Weather And Climate Change

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Weather and Climate Change

(Weather and Climate Change)

Introduction

The Earth’s atmosphere is composed of 21% oxygen (O2), 78% Nitrogen (N2), and ~1% other gases (including water vapor, argon, carbon dioxide, hydrogen, and helium). Oxygen is essential for life and is used by most organisms for cellular respiration while carbon dioxide is used by plants and certain bacteria for photosynthesis.

Our atmosphere is composed of five layers:

Troposphere – nearest to the Earth’s surface; layer in which weather occurs (rising and falling air); comprises one half of total atmosphere; air pressure is decreased to 10% of that at sea level.

Concepts to Explore

Atmosphere

Weather

The Water Cycle

Climate

Figure 1: Clouds are visible accumulation of water droplets that accumulate in the Earth’s lowest layer of the atmosphere, the troposphere.

55

Weather and Climate Change

Stratosphere – contains the ozone layer (important for UV ray absorption).

Mesosphere – layer which meteors burn up in upon entering the Earth’s atmosphere.

Ionosphere/Thermosphere – locations of auroras (e.g., aurora borealis); layer in which the space shuttle orbits.

Exosphere – upper limit of the Earth’s atmosphere; layer where Earth’s atmosphere merges with outer space.

Weather is the state of the atmosphere at a given time and place and includes temperature, pressure, the type and amount of precipitation, wind, clouds, etc. Weather conditions can change hour to hour, day to day, and season to season.

Our weather is caused by uneven heating of the Earth from the sun. The resulting temperature differentials generate wind that forces warm air to flow to regions of cooler air. This flow can occur both horizontally across the surface of the Earth (e.g., from tropical to polar regions) and vertically, causing clouds, rain, and storms to develop as warm, moist air cools and condenses as it rises.

In addition to driving our weather, the sun’s energy also is responsible for regulating how water moves on, above, and below the Earth’s surface through the water cycle.

The water cycle describes how the amount of water on Earth remains constant over time. Water exists in three different states (in solid form as ice, as liquid water, and in a gas as water vapor) and cycles continuously through these states. The temperature and pressure determine what state water is in.

The water cycle consists of the following processes:

Evaporation of liquid water to a gas (water vapor)

Figure 2: The water cycle – can you name the steps? Refer to Lab 2 for help!

56

Weather and Climate Change

Condensation of water vapor to liquid water

Sublimation of solid water (ice) to water vapor (think dry ice)

Precipitation occurs when water vapor condenses to clouds/rain

Transpiration occurs when liquid water moves through plants from roots to leaves, changes to water vapor and is released to the atmosphere through holes (stoma) in the leaves

Surface run-off occurs when water moves from high to low ground

Infiltration occurs when water fills porous spaces in the soil

Percolation occurs when ground water moves in a saturated zone below Earth’s surface

Clouds form at many different altitudes in the troposphere when water vapor in warm air rises and cools. The water vapor condenses on microscopic dust particles in the atmosphere and transforms into either a liquid or solid and is visible as clouds.

Warm air can hold more water vapor than cool air. Thus, clouds often form over the tops of mountains and over large bodies of water, since the air over these formations is typically cooler than the surrounding air.

Figure 3: Clouds.

57

Weather and Climate Change

Climate is defined as the long-term average pattern of weather in a given region. Our climate is influenced by five components: the atmosphere, the hydrosphere (mass of liquid water), the cryosphere (mass of solid water; ice), the land surface, and the biosphere (life on Earth).

Climate change refers to the observed accelerated increase in the Earth’s temperature over the past 100 years and its predicted continued increase. The Earth’s average temperature has increased approximately 1 – 1.5 degrees F since 1900 (see figure below) and is projected to rise an additional approximately 3 – 10 degrees F over the next 100 years.

Changes in the Earth’s atmosphere have contributed to global warming. Global warming is due to the accumulation of “greenhouse gases”: carbon dioxide (CO2) from burning fossil fuels (oil, gas, and coal); methane (CH4) from agriculture, landfills, mining operations and gas pipelines; chlorofluorocarbons (CFCs) from refrigerants and aerosols; and nitrous oxide from fertilizers and other chemicals.

Increased temperature results in increased evaporation, accelerated polar ice melting, increased number of extreme temperature days, heavier rains/floods, and more intense storms. These changes will have important implications across public health, infrastructure, energy, economic, and political arenas.

Figure 4: Global Temperature Anomalies. Source: www.nasa.gov

58

Weather and Climate Change

Demonstration 1: Modeling the Water Cycle

In this experiment you will observe how entrapped water moves from land to the atmosphere and determine how weather conditions affect this movement.

Procedure

Using a graduated cylinder, carefully pour 20 mL of warm water (60°C) into the canning jar and secure the lid.

Fill the petri dish with ice and place on top of the canning jar’s lid.

Observe the jar every 5 minutes for 30 minutes. After 30 minutes, remove the petri dish and carefully remove the lid and look at the underside.

Materials

100 mL Graduated cylinder

Canning jar

Petri dish

Thermometer

Hot water

Water

Ice cubes

You must provide

59

Weather and Climate Change

Experiment 1: Assessing Infiltration

In this experiment, you will observe how entrapped water moves from land to the atmosphere and determine how weather conditions affect this movement.

Procedure:

Record your hypothesis in post-lab question 1. Be sure to indicate how you expect the environment within the bag to change over the course of the experiment.

Measure 200 mL sand into each plastic re-sealable bag.

Measure 200 mL room temperature water into each bag.

Seal each bag, leaving a bit of air in each.

Place 1 bag in a sunny location and 1 bag in a shady location.

Observe the bags after 1 hour, then again after 12 hours. Record your observations in Table 1.

Materials

(2) 9 x 12 in. Bags

250 mL Beaker

400 mL Sand

Water

A sunny location (window sill, outside porch, etc.)

A shady location

You must provide

 
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Exploring Human Genetic Traits

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Exploring Human Genetic Traits

(Exploring Human Genetic Traits)

Human Genetics

Please answer each question fully and in complete sentences. You may use textbook, or PowerPoint slides, and resources indicated in the questions below; if you use other resources, they must be cited properly in a working bibliography (author, article title, journal or book title, date of publication, page numbers)

Topic 8: Multifactorial and Acquired Developmental Traits

Should a woman be held legally responsible if she drinks alcohol, smokes, or abuses drugs during pregnancy and it harms her child (e.g., fetal alcohol syndrome)? If so, should liability apply to all substances that can harm a fetus, or only to those that are illegal? For example, we know that maternal weight gain in pregnancy is associated with an increased risk for diabetes in their children. What evidence or reasoning leads you to this opinion? State your opinion and then give sound reasoning for it.)

Topic 9: Multifactorial and Acquired Cancer Traits

Many genes contribute to lung cancer risk, especially among people who smoke tobacco. These genes include p53, IL1A, IL1B, CYP1A1, EPHX1, TERT, and CRR9. Search for one of these genes online and describe how mutations in the gene may contribute to causing lung cancer, or how polymorphisms in the gene may be associated with increased risk in combination with smoking. Be sure to choose a trustworthy source and cite the source with your answer.

Topic 10: Acquired Microbiome Traits

Malnutrition is common among children in the African nation of Malawi. Researchers hypothesized that the microbiome may play a role in starvation because in some families, some children are malnourished and their siblings are not, even though they eat the same diet. Even identical twins may differ in nutritional status.

Researchers followed 317 sets of twins in Malawi, from birth until age 3. In half of the twin pairs, one or both twins developed kwashiorkor, the type of protein malnutrition that swells bellies. The researchers focused on twin pairs in which only one was starving, including both identical and fraternal pairs. At the first sign that one twin was malnourished, both were placed on a diet of healthy “therapeutic food.” Four weeks later, the pair returned to the nutrient-poor village diet. If the malnourished twin became so again, then the researchers compared his or her microbiome to that of the healthy sibling. The goal was to identify bacterial species that impair the ability of a child to extract nutrients from the native diet. [Smith, et al. (2013) Gut microbiomes of Malawian twin pairs discordant for kwashiorkor. Science 339(6119):548-554.]

How might the findings from this study be applied to help prevent or treat malnutrition? Do you think that the study was conducted ethically? Why or why not? Explain how identical twins who follow the same diet can differ in nutritional status.

Topic 11: Multifactorial and Acquired Epigenetic Traits

The environmental epigenetics hypothesis states that early negative experiences, such as neglect, abuse, and extreme stress, increase the risk of developing depression, anxiety disorder, addictions, and/or obesity later in life through effects on gene expression that persist and can be passed on to the next generation. Suggest an experiment to test this hypothesis.

Topic 12: Genetics of Human Populations: Hardy-Weinberg Equilibrium

Population bottlenecks are evident today in Arab communities, Israel, India, Thailand, Scandinavia, some African nations, and especially among indigenous peoples such as Native Americans. Research an indigenous or isolated population and describe a genetic condition that its members have that is rare among other groups of people, and how the population bottleneck occurred.

Topic 13: Human Evolution

Explain why analyzing mitochondrial DNA or Y chromosome DNA cannot provide a complete picture of an individual’s ancestry. How can a female trace her paternal lineage if she does not have a Y chromosome?

Topic 14: Biotechnology in Human Genetic Research

Go to clinicaltrials.gov and search under “gene therapy.” Describe one of the current research trials for correcting a genetic problem. Include information about the genetic condition if available, including: mode of inheritance, age of onset, symptom severity, variability in expression, existing treatments (standard of care), and how the gene therapy is proposed to correct the problem.

 
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Breast Cancer SOAP Note

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Breast Cancer SOAP Note

(Breast Cancer SOAP Note)

Breast Cancer SOAP Note

Name: Sharon Broom
Date: January 17, 2020
Age: 45 years old
Gender: Female
Time: 12:45

SUBJECTIVE:

Chief Complaint: “I have a sore lump on the left breast.”

History of Present Illness:
Sharon is a 45-year-old female with complaints of a painful lump on her left breast for a month. The patient indicates that she feels unbalanced lumps on her left breast that are painful on the outer and upper corners. The patient observed the areas of the left outer breast worsening in terms of size and pain in the past week. She has experienced the pain of level four out of ten.

Her mother was detected to have breast cancer prior to the age of 50. She has had a history of hysterectomy because of irregular periods, menorrhagia. The patient refutes swelling, increased warmth, and redness of the left breast. She repudiates nipple discharge, swollen glands, chills, and fever.

History

Past Medical History:
Fibrocystic breast disease, Vitamin D deficiency, Urinary tract infection, Hypothyroidism, Hypocalcemia, and Constipation.

Screenings:

  • Blood Pressure screening (2016 N/A)
  • Dental Examination (2016 N/A)
  • Eye Examination (2016 N/A)
  • Mammogram (2016 BiRad 2)
  • Pap smear – normal
  • HPV test – normal

GTPAL: G=1, T=0, P=0, A=0, L=1 (Normal vaginal delivery without complication).

Menstrual History:
Started at the age of 14. Normal PAP outcomes. LMP (cannot recall) – hysterectomy (07/2012).

Post Hospitalizations:
Admitted to hospital for hysterectomy for one week.

Past Surgical History:
Hysterectomy (07/2012).

Medications:

  • Armour Thyroid 30mg oral tablet: consume two pills on Monday, Wednesday, and Friday and three pills other days.
  • Therapy: 15 May 2015
  • Last Rx: 5 April 2016

Allergies:
Food allergies, Penicillin, Triple Sulfa Vaginal CREA.

Family History:

The patient’s mother passed away at the age of fifty, with a medical history of breast cancer. Sharon’s father is still alive at the age of seventy, with a medical record of hypertension. The patient has a younger brother aged 35 years and has no medical glitches. The patient has a sixteen-year-old son, who is healthy.

Social History:

The patient is divorced and lives with her son. She does not smoke but consumes alcohol irregularly. Sharon takes a regular diet that has no restrictions. She has no worries about weight loss or gains since she exercises two to three times weekly. The patient continually puts on a seatbelt when driving and wears sunscreen.

Sexual/Contraceptive History:

She has not been sexually active for at least a year, but previously, she had a monogamous relationship. Birth control: Utilized condoms before. The patient has no fears with sexual performance or feelings.

Travel History:

She has not traveled out of the U.S.

Immunizations: (Information missing)

Review of Systems (ROS)

Skin, Hair, Nails:
Repudiates excessive sweating, change in texture, or pigmentation. Refutes changes in nails, hair, and skin.

HEENT:
Refutes vertigo or headaches. No complaints of vision loss, tearing, redness, or eye discharge. No criticisms of hearing loss, swallowing difficulty, or ear drainage. Denies rhinorrhea or nasal congestion. No bleeding gums.

Neck:
Refutes swollen glands, pain, or lumps. Repudiates discomfort of the neck.

Respiratory:
Repudiates shortness of breath, wheezing, or cough.

Cardiovascular:
No latest EKG. Refutes chest pain, palpitations, dyspnea, and orthopnea.

Gastrointestinal:
Normal appetite. No diarrhea, indigestion, reflux, vomiting, or nausea. Denies liver or gallbladder problems, jaundice. Regular bowel movement. No abdominal pain.

Genitourinary:
Refutes vaginal discharge, itchiness, irritation, and discomfort. Denies pain or burning when urinating, suprapubic or flank pain, hematuria, and dysuria. Repudiates hesitation or urgency to urinate.

Breast:
Senses uneven lumps on her left breast, extremely aching on the outer, upper corner of her left breast.

Musculoskeletal:
Refutes pain on joints, muscles, and bones. Refutes constraint to a range of motion, weakness, stiffness, and joint swelling.

Extremities:
No bony defect on the joints, heat, or redness.

Neuro/Psychiatric:
Repudiates any trouble with concentrating or behavioral changes. Denies motor-sensory loss, seizures, or fainting. Refutes hallucinations, suicidal ideation, mood swings, and depression.

Hematologic:
Repudiates easy bleeding or bruising.

Endocrine:
Denies kidney problems, thyroid problems, and a history of diabetes. Denies tenderness or thyroid enlargement, no inexplicable weight loss, or gain.

OBJECTIVE

Vitals:

  • Weight: 130 lb
  • Temp: 96.9 F
  • BP: 116/85
  • Height: 5’9”
  • Pulse: 60
  • Respiration: 15

General Appearance:
Well-dressed patient who looks like her declared age. Seems to be hydrated and well-nourished and does not look intensely unwell. She is in mild distress but is oriented and alert.

Skin:
Normal for ethnicity, warm. No clubbing, rashes, lesions, or abnormal pigmentation. Good skin turgor.

(Detailed HEENT, Cardiovascular, Respiratory, Chest/Breast, Abdomen, Genital/Urinary, Musculoskeletal, Neurological, and Psychiatric findings remain unchanged).

LABS & IMAGING

The latest mammography showed no evidence of mammographic malignancy. (BiRad2)

ASSESSMENT

Working Diagnosis:
Fibrocystic breast disease.

Differential Diagnosis:
Mastitis, Fibroadenoma, and Breast Cancer.

Rationale:
She has all progression and characteristics conforming with the disease:

  • Several breast lumps on the breasts
  • Cyclic deviations, which deteriorate during menstruation
  • Mobile, tender, dominant lumps
  • Bilateral nodularity

PLAN

Labs & Imaging Studies:

  • Ultrasound of left breast
  • Mammogram Diagnostic Digital Bilateral
  • Follow-up with OB doctor, perform ultrasound for diagnosis and cancer screening.

Medications & Immunizations:

  • If mastitis is observed, prescribe Dicloxacillin 500mg PO QID antibiotics.

Patient Education:

  • Train the patient on how to perform a breast self-exam.
  • Call the hospital if there is any fluid or increased breast pain in the nipple.
  • Follow up and referrals as needed.

Reference

Mertins, P., Mani, D. R., Ruggles, K. V., Gillette, M. A., Clauser, K. R., Wang, P., … & Kawaler, E. (2016). Proteogenomics connects somatic mutations to signaling in breast cancer. Nature, 534(7605), 55-62.

 
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Exploring Anthropology and Culture

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Exploring Anthropology and Culture

(Exploring Anthropology and Culture)

Anthropology Exam

Beginning Thoughts on Anthropology, Culture & Cultural Diversity

1.)What ideas or images that come to mind if someone says “Anthropology” or “anthropologist”? What has shaped your ideas about what Anthropology is or what Anthropologists do?

2.)What IS Anthropology? And what are the four sub-fields of Anthropology?

3.)Some contemporary archaeologists focus on studying modern human waste….including e-waste. If someone were to study YOUR waste (trash) …and e-waste what would they learn about you? Your diet? Your lifestyle?

4.) What are some cultural adaptations human beings have to better allow them to survive in their environment? Are there negative effects of these adaptations? If so, do the benefits outweigh those negative effects?

5.)American anthropologist Ralph Linton once said “The last thing a fish would ever notice would be water.” (Ralph Linton, 1936) How is this relevant and applicable to a discussion on “culture”?

6.) Polish anthropologist, Bronislaw Malinowski who is credited with inventing the anthropological method of intensive fieldwork, wrote in his journal about his fieldwork in the Trobriand Islands.In his diary he wrote” Imagine yourself suddenly set down surrounded by all your gear, alone on a tropical beach close to a native village, while the launch or dinghy which has brought you sails away out of sight.” What is Malinowski describing? Have you ever had an analogous experience in Philadelphia (or elsewhere)?

7.)Clifford Geertz, one of the most influential American anthropologists in the last 40 years, said “The locus of study is not the object of study. Anthropologists don’t study villages (tribes, neighborhoods…) they study in villages.” What do you think he meant? (And what happens if you substitute college for village?)

8.) If I were to ask you to provide a “socio-cultural analysis” of this classroom…where would you begin? Can you identify 10 ways that you might consider “diversity” within this classroom? (on campus, in the city, in the U.S. or in the world?)

9.) How do you think about diversity? i.e.as a problem? A challenge? An asset? Explain

10.) What do you think is bigger…a nation-state or a culture? Briefly explain.

 
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Cell Structure Answer Key

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Cell Structure Answer Key

(Cell Structure Answer Key)

UMUC Biology 102 / 103 Lab 3: Cell Structure And Function ANSWER KEY

This contains 100% correct material for UMUC Biology 103 LAB03. However, this is an Answer Key, which means, you should put it in your own words. Here is a sample for the Pre lab questions answered:

Pre-Lab Questions

1. Identify the major similarities and differences between prokaryotic and eukaryotic cells. (2 pts)

Prokaryotes tend to be less complex than eukaryotic cells, with fewer organelles and (generally) fewer requirements for survival. Eukaryotes have a nucleus, while prokaryotes do not. Both eukaryotes and prokaryotes have DNA, a cell membrane, and cytoplasm.

2. Where is the DNA housed in a prokaryotic cell? Where is it housed in a eukaryotic cell? (2 pts)

DNA is housed in the nucleus in eukaryotic cells. Prokaryotic cells do not have a nucleus, and thus DNA exists freely in the cytoplasm.

3. Identify three structures which provide support and protection in a eukaryotic cell. (2 pts)

The cell membrane, the cytoplasm, and the cytoskeleton (microtubules, microfilaments, etc.).

Experiment 1: Cell Structure and Function

(Cell Structure Answer Key)

Post-Lab Questions

1.    Label each of the arrows in the following slide image:

2.    What is the difference between the rough and smooth endoplasmic reticulum?

3.    Would an animal cell be able to survive without a mitochondria? Why or why not?

4.    What could you determine about a specimen if you observed a slide image showing the specimen with a cell wall, but no nucleus or mitochondria?

5.    Hypothesize why parts of a plant, such as the leaves, are green, but other parts, such as the roots, are not. Use scientific reasoning to support your hypothesis.

Experiment 2: Osmosis – Direction and Concentration Gradients

Data Tables and Post-Lab Assessment

(Cell Structure Answer Key)

Table 3: Sucrose Concentration vs. Tubing Permeability

Band Color Sucrose % Initial Volume (mL) Final Volume (mL) Net Displacement (mL)
Yellow        
Red        
Blue        
Green        

Hypothesis:

Post-Lab Questions

1.    For each of the tubing pieces, identify whether the solution inside was hypotonic, hypertonic, or isotonic in comparison to the beaker solution in which it was placed.

2.    Which tubing increased the most in volume? Explain why this happened.

3.    What do the results of this experiment this tell you about the relative tonicity between the contents of the tubing and the solution in the beaker?

4.    What would happen if the tubing with the yellow band was placed in a beaker of distilled water?

5.    How are excess salts that accumulate in cells transferred to the blood stream so they can be removed from the body? Be sure to explain how this process works in terms of tonicity.

6.    If you wanted water to flow out of a tubing piece filled with a 50% solution, what would the minimum concentration of the beaker solution need to be? Explain your answer using scientific evidence.

7.    How is this experiment similar to the way a cell membrane works in the body? How is it different? Be specific with your response.

 
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Foundations of Criminal Justice

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Foundations of Criminal Justice

(Foundations of Criminal Justice)

1) A codified law is known as a

A) deviant act.

B) statute.

C) theory.

D) crime.

2) According to John F. Galliher, legal definitions of criminality are arrived at through a __________ process.

A) sociological

B) psychological

C) political

D) mainstream

3) Ron Classen sees crime primarily as

A) a violation of a law.

B) problem behavior.

C) an offense against human relationships.

D) a form of social maladjustment.

4) The pluralistic perspective suggests that behaviors are typically criminalized through

A) general agreement of members of society.

B) a political process.

C) the existence of shared norms and values.

D) none of the above

5) Which of the following jobs probably would not fall within the field of criminalistics?

A) Fingerprint examiner

B) Polygraph operator

C) Forensics examiner

D) Correctional officer

6) A police officer or probation officer is best described as a

A) criminalist.

B) criminologist.

C) criminal justice professional.

D) none of the above

7) __________ definitions focus on criminology’s role in uncovering the underlying

causes of crime.

A) Scientific

B) Causative

C) Disciplinary

D) None of the above

8) According to various professional groups, violence in television, music, video, games, and movies

A) may lead to increased levels of violent behavior among children.

B) may lead to decreased levels of violent behavior among children.

C) may lead to emotional sensitization toward violence in real life.

D) may have no effect on levels of violent behavior among children.

9) Which of the following is not an immediate input provided by the justice system that may enhance or reduce the likelihood of criminal occurrences?

A) Police response time to a crime scene

B) The availability or lack of official assistance

C) The presence or absence of police officers

D) A prison that acts as a “crime school”

(Foundations of Criminal Justice)

10) Which of the following is not considered a property crime by the UCR?

A) Robbery

B) Burglary

C) Arson

D) Theft

11) Which of the following is not a reason why rape victims fail to report their victimization?

A) Fear that the crime is not important enough to report

B) Fear of the perpetrator

C) Fear of participation in the criminal justice system

D) Shame

12) The category of crimes in NIBRS which corresponds most closely to the UCR Part I offenses is

A) Group A offenses

B) Part I crimes

C) NIBRS key crimes

D) None of the above

13) According to Elliott Currie, the __________ is the rate of crime calculated on the basis of crimes that would likely be committed by those who are incapacitated by the criminal justice system.

A) actual crime rate

B) criminality index

C) latent crime rate

D) clearance rate

14) The NCVS divides larceny into the categories of __________ larceny.

A) household and personal

B) grand and petty

C) violent and nonviolent

D) felony and misdemeanor

15) Which of the following is not a finding of the National Youth Survey?

A) Violent offenders begin lives of crime earlier than originally believed.

B) Females are involved in a smaller proportion of crime than previously thought.

C) There is a consistent progression from less serious to more serious acts of

delinquency over time.

D) Race differentials in crime are smaller than traditional data sources indicated.

16) The first step in any research is to

A) develop a research design.

B) choose a data collection technique.

C) review the findings.

D) identify a problem.

17) A __________ is especially valuable when aspects of the social setting are beyond the control of the researcher.

A) one-group pretest-posttest design

B) case study

C) controlled experiment

D) quasi-experimental design

18) The study of one particular criminal organization is an example of the __________ data-gathering strategy.

A) survey research

B) case study

C) participant observation

D) secondary analysis

19) The degree of dispersion of scores around the mean is known as the

A) standard deviation.

B) median.

C) correlation.

D) significance test.

20) A __________ correlation exists between sample size and the degree of confidence we can have in our results.

A) positive

B) curvilinear

C) negative

D) inverse

21) In which year was the Magna Carta signed?

A) 450 B.C.

B) 1215

C) 1066

D) 1700 B.C.

22) Which of the following was not one of the three types of crimes outlined by Beccaria?

A) Crimes that involved no victims other than society

B) Crimes that ran contrary to the social order

C) Crimes that injured citizens or their property

D) Crimes that threatened the security of the state

23) Which of the following categories of punishment might include the loss of the right to vote?

A) chronic

B) compulsive

C) indelible

D) restrictive

24) The argument that crime is not a result of poverty or social conditions and

therefore cannot be affected by social programs was made by

A) Lawrence Cohen.

B) David Fogel.

C) Ronald V. Clarke.

D) James Q. Wilson.

25) Research by __________ found that a small number of chronic recidivists were responsible for a large majority of serious violent crime.

A) Marvin Wolfgang

B) Marcus Felson

C) Jack Katz

D) Ronald V. Clarke

 
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Health Law and Ethical Dilemmas

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Health Law and Ethical Dilemmas

Health And Law

Health Law and Ethical Dilemmas

The Legal and Regulatory Environment of Health Care

Textbook: Fremgen, B. F. (2014). Medical law and ethics (5th ed.). Upper Saddle River, NJ: Pearson.

Instructions: Please ensure to substantiate your response with scholarly sources and also a personal account of your own experience in the work place. Cite and reference work! Must be 150 to 175 word count.

1. Please highlight two things you found most interesting about Chapter 1. See attached

1a. Read the Jeanette M case; based on the case address your opinion and thoughts to the comments below.

What reactions do you have to the ideas they presented? Include examples from the course readings or your own experience to support your perspective, and raise questions to continue the dialogue

Monica: In the case of Jeanette M. I don’t believe there is an ethical problem. If anything there may be a legal problem for the receptionist because she should have gotten more information regarding Jeanette’s condition. An elderly woman with shortness of breath should have been recommended to the ER. However, Jeanette is also partially at fault because she took no action to save herself sooner. She should have went to the ER on her own as soon as she became exhausted. I would say that the doctor had no part in her death and both the receptionist and Jeanette were at fault (if I had to place blame). If the receptionist had taken the extra time to learn more about Jeanette, she may have referred her to the ER saving Jeanette’s life, maybe. Being that she was elderly, suffering from pneumonia and congestive heart failure, there may have been nothing they could have done.

BeaJae: I agree, on an ethical level had the receptionist given the doctor the message when it was first received Jeanette M could have had a response well before 5:00 P.M. It may or may not have saved her but at least the call would have been answered in a timely manner. I don’t believe that anyone is at fault for the death of Jeanette M and as a receptionist, the order of which the conversation had taken place was adequate because she is only a receptionist, the doctor would have to make the call on what Jeanette is to do as far as getting treatment. In a busy workplace anywhere a lot of things tend to go unanswered due to being understaffed, overworked, or misjudging a situation but in many of them someone is held to blame for the mishap. In this case i believe that there is no one to blame in the death of Jeanette only a delay in reporting the call.

2. Please highlight one thing you found most interesting about Chapter 2. See Chapter 2 attached

2a. Read the Case of Jacob and the diseased and share your thoughts

3. Please highlight one thing you found most interesting about Chapter 8. See Chapter 8 attached.

3a. Read the case of Janet K. and Epilepsy and share your thoughts

4. Read and share your thoughts about the Legislative Process page on the United States House of Representatives website. http://www.house.gov/content/learn/legislative_process/

5. Read and share your thoughts on the article “Why Is Health Care Regulation so Complex? http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2730786/

Based on the article above, address your opinion and thoughts to the comment below:

What reactions do you have to the ideas they presented? Include examples from the course readings or your own experience to support your perspective, and raise questions to continue the dialogue

5a. Kwan: This article provided a great summary of health care regulation in the U.S. and how it is managed by different levels of government: local, state, and federal. My personal experience working in medical billing and medical front office had been quite challenging at first as I had to learn HIPAA, ICD-9 (at the time), and Medicare/Medicaid compliance. Kind of a crash course if no one has had any official training or education on these subjects. However, I am glad to have experienced it first hand and now I am enjoying the work as a student. Students that learn about health care regulation and compliance at UOP are definitely going to be ahead starting a career in this industry if they aren’t working in it now – so lucky! This article provides examples from a physician and a pharmaceutical company’s perspective on how they require the necessary and legal regulations in order to provide treatment (physician) and sell the drug (pharmaceutical company). As for becoming a physician, it really makes people appreciate the hard work (time, money, and education) they put in in order to practice. Not only do they have to:

– attend a medical school that has received accreditation by a private body

– take a national examination administered by another nongovernmental organization

– obtain licensure from a state medical board

– complete a hospital residency that is funded and governed by the federal Medicare program

– achieve certification from a private specialty board

– AND obtain clinical privileges at a hospital that may operate as either a private or public entity

..but they have to complete regulatory and compliance tasks throughout their career in order to continue to practice (Field, 2008). This helps us as consumers know that we are getting treatment from well-educated medical professionals that meet the necessary standards of law.

Field, R. I. (2008). Why Is Health Care Regulation So Complex? Pharmacy and Therapeutics, 33(10), 607-608.

 

6. Read and share your thoughts on the Laws & Regulations page on the U.S. Department of Health &

Human Services website. http://www.hhs.gov/regulations/

7. Health Care Governance in the US:

Who should be responsible for governing health care delivery in the United States? What should the role of the government be, if any?

8. Government and Health Care

What function does each federal branch of government serve in relation to health care delivery?

Do you think they do a good job?

9. Read and share your thoughts on the Regulations overburden health care article. http://www.edermatologynews.com/single-view/regulations-overburden-health-care/f7bb02a29855cd0ec55a043e1ce29e02.html

10. Complete the Health Care Laws Matrix below. Cite/ reference with proper APA style.

· Explain how health care laws are created.

· Evaluate the impact of local, state, and federal laws on the health care industry.

· Health Care Laws

Health Law and Ethical Dilemmas

Identify 2 health care laws Describe the health care law (25- to 45- words) Identify why the health care law was created (45- to 90- words) Describe how the health care law impacts the health care industry (90- to 175- words)
1.

 
2.

 
 
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Tension headache in a 13 years old adolescent

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Tension headache in a 13 years old adolescent

(Tension headache in a 13 years old adolescent) Discussion Topic: Pediatric Soap Note

Requirements

The discussion must address the topic

Rationale must be provided mainly in the differential diagnosis

Use at least 600 words (no included 1st page or references in the 600 words)

May use examples from your nursing practice

Formatted and cited in current APA 7

Use 3 academic sources, not older than 5 years. Not Websites are allowed.

Plagiarism is NOT permitted.

I have attached the SOAP note template, a SOAP note sample, and the rubric.

Tension headache in a 13 years old adolescent

Pediatric SOAP Note: Tension Headache in a 13-Year-Old Adolescent

Subjective:

Chief Complaint:
The patient, a 13-year-old male, presents with complaints of frequent headaches over the past month.

History of Present Illness:
The patient describes the headache as a dull, pressing sensation around the forehead and temples. The headaches occur 3-4 times per week and last for several hours. The intensity is moderate, rated 5-6 on a 10-point scale. The headaches are not associated with nausea, vomiting, or visual disturbances. The patient reports increased stress from schoolwork and poor sleep patterns.

Past Medical History:
No significant medical history. No history of head trauma or migraines.

Family History:
Father has a history of migraines. No other relevant family history.

Social History:
The patient is a middle school student. He denies alcohol, tobacco, or drug use. He reports an increased workload and upcoming exams contributing to stress.

Review of Systems:
Denies fever, chills, weight loss, vision changes, photophobia, phonophobia, dizziness, weakness, numbness, or any other neurological symptoms.

Objective:

Vital Signs:

  • Blood Pressure: 110/70 mmHg
  • Heart Rate: 75 bpm
  • Respiratory Rate: 18 breaths per minute
  • Temperature: 98.6°F
  • Oxygen Saturation: 98% on room air

General:
The patient appears well-nourished and in no acute distress.

Head:
Normocephalic, atraumatic.

Eyes:
Pupils equal, round, and reactive to light. Extraocular movements intact. No conjunctival injection or papilledema.

Ears, Nose, Throat:
No signs of infection or inflammation. Tympanic membranes clear.

Neck:
Supple, no lymphadenopathy or thyromegaly.

Neurological:
Alert and oriented to person, place, and time. Cranial nerves II-XII intact. Strength 5/5 in all extremities. Sensation intact. No signs of meningismus or focal neurological deficits.

Assessment:

Primary Diagnosis:
Tension-type headache (G44.209)

Differential Diagnoses:

  1. Migraine Headache:
    Although the patient’s father has a history of migraines, the patient’s symptoms lack the characteristic throbbing pain, nausea, and sensitivity to light and sound associated with migraines. The absence of aura and the bilateral nature of the pain also make this less likely.
  2. Cluster Headache:
    Cluster headaches are typically unilateral and present with severe, sharp pain around one eye, often accompanied by autonomic symptoms like tearing or nasal congestion. The patient’s description does not match these criteria, making this diagnosis unlikely.
  3. Sinusitis:
    Sinusitis often presents with facial pain, pressure, and nasal discharge. However, the patient denies nasal congestion or discharge, and the physical exam did not reveal any signs of sinus tenderness or inflammation.
  4. Refractive Error:
    Visual disturbances and eye strain can lead to headaches. While the patient denies vision changes, a comprehensive eye exam may still be warranted to rule out refractive error as a contributing factor.
  5. Intracranial Mass:
    Severe, persistent headaches accompanied by neurological deficits raise concern for an intracranial mass. However, the patient’s normal neurological exam and lack of severe symptoms make this diagnosis less likely at this time.

Plan:

  1. Education and Reassurance:
    Educate the patient and parents about tension headaches and their association with stress and poor sleep.
  2. Stress Management:
    Recommend relaxation techniques, regular physical activity, and a balanced schedule to manage school-related stress.
  3. Sleep Hygiene:
    Advise the patient on maintaining a regular sleep routine, creating a restful environment, and limiting screen time before bed.
  4. Analgesics:
    Suggest over-the-counter acetaminophen or ibuprofen for headache relief, as needed, while avoiding overuse to prevent rebound headaches.
  5. Follow-Up:
    Schedule a follow-up visit in four weeks to assess the effectiveness of interventions and re-evaluate the patient if headaches persist or worsen.
  6. Referral:
    Consider referral to a pediatric neurologist if symptoms persist despite initial management or if any concerning features develop.

References

American Academy of Pediatrics. (2019). Clinical Practice Guideline for the Diagnosis and Management of Acute Bacterial Sinusitis in Children Aged 1 to 18 Years.

This guideline provides comprehensive information on the diagnosis and management of sinusitis, a differential diagnosis in this case.

Evers, S., & Marziniak, M. (2020). Clinical features, pathophysiology, and treatment of tension-type headache. The Lancet Neurology, 19(1), 37-46.

This article discusses the clinical features and management strategies for tension-type headaches.

Goadsby, P. J., Holland, P. R., Martins-Oliveira, M., Hoffmann, J., Schankin, C., & Akerman, S. (2017). Pathophysiology of Migraine: A Disorder of Sensory Processing. Physiological Reviews, 97(2), 553-622. https://pubmed.ncbi.nlm.nih.gov/28179394/

This review provides detailed insights into the pathophysiology and clinical presentation of migraines, useful for differential diagnosis.

 
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Hemorrhagic disorders

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Hemorrhagic disorders

How do alterations in the clotting cascade contribute to the development of hemorrhagic disorders, and how can nurse practitioners use their understanding of the underlying pathophysiology to develop targeted interventions that address the various aspects of care for patients with these conditions?

Hemorrhagic disorders

Alterations in the Clotting Cascade and Hemorrhagic Disorders

Alterations in the clotting cascade significantly contribute to the development of hemorrhagic disorders. The clotting cascade involves a series of complex steps that lead to the formation of a stable blood clot. Any disruption in this cascade can result in inadequate clot formation, leading to excessive bleeding.

Pathophysiology of Hemorrhagic Disorders

Hemorrhagic disorders often arise from deficiencies or dysfunctions in clotting factors. For instance, hemophilia A and B result from deficiencies in clotting factors VIII and IX, respectively. These deficiencies hinder the intrinsic pathway, impairing thrombin formation and subsequent clot stabilization. Similarly, von Willebrand disease, the most common inherited bleeding disorder, involves a deficiency or dysfunction of von Willebrand factor. This factor is crucial for platelet adhesion and protection of factor VIII. Without it, patients experience prolonged bleeding due to poor platelet plug formation and rapid factor VIII degradation.

Liver disease can also disrupt the clotting cascade since the liver synthesizes most clotting factors. Consequently, liver dysfunction can lead to decreased production of these factors, resulting in coagulopathy and increased bleeding risk. Additionally, disseminated intravascular coagulation (DIC) represents a severe condition characterized by widespread activation of the clotting cascade. It depletes clotting factors and platelets, causing uncontrolled bleeding and microvascular thrombosis.

Nurse Practitioners’ Role in Managing Hemorrhagic Disorders

Nurse practitioners play a critical role in managing patients with hemorrhagic disorders by understanding the underlying pathophysiology. They can develop targeted interventions to address various aspects of patient care.

  1. Accurate Diagnosis and Assessment:
    Nurse practitioners should perform thorough assessments to identify signs of bleeding and review patients’ medical histories for potential clotting disorders. They should also order and interpret appropriate diagnostic tests, such as coagulation profiles and genetic tests, to confirm diagnoses and assess severity.
  2. Patient Education and Counseling:
    Educating patients about their condition, including potential triggers and preventive measures, is essential. Nurse practitioners should explain the importance of avoiding medications like nonsteroidal anti-inflammatory drugs (NSAIDs) that can exacerbate bleeding. They should also provide guidance on managing minor bleeds at home and recognizing signs that require immediate medical attention.
  3. Individualized Treatment Plans:
    Based on the specific clotting disorder, nurse practitioners can develop individualized treatment plans. For hemophilia, this may involve prophylactic or on-demand replacement therapy with clotting factor concentrates. For von Willebrand disease, desmopressin or von Willebrand factor concentrates may be used. In cases of liver disease, managing the underlying liver condition and providing vitamin K or fresh frozen plasma may be necessary.
  4. Multidisciplinary Collaboration:
    Managing hemorrhagic disorders often requires a multidisciplinary approach. Nurse practitioners should collaborate with hematologists, primary care providers, and other specialists to ensure comprehensive care. This collaboration can facilitate timely interventions and optimize patient outcomes.
  5. Monitoring and Follow-Up:
    Regular monitoring of patients’ coagulation status and treatment response is crucial. Nurse practitioners should schedule follow-up appointments to assess treatment efficacy, adjust therapy as needed, and address any complications.

Conclusion

Understanding the alterations in the clotting cascade helps nurse practitioners develop targeted interventions for hemorrhagic disorders. By accurately diagnosing, educating patients, creating individualized treatment plans, collaborating with multidisciplinary teams, and ensuring regular follow-up, they can effectively manage these conditions and improve patient outcomes.

References:

  1. Hemophilia A and B. (2022). National Hemophilia Foundation.
    National Hemophilia Foundation
  2. Von Willebrand Disease. (2021). Mayo Clinic.
    Mayo Clinic
  3. Disseminated Intravascular Coagulation (DIC). (2023). American Society of Hematology.
    American Society of Hematology
 
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Leadership profile – an effective leader 

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Leadership profile – an effective leader

(Leadership profile – an effective leader) Do you believe you have the traits to be an effective leader? Perhaps you are already in a supervisory role, but as has been discussed previously, appointment does not guarantee leadership skills.

How can you evaluate your own leadership skills and behaviors? You can start by analyzing your performance in specific areas of leadership. In this Discussion, you will complete Gallup’s StrengthsFinder assessment. This assessment will identify your personal strengths, which have been shown to improve motivation, engagement, and academic self-conference. Through this assessment, you will discover your top five themes—which you can reflect upon and use to leverage your talents for optimal success and examine how the results relate to your leadership traits. To Prepare: Complete the StrengthsFinder assessment instrument, per the instructions found in this Module’s Learning Resources. Please Note: This Assessment will take roughly 30 minutes to complete.

Once you have completed your assessment, you will receive your “Top 5 Signature Themes of Talent” on your screen. Click the Download button below Signature Theme Report, and then print and save the report. We also encourage you to select the Apply tab to review action items. Post a brief description of your results from the StrengthsFinder assessment. Then, briefly describe two core values, two strengths, and two characteristics that you would like to strengthen based on the results of your StrengthsFinder assessment. Be specific. Note: Be sure to attach your Signature Theme Report to your Discussion post. (Leadership profile – an effective leader)

Leadership profile - an effective leader 

Evaluating Leadership Skills through StrengthsFinder Assessment

The Gallup StrengthsFinder assessment helps individuals identify their unique strengths, enhancing their leadership abilities. Upon completing the assessment, I received my top five themes: Learner, Input, Responsibility, Analytical, and Achiever. These themes provide insights into my leadership traits and areas for improvement.

Description of Assessment Results

  1. Learner:
    I have a strong desire to learn and continuously improve. I enjoy the process of becoming more competent.
  2. Input:
    I am inquisitive and collect information. I find joy in gathering knowledge, which helps in making informed decisions.
  3. Responsibility:
    I take ownership of tasks and am committed to completing them with high standards. I am dependable and trustworthy.
  4. Analytical:
    I have the ability to think critically and examine situations from various perspectives. I seek to understand the underlying factors.
  5. Achiever:
    I have a constant drive for accomplishing goals. I find satisfaction in productivity and meeting challenges head-on.

Core Values to Strengthen

  1. Integrity:
    Integrity is essential in leadership. It fosters trust and sets a moral example for others to follow. By aligning actions with words and consistently upholding ethical standards, I can reinforce my commitment to integrity.
  2. Empathy:
    Understanding and sharing the feelings of others is vital in leadership. It helps build strong relationships and fosters a supportive environment. I aim to actively listen and be more considerate of others’ perspectives.

Strengths to Enhance

  1. Communication:
    Effective communication is crucial for successful leadership. It ensures clarity, fosters teamwork, and helps convey visions and goals. I plan to work on delivering clear and concise messages and actively engaging in dialogues.
  2. Adaptability:
    Flexibility in adapting to changes and new challenges is a valuable trait. It allows for resilience and effective problem-solving. By embracing change and remaining open-minded, I can strengthen my adaptability.

Characteristics to Develop

  1. Delegation:
    While I often take responsibility, effective delegation is essential. It empowers team members and improves overall efficiency. I aim to trust others with tasks and provide necessary support while avoiding micromanagement.
  2. Conflict Resolution:
    Handling conflicts constructively is a critical leadership skill. It maintains harmony and ensures productive outcomes. I will focus on addressing conflicts promptly and fairly, seeking win-win solutions.

Applying Strengths Finder Results

Reflecting on these results, I can leverage my strengths to enhance my leadership capabilities. For example, as a Learner, I can promote a culture of continuous improvement within my team. By utilizing my Analytical skills, I can make informed decisions and provide strategic guidance. My Responsibility trait ensures that I maintain high standards, fostering a trustworthy and dependable leadership style. Meanwhile, focusing on improving Communication and Adaptability will help me engage more effectively with my team and navigate challenges.

By developing Integrity and Empathy, I can build stronger, more meaningful relationships with my team members. Strengthening Delegation and Conflict Resolution will allow me to lead more efficiently, empowering others and maintaining a cohesive work environment.

Conclusion

Using the insights from the StrengthsFinder assessment, I can refine my leadership skills and behaviors. Emphasizing continuous learning, effective communication, and ethical conduct will enhance my ability to lead successfully. This self-awareness fosters personal growth and improves team dynamics, leading to optimal success.

References

Gallup. (2024). Clifton Strengths for Students.
https://www.gallup.com/cliftonstrengths/en/252137/home.aspx

Northouse, P. G. (2021). Leadership: Theory and Practice (9th ed.). Sage Publications.
https://us.sagepub.com/en-us/nam/leadership/book272020

 
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