Help with retaining neurological nerves
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– ## Unit5Discussionreply.docx **## Unit5Discussionreply.docx** Joyeuse Ntungane posted Aug 16, 2025 4:04 AM **Define Climate change** Climate change means long-term changes in weather patterns, such as higher temperatures, changes in rainfall, and more extreme storms. Most of it is caused by people…
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**## Unit5Discussionreply.docx**
Joyeuse Ntungane posted Aug 16, 2025 4:04 AM
**Define Climate change** Climate change means long-term changes in weather patterns, such as higher temperatures, changes in rainfall, and more extreme storms. Most of it is caused by people burning fuels, cutting down forests, and releasing gases that trap heat in the air.
**Example** In Nepal, a 1°C rise in average temperature caused malaria to spread into 27 new districts, even in mountain areas over 2000 m above sea level.
**Title of Article 1** Williams PC, Bartlett AW, Howard-Jones A, et al. Impact of climate change and biodiversity collapse on the global emergence and spread of infectious diseases.
_J Paediatr Child Health_.
**Microorganism Impacted by Climate Change —**
**_Borrelia burgdorferi_** _Borrelia burgdorferi_ is the bacteria that causes Lyme disease. It is spread by
_Ixodes_ ticks. Warmer winters and longer summers allow ticks to live in more places and reproduce for more months of the year. This means more people are at risk in areas where Lyme disease did not exist before.
One thing I found interesting is that in Russia, both Lyme disease and tick-borne encephalitis have increased because the warmer climate is better for ticks.
In the future, more tick-borne illnesses are likely. To fight this, we need better tick monitoring, more public education on prevention, and research on vaccines.
Reply:
Katie Acosta posted Jul 16, 2025 11:42 PM
Define Climate change: Climate change refers to long-term changes in weather patterns. These shifts could be natural, but since the 1800s, the main cause for climate change has been driven by human activities.1
Example: An example of climate change is the burning of fossil fuels that create greenhouse gas emissions that raise the temperatures in earths atmosphere. 1
Title of Article 1-
> Temperature, sediment resuspension, and salinity drive the prevalence of
_Vibrio vulnificus_ in the coastal Baltic Sea
Microorganism Impacted by Climate Change Picked-
> The microbe is
_Vibrio vulnificus_.
>
_Vibrio vulnificus_ is impacted by climate change due to elevated sea surface temperatures.2 Data from a recent experiment demonstrates that temperature and sediment resuspension has increased the prevalence of the pathogenic microbe
_Vibrio vulnificus_.2 This has caused a rise in
_Vibrio_-related infections among humans near the Baltic Sea.2
> One of the interesting things I learned was how Baltic Sea surface temperatures are currently three times higher than the global ocean warming average.2
> One future implication of this microbe being impacted by climate change is that future longer heatwaves in the Baltic Sea area will increase the prevalence of
_Vibrio vulnificus_ which causes a public health concern.2 Furthermore, climate change will increase the occurrence of natural disasters in the Baltic Sea which will increase sediment resuspension and also increase the prevalence of
_Vibrio vulnificus_.2
Personal opinion on climate change impact-
> I think climate change does have a significant impact on the spread of infectious diseases. Since microbes tend to grow better at higher temperatures and climate change creates warmer temperatures, I think pathogens are appearing in new areas that have developed more favorable conditions. Besides trying to significantly slow down the process of climate change, I think one of the ways we can deal with the increased spread of disease is improving global vaccine distribution as uncommon diseases spread to new areas.
Reply:
**## Unit5Discussionreply.docx**
Joyeuse Ntungane posted Aug 16, 2025 4:04 AM
**Define Climate change** Climate change means long-term changes in weather patterns, such as higher temperatures, changes in rainfall, and more extreme storms. Most of it is caused by people burning fuels, cutting down forests, and releasing gases that trap heat in the air.
**Example** In Nepal, a 1°C rise in average temperature caused malaria to spread into 27 new districts, even in mountain areas over 2000 m above sea level.
**Title of Article 1** Williams PC, Bartlett AW, Howard-Jones A, et al. Impact of climate change and biodiversity collapse on the global emergence and spread of infectious diseases.
_J Paediatr Child Health_.
**Microorganism Impacted by Climate Change —**
**_Borrelia burgdorferi_** _Borrelia burgdorferi_ is the bacteria that causes Lyme disease. It is spread by
_Ixodes_ ticks. Warmer winters and longer summers allow ticks to live in more places and reproduce for more months of the year. This means more people are at risk in areas where Lyme disease did not exist before.
One thing I found interesting is that in Russia, both Lyme disease and tick-borne encephalitis have increased because the warmer climate is better for ticks.
In the future, more tick-borne illnesses are likely. To fight this, we need better tick monitoring, more public education on prevention, and research on vaccines.
Reply:
Katie Acosta posted Jul 16, 2025 11:42 PM
Define Climate change: Climate change refers to long-term changes in weather patterns. These shifts could be natural, but since the 1800s, the main cause for climate change has been driven by human activities.1
Example: An example of climate change is the burning of fossil fuels that create greenhouse gas emissions that raise the temperatures in earths atmosphere. 1
Title of Article 1-
> Temperature, sediment resuspension, and salinity drive the prevalence of
_Vibrio vulnificus_ in the coastal Baltic Sea
Microorganism Impacted by Climate Change Picked-
> The microbe is
_Vibrio vulnificus_.
>
_Vibrio vulnificus_ is impacted by climate change due to elevated sea surface temperatures.2 Data from a recent experiment demonstrates that temperature and sediment resuspension has increased the prevalence of the pathogenic microbe
_Vibrio vulnificus_.2 This has caused a rise in
_Vibrio_-related infections among humans near the Baltic Sea.2
> One of the interesting things I learned was how Baltic Sea surface temperatures are currently three times higher than the global ocean warming average.2
> One future implication of this microbe being impacted by climate change is that future longer heatwaves in the Baltic Sea area will increase the prevalence of
_Vibrio vulnificus_ which causes a public health concern.2 Furthermore, climate change will increase the occurrence of natural disasters in the Baltic Sea which will increase sediment resuspension and also increase the prevalence of
_Vibrio vulnificus_.2
Personal opinion on climate change impact-
> I think climate change does have a significant impact on the spread of infectious diseases. Since microbes tend to grow better at higher temperatures and climate change creates warmer temperatures, I think pathogens are appearing in new areas that have developed more favorable conditions. Besides trying to significantly slow down the process of climate change, I think one of the ways we can deal with the increased spread of disease is improving global vaccine distribution as uncommon diseases spread to new areas.
Reply:
– ## Unit5DiscussionForum.docx **## Unit5DiscussionForum.docx** In this Unit 5 Discussion Forum, you will participate in a discussion regarding human migration and climate change in the context of microbiology, noting their impacts on microorganisms and disease. Historically, the movement of people …
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**## Unit5DiscussionForum.docx**
In this Unit 5 Discussion Forum, you will participate in a discussion regarding human migration and climate change in the context of microbiology, noting their impacts on microorganisms and disease. Historically, the movement of people and goods up to and through the present day has served to introduce both disease vectors and microbes into non-endemic areas around the world. Presently, massive human migration, climate, and other environmental changes are predicted to globally impact the major microbial geochemical cycles and further affect the geographical distribution of disease-causing microorganisms, parasites, their vectors, and their human hosts.
The following articles provide background on the topics:
· Mora, C., McKenzie, T., Gaw, I.M. et al.
[Over half of known human pathogenic diseases can be aggravated by climate change.](https://une.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edselc&AN=edselc.2-52.0-85135727439&site=eds-live&scope=site) _Nat. Clim. Chang._ 2022;12: 869–875.
· Williams PC, Bartlett AW, Howard-Jones A, McMullan B, Khatami A, Britton PN, Marais BJ.
[Impact of climate change and biodiversity collapse on the global emergence and spread of infectious diseases](https://drive.google.com/file/d/1ZUBVU2XZxpid_TuRMENYG5WeFbw7HCoK/view?usp=share_link).
_J Pediatr Child Health._ 2021;57(11):1811-1818.
· Centers for Disease Control and Prevention.
[Our risk for infectious disease is increasing because of climate change.](https://drive.google.com/file/d/1fY5ShZJbnG7MDKHodcDJyF1AHirhc_Tm/view?usp=share_link)
1. Define the term "climate change" and provide one example.
2. You are to describe one (1) example of a microorganism impacted by human climate change that you have read about and find a peer-reviewed article (from the last 3 years) reporting the results of a study of that microorganism and how climate change has affected it (or its vector); summarize the article, note the most interesting thing you learned from the article, and discuss future implications or directions for study regarding the microbe you chose.
3. To end (and to elicit a lively discussion), without researching the topic, give your personal opinion on whether climate change has an impact on the spread of infectious diseases and what type of mitigating action(s) might be taken to lessen that impact.
**DISCUSSION PROMPT**
Use the template below to build your discussion post (200-300 words in length, formatted in AMA format, and reference at least two sources).
Define Climate change-
Example:
Title of Article 1-
>
Microorganism Impacted by Climate Change Picked- ______________________________ (description of the selected microbe, how the microbe itself or its vector is impacted by climate change, interesting thing you learned, future implications, actions, studies)-
>
>
References-
>
*What is your personal opinion on whether climate change has a significant impact on the spread of infectious diseases and what mitigating action(s) might be taken.
**## Unit5DiscussionForum.docx**
In this Unit 5 Discussion Forum, you will participate in a discussion regarding human migration and climate change in the context of microbiology, noting their impacts on microorganisms and disease. Historically, the movement of people and goods up to and through the present day has served to introduce both disease vectors and microbes into non-endemic areas around the world. Presently, massive human migration, climate, and other environmental changes are predicted to globally impact the major microbial geochemical cycles and further affect the geographical distribution of disease-causing microorganisms, parasites, their vectors, and their human hosts.
The following articles provide background on the topics:
· Mora, C., McKenzie, T., Gaw, I.M. et al.
[Over half of known human pathogenic diseases can be aggravated by climate change.](https://une.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edselc&AN=edselc.2-52.0-85135727439&site=eds-live&scope=site) _Nat. Clim. Chang._ 2022;12: 869–875.
· Williams PC, Bartlett AW, Howard-Jones A, McMullan B, Khatami A, Britton PN, Marais BJ.
[Impact of climate change and biodiversity collapse on the global emergence and spread of infectious diseases](https://drive.google.com/file/d/1ZUBVU2XZxpid_TuRMENYG5WeFbw7HCoK/view?usp=share_link).
_J Pediatr Child Health._ 2021;57(11):1811-1818.
· Centers for Disease Control and Prevention.
[Our risk for infectious disease is increasing because of climate change.](https://drive.google.com/file/d/1fY5ShZJbnG7MDKHodcDJyF1AHirhc_Tm/view?usp=share_link)
1. Define the term "climate change" and provide one example.
2. You are to describe one (1) example of a microorganism impacted by human climate change that you have read about and find a peer-reviewed article (from the last 3 years) reporting the results of a study of that microorganism and how climate change has affected it (or its vector); summarize the article, note the most interesting thing you learned from the article, and discuss future implications or directions for study regarding the microbe you chose.
3. To end (and to elicit a lively discussion), without researching the topic, give your personal opinion on whether climate change has an impact on the spread of infectious diseases and what type of mitigating action(s) might be taken to lessen that impact.
**DISCUSSION PROMPT**
Use the template below to build your discussion post (200-300 words in length, formatted in AMA format, and reference at least two sources).
Define Climate change-
Example:
Title of Article 1-
>
Microorganism Impacted by Climate Change Picked- ______________________________ (description of the selected microbe, how the microbe itself or its vector is impacted by climate change, interesting thing you learned, future implications, actions, studies)-
>
>
References-
>
*What is your personal opinion on whether climate change has a significant impact on the spread of infectious diseases and what mitigating action(s) might be taken.
The discussion is based on the textbook readings from _Microbiology_ (2016). Once you have completed your assigned readings (see Unit Overview page) and your assigned activities for this unit, **please answer 3 of the prompts below:** – Explain how the infectious disease progresses including infecti…
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Order on TutorsGallery →The discussion is based on the textbook readings from _Microbiology_ (2016). Once you have completed your assigned readings (see Unit Overview page) and your assigned activities for this unit, **please answer 3 of the prompts below:**
– Explain how the infectious disease progresses including infectivity, invasiveness, the portals of entry/exit. (USLO 8.1)
– Define virulence factors. Speculate how these factors help the organism avoid the immune system and cause disease. (USLO 8.2)
– Explain ID50 and LD 50 and how they affect the likelihood of disease. (USLO 8.3)
– Define epidemiology and the role of the CDC. (USLO 8.4)
– Differentiate between the terms, epidemic, pandemic, endemic and sporadic diseases. (USLO 8.5)
– Compare modes of infectious disease transmission (i.e., airborne, contact, etc.) Provide an example of each and what are some ways you could prevent the transmission of these diseases? (USLO 8.6)
– Explain ways that healthcare professionals and government agencies can help control the spread of diseases, at the facility, local and larger levels like state or country. (USLO 8.7)
In-depth study guidance and analytical solution covering Rhetorical analysis.
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– ## CaseStudyAvianInfluenzaH5N1Instructions.docx – CaseStudyReference1-NEJMoa2414610.pdf – CAseStudyReference2.pdf – CaseStudyReference3.pdf **## CaseStudyAvianInfluenzaH5N1Instructions.docx** Case Study Avian Influenza H5N1 Instructions Be sure to carry out the following: · Read the Case Study rub…
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Order on TutorsGallery →– ## CaseStudyAvianInfluenzaH5N1Instructions.docx
– CaseStudyReference1-NEJMoa2414610.pdf
– CAseStudyReference2.pdf
– CaseStudyReference3.pdf
**## CaseStudyAvianInfluenzaH5N1Instructions.docx**
Case Study Avian Influenza H5N1 Instructions
Be sure to carry out the following:
· Read the Case Study rubric
**_carefully_** and provide all of the requested information and discussion questions/responses (use Google Scholar, PubMed, etc. to find information on vaccines, virulence factors, and the like including the scientific references)
· Make sure you have referenced everything and avoided any inadvertent plagiarism
· You should have
**_at least_** 3-4 facts (with in-text references for these facts in proper format) for each of the boxed sections (Epidemiology, Pathogenesis, etc.).
· Try to have post-2019 references for your information/facts
· There is a standard format for patient presentation (see attached).
· Narrative format
· May use
**_illustrative maps, patient photos, and figures_ which can convey some great information about a pathogen.**
· please avoid the use of AI – the information is often incorrect, its writing style is boring, and it can often "hallucinate" (invent or conflate) references.
· How should I format my references for my case study?
· You will need references for all factual information in your case study. Pertinent references can be
· listed at the bottom of your outline in a small font. Your references must include at least three current
· peer-reviewed publications from the scientific literature post-2019. Use APA 7th Edition Style format
· for all references (a PDF document is provided with the case study directions).
· For example, your text book in-text citation would look like this (Anderson, Salm, & Beins, 2022) and
· your textbook would be shown on your reference page as:
· Anderson, D., Salm, S., & Beins, M. (2022). Microbiology: A Human Perspective. New
· York: McGraw-Hill.
**How to create a case study**
The case studies are meant to be an enjoyable, interesting, and informative assignment. This is your chance to show that you understand the key teaching points about a microbe and to communicate these points in a written format.
**What information belongs in my case study?**
· Have at least 3-4 key referenced points in each of the five areas shown in the Case Study Information Chart (see below).
· The left-hand heading in the chart suggests the type of information requested for the pathogen.
· Outlines can be in whatever form you prefer (bullets/charts/outlines/diagrams or a mix).
· Be sure to include two discussion questions (and provide thorough, complete answers) that you can incorporate into your case study (place them at the end of your write-up). These questions should help connect your case to other material in the course. For example, what other microbes have an endotoxin? What other viruses are transmitted by fecal-oral spread?
**How much information should I provide for my case study?**
· For the Case Study, you are asked to provide at least the information requested in the chart below.
· The boxed questions are suggestions for the minimum amount of information within each category.
· The more detailed the information, the better the study. You may consult your textbook, CDC, WHO, Access, Medicine, Google Scholar, Pub Med at NCBI, WebMD, etc. to find the information. For example, if you perform a Google search using the name of the pathogen and the word ‘vaccine’, you will find information on current vaccines (if any), those in clinical trials, vaccines used only in animals, etc.
**Case Study Avian Influenza H5N1**
**Chief Complaint:** “I got a really bad cold”
**HPI:** 46 y/o, make patient present to the emergency department complaining of flu-like symptoms for the last 2 days. Patient reports shortness of breath, persistent, acute cough, headache, sore throat, eye redness and discharge, nasal congestion, low grade fever, fatigue, and body aches. Patient reports symptoms have gotten progressively worse, which made him come to the ED today. Patient denies prior medical history. Denies previous surgeries. Patient states no one else is sick at home. Patient is married with two children. He works at a poultry farm, where he has daily exposure to live chickens and poultry meat.
**Review of Symptoms:**
Constitutional:
_Positive for fever, chills, fatigue, malaise._ HEENT:
_Positive for sore throat, nasal congestion, rhinorrhea, headache._ Negative for ear pain or sinus pressure.
Eyes:
_Positive for redness, discharge, and vision changes._ Respiratory:
_Positive for non-productive cough, mild shortness of breath._
Cardiovascular: Negative for palpitations, chest pain.
Gastrointestinal: Denies nausea, vomiting, or diarrhea.
Musculoskeletal:
_Positive for myalgias, arthralgias, generalized body aches._ Skin: Negative for rash or lesions.
Neurological:
_Positive for headache._ Negative for dizziness, weakness, numbness.
Psychiatric: Negative for confusion, anxiety, or depression.
**Physical Exam:**
General:
_Appears ill, fatigued. Febrile._
Vital Signs:
_Temp: 101.3°F, HR 110 bpm, RR: 24, BP 110/72 mmHg, O2 Sat 92 %_
HEENT:
_Conjunctival injection, nasal congestion, rhinorrhea. Pharyngeal erythema without exudates._
Respiratory:
_Abnormal breath sounds: crackles audible in lungs bases, bilaterally._
Cardiovascular:
_Tachycardia_, regular rate and rhythm, no murmurs.
Neurologic: Alert, awake and oriented x 3. No neuro deficits noted.
**Laboratory Data/Imaging:**
Upper respiratory Panel: Positive for Influenza A
RT-PCR: ordered, pending results
Chest X-ray: Diffuse, multifocal infiltrates, especially in lung bases, bilaterally.
CBC: Leukopenia, Thrombocytopenia, neutropenia. Elevated liver enzymes.
**DOI: 10.1056/NEJMc2405371**
**https://www.nejm.org/doi/full/10.1056/NEJMc2405371**
**(Please address questions below)**
**Description of the infectious agent**
· If it is a bacterium, how is it classified?
· If it is a virus, what kind of nucleic acid does it have?
· Does it target specific cellular types (tropism)?
· Does it form a spore?
· Is it aerobic?
· Is it intracellular?
· Can it only be grown in a specific type of media?
· How is it distinguished from other members of the species?
· Does the pathogen have a significant history with humans or animals?
**Epidemiology**
· What do you feel are the most important points about the epidemiology of the disease?
· Incidence? Portal of entry? Source?
· Is it a normal microbiota component in the human body?
· Does it only occur in certain populations or certain geographical areas?
· Is there a map of the disease's current range or geographic occurence?
· Is there a vector involved?
· What and who is the vector? Is it zoonotic? Does it seasonally?
· Are there currently any outbreaks of this pathogen?
· What is its ecological niche?
· Is there a reservoir?
· Are there currently any outbreaks or epidemics of disease from this pathogen?
**Pathogenesis**
· What is the range of diseases caused by the agent?
· What organs are affected?
· What symptoms might the patient have?
· What is the disease course?
· Will the patient recover?
· Are there any long-term sequelae of infection?
· Latency?
**Prophylaxis/Treatment**
· Is there an antitoxin?
· Specific antibiotics or a class of antibiotics that are used?
· Is there a vaccine available?
· Is treatment curative?
· Does infection make you immune?
· Is this immunity life-long?
· Is there drug resistance?
· Are there novel treatments?
**Discussion Questions With Responses**
· Two (2) discussion questions with responses and scientific literature
references are required to complete the Case Study;
· These questions should help connect your case to other material in the course. For
example, what other microbes have an A-B toxin? What other viruses are transmitted by fecal-oral spread? Is this pathogen a candidate for use as a biological weapon?
**References**
## image1.jpeg
**CaseStudyReference1-NEJMoa2414610.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/casestudyreference1-nejmoa2414610-pdf)
**CAseStudyReference2.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/casestudyreference2-pdf)
**CaseStudyReference3.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/casestudyreference3-pdf)
**CaseStudyReference3.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/casestudyreference3-pdf)
**## CaseStudyAvianInfluenzaH5N1Instructions.docx**
Case Study Avian Influenza H5N1 Instructions
Be sure to carry out the following:
· Read the Case Study rubric
**_carefully_** and provide all of the requested information and discussion questions/responses (use Google Scholar, PubMed, etc. to find information on vaccines, virulence factors, and the like including the scientific references)
· Make sure you have referenced everything and avoided any inadvertent plagiarism
· You should have
**_at least_** 3-4 facts (with in-text references for these facts in proper format) for each of the boxed sections (Epidemiology, Pathogenesis, etc.).
· Try to have post-2019 references for your information/facts
· There is a standard format for patient presentation (see attached).
· Narrative format
· May use
**_illustrative maps, patient photos, and figures_ which can convey some great information about a pathogen.**
· please avoid the use of AI – the information is often incorrect, its writing style is boring, and it can often "hallucinate" (invent or conflate) references.
· How should I format my references for my case study?
· You will need references for all factual information in your case study. Pertinent references can be
· listed at the bottom of your outline in a small font. Your references must include at least three current
· peer-reviewed publications from the scientific literature post-2019. Use APA 7th Edition Style format
· for all references (a PDF document is provided with the case study directions).
· For example, your text book in-text citation would look like this (Anderson, Salm, & Beins, 2022) and
· your textbook would be shown on your reference page as:
· Anderson, D., Salm, S., & Beins, M. (2022). Microbiology: A Human Perspective. New
· York: McGraw-Hill.
**How to create a case study**
The case studies are meant to be an enjoyable, interesting, and informative assignment. This is your chance to show that you understand the key teaching points about a microbe and to communicate these points in a written format.
**What information belongs in my case study?**
· Have at least 3-4 key referenced points in each of the five areas shown in the Case Study Information Chart (see below).
· The left-hand heading in the chart suggests the type of information requested for the pathogen.
· Outlines can be in whatever form you prefer (bullets/charts/outlines/diagrams or a mix).
· Be sure to include two discussion questions (and provide thorough, complete answers) that you can incorporate into your case study (place them at the end of your write-up). These questions should help connect your case to other material in the course. For example, what other microbes have an endotoxin? What other viruses are transmitted by fecal-oral spread?
**How much information should I provide for my case study?**
· For the Case Study, you are asked to provide at least the information requested in the chart below.
· The boxed questions are suggestions for the minimum amount of information within each category.
· The more detailed the information, the better the study. You may consult your textbook, CDC, WHO, Access, Medicine, Google Scholar, Pub Med at NCBI, WebMD, etc. to find the information. For example, if you perform a Google search using the name of the pathogen and the word ‘vaccine’, you will find information on current vaccines (if any), those in clinical trials, vaccines used only in animals, etc.
**Case Study Avian Influenza H5N1**
**Chief Complaint:** “I got a really bad cold”
**HPI:** 46 y/o, make patient present to the emergency department complaining of flu-like symptoms for the last 2 days. Patient reports shortness of breath, persistent, acute cough, headache, sore throat, eye redness and discharge, nasal congestion, low grade fever, fatigue, and body aches. Patient reports symptoms have gotten progressively worse, which made him come to the ED today. Patient denies prior medical history. Denies previous surgeries. Patient states no one else is sick at home. Patient is married with two children. He works at a poultry farm, where he has daily exposure to live chickens and poultry meat.
**Review of Symptoms:**
Constitutional:
_Positive for fever, chills, fatigue, malaise._ HEENT:
_Positive for sore throat, nasal congestion, rhinorrhea, headache._ Negative for ear pain or sinus pressure.
Eyes:
_Positive for redness, discharge, and vision changes._ Respiratory:
_Positive for non-productive cough, mild shortness of breath._
Cardiovascular: Negative for palpitations, chest pain.
Gastrointestinal: Denies nausea, vomiting, or diarrhea.
Musculoskeletal:
_Positive for myalgias, arthralgias, generalized body aches._ Skin: Negative for rash or lesions.
Neurological:
_Positive for headache._ Negative for dizziness, weakness, numbness.
Psychiatric: Negative for confusion, anxiety, or depression.
**Physical Exam:**
General:
_Appears ill, fatigued. Febrile._
Vital Signs:
_Temp: 101.3°F, HR 110 bpm, RR: 24, BP 110/72 mmHg, O2 Sat 92 %_
HEENT:
_Conjunctival injection, nasal congestion, rhinorrhea. Pharyngeal erythema without exudates._
Respiratory:
_Abnormal breath sounds: crackles audible in lungs bases, bilaterally._
Cardiovascular:
_Tachycardia_, regular rate and rhythm, no murmurs.
Neurologic: Alert, awake and oriented x 3. No neuro deficits noted.
**Laboratory Data/Imaging:**
Upper respiratory Panel: Positive for Influenza A
RT-PCR: ordered, pending results
Chest X-ray: Diffuse, multifocal infiltrates, especially in lung bases, bilaterally.
CBC: Leukopenia, Thrombocytopenia, neutropenia. Elevated liver enzymes.
**DOI: 10.1056/NEJMc2405371**
**https://www.nejm.org/doi/full/10.1056/NEJMc2405371**
**(Please address questions below)**
**Description of the infectious agent**
· If it is a bacterium, how is it classified?
· If it is a virus, what kind of nucleic acid does it have?
· Does it target specific cellular types (tropism)?
· Does it form a spore?
· Is it aerobic?
· Is it intracellular?
· Can it only be grown in a specific type of media?
· How is it distinguished from other members of the species?
· Does the pathogen have a significant history with humans or animals?
**Epidemiology**
· What do you feel are the most important points about the epidemiology of the disease?
· Incidence? Portal of entry? Source?
· Is it a normal microbiota component in the human body?
· Does it only occur in certain populations or certain geographical areas?
· Is there a map of the disease's current range or geographic occurence?
· Is there a vector involved?
· What and who is the vector? Is it zoonotic? Does it seasonally?
· Are there currently any outbreaks of this pathogen?
· What is its ecological niche?
· Is there a reservoir?
· Are there currently any outbreaks or epidemics of disease from this pathogen?
**Pathogenesis**
· What is the range of diseases caused by the agent?
· What organs are affected?
· What symptoms might the patient have?
· What is the disease course?
· Will the patient recover?
· Are there any long-term sequelae of infection?
· Latency?
**Prophylaxis/Treatment**
· Is there an antitoxin?
· Specific antibiotics or a class of antibiotics that are used?
· Is there a vaccine available?
· Is treatment curative?
· Does infection make you immune?
· Is this immunity life-long?
· Is there drug resistance?
· Are there novel treatments?
**Discussion Questions With Responses**
· Two (2) discussion questions with responses and scientific literature
references are required to complete the Case Study;
· These questions should help connect your case to other material in the course. For
example, what other microbes have an A-B toxin? What other viruses are transmitted by fecal-oral spread? Is this pathogen a candidate for use as a biological weapon?
**References**
## image1.jpeg
**CaseStudyReference1-NEJMoa2414610.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/casestudyreference1-nejmoa2414610-pdf)
**CAseStudyReference2.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/casestudyreference2-pdf)
**CaseStudyReference3.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/casestudyreference3-pdf)
**## CaseStudyAvianInfluenzaH5N1Instructions.docx**
Case Study Avian Influenza H5N1 Instructions
Be sure to carry out the following:
· Read the Case Study rubric
**_carefully_** and provide all of the requested information and discussion questions/responses (use Google Scholar, PubMed, etc. to find information on vaccines, virulence factors, and the like including the scientific references)
· Make sure you have referenced everything and avoided any inadvertent plagiarism
· You should have
**_at least_** 3-4 facts (with in-text references for these facts in proper format) for each of the boxed sections (Epidemiology, Pathogenesis, etc.).
· Try to have post-2019 references for your information/facts
· There is a standard format for patient presentation (see attached).
· Narrative format
· May use
**_illustrative maps, patient photos, and figures_ which can convey some great information about a pathogen.**
· please avoid the use of AI – the information is often incorrect, its writing style is boring, and it can often "hallucinate" (invent or conflate) references.
· How should I format my references for my case study?
· You will need references for all factual information in your case study. Pertinent references can be
· listed at the bottom of your outline in a small font. Your references must include at least three current
· peer-reviewed publications from the scientific literature post-2019. Use APA 7th Edition Style format
· for all references (a PDF document is provided with the case study directions).
· For example, your text book in-text citation would look like this (Anderson, Salm, & Beins, 2022) and
· your textbook would be shown on your reference page as:
· Anderson, D., Salm, S., & Beins, M. (2022). Microbiology: A Human Perspective. New
· York: McGraw-Hill.
**How to create a case study**
The case studies are meant to be an enjoyable, interesting, and informative assignment. This is your chance to show that you understand the key teaching points about a microbe and to communicate these points in a written format.
**What information belongs in my case study?**
· Have at least 3-4 key referenced points in each of the five areas shown in the Case Study Information Chart (see below).
· The left-hand heading in the chart suggests the type of information requested for the pathogen.
· Outlines can be in whatever form you prefer (bullets/charts/outlines/diagrams or a mix).
· Be sure to include two discussion questions (and provide thorough, complete answers) that you can incorporate into your case study (place them at the end of your write-up). These questions should help connect your case to other material in the course. For example, what other microbes have an endotoxin? What other viruses are transmitted by fecal-oral spread?
**How much information should I provide for my case study?**
· For the Case Study, you are asked to provide at least the information requested in the chart below.
· The boxed questions are suggestions for the minimum amount of information within each category.
· The more detailed the information, the better the study. You may consult your textbook, CDC, WHO, Access, Medicine, Google Scholar, Pub Med at NCBI, WebMD, etc. to find the information. For example, if you perform a Google search using the name of the pathogen and the word ‘vaccine’, you will find information on current vaccines (if any), those in clinical trials, vaccines used only in animals, etc.
**Case Study Avian Influenza H5N1**
**Chief Complaint:** “I got a really bad cold”
**HPI:** 46 y/o, make patient present to the emergency department complaining of flu-like symptoms for the last 2 days. Patient reports shortness of breath, persistent, acute cough, headache, sore throat, eye redness and discharge, nasal congestion, low grade fever, fatigue, and body aches. Patient reports symptoms have gotten progressively worse, which made him come to the ED today. Patient denies prior medical history. Denies previous surgeries. Patient states no one else is sick at home. Patient is married with two children. He works at a poultry farm, where he has daily exposure to live chickens and poultry meat.
**Review of Symptoms:**
Constitutional:
_Positive for fever, chills, fatigue, malaise._ HEENT:
_Positive for sore throat, nasal congestion, rhinorrhea, headache._ Negative for ear pain or sinus pressure.
Eyes:
_Positive for redness, discharge, and vision changes._ Respiratory:
_Positive for non-productive cough, mild shortness of breath._
Cardiovascular: Negative for palpitations, chest pain.
Gastrointestinal: Denies nausea, vomiting, or diarrhea.
Musculoskeletal:
_Positive for myalgias, arthralgias, generalized body aches._ Skin: Negative for rash or lesions.
Neurological:
_Positive for headache._ Negative for dizziness, weakness, numbness.
Psychiatric: Negative for confusion, anxiety, or depression.
**Physical Exam:**
General:
_Appears ill, fatigued. Febrile._
Vital Signs:
_Temp: 101.3°F, HR 110 bpm, RR: 24, BP 110/72 mmHg, O2 Sat 92 %_
HEENT:
_Conjunctival injection, nasal congestion, rhinorrhea. Pharyngeal erythema without exudates._
Respiratory:
_Abnormal breath sounds: crackles audible in lungs bases, bilaterally._
Cardiovascular:
_Tachycardia_, regular rate and rhythm, no murmurs.
Neurologic: Alert, awake and oriented x 3. No neuro deficits noted.
**Laboratory Data/Imaging:**
Upper respiratory Panel: Positive for Influenza A
RT-PCR: ordered, pending results
Chest X-ray: Diffuse, multifocal infiltrates, especially in lung bases, bilaterally.
CBC: Leukopenia, Thrombocytopenia, neutropenia. Elevated liver enzymes.
**DOI: 10.1056/NEJMc2405371**
**https://www.nejm.org/doi/full/10.1056/NEJMc2405371**
**(Please address questions below)**
**Description of the infectious agent**
· If it is a bacterium, how is it classified?
· If it is a virus, what kind of nucleic acid does it have?
· Does it target specific cellular types (tropism)?
· Does it form a spore?
· Is it aerobic?
· Is it intracellular?
· Can it only be grown in a specific type of media?
· How is it distinguished from other members of the species?
· Does the pathogen have a significant history with humans or animals?
**Epidemiology**
· What do you feel are the most important points about the epidemiology of the disease?
· Incidence? Portal of entry? Source?
· Is it a normal microbiota component in the human body?
· Does it only occur in certain populations or certain geographical areas?
· Is there a map of the disease's current range or geographic occurence?
· Is there a vector involved?
· What and who is the vector? Is it zoonotic? Does it seasonally?
· Are there currently any outbreaks of this pathogen?
· What is its ecological niche?
· Is there a reservoir?
· Are there currently any outbreaks or epidemics of disease from this pathogen?
**Pathogenesis**
· What is the range of diseases caused by the agent?
· What organs are affected?
· What symptoms might the patient have?
· What is the disease course?
· Will the patient recover?
· Are there any long-term sequelae of infection?
· Latency?
**Prophylaxis/Treatment**
· Is there an antitoxin?
· Specific antibiotics or a class of antibiotics that are used?
· Is there a vaccine available?
· Is treatment curative?
· Does infection make you immune?
· Is this immunity life-long?
· Is there drug resistance?
· Are there novel treatments?
**Discussion Questions With Responses**
· Two (2) discussion questions with responses and scientific literature
references are required to complete the Case Study;
· These questions should help connect your case to other material in the course. For
example, what other microbes have an A-B toxin? What other viruses are transmitted by fecal-oral spread? Is this pathogen a candidate for use as a biological weapon?
**References**
## image1.jpeg
**CaseStudyReference1-NEJMoa2414610.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/casestudyreference1-nejmoa2414610-pdf)
**CAseStudyReference2.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/casestudyreference2-pdf)
**CaseStudyReference3.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/casestudyreference3-pdf)
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**1 For this assignment, please respond to the following questions in a 1-2 page paper. Please use 12-point, Times New Roman font. Please double-space your answer. Please submit your paper in either .doc or .docx format. Please do not submit your paper in a different file format other than .doc or ….
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Order on TutorsGallery →**1 For this assignment, please respond to the following questions in a 1-2 page paper. Please use 12-point, Times New Roman font. Please double-space your answer. Please submit your paper in either .doc or .docx format. Please do not submit your paper in a different file format other than .doc or .docx.**
**2 AI Use: For this assignment, you may use Grammarly or other spell or grammar check software. Please do not use ChatGPT or other generative AI resources to compose your replies. I don’t care what generative AI programs think, but I do care what you think.**
**3 This assignment is worth 25 points. Responses to each question prompt are worth 7 points each. The remaining four points are allocated for following the assignment directions.**
**4 Please submit your assignment to Canvas by Friday at 11:59pm PST.**
**5 Please let me know if you have any questions. Please feel free to stop by my office (Cleveland 263) or send me an email (mailto:heather.vanmullem@wsu.edu).**
**Question Prompts:**
**1 On the first day of class, you identified that your professional goals include working in sport in a leadership role (e.g., coach, AD, official, etc.). How might understanding the meaning and purpose of sport engagement for the people with whom you’re working (e.g., coaches, athletes, fans, officials, etc.) help you to do your job well? In your answer, please provide 2-3 specific examples of the impact of this knowledge on your decision making about the culture you plan to create and support as a leader. (7 points)**
**2 Please watch the following 3 videos (in sum the videos will take you approximately 30 minutes to watch):**
**1 Stoll on Play – Part 1: https://www.youtube.com/watch? v=UP2BZPNowhY&t=335s**
**2 Stoll on Play – Part 2: https://www.youtube.com/watch?v=usF_eazrVbE&t=311s**
**3 Stoll on Play – Part 3: https://www.youtube.com/watch?v=qmgDT_6P7GQ**
**3 After watching the videos, please respond to the following questions:**
**1 In her lecture, Dr. Stoll talks about getting college credit for play, like people who take music, dance, or acting classes do. If people could get academic credit for play, do you think more college students would play? Might giving people credit for play result in more students engaging in campus recreation? If so, why? If not, why not? In your answer, include information from class about what might impact whether or not people choose to play. (7 points)**
**2 In her lecture, Dr. Stoll talks about our connection with movement and sport as a relationship. In class, we began to approach this idea of a relationship when discussing sport implements. Reflecting on Dr. Stoll’s comments and your experience with the idea in class, how would you describe your relationship with sport? Is it a healthy one? Why or why not? What has impacted the development of your relationship? (7 points)**
– ## PP2.docx **## PP2.docx** For this assignment, you will prepare a slide presentation utilizing software, and to assist you in your preparation, software options and instructions are listed below. As discussed in the Week 2 interactive scenario, as a hypothetical policy analyst, you have been ask…
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Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →– ## PP2.docx
**## PP2.docx**
For this assignment, you will prepare a slide presentation utilizing software, and to assist you in your preparation, software options and instructions are listed below. As discussed in the Week 2 interactive scenario, as a hypothetical policy analyst, you have been asked to present an assessment of a law enforcement policy that addresses theory, process in policy, issues in social justice, and operations in law enforcement at a public meeting that includes leadership for local police departments. There will also be community members, interest groups, and representatives of local government, including the mayor, and representatives from the state government, attending your presentation.
**Presentation and Accessibility:**
Please include a verbal (audio) presentation for your slides. Prior to recording, prepare a script for the verbal (audio) material in your slide presentation. Your script should include the spoken words in your presentation to support accessibility. Each slide should have a script attached to it (the script for an individual slide may be placed in the Notes section for that slide). The script should not be placed directly on the slide, but instead, the slide should include a content structure that is consistent with the provided University of Arizona Global Campus Writing Center guidance on PowerPoint presentations.
**Content:**
In this assignment, you will reflect on the organization for law enforcement (local, state, and federal) theory, process for policy, policy in law enforcement, and issues in social justice. As you reflect on policies in law enforcement, think about issues in social justice and diversity, equity, and inclusion (DEI) issues. Review material on organization for law enforcement (consider, for example, government web sources), and select a theory that has application in criminal justice. Consider the process for public policy and policy in criminal justice and models for policy. You will also need to consider interests (local, state, and federal) in policy and address how your selected policy relates to social justice.
**Prompts:**
After you review the assigned materials and the “Prepare,” “Reflect,” and “Take Action” tabs, please address the following prompts in your slide presentation:
· Examine organization for local, state, and federal law enforcement and how two theories (choose two) in criminal justice may apply to law enforcement policy.
· Analyze the process for criminal justice policy and the interests of local, state, and federal participants in the policy process.
· Explain each stage in two models for policymaking, purposes for policy agendas, and a public policy that affects a criminal justice issue.
· Assess how a criminal justice policy for law enforcement affects an issue in social justice and the criminal justice system.
· Consider how the prompts relate to the course learning outcomes and the learning outcomes for Week 2.
· Think about how the assigned materials could support your approach to the prompts.
· The first prompt focuses on organization for law enforcement and asks you to consider two theories in criminal justice applicable to law enforcement.
· Recall Otu’s (2021) discussion in the introduction on law enforcement and background for law enforcement and policing.
· Consider government web sources that discuss local, state, and federal law enforcement.
· The second prompt focuses on stages in the process for criminal justice policy and participants (local, state, and federal) in criminal justice policy.
· Consider Otu’s (2021) discussion of process in public policy and how public policy may address criminal justice.
· Consider Peters's (2021) information on stages in policymaking.
· As a recommended resource, review Ismaili’s (2006) discussions on criminal justice policy (p. 262), factors on process (p. 267), and factors on participants (p. 267).
· The third prompt considers models and agendas and how public policy relates to criminal justice.
· Review Peters's (2021) discussion on models and agendas and how social and economic policies may be utilized to address crime.
· The fourth prompt focuses on law enforcement policy and social justice.
·
· Review the information in the assigned sources on social justice, including
[_Social Justice_ Links to an external site.](https://www.arlingtontx.gov/city_hall/departments/police/community/community_outreach/social_justice).
reflect on the following to guide your approach:
· Reflect, for example, on insights provided by Otu (2021) on policies for law enforcement and the organization of law enforcement.
· The content in the Otu (2021) text also provides information on policing in the United States, which will support your preparation for this assignment.
· Respond to each of the prompts for this assignment and support your work with reference to three scholarly or credible sources and to the Otu (2021) text and the Peters (2021) text.
·
[Links to an external site.](https://writingcenter.uagc.edu/tables-images-appendices).
· Write (and then post) a script for each slide. Your script will provide a written format for your spoken video content to support accessibility.
· Record your slide narration.
· Place the written script in the Notes section of the slide.
·
**## PP2.docx**
For this assignment, you will prepare a slide presentation utilizing software, and to assist you in your preparation, software options and instructions are listed below. As discussed in the Week 2 interactive scenario, as a hypothetical policy analyst, you have been asked to present an assessment of a law enforcement policy that addresses theory, process in policy, issues in social justice, and operations in law enforcement at a public meeting that includes leadership for local police departments. There will also be community members, interest groups, and representatives of local government, including the mayor, and representatives from the state government, attending your presentation.
**Presentation and Accessibility:**
Please include a verbal (audio) presentation for your slides. Prior to recording, prepare a script for the verbal (audio) material in your slide presentation. Your script should include the spoken words in your presentation to support accessibility. Each slide should have a script attached to it (the script for an individual slide may be placed in the Notes section for that slide). The script should not be placed directly on the slide, but instead, the slide should include a content structure that is consistent with the provided University of Arizona Global Campus Writing Center guidance on PowerPoint presentations.
**Content:**
In this assignment, you will reflect on the organization for law enforcement (local, state, and federal) theory, process for policy, policy in law enforcement, and issues in social justice. As you reflect on policies in law enforcement, think about issues in social justice and diversity, equity, and inclusion (DEI) issues. Review material on organization for law enforcement (consider, for example, government web sources), and select a theory that has application in criminal justice. Consider the process for public policy and policy in criminal justice and models for policy. You will also need to consider interests (local, state, and federal) in policy and address how your selected policy relates to social justice.
**Prompts:**
After you review the assigned materials and the “Prepare,” “Reflect,” and “Take Action” tabs, please address the following prompts in your slide presentation:
· Examine organization for local, state, and federal law enforcement and how two theories (choose two) in criminal justice may apply to law enforcement policy.
· Analyze the process for criminal justice policy and the interests of local, state, and federal participants in the policy process.
· Explain each stage in two models for policymaking, purposes for policy agendas, and a public policy that affects a criminal justice issue.
· Assess how a criminal justice policy for law enforcement affects an issue in social justice and the criminal justice system.
· Consider how the prompts relate to the course learning outcomes and the learning outcomes for Week 2.
· Think about how the assigned materials could support your approach to the prompts.
· The first prompt focuses on organization for law enforcement and asks you to consider two theories in criminal justice applicable to law enforcement.
· Recall Otu’s (2021) discussion in the introduction on law enforcement and background for law enforcement and policing.
· Consider government web sources that discuss local, state, and federal law enforcement.
· The second prompt focuses on stages in the process for criminal justice policy and participants (local, state, and federal) in criminal justice policy.
· Consider Otu’s (2021) discussion of process in public policy and how public policy may address criminal justice.
· Consider Peters's (2021) information on stages in policymaking.
· As a recommended resource, review Ismaili’s (2006) discussions on criminal justice policy (p. 262), factors on process (p. 267), and factors on participants (p. 267).
· The third prompt considers models and agendas and how public policy relates to criminal justice.
· Review Peters's (2021) discussion on models and agendas and how social and economic policies may be utilized to address crime.
· The fourth prompt focuses on law enforcement policy and social justice.
·
· Review the information in the assigned sources on social justice, including
[_Social Justice_ Links to an external site.](https://www.arlingtontx.gov/city_hall/departments/police/community/community_outreach/social_justice).
reflect on the following to guide your approach:
· Reflect, for example, on insights provided by Otu (2021) on policies for law enforcement and the organization of law enforcement.
· The content in the Otu (2021) text also provides information on policing in the United States, which will support your preparation for this assignment.
· Respond to each of the prompts for this assignment and support your work with reference to three scholarly or credible sources and to the Otu (2021) text and the Peters (2021) text.
·
[Links to an external site.](https://writingcenter.uagc.edu/tables-images-appendices).
· Write (and then post) a script for each slide. Your script will provide a written format for your spoken video content to support accessibility.
· Record your slide narration.
· Place the written script in the Notes section of the slide.
·
– ## assignment8.pdf **## assignment8.pdf** Competency Differentiate the legal and professional policies influencing healthcare decisions. Scenario You recognize your role as a client advocate and have decided to collaborate with the American Nurses Association related to health policy issues. You c…
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Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →– ## assignment8.pdf
**## assignment8.pdf**
Competency
Differentiate the legal and professional policies influencing healthcare decisions.
Scenario
You recognize your role as a client advocate and have decided to collaborate with the
American Nurses Association related to health policy issues. You choose to write a letter to
your national legislator in your voting district addressing legal and professional policies
associated with genetic discrimination that you have seen personally or in the news.
Instructions
Write a professional letter to your legislator demonstrating advocacy for legal and
professional policies that protect individuals from genetic discrimination.
Include this content in the letter:
• Description of an example of genetic discrimination witnessed personally or in the
news
• Recommendations for strategies to avoid genetic discrimination aligned with the
Genetic Information Nondiscrimination Act of 2008 (GINA)
• Include specific examples of how clients, families, and communities will benefit
• Correct grammar, spelling and APA style and format required
Resources:
For assistance in writing a professional letter, please visit the Library and Learning
Services Answers page: How do I write a professional letter?
[https://rasmussen.libanswers.com/faq/32343](https://rasmussen.libanswers.com/faq/32343)
**## assignment8.pdf**
Competency
Differentiate the legal and professional policies influencing healthcare decisions.
Scenario
You recognize your role as a client advocate and have decided to collaborate with the
American Nurses Association related to health policy issues. You choose to write a letter to
your national legislator in your voting district addressing legal and professional policies
associated with genetic discrimination that you have seen personally or in the news.
Instructions
Write a professional letter to your legislator demonstrating advocacy for legal and
professional policies that protect individuals from genetic discrimination.
Include this content in the letter:
• Description of an example of genetic discrimination witnessed personally or in the
news
• Recommendations for strategies to avoid genetic discrimination aligned with the
Genetic Information Nondiscrimination Act of 2008 (GINA)
• Include specific examples of how clients, families, and communities will benefit
• Correct grammar, spelling and APA style and format required
Resources:
For assistance in writing a professional letter, please visit the Library and Learning
Services Answers page: How do I write a professional letter?
[https://rasmussen.libanswers.com/faq/32343](https://rasmussen.libanswers.com/faq/32343)