assignments/1113520 2/8 It is imperative that we continually ask ourselves this question as we move through our social work careers and journeys. Asking this question involves recognising the ways in which some ideas, values…

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    Assignment 1 – Reflective Essay  https://rmit.instructure.com/courses/149508/assignments/1113520 2/8  It is imperative that we continually ask ourselves this question as we move through our social work careers and journeys. Asking this question involves recognising the ways in which some ideas, values or assumptions have stayed the same or changed, while also recognising what is new in our thinking and practice. We encourage you to return to this assessment once you have finished the course and identify any differences in your ideas and aspirations. When we have self-awareness and recognise the influence of our social location, positionality, histories, identities, values and hopes we are much more likely to engage with service users, colleagues and the community in an informed way and with emotional literacy**. **Emotional literacy is the same as the concept ‘emotional intelligence’ but given the racist, classist, gendered and other discriminatory ways in which intelligence has been applied, we choose to use the term ‘literacy’. These ideas are based on us being able to observe, notice, make sense of, demonstrate, regulate and assess our own emotions. It is important to note that emotional literacy starts with us – it is not a diagnostic tool we apply to others, yet the ability to perceive others’ emotions, identify our responses and in turn regulate our reaction is a sign of emotional literacy. Understandably, the concept is central to human services practice. You will be assessed on the following criteria: Criterion 1 – Who am I in relation to trauma informed practice? Criterion 2 – Essay structure, grammar and written expression (See the rubric below for further information)  Instructions The overarching question for this assessment is: Who am I in relation to trauma informed practice, which is based on answering the following prompts: 1. What do I know and believe about violence, abuse and trauma? 2. How do I know what I know? 3. What are the ways in which personal and professional experiences have shaped my understanding of violence, abuse and trauma? 4. What readings, videos, lectures and tutorials from the first week have influenced me and why? 5. Based on the learnings I have developed from this reflective essay, what do I need to do to enact trauma informed social work practice? Presenting your work: You can use the questions as headings (feel free to abbreviate them for word count) and you are not required to include an introduction or conclusion. (If it helps you to provide 7/14/25, 5:29 PM Assignment 1 – Reflective Essay  https://rmit.instructure.com/courses/149508/assignments/1113520 3/8  one or two sentences to introduce and conclude, feel free to do so.) All written assessments are +/- 10% word count. Tutors will not read beyond 1100 words. You can reference one tutorial or lecture – the other two references must be readings relevant to or prescribed in the course.
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