week 6 Discussion: Provisions 7-9ForumProvisions 7-9Please choose one of the following and discuss an example of what the provision might apply to. How can you foresee yourself acting in the interest of one of the following provisions. What do these suggest to you?7. 7. The nurse’s contribution to the profession through research 8. Nurse’s obligation to advance health and human rights and reduce disparities 9. Social justice – promoting nursing principles into health policies

Question: L.P., age 23, is a white woman who graduated from college last year. She began working as an accountant 1 month after graduating. Approximately 2 months ago, she moved into a two-bedroom apartment with another woman who works at the same accounting firm. She states that her roommate recommended that she see a doctor to find out if she has anemia or “some sort of fatigue syndrome.” She states that she has felt “restless” and “on edge” for most of the past 9 months. She becomes easily fatigued and irritable and has difficulty concentrating and falling asleep. She states that sometimes her mind “just goes blank,” and she is worried that her work performance is no longer excellent. She reports that all her life she had good grades in school and was very successful in everything she attempted. Although she has been “a worrier from the day I was born,” now she worries more than she ever has and feels nervous “all the time.” L.P. reports that she has a good relationship with her boyfriend, but they do not get to see each other very often because he is attending graduate school 100 miles away. She reports having a satisfying sexual relationship with him. She denies having any problems with relationships with her parents, roommate, or peers. She denies having any financial worries unless she is fired from her job for poor work performance. She reports that she has always been healthy and has taken good care of herself. The only medication she takes is birth control pills, which she has taken for the past 4 years without any adverse effects. Diagnosis: Generalized Anxiety Disorder  Questions: 1. List specific treatment goals for L.P. 2. What drug therapy would you prescribe? Why? 3. What are the parameters for monitoring the success of the therapy? 4. Describe specific patient monitoring based on the prescribed therapy. 5. List one or two adverse reactions for the selected agent that would cause you to change therapy. 6. What would be the choice for second-line therapy? 7. What dietary and lifestyle changes should be recommended for this patient?

Read the two attached case studies to inform this assignment. Select the most appropriate observation method (duration recording, event recording, interval recording) to measure the behavior.Analyze the provided case studies in order to prepare a 1-page analysis for each case study. In each analysis, address the following: Operationally define the problem behavior; Explain why you chose the observation method; and Explain how you would use this method to measure the problem behavior. Cite a minimum of two scholarly resources within your analyses. Prepare this assignment according to the APA guidelines.Case Study One: Johnny, Age: 6 -Grade: Kindergarten Johnny is a young boy with an emotional disability who receives most of his education in an inclusive classroom. He speaks in one- and two-word utterances and can say, “book,” “food,” “more,” “hi,” and “drink.” However, his main mode of communication is a picture-exchange system. Although Johnny has demonstrated that he really enjoys group activities, he has lately begun biting his fel­low students. He seems to pick on Stephen the most. As if this were not enough, Johnny has begun pinching his teacher during one-on-one instruction. After he engages in one of these behaviors, he yells, “It hurts!” and starts laughing.A behavior analyst has conducted a structured interview as part of a functional behavior assessment. The teacher and parents’ responses indicate that the function of Johnny’s aggressive behaviors is to seek attention. However, the analyst needs to directly assess the behavior. Case Study Two: Alex, Age: 16 -Grade: 10th Alex has been diagnosed with a learning disability. He reads at an eighth-grade level. Although he is a star ath­lete, he is not very popular with his classmates. He does not cause much trouble in class, but he rarely finishes his work or turns in homework. He seems to have the capacity to do the work, but gets by with C’s. Mr. Cash­man, Alex’s math teacher, spoke to Alex one day about these concerns, to which Alex responded, “I don’t need to work hard. In a few years, I’ll be set because I’m going to be a pro baseball or basketball player.”Mr. Cashman often lets students work together to finish assignments. During math instruction, Alex works with another student on independent seat-work. One day, Alex looked at Sports Illustrated for thirteen minutes instead of helping with the assignment. When his partner asked him to lend a hand, Alex said, “Man, I don’t get this stuff. Just help me out.” The student continued working. When Mr. Cashman noticed what was going on, he told Alex to put the magazine away and to get to work. Alex complied, but five minutes later he got out the magazine again. On another day, Alex fell asleep and had to be woken up by his partner. Alex frequently asks to go to the bathroom. Each time Mr. Cashman lets him go. Mr. Cashman needs to determine the amount of time that Alex spends off-task during class. Source: http://iris.peabody.vanderbilt.edu/case_studies/IC...