7- 10 speech time, need the persuasive paper and the ppt with the presentation papertopic:Should more pets be adopted than bought from a breeder

Urinary FunctionMr. J.R. is a 73-year-old man, who was admitted to the hospital with clinical manifestations of gastroenteritis and possible renal injury. The patient’s chief complaints are fever, nausea with vomiting and diarrhea for 48 hours, weakness, dizziness, and a bothersome metallic taste in the mouth. The patient is pale and sweaty. He had been well until two days ago, when he began to experience severe nausea several hours after eating two burritos for supper. The burritos had been ordered from a local fast-food restaurant. The nausea persisted and he vomited twice with some relief. As the evening progressed, he continued to feel “very bad” and took some Pepto-Bismol to help settle his stomach. Soon thereafter, he began to feel achy and warm. His temperature at the time was 100. 5°F. He has continued to experience nausea, vomiting, and a fever. He has not been able to tolerate any solid foods or liquids. Since yesterday, he has had 5–6 watery bowel movements. He has not noticed any blood in the stools. His wife brought him to the ER because he was becoming weak and dizzy when he tried to stand up. His wife denies any recent travel, use of antibiotics, laxatives, or excessive caffeine, or that her husband has an eating disorder.Case Study QuestionsThe attending physician is thinking that Mr. J.R. has developed an Acute Kidney Injury (AKI). Analyzing the case presented name the possible types of Acute Kidney Injury. Link the clinical manifestations described to the different types of Acute Kidney injury.Create a list of risk factors the patient might have and explain why.Unfortunately, the damage on J.R. kidney became irreversible and he is now diagnosed with Chronic kidney disease. Please describe the complications that the patient might have on his Hematologic system (Coagulopathy and Anemia) and the pathophysiologic mechanisms involved.Reproductive FunctionMs. P.C. is a 19-year-old white female who reports a 2-day history of lower abdominal pain, nausea, emesis and a heavy, malodorous vaginal discharge. She states that she is single, heterosexual, and that she has been sexually active with only one partner for the past eight months. She has no previous history of genitourinary infections or sexually transmitted diseases. She denies IV drug use. Her LMP ended three days ago. Her last intercourse (vaginal) was eight days ago and she states that they did not use a condom. She admits to unprotected sex “every once in a while.” She noted an abnormal vaginal discharge yesterday and she describes it as “thick, greenish-yellow in color, and very smelly.” She denies both oral and rectal intercourse. She does not know if her partner has had a recent genitourinary tract infection, “because he has been away on business for five days.Microscopic Examination of Vaginal Discharge(-) yeast or hyphae(-) flagellated microbes(+) white blood cells(+) gram-negative intracellular diplococciCase Study QuestionsAccording to the case presented, including the clinical manifestations and microscopic examination of the vaginal discharge, what is the most probably diagnosis for Ms. P.C.? Support your answer and explain why you get to that diagnosis.Based on the vaginal discharged described and the microscopic examination of the sample could you suggest which would be the microorganism involved?Name the criteria you would use to recommend hospitalization for this patientSubmission Instructions:You must complete both case studies.Your initial post should be at least 500 words per case study, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.You should respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts. Your reply posts are worth 2 points (1 point per response.) All replies must be constructive and use literature where possible.Please post your initial response by 11:59 PM ET Thursday, and comment on the posts of two classmates by 11:59 PM ET Sunday.You can expect feedback from the instructor within 48 to 72 hours from the Sunday due date. Grading Rubric Your assignment will be graded according to the grading rubric.Discussion RubricCriteriaRatingsPointsIdentification of Main Issues, Problems, and Concepts5 pointsDistinguishedIdentify and demonstrate a sophisticated understanding of the issues, problems, and concepts.4 pointsExcellentIdentifies and demonstrate an accomplished understanding of most of issues, problems, and concepts.2 pointsFairIdentifies and demonstrate an acceptable understanding of most of issues, problems, and concepts.1 pointsPoorIdentifies and demonstrate an unacceptable understanding of most of issues, problems, and concepts.5 pointsUse of Citations, Writing Mechanics and APA Formatting Guidelines3 pointsDistinguishedEffectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing. High level of APA precision and free of grammar and spelling errors.2 pointsExcellentEffectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing. Moderate level of APA precision and free of grammar and spelling errors.1 pointFairIneffectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing. APA style and writing mechanics need more precision and attention to detail.0 pointPoorIneffectively uses the literature and other resources to inform their work. An unacceptable use of citations and extended referencing. APA style and writing mechanics need serious attention.3 pointsResponse to Posts of Peers2 pointsDistinguishedStudent constructively responded to two other posts and either extended, expanded or provided a rebuttal to each.1 pointsFairStudent constructively responded to one other post and either extended, expanded or provided a rebuttal.0 pointPoorStudent provided no response to a peer's post.2 pointsTotal Points: 10

Step 1: Define a Career SMART Goal As MBA students, you are career-directed professionals constantly striving to strike a practical work-life balance. You may not always have the time or resources to manage your career effectively. The following resources will serve as basis to develop your career goal or goals: Career Exploration Career Planning and Changing Individual Career Management Career Goal For this step, think about one long-term career goal. Where would you like to be in your career in three to five years? How will you get there? What resources do you need? What short-term skills do you need to enhance your chances of achieving your career goal? To help you achieve your career goal, complete the following tasks using a leadership development plan (LDP): First, download the LDP Template and save it in local storage using the following file-naming protocol: lastname_firstname_preliminary_LDP.docx Second, identify and describe in writing one long-term career goal using the SMART (specific, measurable, achievable, realistic, and timely) format. Read SMART goals for specific guidelines. Third, place this goal in the LDP template section entitled Long-Term Career Goal. Fourth, identify and list five to six short-term development skills that you will need to acquire in order to make progress toward your long-term career goal. Place these skills in the Short-Term Skills Development section of the LDP. Finally, place your LDP in the dropbox located in the last step of this project. Career and leadership development is an ongoing process that will continue well beyond receipt of your MBA. This submission of your leadership development plan is preliminary, as you will have the opportunity to update your LDP in Step 5 of this project. Having two submissions gives you the opportunity to assess and reflect on knowledge you have acquired throughout the term. When you have submitted your preliminary LDP, proceed to Step 2, where you will work on a preliminary skills gap analysis. Step 2: Complete A Skills Gap Analysis The preliminary leadership development plan allowed you to identify and develop a plan to help you achieve one long-term career goal. Step 2 will introduce you to a skills gap analysis, which will assess your specific skills as they pertain to each of the four course projects and help you identify the skill areas you want to enhance. You will revisit the skills gap analysis at the end of the term in order to measure the progress you made as a result of completing the four course projects.Complete your preliminary skills gap analysis and related skills gap table by the end of Week 1. Carefully follow the instructions below: The preliminary skills gap analysis has four parts that parallel each of the four course projects. After you complete the preliminary skills gap analysis, select one skill area from each of its four parts where a meaningful gap exists. These should be skill gaps you want to reduce during this term to enhance your leadership skills, bolster your current career, and ultimately achieve your career goals. Place each of the four skill area gaps you identified from the skills gap analysis in the skills gap table. The table has a separate space for each of your four gap goals. In the skills gap table, list the developmental activities, completion date, resources and costs, and expected outcomes associated with each of the four skills gap goals you identified. The table serves as an action plan that leads to the accomplishment of each of the four skills gap goals. It details the activities you will undertake to reduce each of your four selected skill gaps during the remaining weeks of this term. Consider all appropriate activities and resources that would help reduce each of the four skill gaps. These resources might include conferences, books, free online classes, mentorship, coaching, observation, professional associations and groups, networking, volunteering, journaling, and so forth. Select the appropriate activities related to each of your four skill gaps and list them in the skills gap table. Submit your preliminary skills gap analysis and the skills gap table in the dropbox located in the last step of this project. This part of Project 1 is now complete. You will update your preliminary skills gap analysis during the last week of the term to assess the progress you have made on the skill gaps you identified and to determine the impact of this course on your leadership and career goals. After you submit your preliminary skills gap analysis and skills gap table, continue to Step 3. Step 3: Reflect on Your Leadership Development Developing your career, managing others, and becoming a leader begins with self-examination. An individual must first develop an accurate view of his or her own interests, values, skills, limitations, and preferences in order to make career choices and advance their career. A research-based relationship between personal effectiveness, career, and leadership development quickly emerges.This step will provide the necessary knowledge to initiate a personal effectiveness and career development plan. The process will enhance your development plan by providing you with the opportunity to use a personality assessment tool as a resource to gain a better understanding of yourself. Finally, you will be able to incorporate these insights in your Week 11 LDP Reflections Summary.The following readings and the assessment tool will allow you to achieve several objectives: Personal Effectiveness—This resource will increase your knowledge of self-awareness as a driver of personal effectiveness and the relationship between personal effectiveness and leadership. Personality Assessments—This resource will help you understand the utility of personality assessments. Proceed to the discussion CliftonStrengths Overview and Instructions for taking the CliftonStrengths assessment.The CliftonStrengths (formerly StrengthsQuest) assessment has been under continuous development for more than three decades. The major construct underpinning the assessment is that each individual has a set of core strengths that correlate to career growth, personal effectiveness, job satisfaction, and personal fulfillment.Aside from the benefits that accrue to individuals who are conversant with their strengths and how to best use them, CliftonStrengths is useful to teams by indicating the strengths each team member can contribute to facilitate the achievement of team goals and projects.During this week, participate in the Class Discussion on CliftonStrengths so that you can share your results and gain a deeper and fuller understanding of your unique strengths, as identified by the CliftonStrengths assessment. Moreover, as part of the project plan required for Project 4 later in the term, a CliftonStrengths team members grid must be completed. The team members grid is used to identify the strengths each team member can contribute.In Week 11, you will submit an LDP reflections summary and gap reflections summary. As you conclude Project 1, think about what you learned during the course of this project. In your reflections, you will be asked to consider the impact of self-awareness on your career goals and leadership development, as well as the influence of taking an assessment, reading about other assessments, and participating in a week-long personal assessment discussion.When you have finished the readings and the Class Discussion on CliftonStrengths, proceed to Step 4, where you will complete your final skills gap analysis. Step 4: Complete Final Gap Analysis/Gap Reflection In this project, you have had the opportunity to create two different, yet complementary, development plans. The first was the leadership development plan, which focused primarily on those behavioral competencies that would enable you to develop skills to achieve your career goals and assume leadership responsibilities as a professional in your field. The second was the skills gap analysis, which focused primarily on specific task-driven skills that you could improve with the intention to meet predetermined goals. These skills were especially relevant to the four course projects, future MBA projects, and the achievement of your career and leadership aspirations.To measure your progress on the skill gaps you identified earlier in the course as being integral to your personal leadership effectiveness, you are encouraged to reflect on your progress in developing those skills. With this in mind, complete the following steps: Complete your final MBA 610 skills gap analysis using the same instrument you completed in Week 1. In other words, you are updating the preliminary skills gap analysis. Students, not required to submit a corrected preliminary Gap Table, can submit an updated preliminary Gap Table. Changes made to the preliminary Gap Table should be highlighted in bold print and the updated GAP Table submitted in the project’s dropbox. In the dropbox located in the last step of this project, post a copy of your final MBA 610 skills gap analysis, including a reflection summary of between 500 and 750 words on the lessons you learned and the progress you made toward reducing the gaps identified in your preliminary skills gap analysis. The reflection summary should identify and briefly discuss the skill gaps that require further development and how that development would occur in the MBA program and throughout your career. Students are expected to use and properly cite the project’s course readings that support the major points in their Gap Reflection. Remember, career and leadership development is an ongoing process that will continue well beyond receipt of your MBA. You are encouraged to assume responsibility for this process.When you have submitted your final skills gap analysis and reflection summary, continue to Step 5, where you will complete your final LDP. Step 5: Complete Final LDP/LDP Reflection