Analyze and describe some of the potential ethical issues which might arise from the use of this personality assessment in the given scenario. Provide information from your research regarding the use of the personality measure, and assess the value of other possible instruments that could be added to create a more complete assessment of the client in the scenario.

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Prior to beginning work on this discussion, read the Cohen, et al. (2013) and Wu, et al. (2007) articles and review the Evaluating Mental Health Patients (Links to an external site.)Links to an external site. and HumanMetrics Jung Typology Test (Links to an external site.)Links to an external site. websites.

For this discussion, you will be taking on the role of the intake counselor at a mental health facility. In this role, you will facilitate the evaluation of a client based on clinical personality assessments, mental status exam, and observations of the client to make recommendations to the treatment team consisting of the clinical psychologist, counselors, and case manager for the client. Carefully review the PSY615: Week Two Counseling-Based Personality Assessment Scenario (Links to an external site.)Links to an external site..

In your initial post, examine the personality assessment instrument used in the scenario and research a peer-reviewed article in the Ashford University Library on this personality assessment. Using the required articles and websites as well as your researched article to support your statements, describe the standard use of this personality assessment. Based on the scenario, evaluate the reliability, validity, and cultural considerations inherent to the personality assessment used and comment on the relevance of these elements within the scenario. Analyze and describe some of the potential ethical issues which might arise from the use of this personality assessment in the given scenario. Provide information from your research regarding the use of the personality measure, and assess the value of other possible instruments that could be added to create a more complete assessment of the client in the scenario.

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topic of Nanotechnology Thesis

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biology

 

An interesting topic related to this week’s material is the topic of Nanotechnology. Nanotechnology has been around for a while but there has been a lot of amazing advances recently that I wanted to make you all aware of!

Read over the info in the chapter on Nanotechnology and then check out the following articles:

1. Cancer-fighting nanorobots programmed to seek and destroy tumors. 

https://www.sciencedaily.com/releases/2018/02/180212112000.htm

2. Nanotechnology In Medicine: Huge Potential, But What Are The Risks?

https://www.medicalnewstoday.com/articles/244972

What do you think?

How much did you know about nanotechnology before reading these articles?

How would you feel about using nanotechnology to treat a disease that you had, or a friend/loved one?

Do you think the benefits of this technology outweigh the risks?

After you’ve shared your thoughts on the topic, do a search for another current article about new applications for nanotechnology and share it with the group.

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Describe the characteristics that distinguish living organisms from non-living matter

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Objective 1 – Describe the characteristics that distinguish living organisms from non-living matter
1. Which of the following is a living subunit of human beings?
a. cells
b. atoms
c. metabolism
d. homeostasis
e. The term “the molecules of life” refers to
f. molecules that contain carbon, nitrogen, and oxygen
g. the four major classes of molecules present in living organisms
h. organic molecules
i. molecules that can convert a substance from non-living to living
2. Which of the following is considered to be a “molecule of life”?
a. carbohydrates
b. lipids
c. proteins
d. all of the above
3. You have discovered a new substance. This substance has the following properties: a) it is composed of atoms and chemicals, organized in an orderly fashion, b) it does not contain DNA or cells, and c) there do not appear to be any active chemical reactions in the substance. Which of the following is the best conclusion to make at this time?
a. This substance is not alive.
b. This substance is alive.
c. This substance is party living and partly non-living.
d. This substance is likely to reproduce.
4. Which of the following characteristics would you expect a cell to have?
a. sense and respond to its environment
b. reproduce to create offspring cells
c. use and produce the molecules it needs through chemical reactions
d. all of the above
5. Proteins, carbohydrates, lipids, and nucleic acids are all similar in which of the following ways?
a. They contain ions
b. They act as hormones
c. They all have a carbon backbone.
d. They can all be broken down into sugars
Objective 2 – Describe how nature is organized, proceeding from simple to increasingly complex types of organization
1. Which of the following items is the smallest?
a. atom
b. subatomic particle
c. molecule
d. cell
2. Which of the following represents a more complex level of organization than the others?
a. organelles
b. molecules
c. cells
d. atoms
Objective 3 – Explain why a basic understanding of chemistry is important in the study of living things.
1. An understanding of chemistry is important when studying living organisms for which of the following reasons?
a. Living organisms are built from chemical substances.
b. Living organisms use chemical substances to respond to changes in their environment.
c. Living organisms use internal chemical reactions to survive and regulate themselves.
d. all of the above
Objective 4 – Describe the basic structure of an atom.
1. Which of the following subatomic particles is electrically charged?
a. electron
b. neutron
c. proton
d. a and c
2. Generally speaking, which of the following is a true statement?
a. The number of protons = the number of neutrons = the number of electrons.
b. The number of protons + the number of neutrons = the number of electrons.
c. The number of protons + the number of electrons = the number of neutrons.
d. The number of protons – the number of electrons = the number of neutrons.
3. Which of the following statements is not true?
a. The first electron shell can hold up to 2 electrons.
b. Electrons fill the shells in random order.
c. The second electron shell can hold up to 8 electrons.
d. Electrons fill the shells in a specific order.
Objective 5 – Explain the relationship among subatomic particles, atoms, molecules, organelles, and cells
1. Which of the following subatomic particles is located in the atom’s nucleus?
a. electron
b. neutron
c. proton
d. b and c
2. Which of the following are building blocks of molecules?
a. atoms and subatomic particles
b. atoms and cells
c. subatomic particles and cells
d. subatomic particles and organelles
3. Which of the following is the largest and includes the other three?
a. electron
b. atom
c. neutron
d. proton
4. Which of the following groups includes the other three as subgroups?
a. atoms
b. molecules
c. organelles
d. subatomic particles
5. Which of the following is a likely consequence when an atom contains an extra electron?
a. The atom is negatively charged.
b. The atom is much heavier than usual.
c. Another proton is added to balance the electrical charge of the atom.
d. The extra electron is located in the nucleus.
Objective 6 – Describe the role of chemical bonding between atoms to form molecules, and between small molecules to form large molecules.
1. A molecule is formed when
a. multiple atoms are held together by chemical bonds
b. two electrons exist in close association
c. an atom contains more electrons that usual
d. an atom looses an electron
2. A chemical bond
a. holds atoms so close to one another that a new substance is formed
b. holds atoms together to form a larger structure called a molecule
c. holds energy together to form a new substance called atoms
d. a and b
3. A chemical bond is
a. a physical linkage of two atoms
b. an unbreakable union of two atoms
c. the result of energy emitted by radioactive atoms
d. an energetic interaction, or relationship, that occurs between two atoms
4. A covalent bond is
a. the sharing of electrons by two atoms in the same molecule
b. the loss of electrons from two atoms in the same molecule
c. the transfer of electrons from one atom to another in the same molecule
d. an attraction between positive and negative atoms in the same or different molecules
5. Which of the following represents the strongest type of chemical bond?
a. hydrogen
b. covalent
c. ionic
d. radioactive
6. Imagine that a molecule is formed when a chemical bond forms between atom A and atom B. Which if the following is a true statement about the properties of the newly formed molecule?
a. The molecule has completely new properties, which are determined by “combining” the properties of atom A and atom B.
b. The molecule has the same properties as atom A.
c. The molecule has the same properties as atom B.
d. The molecule has completely new properties, unrelated to those of atom A and atom B.

7. Which of the following is a substance?
a. atom
b. molecule
c. chemical bond
d. a and b
Objective 7 – Describe how the four major biological macromolecules (proteins, carbohydrates, lipids and nucleic acids) are formed from smaller chemical subunits
1. Which of the following is a building block of carbohydrates?
a. amino acids
b. fatty acids
c. sugars
d. nucleotides
2. Which of the following are covalently bonded together to form lipids?
a. amino acids
b. fatty acids
c. sugars
d. nucleotides
3. Which of the following is the largest and includes the other three?
a. amino acid
b. atom
c. subatomic particle
d. protein
4. Which of the following are covalently bonded together to form DNA?
a. amino acids
b. fatty acids
c. sugars
d. nucleotides
Objective 8 – Describe the role of the four major biological macromolecules (proteins, carbohydrates, lipids and nucleic acids) in living organisms
1. Carbohydrates perform which of the following functions in living organisms?
a. store genetic information
b. store energy
c. transport molecules through cell membrane
d. speed up chemical reactions
2. Which of the following functions does the mitochondria perform in cells?
a. controls the movement of substances into and out of cells
b. contains the DNA
c. determines the cell shape
d. generate energy for the cell
3. Which of the following is not a principle of the Cell Theory?
a. Cells come from cells that already exist.
b. Cells are living things.
c. Cells can be created in the lab from the proper mixture of molecules.
d. Living organisms are made up of cells.
4. You are analyzing a cell and it has the following features. It is “microscopic” and we need a microscope to see it. The cell has a complex organization. It has many compartments inside it, one of which contains DNA. Which type of cell are you analyzing?
a. not enough information is available to decide
b. bacteria
c. prokaryotic
d. eukaryotic
5. You are analyzing a cell and it has the following features. It is “microscopic” and we need a microscope to see it. The cell has a complex organization. It has many compartments inside it. One of these compartments contains DNA. In another compartment chemical reactions change light energy into chemical energy. Which word best describes the type of cell you are analyzing?
a. prokaryotic
b. eukaryotic
c. plant
d. animal
6. Which of the following is not true about membranes and cells?
a. They are made up of two layers of phospholipid molecules.
b. They are impenetrable barriers on the outside of the cell.
c. They define the boundary between the cell and its external environment.
d. They define the boundary between an organelle and the cytoplasm.

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Intelligent Design

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Topic: Intelligent Design

You and your  classmates are ordinary citizens interested in science education. You  have been assembled into an advisory group. The Virginia State Education  Commission is drafting a policy that will affect all school boards in  the state. You are being protected in a secluded hotel from ACLU lawyers  and right-wing demonstration groups. Here is your question: is  intelligent design theory scientific? The Virginia State Education  Commission is paying you thousands of dollars for a simple yes or no  answer to this question. Such an answer may be unrealistic, but court  battles will follow. You need to get as close to a yes or no answer as  possible.

As a group, you have 3 reference sources:

  • Your textbook’s 2 chapters on origins and the scientific method
  • The course presentation entitled “Origins, ID, and the Public School Classroom”
  • Two expensive expert witnesses: Michael Behe, a Lehigh University  biochemist, and Eugenia Scott of the National Center for Science  Education (your two expert witnesses come to you from presentations in  the Reading & Study folder of this module/week)

For your thread:

As panelists, first do your  homework, then make a decision: based on how the scientific method  works, is intelligent design theory scientific? Can you use it to do  science?

The title must begin with the word “yes” or “no.” Using 3 concise, numbered sentences, argue your answer.

For your replies:

Seek  to reply to at least 2 classmates whose positions are different from  your own. The objective is to convince the whole group to accept your  side. If most classmates’ threads are sympathetic to your own, critique  their arguments rather than their conclusions. This makes the group’s  overall conclusive support stronger. For each reply, use 2 concise, numbered sentences.

Note:  In your replies, you may digress into the related question: based on  how the scientific method works, is macroevolutionary theory scientific?  Can you use it to do science?

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diagnosed with a serious illness

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The questions must be answered entirely. Paper is due by 6:00PM on Sunday, December 12th and should be no more than TWO pages in length. Include citations.

Rita is an employee who has worked for your company for over 25 years. She never took a vacation or sick time, so she has enough time saved to go on leave at full pay for over a year. She recently was diagnosed with a serious illness, and there is no telling whether she can or will recover. She submits paperwork for medical leave and is approved. It is unknown how long her treatment will take.

After three months, Rita is still undergoing treatment and doesn’t know when she can come back. You feel bad, but you also need to fill her position due to business necessity. Under the law, you’ve legally given her enough time off for medical leave, so legally you can terminate her employment. If Rita is let go, she will lose her health benefits, which she needs to continue treatment. If she isn’t let go, your company will suffer financial harm because an employee is needed to do Rita’s job. Basically, you would be paying for a replacement while also paying Rita’s salary.

1. What should you do and why: terminate Rita, or keep on her on the payroll?

2. What are the stakeholder relationships you need to balance in this fact pattern?

3. Is it ethical to let Rita go?

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Trend Analysis and Evaluation Policy

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Trend Analysis

In a 4–5 page paper, use the Financial Trend Monitoring System to identify financial factors affecting the financial solvency of a state, local, or nonprofit agency. You may choose a new agency to analyze or use one of the agencies you looked at in a previous assignment. Using the financial factors from Table 7.1, pick 2–3 factors and conduct a trend analysis.

  1. Evaluate selected financial factors by analyzing financial data over at least the last five years. Title this section Trend Analysis.
    • See Table 7.1 Factors Affecting Financial Condition for a list of financial factors.
  2. Create a table/chart with each factor indicating the direction of the trend.  Title this section Data Analysis.
  3. Justify your table/chart for each factor by writing a brief evaluation of the trend. Title this section Trend Evaluation.
  4. Develop and explain a policy statement based on your findings to manage areas of concern. Title this section Policy Statement.

Your assignment must follow these formatting requirements:

  • Include an Introduction and Conclusion in the 4–5 page count. Your cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, the date, and the reference page are not included in the required assignment page length.
  • This course requires the use of Strayer Writing Standards. For assistance and information, please refer to the Strayer Writing Standards link in the left-hand menu of your course.

The specific course learning outcome associated with this assignment is:

  • Evaluate financial trends for a selected agency and propose fiscal recommendations.

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zone of inhibition measurements

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Home>Biology homework help>Antibiotic sensitivity lab – 1 page

Name:

 

Course: C453

 

EMP1 Task 3 Template

 

*Note: The video demonstrations and links to the instructional pdfs for the experiment are found in Unit 7, Module 21 of the course material.

 

Section I: Introduction

Explain why selective toxicity is an important feature of antibiotics and discuss the relative benefits of broad-spectrum and narrow-spectrum antibiotics.

 

· Note: Please see these sections of the course material: Unit 4, Module 10, Lesson 1: Spectrum of Activity and Unit 4, Module 10, Lesson 2: Mechanisms of Antibacterial Drugs. You will need to discuss the importance of selective toxicity, in addition to the benefits of broad-spectrum and narrow-spectrum antibiotics.

 

Section II: Materials and Methods

Describe in sufficient detail the steps you followed to complete the Kirby-Bauer diffusion test. Note: Include any changes from the normal protocol that might have been incorporated into your experiment.

Section III: Results

Provide the recorded observed results of the Kirby-Bauer diffusion test, including the zone of inhibition measurements and your interpretation of the zone of inhibition measurements (e.g., resistant, intermediate, susceptible) for each antibiotic using Data Table for the task.

 

Note: You may use the “Data Table” to record your results. You can find this document in the Task 3 instructions after clicking on the Task 3 assessment link.

 

Note: You will need to include zone of inhibition measurements for your report. “No growth on the plate” will not be an acceptable response. If you have no growth in an area of the plate around a given antibiotic, you can measure diameter of the entire area around that antibiotic and can note that measurement as your result.

Section IV: Discussion

Based on your recorded results from the Kirby-Bauer diffusion test, explain whether each of the following antibiotics would be a reasonable choice for treating S. epidermidis: 

•  penicillin

•  novobiocin

•  gentamicin

 

Note: To complete this part of Task 3, you will need to state whether each antibiotic would be an effective treatment for the bacterium that you tested. This determination should be solely based on your measured zone of inhibition results and your determination of where those zone of inhibition measurements fall within the susceptibility zones included as part of Data Table 3. Based on the results that you obtained, would you recommend the antibiotic for treatment of an infection with that bacterium?

 

Section V: Sources

Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

 

Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.

 

 

Please review your UniCheck report and reword any similarities. You can then generate a new UniCheck report to review before you resubmit. Your UniCheck report should show less than 30% similarities overall, with less than 10% to any source. You can find more information about the UniCheck report at https://cm.wgu.edu/t5/Frequently-Asked-Questions/What-is-Unicheck/ta-p/5619.

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What is the current attack rate of the disease?

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It is a Tuesday evening at 4:59pm and you are leaving the local health department where you serve as the lead epidemiologist. The phone rings, when you answer, it is the Health Services director at a local, residential college. The students arrived on Campus on Saturday, by today, several dozen students have reported to the college health clinic with nausea, vomiting, stomach cramps and diarrhea. The first student reported to the clinic at 8:15am, by 4:30, the clinic had seen 3 dozen cases. There are 3001 students at the college.

Question 1: Which of the following agents would you suspect? Provide the incubation period for each.

Disease

Suspect, YES or NO

Incubation Period

Provide a direct link to your source

Salmonellosis

Shigellosis

Staph aureus

Bacillus cereus

Norovirus

E. coli

Question 2: What is the current attack rate of the disease? (show your work)

UPDATE: Wednesday, August 22nd 5pm

Since this afternoon, 75 additional students have reported ill to the clinic, an additional seven went to the local hospital due to advanced symptoms. In addition, you have learned that at least one parent, who was dropping their child off at the college, has reported to their local hospital with similar symptoms.

You call the local hospital to get information regarding the seven students who went there and learn that all seven were admitted and are being treated with fluids. The hospital tells you it has collected stool samples and sent them to the lab for analysis.

Question 3: Which of the following should you do next? (include an answer for each option)

Option

Yes OR No ?

Rationale

Do we have a verified diagnosis?

Should we declare an outbreak?

Question 4: What information do we need about the people who are ill?

Question 5: Provide a case definition

Question 6: Provide an updated attack rate (show your work)

UPDATE, Thursday, August 23rd, 10am

The hospital laboratory tested samples came back positive for Staphylococcus aureus.

Question 7: Provide epidemiological overview of Staph, aureus.

Question

Answer

Provide a direct link to your Source

How is it spread?

Virus, Bacteria, or Fungus?

Signs & Symptoms

Prevalence in USA each year

Treatment options

Infectivity rate

Communicable? (contagious)

Risk groups

Possible health complications

Prognosis

Question 8: Create an epi curve based on what you know at this point.

If you need additional assistance with how to create an epi curve, use this resource: https://www.cdc.gov/training/quicklearns/createepi/

Draw epi curve on graph paper below.

Question 9: Does the shape of the epi curve indicate a point source outbreak or a propagated outbreak?

Question 10: Now that you know the agent involved (Staph), how will you identify the specific source of the outbreak?

Question 11: Provide an updated case definition based on what you now know.

UPDATE, Thursday, August 23rd, 1pm

You receive a complete list of the names, addresses, phone numbers and email addresses for all 3,001 students at the college. After reviewing the data further, you notice that 58 of those that are sick, are freshmen.

Question 12: Other than the students, who else should you test/interview for possible exposure?

Question 13: Define case-control study (provide your source)

Question 14: Define cohort study (provide your source)

Question 15: would a case-control or cohort study be more appropriate for this outbreak? Explain your rationale.

Question 16: calculate the risk ratio for freshmen. (show your work)

UPDATE, Thursday, August 23rd, 3pm

You have learned that there was a special “Back to School” event for Freshmen and their families. The event was held outside, and included a buffet, people passing by could have eaten it, but it was specifically for Freshmen and their families. You have decided to send a survey to all those who are at risk.

Question 17: What is the best method for communicating with all those at risk?

Question 18: What population would you start with? (i.e. who is your highest risk group?)

Question 19: Draft an email and questionnaire to send to those at risk for the outbreak.

(You will have TWO work products for this question: 1-email to your target population and 2-a questionnaire/survey

EMAIL: (type your email below, do NOT attach it in a separate document)

SURVEY: (type your survey questions below, do NOT attach them as a separate document)

UPDATE, Friday, August 24th 11am

You and your team compare survey results of those who became ill and those who did not. Meanwhile, the lab sends confirmation from sample testing the buffet, that the pasta salad tested positive for Staph aureus.

Question 20: what recommendations (control measures) would you make to the kitchen staff to reduce the chances of another outbreak? Provide sources to support your answer.

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terms of diffusion of innovation

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QUESTION 1

1. Which of the following is NOT a category of adopter?

lazy adopter

early adopter

innovator

early majority

QUESTION 2

1. Diffusion is the method by which an innovation spreads through certain channels in particular social settings.

True

False

QUESTION 3

1. What does “social system” mean in terms of diffusion of innovation?

QUESTION 4

1. How does social maketing differ from commercial marketing?

QUESTION 5

1. Why is it important to segment your audience for social marketing?

QUESTION 6

1. Social norms marketing is a type of social marketing designed to address normalizing the desired behavior.

True

False

QUESTION 7

1. What is your biggest take away from this week’s content? Do you have any questions or need clarification on anything?

 

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Strategies, Implementations of COVID-19

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QUESTION1

1. Strategies are difficult to implement and contingency plans are often necessary.  Discuss this statement in the context of your work experience, the impact of COVID-19 on plans that existed before COVID hit, and your readings for this course. Give examples where necessary to help you explain your answer.

 

QUESTION2

1. Pricing health care is extremely difficult. Discuss the difficulty in pricing health care from the consumer’s perspective and from the perspective of the provider or health care organization.

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