An historiographical review is meant not only to convey the main lines of books but also to delve into the inner meaning of the times in which it was written and the authors' unique perception of the subject. Historiography also shows us how different historians can look at the same subject and develop different conclusions. This semester the subject will be on the Thirty Years War. It was a devastating period in European History and set the tone for centuries afterward and some would say the last of the great religious wars of the period and others would say it was the first of modern state conflicts. Each student should read CV Wedgewood's classic work The Thirty Years War You can buy this book by clicking clicking and opening in a new window:a books subject but also to delve into the inner meaning of the times in which it was written and the authors unique perception of the subject. Historiography also shows us how different Historians can look at the same subject and develop different conclusions.

opening in a new window:
The Thirty Years War (New York Review Books Classics)
and compare it to this work on the same subject:
Peter H. Wilson's — Thirty Years War: Europe's Tragedy  
and write no more than ten (10) pages comparing the two books.
Your paper should be divided approximately between a) A summary of the books, b) a critique of the books, and c) placing the works within the historical context of the historiographical arguments about their subjects.
The following are some but not all of the questions your paper should try to answer:

1. What are the main theses of the book?
2. How are these theses presented in the book?
3. Is the book organized in a clear manner? Is the argument of the book logical?
4. What are the prejudices of the author?
5. How do these prejudices effect the authors' view of the subject?
6. What are the authors conclusions? How do the authors reach their conclusions? Do their own prejudices effect their conclusions?
7. How does the book relate to the times in which it is written?
8. What effect did the book have on the historical interpretation of the subject?
In researching this paper you should look up at least 5 articles which deal with the historical debate on the Thirty Years War. The articles should be from academic sources and peer review journals.

DO NOT write the review by just answering the above questions in a 1-8 way. It should be a well written and clearly organized paper with the above two books at the beginning of your research. Footnotes and a bibliography are required. You should use the University of Chicago style which can be found by going to the virtual library on the Touro Website.

Complete Case Study 1: Multi-Symptom according to the following:

Scenario:

You just got on shift. A 24 YOA Native-American male presents with fever, chills, malaise, anorexia, and weight loss that has lasted 2 weeks.

History:

1. Past Medical History: Denies.
2. Past Surgical History: Tonsillectomy at age 10.
3. Medications: Denies.
4. Social History: Denies tobacco or alcohol use. States he does not have a permanent residence: "I sleep around on my friends' couches." Admits that he smokes marijuana occasionally, but that: "I haven't partied in a while."
5.  Family History: Mother has DM Type 2 and cirrhosis of the liver. The father also has DM Type 2 and has had an MI.

ROS:

1. Constitutional: Admits to fever, malaise, anorexia, and weight loss. He states that he lost 10 lbs. in the last week.
2. Neuro: Denies numbness, tingling, weakness, or loss of consciousness. He has generalized weakness.
3. Pulmonary: Complains of SOB with a cough, but no sputum production. Admits to some pleuritic pain. No hemoptysis.
4. Cardiac: Denies chest pain. Denies palpations or edema.
5. GI: Admits to some nausea, vomiting, and diarrhea.

Physical Examination Findings:

1. Vital Signs: Temp: 39.9, HR 126, BP 84/40, RR 22, O2 Sat 87% on 4LNC.
2. Lab Values: WBC count is 24.
3. ABG: 7.25, PO2 is 78, PCO2 is 30, and HCO3-is 11.
4. Imaging: Chest CT with contrast reveals multiple round densities and cavitations with hilar adenopathy in the lung tissue.
5. General Status: Patient is ill-kempt. He is cachectic. He appears older than his stated age. He presents moaning on a stretcher.
6. HEENT: Dry mucous membranes. Exhibits a 2cm linear R forehead laceration, healing with sutures.
7. Neurological Status: Lethargic. Confused. Opens eyes only with deep sternal rub. Does not follow commands. Moves all extremities 3/5.
8. Pulmonary Status: Diminished throughout.
9. Cardiovascular Status: S1 and S2 clear with tachycardia noted, regular rhythm. Pulses 2+ bilaterally in radial, femoral and pedal pulses. Systolic murmur noted. No edema noted.
10. Skin: Multiple areas of bruising and wounds of various sizes and stages of healing in bilateral antecubital fossae, and between the toes on both feet. Painful, erythematous, raised lesions are found bilaterally on both hands and feet.

Directions:

Evaluate this case and determine three differential diagnoses for the patient's presenting symptoms. Support your rationale by discussing the pertinent positive and negative findings from the patient's history and physical examination for each differential diagnosis. Further support your rationale with three to five sources from the current research literature.

Address the following in your analysis:

1. What do you think is the final diagnosis that is causing the patient to seek care at this point? Explain your rationale?
2. What other questions would you ask your patient or what physical exam findings would you look for to help you confirm your final diagnosis?
3. In general, what are the risk factors for the final diagnosis?
4. How might the final diagnosis present differently for geriatric patients?
5. What labs, diagnostics, or clinical tests do you need to confirm your final diagnosis and rule out your other differential diagnoses? What is the rationale for each?
6. Create the problem list for this patient. What is your rationale? Consider all of the patient's acute and chronic diagnoses.
7. What is your evidenced-based plan of care for the final diagnosis? Provide a detailed rationale? Which evidence-based guidelines will you use to help inform your plan of care?
8. Write admission orders for your patient. Consider all of the patient's acute and chronic diagnoses in your problem list. Include rationale for each order you write.
9. Anticipate the needs of this patient. What immediate and long-term complications is the patient at risk for based on the information in the case? What orders, education, and recommendations will you provide to prevent complications for the patient while under your care and in the future?
10. Based on the patient's age, race, gender, and diagnoses mentioned in the case, what health promotion/clinical preventative services do you recommend for this patient?

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

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Course Site: This course is conducted completely online. To access the course, log into the GMercyU portal and click the BB icon. You will see this course listed in the “My Courses” area. Click on the course name.
Course Description: Introductory analysis of group interaction with focus on the theory and practice of group models in education and social psychology; survey of current trends in groups; opportunities for the student to examine personal behaviors in group interaction in an online format.
Prerequisite: ENG 101
University Learning Outcomes (ULO)
ULO1: Communication Skills
ULO2: Professional Competency
ULO3: Moral and Ethical Judgment
ULO4: Problem Solving
ULO5: Critical Thinking
ULO6: Leadership in Society
ULO7: Critical and Competent Use of Technology
Program Learning Outcomes (PLO)
PLO1: Analyze from different perspectives the impact of physiology, cognition, social interaction, group situations, interpersonal relations, attitudes, opinions, group conflicts, language, and communication on human behavior. (ULO1, 2, 4, 5)
PLO2: Understand and articulate the application of psychological principles across professional settings, including mental health care, schools, general health care, social services, and corporate environments. (ULO1, 2, 4, 5)
PLO3: Identify the impact of psychology on societal issues, including race, gender, religion, and social inequality, and articulate the role of advocacy to affect policy and societal change. (ULO1, 2, 3, 5, 6)
PLO4: Understand key concepts in statistics and research methodology, and be able to use their acquired knowledge and critical-thinking skills to do the following: comprehensive and critical analysis of original research studies in the field, demonstrated through class discussion, presentations, and research papers. (ULO2, 4, 7)
PLO5: Engage in basic therapeutic counseling skills that allow students to interact appropriately across a variety of supervised professional settings. (ULO1, 2, 3, 5)
PLO6: Engage in critical thinking concerning the application of the discipline and ethical issues relevant to this evolving field of study. (ULO1, 2, 3, 4, 5, 6)
Course Learning Outcomes (CLO)
CLO1: Understand group formation, roles, development, communication, conformity, conflict, and leadership.
CLO2: Apply group theories and practices to small group interactions.
CLO3: Analyze group theories through observation and practices in small group interactions.
Student Expectations
Students are expected to do the following:
• Ask probing and insightful questions related to course content.
• Make meaningful and relevant connections and application to their own learning process.
• Be productive and contributing members of class discussions.
Academic Integrity
Academic integrity is fundamental to the activities and principles of a university. All members of the academic community must be confident that each person’s work has been reasonably and honorably acquired, developed, and presented. Any effort to gain an advantage not given to all students is dishonest, whether or not the effort is successful. The academic community regards breaches of the academic integrity rules as extremely serious matters. Sanctions for such a breach may include academic sanctions from the instructor, including failing the course for any violation, disciplinary sanctions ranging from probation to expulsion. When in doubt about plagiarism, paraphrasing, quoting, collaboration, or any other form of cheating, consult the course instructor.
Required Course Materials
There is no required textbook for this course.
Student Accessibility Services
Gwynedd Mercy University is committed to providing reasonable accommodations for all persons with disabilities. If you have a disability-related need for modifications or reasonable accommodations in this course, please contact the office of Student Accessibility Services located in Counseling Services, The Griffin Complex; call 215-646-7300 ext. 427, or visit the Student Accessibility Services web page www.gmercyu.edu/student-life/campus-resources/student-accessibility-services . If the documentation supports your request for reasonable accommodations, the Student Accessibility services office will provide you with an accommodation letter. Please share this letter with me as early in the course as possible so that we may discuss the accommodations.
If you have emergency medical information to share with me, or if you need special arrangements in case the building must be evacuated, please inform me immediately.

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Assignment 1: Discussion Questions

By the due date, answer one of the discussion questions listed below. Submit your responses to the appropriate Discussion Area on the next page. Start reviewing and responding to at least two of your classmates as early in the week as possible. You can ask technical questions or respond generally to the overall experience. Be sure to be honest, clear, and concise. Always use constructive language, even in criticism, to work toward the goal of positive progress.

Peer responses are due by the end of the week.

The discussion questions for this task include:

1. Explain how twin and adoption studies help us differentiate hereditary (nature) and environmental (nurture) influences on human behavior. In looking at your own life, which aspects do you feel are mainly the result of nature and which are more influenced by nurture?
2. Gender differences: Studies have shown a difference between the behavior of men and women. Are these differences more of a perception than a reality? What is the difference between social expectations and physical differences? Provide examples for your conclusions.
3. Genes have a substantial influence in determining our physical and mental traits and characteristics. However, our genes only provide us with a predisposition toward any given trait or characteristic. What other factor or factors contribute to the development of our traits and characteristics?
4. In respect to biological rhythms and sleep, humans should receive at least 8 hours of sleep every night in order for them to function "properly" on a daily basis.
   Given that in reality, this (8-hour sleep) rarely occurs, what role/s does the circadian rhythm play in the lives of individuals and how does Rapid Eye Movement (REM) sleep "factor" into this? How does the lack of sleep affect humans? And, what types of sleep disorders can affect individuals? Have you (or do you know of anyone who has) experienced such sleep disorders?
5. Left-handedness: A study showed that the average right-handed person had a life expectancy of 75 years, whereas the left-handers had only 66 years. What do you think can account for these differences in life expectancies? In addition, in reviewing the findings of this study, make an objective critique of how this particular study was designed and if the findings were valid and reliable. Discuss some of the concerns of a study if it’s improperly designed.
6. One of the oldest debates in the field of psychology is that of “nature vs. nurture.” In other words, what is the determining factor of our behavior: our genetics (nature) or our environment (nurture)? Please provide thorough arguments for both sides of this debate and then conclude with your personal thoughts on which is more of an influence on human behavior.
7. In the “Gender and Sexuality” section of this week’s textbook readings, we learned about the biology of gender development and how cultural influences affect our perceptions of gender differences. How do these perspectives relate to the theory of “Nature vs. Nurture?” Are we like our parents because of the culture in which we are raised or because of physically inherited characteristics?
8. In many states, juveniles who commit violent crimes can be sentenced to life in prison without parole. Opponents of these sentences argue that because the brains of adolescents are not yet fully developed, juvenile offenders are unable to fully grasp the consequences of their actions. Supporters of these sentences believe that perpetrators of violent crimes should be held responsible for their actions regardless of age and that harsh sentences can act as a deterrent for others.
   Do you believe that juveniles who commit violent crimes should be treated like adults in the criminal justice system? Use information from the textbook on brain development in your answer.
9. Start by taking the Hand Usage Questionnaire:
   Instructions: Please indicate which hand you normally use for each activity that is identified in the chart provided. To complete this activity you will have to download the chart, PSY1010_Wk2_Chart2.
   For each item, score a 1 for right, 2 for either, and 3 for left. Scores of 13–17 indicate right-handed, 18–32 indicate bilateral, and 33–39 indicate left-handed. One theory of the cause of left-handedness is that left-handedness results from brain damage. If the right hemisphere is damaged early in life, functions shift to the left. The more extensive the damage, the greater the shift. Varying degrees of damage would produce varying degrees of handedness and lateralization. Although some left-handers seem to have pathological sinistrality (left-handedness based on brain damage), they account for only a small percentage. At the same time, it appears clear that prenatal and perinatal (about the time of birth) influences play a role in determining hand preference. For example, some research suggests that high levels of sex hormones—specifically, testosterone—during the prenatal period, are associated with the greater likelihood of left-handedness. In addition, stresses involving reduced oxygen at birth (for example, prolonged labor, being a twin, Rh incompatibilities) are quite clearly related to left-handedness.
   The right-shift theory, on the other hand, postulates a genetic explanation. While there is no gene for handedness itself, there is one that creates a left-hemisphere advantage for language and, in the process, a bias toward left-hemisphere hand control. When this gene is missing, the brain's "natural" condition is equivalent hemispheres. Left-handed people are presumably missing a gene that in the right-handed biases the brain toward left-hemisphere control. The degree of left-handedness exhibited is then largely a matter of specific learning experiences. Much controversy surrounds genetic explanations for handedness. Data from identical twins, fraternal twins, and non-twin siblings is not supportive. If there is a genetic code that explains handedness, it is not a simple one.
   Were the results of the questionnaire accurate for you? Do you think that there is a bias in the theories about what brings about the left-handed? Are there disadvantages in being left-handed or are there advantages?

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Please read the case on Moody's on page 500 of the text and please answer the five discussion questions at the end of the case.   Please make sure that your assignment has the following specifications:

1) The assignment should be typed in word document submitted via blackboard.

2) The assignment should provide detailed answers to all the questions.

3) The answers should be at least six pages in length (for all questions together) and should not exceed eight pages.   The length can vary for each question, that is for some questions  but together the assignment should be at least six pages in length.   The answers should be doubled  spaced and please use 12" font size. 

If the answers do not add up to six pages, you can write a one page summary of the case and it is optional only if your answers are not at least six pages in length. 

Please let me know if you have any questions.

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Write a summary of the article:

"Putting the Man in Contraceptive Mandate". Discuss why both the individual and society should be concerned about current and future implications of this issue. Address each of the suggestions for change. Your opinion is valid in this summary.

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