Letter Essay - 1312 Words

Brian Schwartz jbs321@nyu.edu N.Y.U. Poly Expository Writing Program Dibner 110 Office hours by appointment Writing the Essay Fall 2012 Writing the Essay is a workshop-style writing class, a forum for students to develop complex ideas, think about the characteristics of effective and compelling writing, and engage in a conversation about the essay form. The goal of the course is for you to improve as a writer, reader, and critical and creative thinker, and for you to write essays that are finished products of high quality. An essay must turn a question into a quest, to borrow the words of the writer John Fowles. A truly engaging essay shows the movement of the writer’s thinking—every new piece of evidence becomes an†¦show more content†¦In order to receive a grade for each final essay, you must complete the writing assignments that lead up to the essay. In other words, assigned writing exercises are a prerequisite to writing each final essay. Grades: A work gives the reader a positive impression of excellence in all listed standards. B work gives the reader a positive impression of general superiority in all listed standards. C work is average in each standard. D or F work is seriously deficient in one or more of the listed standards. Final Grade: Essay 1: 30% Essay 2: 30% Essay 3: 30% Class participation/portfolio: 10% Due Dates and Late Papers: Late papers will lose half a letter grade per class until they’re turned in (more than two weeks late will result in an F). At the end of each progression, please put all exercises and drafts in a folder with your final essay on top, and turn the whole thing in portfolio-style. Attendance and Participation: Preparation, attendance, and speaking during discussions are all important parts of the class. Much of the learning in writing courses occurs through active discussion and in-class writing rather than through lectures. Therefore, to do well, you’ll need to show up literally and figuratively. More than two un-excused absences will most likely lower your final grade; more than four absences will put you at a severe disadvantage in the course, because the workShow MoreRelated the letter a as a symbol in the scarlet letter Essay752 Words   |  4 Pagesnbsp;nbsp;nbsp;nbsp;nbsp;Throughout the novel The Scarlet Letter there are many symbols. One of the biggest symbols of the novel is the scarlet letter A that Hester Prynne is sentenced to wear after she commits adultery. It is a symbol that is sewn onto her clothes for everyone to see. It is a punishment that is meant to humiliate her for the duration of the time that she stays in Puritanical Boston. D uring the novel, the scarlet letter changes and evolves from meaning adultery to meaning abilityRead MoreTeaching Writing Informal Letters8861 Words   |  36 Pageswriting†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.7 1.4. Letter writing†¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...9 1.5. Different types of letters†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦11 Chapter II.Teaching writing informal letters†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦13 2.1. Informal letters†¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..13 2.2. Writing informal letter†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.13 2.3. Types of informal letters†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..20 2.4. Exercises for teaching writing informal letters†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...............25 Conclusions†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦32Read MoreMy Letter From The Scarlet Letter705 Words   |  3 PagesShoulda, Woulda, Coulda No one is perfect. Every single human being has sinned in his or her life. We each have our own letter of sin as Hester had in The Scarlet Letter. I procrastinate so my letter is a P. However, procrastination does not define my life, as sins can be forgiven, and my letter can be changed to mean something much better. Procrastination is never good. I know that first hand. I have done it all my life and there for a while I could get away with it. Then I got into high schoolRead MoreThe Scarlet Letter1659 Words   |  7 PagesThe Scarlet Letter The Scarlet Letter is a well known novel written by Nathaniel Hawthorne. The novel is composed and written in Salem and Concord, as well as Boston, Massachusetts in the late 1840s. The narrator of the novel is in an omniscent state, meaning he knows more about the characters than the characters know about themselves. Although the narrartor is omniscent, he also makes sure to include his ideas and opinions on situations, making him also greatly subjective. Being subjectiveRead MoreThe Scarlet Letter1456 Words   |  6 PagesChrist figure in The Scarlet Letter. She displays self-sacrifice, saintlike features, and exemplifies some biblical teachings throughout the book. The first, which is self-sacrifice, is shown when Hester is standing on the scaffold in front of the whole town and will not uncover the other participant in the adultery. Reverend Wilson questions her of this man that helped commit this crime, â€Å"Speak out thy name! That, and thy repentance, may avail to take the scarlet letter off thy breast† (60), withRead More The Scarlet Letter801 Words   |  4 PagesThe aspect of Nature in Nathaniel Hawthorne’s The Scarlet Letter seems to have been characterized to readers with a mixed blessing. In other words, Nature shows its power to both heal as well as harm various characters throughout the text. The Scarlet Letter highlights Natures complexity by showing that the Puritan idea of Nature as an entirely evil force is a naive misconception. The text reveals the beneficial attributes of Nature that the Puritans overlook or fear. Conversely, the text showsRead More The Significance of the Letter in The Scarlet Letter Essay1813 Words   |  8 PagesThe Scarlet Letter: The Significance of the Letter  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Adultery has been around almost as long as people. It has maintained a harsh punishment, from banishment to death, but in the Puritan world of colonial America (from about 1620-1640), its punishment may have been worse than either. In The Scarlet Letter by Nathaniel Hawthorne, Hester Prynne is a lonely Puritan woman who commits infidelity with a preacher and has a son from the untruthful union. To punish her for this act, the councilRead MoreDifferences Between Business Letters and Social Letters6869 Words   |  28 PagesElements of Business Letters [h1]{PAGETITLE}[/h1] Elements of Business Letters ELEMENTS, STYLES, AND FORMS OF BUSINESS LETTERS This chapter deals with the definition of business letters, differences between business letters and social letters, elements of business letters, styles or forms of business letters, punctuation styles, and C’s of business letter writing. DEFINITION OF BUSINESS LETTERS Business letters, as the term suggests, are letters used for business purposes. These purposes are toRead MoreScarlet Letter. The Scarlet Letter Has Five Scenes And1290 Words   |  6 PagesScarlet Letter The scarlet letter has five scenes and without them the story would not make any sense. All of the scenes either shed light on Hester situation in the puritan colony, they tell about the malice in Chillingworth s heart, or the sorrow and forgiveness of Dimmesdale. The first scene with Hester s punishment. The second scene is about Chillingworth s plan that finally turns his heart to stone. The third scene when the reader learns about the connections Hester, Dimmesdale, and ChillingworthRead More Scarlett Letter Essay652 Words   |  3 PagesScarlet Letter by Nathaniel Hawthorne, is a tale set around the lives Puritan people, and how a women branded by them learns to live with their hypocrisy. The story strikes many points about Hester’s inner struggles, her relationship with her daughter Pearl, and how to except herself, but one of the greater focuses does not lie within her, but with the Puritans themselves. What I speak of is how Hawthorne criticizes the Puritan people on t heir hypocrisy. Specifically, by use of the Scarlet Letter. Throughout

Math strategies for special education students Essay example

Special education students often lack the necessary mathematical skills needed to be independently successful in the secondary classroom. These students face challenges in applying the basic math skills needed as well as retaining basic math skills from grade level to grade level. Lack of understanding, in addition to causing classroom difficulties, can cause other personal and social dilemmas for the special education students. Lack of motivation, anger, lack of self value, and other disruptive behaviors may occur as a result of the difficulties the special education students have in the classroom. In order to help these students to overcome poor problem solving skills, effective strategy based instruction is needed. Teachers†¦show more content†¦2007). The NCTM agreed that reform was needed areas such as basic skills instruction and instruction in problem solving (Bottge et al. 2007). Bottge, Kwon, LaRoque, Rueda, Serlin (2007) looked at the use of Enhanced Anchore d Instruction (EAI) to help boost problem solving skills of students with disabilities in the area of math. EAI immerses students directly in problems that are delivered in a combination of multimedia and hands-on contexts (Bottge et al. 2007). EAI contains three main parts, probing questions by the teachers to guide student understanding, students working together in small groups to discuss and find solutions to problems, and explicit instruction on skills and concepts by the teachers as the students need them. During this particular study of EAI on math instruction, 100 students were divided into groups. One group received math instruction using EAI methods while the other group received instruction using the teachers’ typical methods. A pre-test was administered to both groups to gain a baseline of math experience and knowledge. The math instruction using the EAI method used a video anchor to enhance instruction. The use of technology in EAI provides students with l earning disabilities access to a wide range of math tasks that previously were unattainable due to learning deficits (Maccini Strickland, 2010). The video gave students a visual representation of the types of math problems they were workingShow MoreRelatedSpecial Education Students Placement and Performance Outcomes on Math Assessments1508 Words   |  7 PagesThe issue of educational placements for students with disabilities has been an ongoing issue of debate brought to attention in 1975 by the passage of the Education for All Handicapped Children Act, now known as the Individuals with Disabilities Act (IDEA). This act required that procedures be enacted that would protect the rights of disabled children and assure that to the extent appropriate handicapped children are educated with children who are not handicapped and that the removal of handicappedRead MoreThe Importance Of Instruction For Students With Or Without Disabilities1106 Words   |  5 Pagesneeds of students wi th or without disabilities (Friend Bursack, 2015). It forms a bridge from the content to the learner in four dimensions; content, process, product and learning environment (Tomlinson, 2000). Tomlinson (2008) stated that differentiating instruction calls for teachers to have â€Å"clear learning goals†¦ [that are] crafted to ensure students engagement and understanding† (pg. 27). In differentiated instruction, teachers use effective evidence-based instructional strategies (Watts-TaffeRead MoreA Puzzling Paradox1462 Words   |  6 Pageslot about learning disability and special education all throughout this course, during this research, and during observation time in the classroom. Special education, a program developed in order to provide a free, appropriate education to all students, even those with special needs, was developed because of the passage of laws such as the Education for All Handicapped Children Act (EHA, Public Law 94–142), later known as the Indi viduals with Disabilities Education Act (IDEA), and has evolved overRead MoreI Study Math Instruction For A Total Of Five Hours867 Words   |  4 PagesMarch 4th 2016. I observed math instruction for a total of five hours. The 12 students (grades 7-12, ages 13-18) present in the classroom all qualify for special education services. Mr. Dayton teaches math and science to students in a Special Day Class (SDC) setting. Students are in Mr. Dayton’s classroom  ½ of the school day for math and science instruction. Due to privacy concerns, he would not disclose all of the specific disabilities represented by the students in his classroom but he didRead MoreIntroduction. Teaching Math And Science Were Important1358 Words   |  6 PagesIntroduction Teaching math and science were important for students in elementary grades. Learning mathematics and science requires hands-on activities, observation, critical thinking and analysis of the content. Mathematics and science are interrelated (Charlesworth, and Lind, 2010). The processing skills in math are required to problem solve in science (Charlesworth and Lind, 2010). As per the text by Charlesworth and Lind, (2010) the science skills such as creating a hypothesis, observing, recordingRead MoreDescriptive Essay : Walking Down And The New Adventure 946 Words   |  4 Pagesleft. I am buzzed through another set of doors and the new adventure begins. As I enter Miss Stralow’s classroom she is teaching the students in math. Miss Strawlow introduces me to the class, they smile and wave/say â€Å"Hi Mrs. Jasso†. I’m early so I sit in the back of the room observing her teaching and the students interest and participation in the math sheet, it’s about subtraction. Miss Stralow does not have a smart board in her room but she does have a projection machine and a dry eraseRead MoreStudents Receive Special Education Services908 Words   |  4 PagesThe classroom that I observe where students receive Special Education services was Mrs. Robistows classroom. She has ten students in her class and six of those students receive special educations services, and five of the ten students are English Language Learners. These students come to her room for these different services. Since I have already done an interview with Mrs. Robistow, I interviewed the RTI coordinator, Mrs. Chupich. She teaches kindergarten through third grade. Mrs. Chupich has beenRead MoreMichelle Is A Second Grade Student At An Inclusive Classroom878 Words   |  4 PagesThe Student Michelle is a second grade student in an Inclusive classroom. Her twin is also in the classroom and is a special education student as well. Michelle has an IEP and a significant speech and language delay. She is also an ENL student. For math and writing classes, an ENL teacher pushes in. Michelle is pulled out for speech therapy sessions. Michelle was exposed to the following teaching strategies: Teacher-mediated Environmental Arrangements- Most of Michelle’s lessons areRead MoreThe Importance Of Inclusion For Special Education1154 Words   |  5 Pages77), â€Å"inclusion is when a student with special learning and/or behavioral needs is educated full time in the general education program. The student with special education needs is attending the general school program, enrolled in age-appropriate classes 100% of the school day† (Idol, 1997, p.4). By enforcing inclusion, special education students are brought out of isolation and placed back into the general education classroom among their peers. This prepares the students for the real world by teachingRead MoreCurrently I’M Doing Field Work At School A, Observing A1447 Words   |  6 Pagesis the general education teacher and Teacher B is the special education teacher. Teacher A has experience working in an inclusive co-teaching classroom for at least fifteen years. As a reminder, there are thirty-two students in the classroom with twelve students having IEP’s. Students with learning disabilities make up the majority of students while some have a speech and language disability and only two students have health impairment. The only times I’ve seen students leave the classroom

LInk between homeless and psychological disorders Essay Example For Students

LInk between homeless and psychological disorders Essay I believe saying that psychological disorders are linked to ones surroundings or levels of stress is correct. I feel that this would affect ones psychological well being indefinitely. In a situation where Savo Petrovski GE117 In class assignment #1 I believe saying that psychological disorders are linked to ones surroundings or levels of stress is correct. I feel that this would affect ones psychological well being indefinitely. In a situation where the mind has no positive feedback or no healthy challenges it can be damaged or changed severely. The mind can be strong at times but also is very weak, and under sustained stress it could crack. When a person has no where to go and no one to help they will change their thinking and behaviors to try to help themselves. In some cases they will develop disorders. A person living on the streets has a greater chance to develop a disorder or sickness due to the amount of unwanted stress from day to day challenges. The daily events that a homeless person must endure are very hard for one to handle. Not only is the body being physically challenged so is the mind. A person has to be driven pretty hard to become homeless. Not just everyone becomes homeless, and most can do their best to reverse it. A person with a healthy and willing mind could get themselves out of the situation. Not every single homeless person is mentally ill, but the majority is, and those with a weaker mind will either become ill or will triumph over homelessness and undue psychological stress. Words / Pages : 262 / 24 .

Differential Diagnosis and Treatment Education

Question: Discuss about the different term for Differential Diagnosis And Treatment Education? Answer: Differential Diagnosis of Hypertension The systolic blood pressure (SBP) is considered as a major factor for the detection of hypertension (Quinn et al. 2010). The Ambulatory Blood Pressure Monitoring is the differential test done to detect accurate hypertension. The below described in ABPM process for diagnosis: - Screening and identification of Blood Pressure It involves routine screening process of blood pressure evaluation. The evaluated blood pressure is categorized as per sections below: - HTN stages Systolic (BP mmHg) Diastolic (BP mmHg) Pre-HTN 120-139 80-89 HTN stage 1 140-159 90-99 HTN stage 2 160 100 Table 1: The stages of hypertension (Source: Quinn et al. 2010, p. 245) The diagnosis technique involved determining the blood pressure of patient with ambulatory blood pressure measurement technique (ABPM). The ABPM is a small, movable, automatic machine that is connected with patients blood pressure cuff in the hospital room. This is considered as the most accurate measurement of blood pressure and generally used as a differential diagnosis of hypertension (Patton, Frank Clark, 2013). The ABPM device is used to record blood pressure of the patient with instrument oscillometry. In this process, the blood pressure was measured in regular interval of 20 to 30 minute for coming 24 to 48hours. The recordings of blood pressure are reported for 24hours divided into two section day readings (awake BP) and night readings (sleep BP). Differential diagnosis of Type -2 Diabetes Mellitus The Patient identifies with symptoms of Diabetes Mellitus Type- 2 will undergo the differential diagnosis tests that involves the following three tests Diagnosis Test: - Test Indication of DM2 Haemoglobin A1C test 6.5% Fasting plasma glucose level (FPG) 126mg/dL 2h plasma glucose level 200mg/dL Random Plasma glucose level 200mg/dL Table 2: Test for diagnosis of diabetes mellitus type-2 (Source: American Diabetes Association, 2010, p. 67) Haemoglobin A1C test This diagnosis determines the attached glucose molecules to haemoglobin cells of the blood. This indicates the volume of blood glucose level that is been carried by haemoglobin molecules from last 3 months and not been converted to glycogen in the body (Inzucchi, 2012). Method of diagnosis: - The blood glucose level is tested in three durations that are before meal, after meal and bedtime test The blood sample of the patient is collected each time by the traditional method of pricking the fingertip and the Blood Glucose Meter collects blood sample for getting the reading of test. The test results are recorded and studied by specialist Stages Haemoglobin A1C levels for DM2 Normal 5.7% Prediabetes 6.5% Diabetes 5.7 to 6.4% Table 3: Stages of haemoglobin level for DM2 (Source: Inzucchi, 2012, p.545) Fasting plasma glucose level (FPG) The FPG test is used to determine blood glucose level in the stage of fasting where the body does not receive glucose for 8 hours. In this testing if the value of blood glucose level comes high, indicates only that glucose which is not converted to glycogen in the body and remains in the blood. But, in this analysis determinations the glucose molecules attached to plasma cells of blood (Chattopadhyay et al. 2013). Steps of diagnosis: - The patient is instructed to remain in fasting stage since night untill 8-10 hours; only allowed for water consumption. In morning (8:00 am) after completion of 10 hours, the blood test was conducted by collecting blood sample from arm of body and sent for laboratory analysis Stages FPG glucose level Normal 110 mg/dL Impaired fasting glucose 111 to 125 mg/dL Diabetic 126 mg/dL Table 4: Stages of FPG test for DM2 (Source: Inzucchi, 2012, p.546) 2-Hour Plasma glucose level The patient is allowed to have a meal after FPG and again by following similar methodology, the blood sample was collected after 2 hours of the meal (11:00 am) to determine the plasma glucose level. Random Plasma glucose level This last test is performed randomly in any period of time within the day to determine the normal blood glucose level. The value of random plasma glucose test can vary with time and meal consumed by the patient. But, if the random plasma glucose level is determined high combined with FPG and haemoglobin A1C test, it confirms diabetes mellitus type -2 in the patient (Chattopadhyay et al. 2013). For collecting the blood sample, similar method described in FPG was followed but the time of sampling is 3:00 pm. Differential diagnosis of Ischemic heart disease The following analysis was performed to confirm Ischemic heart disease in the patient. Echo Stress test or Cardiac Echo The coronary heart blockages indicate no symptoms at resting position. But, at the period of exercise or stress when the heart pumps and requires more blood for oxygenation, the coronary heart blockages allow a slow blood flow towards heart creating the starvation stage in the body. This starvation leads to development of symptoms in ischemic heart disease. In this starvation condition, the normal movement of septum gets minimized in heart indicating disease (McMurray et al. 2012). Diagnosis method Any of the previous heart related medication was stopped 2-3 days prior to this test The patient is instructed to not have any meal or drink three hours prior to echo stress test The patient is bought to echo laboratory at resting stage, where the normal functioning of all the walls of the heart is determined by echocardiogram (EKG or ECG). A colourless gel is applied on the chest and the echo transducer is placed above the chest. This transducer allows getting imaging of heart from various sections as required in the test. Patient was allowed to hold breath and release for clear picture new, the patient is instructed to undergo exercise phase till starvation and the stress echo readings are collected from starvation phase by similar manner using echocardiogram All the recording were collected and analysed by specialist in ECG laboratory (Qaseem et al. 2012) Spiroergometry This test involves the process to diagnose the high respiratory rate leading to breathing issues in the patient suffering from ischemic heart disease. The spirometry involves the process of recording ECG in the stage of maximum oxygen uptake by the body (McPhee Papadakis, 2010). Diagnosis method The patient is allowed to exercise on the bicycle ergometer to reach the stage of starvation. The breathing mask of instrument collects the air patient in inhaling and exhaling. This respiratory air is used to determine the oxygen uptake, AT, RCP, release carbon-di-oxide and maximum oxygen uptake of the body (Nabel Braunwald, 2012). Plan Medication Medication Rationale Hyzaar SIG For treatment of hypertension and lowering the risk of stroke metFORMIN The oral medicine to control blood sugar level specifically type-2 diabetes mellitus. amLODIPine These are calcium channel blockers that increase blood flow in the body and provide relaxation to blood vessels. Lantus A chemically constructed form of insulin used to lower the blood glucose level Aspir 81 Aspirin medication is given to reduce pain, fever and inflammation in body Labetalol Beta blockers for the treatment of hypertension Atorvastatin This medicine is inhibitors of HMG CoA that reduces cholesterol level and triglycerides level in blood Cipro Antibiotic for treatment of infection in body Table 5: Prescribed medications with their rationale (Source: Patton, Frank Clark, 2013, p. 3456) Education Urine tract infection in men: care instructions The following instructions are required to be followed for control over urinary tract infection Clearly understand the cause of infection Adopt personal hygiene practices as much as possible Wash hands before and after urination and meals Intake plenty of water, minimum 3-4glasses each day to clear occurring infection Intake food containing vitamin-D that are broccoli, oranges and other citrus fruits Use cotton undergarments Practice safe intercourse with precautions like condom Cut off caffeine and alcohol consumption Call professionals in situations like decreased urine flow, urination difficulty and no empty bladder feeling after urination (Hooton, 2012). Non-medication treatments The non-medication treatments are not the part of standard medication protocol but are verbally instructed by physicians for management and care of health conditions. Non-medication treatment for DMT2 Eat plant food that controls DMT2 that are okra, peas, sage, fenugreek seeds, buckwheat and brewers yeast Intake rich fibrous diet Diabetes is always linked with weight gain; therefore, adopt weight loss processes like exercises or yoga Get regular blood sugar analysis and eye test once in 3 months (Gagnier et al. 2013) Non-medication treatment for hypertension Have a DASH diet to reduce hypertension that is prescribed by doctors. DASH diet involves eating of fruits, vegetables, whole grains, fish, poultry and low-fat dairy products (Birdee et al. 2010) limit the intake of fat-rich diet Rich intake of magnesium, calcium and potassium Maintain regular 30 to 60 minutes of exercise schedule to have lower blood pressure Ancient yoga, qigong and tai chi relaxation methods are also helpful as non-medication for hypertension (Yildirim et al. 2010) Non-medication treatment for Ischemic heart disease Have plant base diet and avoid intake of animal diet Develop cardiovascular activities in daily schedule Try to practice pleasure providing activities like playing, music, reading or any activity as per interest (Yildirim et al. 2010) References Books McPhee, S. J., Papadakis, M. A.(2010).Current Medical Diagnosis Treatment 2012. New York:: McGraw-Hill Medical. Patton, R. J., Frank, P. M., Clark, R. N. (2013).Issues of fault diagnosis for dynamic systems. Springer Science Business Media. Journals American Diabetes Association. (2010). Diagnosis and classification of diabetes mellitus.Diabetes care,33(Supplement 1), S62-S69. Birdee, G. S., Phillips, R. S., Davis, R. B., Gardiner, P. (2010). Factors associated with pediatric use of complementary and alternative medicine. Pediatrics,125(2), 249-256. Chattopadhyay, S., Banerjee, S., Rabhi, F. A., Acharya, U. R. (2013). A Caseà ¢Ã¢â€š ¬Ã‚ Based Reasoning system for complex medical diagnosis.Expert Systems,30(1), 12-20. Gagnier, J. J., Kienle, G., Altman, D. G., Moher, D., Sox, H., Riley, D. (2013). The CARE Guidelines: Consensusà ¢Ã¢â€š ¬Ã‚ Based Clinical Case Reporting Guideline Development.Headache: The Journal of Head and Face Pain,53(10), 1541-1547. Hooton, T. M. (2012). Uncomplicated urinary tract infection.New England Journal of Medicine,366(11), 1028-1037. Inzucchi, S. E. (2012). Diagnosis of diabetes.New England Journal of Medicine,367(6), 542-550. McMurray, J. J., Adamopoulos, S., Anker, S. D., Auricchio, A., Bhm, M., Dickstein, K. Jaarsma, T. (2012). ESC Guidelines for the diagnosis and treatment of acute and chronic heart failure 2012.European journal of heart failure,14(8), 803-869. Nabel, E. G., Braunwald, E. (2012). A tale of coronary artery disease and myocardial infarction.New England Journal of Medicine,366(1), 54-63. Qaseem, A., Fihn, S. D., Williams, S., Dallas, P., Owens, D. K., Shekelle, P. (2012). Diagnosis of stable ischemic heart disease: summary of a clinical practice guideline from the American college of physicians/american college of cardiology foundation/american heart association/american association for thoracic surgery/preventive cardiovascular nurses association/society of thoracic surgeons.Annals of internal medicine,157(10), 729-734. Quinn, R. R., Hemmelgarn, B. R., Padwal, R. S., Myers, M. G., Cloutier, L., Bolli, P., Hackam, D. G. (2010). The 2010 Canadian Hypertension Education Program recommendations for the management of hypertension: part Iblood pressure measurement, diagnosis and assessment of risk.Canadian Journal of Cardiology,26(5), 241-248. Yildirim, Y., Parlar, S., Eyigor, S., Sertoz, O. O., Eyigor, C., Fadiloglu, C., Uyar, M. (2010). An analysis of nursing and medical students attitudes towards and knowledge of complementary and alternative medicine (CAM). Journal of clinical nursing,19(7à ¢Ã¢â€š ¬Ã‚ 8), 1157-1166.