...Write a properly referenced essay on the treatment and management of a patient with corns. General principles of treatment and prevention of corns are (1) to provide pain relief (2) to discover and correct the cause of increased mechanical stress (3) to recommend appropriate footwear and orthotic devices and (4) to recommend surgery if conservative approaches fail (Buttaro et al, 1999). Treatment of hard corns begins by corn enucleation with a scalpel to reduce the pain. Treatment of soft corns requires removal of the soft, dead tissue with a scalpel. Following this, either an antiseptic agent, salicylic acid plaster or protective pad is applied. Holed or u-shaped padding can be used to reduce the duration of tissue loading and redistribute mechanical stress. To absorb shear, orthoses and similar devices such as polymer gel pads and silicones can be used. In the case of soft corns where sweat collects between the toes, and the toes rub against each other to cause the corns, there is often need for a toe separator allowing sweat to evaporate and to stop the toes rubbing together. Enucleation will leave a dimple or hole in the tissue of the foot. In time, with healing, the body will naturally fill this up with healthy tissue. However, whilst the healing process is occurring, the cavity is usually filled with a gel (polymer, silicon or acrilyic) to discourage further corn formation (Tortora & Derrickson, 2011). The application of a caustic preparation known as silver nitrate can...
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...Portfolio Task: Module 6 (547 Words) Write a properly referenced essay on the treatment and management of a patient with corns. ------------------------------------------------- Tortora G. J., et al (2011) describe a corn as a painful conical thickening of the stratum corneum of the epidermis, usually found between or over toe joints, and is caused by friction or pressure or both. Corns fall into two categories hard corns, which are found on the joints and soft corns located between the toes. The difference between the two being the location of the foot, where they are situated. Hard corns more specifically classified as heloma durum, and soft corns between the toes (heloma molle). A distinct difference in corns between the toes and the corns that appear on the dorsum of the interphalangeal joints of the toes is the presence of a nucleus of hyperkeratotic cells, brought about through a thickening of skin, which causes a callus due to both pressure and friction being applied. By comparison most corns which develop between the toes may not contain a nucleus, and in most cases there exists a maceration of the hyperkeratosis, due to sweat that cannot evaporate due to the close proximity of the toes. ------------------------------------------------- Fink B. R., et al (2011) recommends reducing the pressure near and around the corns as part of the treatment and management of corns beginning with paring or trimming down of the lesion (with a scalpel) to lessen the pressure...
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...Portfolio task: module 6 Tutor: Mr. harry povey Course: foot health Module: 6 From: 13021401 Title: write a properly referenced essay on the treatment and Management of a patient with corns. Ref:http://www.myfootstop.com. Ref:http://bcfootandankle.com/images/callus.jpg. Ref: Google scholar. Ref: own. Ref: same. Corns start forming due to wearing shoes that are too small For us, high heel shoe and shoes with hard soles are not very good for our feet. Women are renowned for squeezing their Feet into shoes that are too tight and too high, you can also get corns through standing for long periods of time, Increased friction and pressure on the feet is not good for us. as the skin starts to get thicker on the soles of our feet or hands it hardens up to form a callus or corn, the small toe is susceptible to getting a corn ! Maybe!! Because the toe gets squashed while our feet are in the shoes. Some people opt for surgery to remove these; as some corns can get very big and are very painful to walk on. A corn is a small area of skin that has become thicker over time due to the constant pressure on the feet. You have two kinds of corns, Hard corns commonly occur on the dorsum of the interphalangeal joints of the toes on the planter surface of the foot beneath the matartarsal heads. And you have Soft corns, these type of corns normally form between the toes...
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...1 ESSAY WRITING SKILLS © Graham Davey WHAT DO I NEED TO DO TO WRITE A GOOD ESSAY? 1. 1.1 1.2 1.3 1.4 1.5 2. 2.1 2.2 2.3 2.4 2.5 3. 3.1 3.2 4. 4.1 4.2 4.3 4.4 4.5 4.6 5. WHAT TO DO BEFORE YOU START ANYTHING Am I familiar with the Assessment Guidelines? Am I certain that I know the Submission Deadline? How much does the mark for my essay contribute to the final mark for this course/module? Do I know what the word limit for this essay is? How many credits do I get for completing this particular course/module successfully? HOW TO PREPARE BEFORE PLANNING & WRITING THE ESSAY What essay titles can I choose from? What references do I need to read? At what level am I writing the essay? What internet resources should I access and use? Can I use my lecture notes as a source of information for my essay? PLANNING YOUR ESSAY How much should I read and when should I begin writing? How can I get the most benefit from my reading? WRITING YOUR ESSAY How should I structure my essay? Am I sure I’m answering the question? How do I write a scholarly essay? How should I present my reference list or bibliography? How should I format my essay? How can I avoid plagiarism? THINGS TO REMMEBER AFTER YOU’VE FINISHED WRITING YOUR ESSAY Essays are arguably the most widely used form of assessment for psychology students. They allow an examiner to assess a student’s factual knowledge, as well as their ability to create logical arguments and critically...
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...you choose this option then you have a responsibility to inform your temporary supervisor of what guidance you have previously been given. Once your original supervisor returns they immediately resume their supervisory role and you should inform them of what advice you have received in their absence. all the best with your assignment Graham 10/6/10 CASE STUDY GUIDELINES FOR NU2285 This assignment should provide evidence of theoretical understanding underpinning practice. It is a summative assessment that requires you to write a 3000 word case study on an adult patient you are currently nursing. The patient must have a condition that is covered in the module content i.e. a patient who has a neurological, cardiac, respiratory, metabolic or neoplastic disorder. What is a CASE study? It is NOT a study of nursing care alone, and hence this is not a nursing care study. Case reflects all aspects of “care” provision including medical treatment and inter and multi-professional care across the board. The case study should accurately reflect the care provision and contain the following elements: Title page This should contain the title of case study. An introductory paragraph This should briefly explain to the reader what you are aiming to do and how your case study will be structured....
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...learner's observable performance. D. The success of learner is based on teacher performance. 2. In the parlance of test construction what does TOS mean? A. Table of Specifics B. Table of Specifications C. Table of Specific Test Items D. Team of Specifications 3. A student passes a research report poorly written but ornately presented in a folder to make up for the poor quality of the book report content. Which Filipino trait does this practice prove? Emphasis on __________. A. art over academics B. substance over porma C. art over science D. porma over substance 4. In a criterion-referenced testing, what must you do to ensure that your test is fair? A. Make all of the questions true or false. B. Ask each student to contribute one question. C. Make twenty questions but ask the students to answer only ten of their choice. D. Use the objectives for the units as guide in your test construction. 5. Which does Noam Chomsky, assert about language learning for children? I. Young children learn and apply grammatical rules and vocabulary as they are exposed to them. II. Begin formal teaching of grammatical rules to children as early as possible. III. Do not require initial formal language teaching for children. A. I and III B. II only C. I only...
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...Faculty of Business, Economics & Accounting Department of Business Studies HELP Bachelor of Business (Hons) Year 1 HELP Bachelor of Management (Hons) Year 1 HELP Bachelor of Business Psychology (Hons) Year 1 INTERNAL SUBJECT DETAILS Semester 3, 2015 Subject: MKT 101 Principles of Marketing Subject Lecturer/Tutor: Ms Liew Huey Min Telephone: 03-2716 2000 Fax: 03-2095 7100 Email: liewhm@help.edu.my Consultation: By appointment PRE-REQUISITE(S) No pre-requisite is required. SYNOPSIS MKT101 has been designed to provide students with an introduction to the field of marketing. The subject focuses on the relationship between organisations and the consumer, expressed through the marketing mix. Essentially, studies are concentrated on the nature and behaviour of supplying organisations, nature and behaviour of the consumer and the various marketing mix elements (product, price, place, promotion) which are used by organisations to satisfy needs and wants of consumers. While the subject has a theoretical base, practical application of the marketing concepts to 'real world' situations via a specific project is an essential part of the subject. LEARNING OBJECTIVES Upon completion of this subject, students should be able to: Provide an understanding and appreciation of the areas of marketing principles including its theories, concepts and importance for businesses; Demonstrate knowledge of the broad range of marketing skills necessary...
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...School of Accounting and Finance AFM 311: Connections to Ethical Context Spring 2015 Course Syllabus Course Instructors: Name: | Karen Wensley | Office Location: | HH383J | Telephone: | (shared office) | Email: | kwensley@uwaterloo.ca | Office Hours: | Monday 12:00 – 1:00 or 3:00 – 3:30, Thursday 9:30 – 10:00 or 2:00 – 3:00 or by appointment, email | Name: | Krista Fiolleau | Office Location: | HH 383K | Telephone: | X38166 | Email: | k2fiolle@uwaterloo.ca | Office Hours: | Wednesdays, 9 AM to 11 AM, by appointment, or email | Name: | Darren Charters | Office Location: | HH 3153 | Telephone: | 519-888-4567 extension 32570 | Email: | dcharters@uwaterloo.ca | Office Hours: | Wednesdays, 2:00pm – 4:00pm, by appointment, or email | Course Description: AFM 311 focuses on developing the qualities and transferable skills necessary for integration, continuous learning, and professional development. The course is oriented around the ethical and moral issues faced by accounting and finance professionals. Students are expected to have taken AFM 211 before taking AFM 311. As well, AFM 431 (a precursor course to this one) as well as PHIL 215/ARBUS 202 are anti-requisites to this course. If a student has taken one of those courses and hasn’t already spoken to Professor Charters (or someone else in the SAF) about this he/she should speak to the professor as soon as possible so an appropriate determination of how to proceed can occur. More can...
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...ENGINEERING ETHICS The Kansas City Hyatt Regency Walkways Collapse Department of Philosophy and Department of Mechanical Engineering Texas A&M University NSF Grant Number DIR-9012252 Negligence And The Professional "Debate" Over Responsibility For Design Instructor's Guide - Introduction To The Case On July 17, 1981, the Hyatt Regency Hotel in Kansas City, Missouri, held a videotaped tea-dance party in their atrium lobby. With many party-goers standing and dancing on the suspended walkways, connections supporting the ceiling rods that held up the second and fourth-floor walkways across the atrium failed, and both walkways collapsed onto the crowded first-floor atrium below. The fourth-floor walkway collapsed onto the second-floor walkway, while the offset third-floor walkway remained intact. As the United States' most devastating structural failure, in terms of loss of life and injuries, the Kansas City Hyatt Regency walkways collapse left 114 dead and in excess of 200 injured. In addition, millions of dollars in costs resulted from the collapse, and thousands of lives were adversely affected. The hotel had only been in operation for approximately one year at the time of the walkways collapse, and the ensuing investigation of the accident revealed some unsettling facts: During January and February, 1979, the design of the hanger rod connections was changed in a series of events and disputed communications between the fabricator (Havens Steel Company) and the engineering design...
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...Instructor’s Manual and Test Bank to accompany A First Look at Communication Theory Sixth Edition Em Griffin Wheaton College prepared by Glen McClish San Diego State University and Emily J. Langan Wheaton College Published by McGrawHill, an imprint of The McGrawHill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright Ó 2006, 2003, 2000, 1997, 1994, 1991 by The McGrawHill Companies, Inc. All rights reserved. The contents, or parts thereof, may be reproduced in print form solely for classroom use with A First Look At Communication Theory provided such reproductions bear copyright notice, but may not be reproduced in any other form or for any other purpose without the prior written consent of The McGrawHill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. PREFACE Rationale We agreed to produce the instructor’s manual for the sixth edition of A First Look at Communication Theory because it’s a first-rate book and because we enjoy talking and writing about pedagogy. Yet when we recall the discussions we’ve had with colleagues about instructor’s manuals over the years, two unnerving comments stick with us: “I don’t find them much help”; and (even worse) “I never look at them.” And, if the truth be told, we were often the people making such points! With these statements in mind, we have done some serious soul-searching about the texts that so many teachers—ourselves...
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...University of Roehampton Referencing Style Guide Harvard Version 2012 Learning Services Supporting innovation in teaching, learning and learner development The Green Room, Library rm 217 www.roehampton.ac.uk/Learningservices Contents INTRODUCTION ...................................................................................................................................... 1 DISCLAIMER ...................................................................................................................................................... 1 ABOUT THIS GUIDE ........................................................................................................................................... 1 WHAT IS REFERENCING, AND WHY SHOULD I DO IT? .................................................................................... 1 PARAPHRASING ................................................................................................................................................. 2 QUOTING ........................................................................................................................................................... 3 CITATIONS ........................................................................................................................................................ 4 . BIBLIOGRAPHIES OR CITED WORKS/REFERENCE LIST ..........................................................................
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...BSc (Hons) in Applied Accounting and Research and Analysis Project INFORMATION PACK 2012 - 2013 CONTENTS 1) 2) 3) About Oxford Brookes University ....................................................................... 1 Eligibility ............................................................................................................ 2 Conversion arrangements ................................................................................. 4 3.a) ACCA exam conversion arrangements ....................................................... 4 4) Aims and outcomes ........................................................................................... 5 4.a) 4.b) 4.c) Programme regulations ............................................................................... 5 Programme learning outcomes ................................................................... 6 RAP learning outcomes............................................................................... 7 5) Assessment ....................................................................................................... 9 5.a) 5.b) 5.c) 5.d) Marking and moderation of your work ......................................................... 9 Assessment criteria ..................................................................................... 9 Resubmission rules ................................................................................... 11 Determination of class of degree .........
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...IELTS Secret Key #1 - Time is your greatest enemy |[pic] |[pic] |[pic] | | |Written by Rad Danesh | |Monday, 23 April 2007 | |To succeed on the IELTS, you must use your time wisely. Many students do not finish at least one module. The table below shows | |the time challenge you are faced with: | |Module | |Total time | |Questions | |Time for each question | | | |Listening | |30 min ...
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...BSc (Hons) in Applied Accounting and Research and Analysis Project INFORMATION PACK 2013 - 2014 CONTENTS 1) 2) 3) About Oxford Brookes University ....................................................................... 1 Eligibility ............................................................................................................ 2 Conversion arrangements ................................................................................. 4 3.a) 4) ACCA exam conversion arrangements ....................................................... 4 Aims and outcomes ........................................................................................... 5 4.a) 4.b) 4.c) Programme regulations ............................................................................... 5 Programme learning outcomes ................................................................... 6 RAP learning outcomes............................................................................... 7 5) Assessment ....................................................................................................... 9 5.a) 5.b) 5.c) 5.d) Marking and moderation of your work ......................................................... 9 Assessment criteria ..................................................................................... 9 Resubmission rules ................................................................................... 12 Determination of class of degree .................
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...examples and exercises, and the text involves students in the learning process through reading, problem solving, practicing, listening, and experiencing the writing process. Each chapter also has integrated examples that unify the discussion and form a common, easy-tounderstand basis for discussion and exploration. This will put students at ease and allow for greater absorption of the material. Tips for effective writing are included in every chapter, as well. Thought-provoking scenarios provide challenges and opportunities for collaboration and interaction. These exercises are especially helpful for working with groups of students. Clear exercises teach sentence and paragraph writing skills that lead to common English composition and research essays....
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