Unique Jargon Of Our Chosen Profession. What Was To Follow

Richard Leonard Kuklinski, known as “The Iceman” was born April 11, 1935. Kuklinski was a contract killer who was convicted of 5 murders. Kuklinski was given the nickname “Iceman” for freezing a body of a victim to mask the time when the victim was murdered. Kuklinski lived with his wife Barbara Kuklinski and 3 children in the suburb of Dumont, New Jersey. Prior to his arrest, his family was apparently unaware of Kuklinski's double life and crimes. Kuklinski was a contract killer for Newark's DeCavalcante crime family and New York City's Five Families of the American Mafia. Kuklinski favored to murder people with sodium cyanide since it killed very quickly and also was hard to detect. With Cyanide, Kuklinski would simply kill the victim by either injecting the cyanide in them, putting it in the victim’s food, aerosol spray or spilling it on the victim’s skin. After killing his victim, he will dispose the body in a 55-gallon oil drum. Other ways Kuklinski would dispose the body were either burying the body or putting the body in the trunk of a car then having it crushed in the junkyard. Kuklinski says that Robert Pronge, nicknamed “Mr. Softee” has taught him different methods to use cyanide to kill his victims. Pronge allegedly asked him to carry out a hit on Pronge's

Dr. Green and Dr. Carter were nearing the end of the first year of their medical residency in the emergency department of County General Hospital. It had been a long year and a long week. They had been on duty for the last 12 hours and things were not slowing down.

The first and second years of medical school are the pre-clinical years. M1, the first year, focuses on expanding on subjects learned in undergraduate studies. The courses taken in the first year are Basic Immunology & Microbiology, Brain & Behavior, Cell & Tissue Biology, Essentials of Clinical Medicine 1-2, Human Development, Medical Human Anatomy/Embryology I & II, Neuroanatomy, Medical Biochemistry, Medical Genetics, Physiology I, and Physiology II. Term-based learning is used and it is a type of instructional method that uses theoretically based and empirically grounded strategies to ensure that small groups working in classes that have high student-faculty ratios are still learning effectively. The three major phases of Term-based learning are preparation, readiness assurance, and application. The curriculum for the second year, M2, focuses on bridging the gap of being able to clinically apply the fundamentals of molecular medicine learned. Knowledge of pathology, microbiology and immunology, and pathophysiology of the patient is taught through didactic lectures, term based learning and laboratories. The courses taught in the M2 year are Clinical Microbiology/Immunology, Clinical Pathophysiology, Essentials of Clinical Medicine 3-4, General/Systemic Pathology, Medical Pharmacology, and Psychiatry. After the second year of medical school, students take Step 1 of the USMLE, which is a standardized test. In the

Walking down the bright, white hallways gave the same feeling of walking through a maze because everything looked the same. Lingering in the air was the ever present lemon like scent that originated from the massive amount of cleaning wipes the hospital uses. Everything was clean and clear. I got it! I walked at a faster pace as I finally remembered where the department was. I rounded a corner and gave a relieved sigh as I spotted the bright green sign that read “Obstetrics” above a pair of wooden double doors. I reached for the tan colored telephone that was adjacent to the double doors.

Medical Student Clinical Rotations – I worked in diverse outpatient specialty clinics with a team of health care professionals obtaining a detail patient medical and health histories, executing physical examinations, relating the finds to supervising physician and participating in a discussion about lab and image tests as well as best treatment options. Furthermore, I was responsible for

Christmas break is over and the Spring Semester has begun. The seniors are acting a little sluggish and are starting to avoid their work. A phantom disease, something that has never been diagnosed among anyone, is now taking over the senior class. Senioritis has now kicked into effect. Teachers know that this epidemic is going to run through the halls every year starting around this time and that it is inevitable. This ‘disease’ has been invading schools for many years. Every year students get this so called disease and often ruin their last year of highschool or college. Students can see many effects to know they have senioritis, can do many things to avoid it, and only one thing to get rid of it.

Georgetown continues to foster the tradition of broad-based knowledge combined with practicality to be a successful and contributing member of society. At Georgetown, I will be able to pursue many of my passions, primarily biological sciences and political science. Ever since elementary school, my goal has been to become a physician, not only because of my interest in human anatomy but also because of my desire to help others. I selectively picked Georgetown because it does not have “pre-med” as a major. The Early Assurance Program within Georgetown College intrigues me as it provides ambitious pre-med students with an opportunity to receive assurance of their admission to Georgetown’s School of Medicine by the end of their sophomore year.

During my terms as an intern and RMO, I have demonstrated exceptional clinical experience that is required for a successful junior doctor working as a resident or registrar. During these terms I had many opportunities to complete patient admissions. I would correctly identify a new medical patient that requires admission and commence my clinical work up. This process entailed taking thorough but time efficient histories, performing examinations, problem list formulations, creating differential lists, ordering investigations, requesting consultations and generating management plans.

I began my first day at Harbin Ophthalmology on August 10th, so far that first day has been the most eventful. I walked in, introduced myself, and was given a tour by a Technician named Carmen. As we walked around the office I was introduced to many people - most of which I’ve memorized their names. I was given a locker to keep my belongings and shown how what their process is for getting patients through. No one was exactly sure what they needed me to do that first day so much of my time was spent shadowing Carmen as she was examining patients. Forty minutes after I had arrived the Office Manager Stacy met with me to discuss what I would be doing, how long I would be interning with them, and what hours I would be working everyday.

There are many differences between my first semester clinical site, at UCH Denver, and at Penrose, this semester’s site. The teaching style of the technologists is different, acquiring clinical history for every patient is required, and there are children and infant patients in Penrose. These create a stark contrast between the two clinical sites.

I had been instructed to introduce myself to the patients, so I started with the first room and began to work my way down the long and dimly lit hallway. Popping my head into each room, I quickly muttered my name and half of a greeting before rushing over to the next one. Many of the patients in the unit didn’t acknowledge me, and for that, I was grateful. It wasn’t until I had gotten to the last room, in fact, that I was even met with a

I hold my breath in anticipation: the moment had finally arrived. What lay behind this door would be formidable, to say the least. However, knowing this only increased my excitement of what was to come. I glanced at my teammates, and a familiar combination of eagerness and anxiety met my eye. Ever-so-cautiously, we open the door and see our patient, awaiting our arrival – the test had begun.

With the observations, the goal was to become aware of what is in store for the future both within school and after graduation. First person observed was Sharon, a dental hygiene student at PIMA, in her 5th semester. To begin her visit, Sharon ensured she had all the necessary paperwork and materials needed for the visit prior to procuring her patient from the lobby. After sitting the patient down, she reviewed his medical history with him and took his vitals, she then turned her light on for an instructor. Once the instructor arrived, she presented the patient and had the instructor sign off on the paperwork. After the instructor left, Sharon quickly began to continue with an oral cancer screening (OCS), noting any findings. From there, she took periodontal probing depths (PPD), gingival margin to cementoenamel junction readings (GM to CEJ), clinical attachment loss (CAL), and periodontal description. Immediately after writing all her notes she turned her light on for an instructor to come evaluate her findings, which is called check in. When the instructor came into the room he sat down and had Sharon read off her findings to him while he did his own exam on the patient. From there, Dr. Burnett came to evaluate the patient. Unfortunately, the 3 hours had pasted by the time all this was done, so the patient was scheduled at a later date for his prophy.

The selection criteria for these patients included no history of hallucinations, no other diagnosed mental impairments or history of such, and no major medical conditions or states (e.g. pregnancy). All participants were socially and ethnically homogenous from a hospital in Milan, Italy. The following demographic and clinical information was collected: age, education, illness duration, age of onset of disorder, number of manic episodes, number of psychotic episodes, sex, Hamilton Depression Rating Scale score, and “medication load”. Interviews with at least one family member corroborated the information given by the patient. Because medication and dosage level varied by patient, Radaelli et al. quantitatively standardized medication load by comparing antipsychotics and their dosage to an equivalent dose of chlorpromazine hydrochloride on a scale of below, equal to, or above (0, 1, or 2 respectively) the recommended dose, and then used the same scale for benzodiazepines; antidepressants and mood stabilizers were coded as either low dose or high dose and quantified pursuant to schedule developed by Sackeim (Sackeim, 2001). The net medication load then becomes the mathematical sum. The Pearson’s chi-squared test was performed on collected clinical and demographic data.

The compensation changes could be a reason for the decline of Best Buy, but I think that the other external factors are more important. First it is hard for Best Buy to compete with Walmart or Amazon because they offer more options for cheaper prices. Walmart always has lower prices than Best Buy and they have other items to shop for in their store. Walmart is a place where you can get just about anything you want and they most likely have it for a cheaper price than others. They also don’t have to pay their employees as much because they don’t require employees to sell you their products; the products sell themselves, so Walmart doesn’t need to compensate their employees the same way Best Buy does. Amazon also beats Best Buy because they don’t