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  • [Solved] Child Maltreatment and Non-Accidental Trauma

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    Help with a report of any state’s child abuse prevalence rates. – ## Lesson7Resources.docx – ## Lesson7instructions.docx **## Lesson7Resources.docx** **Lesson 7 Required Resources** · [**Behavioral Disorders of Childhood**](https://opentext.wsu.edu/behavioral-disorders-childhood/chapter/module-15-tr…

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    Assignment Prompt & Instructions

    Help with a report of any state’s child abuse prevalence rates.

    – ## Lesson7Resources.docx

    – ## Lesson7instructions.docx

    **## Lesson7Resources.docx**

    **Lesson 7 Required Resources**

    ·
    [**Behavioral Disorders of Childhood**](https://opentext.wsu.edu/behavioral-disorders-childhood/chapter/module-15-trauma-related-disorders/)

    McRaney, K., Bridley, A., & Daffin, L. (n.d.).
    _Behavioral disorders of childhood_(3rd ed.).

    **Read Module 15 – Trauma-related Disorders**

    ·
    [**Psychoanalytic Interventions with Abusive Parents: An Opportunity for Children's Mental Health**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=mdc&AN=36293590&site=eds-live&scope=site&custid=natuniv)

    Rosso, A. M. (2022). Psychoanalytic Interventions with Abusive Parents: An Opportunity for Children’s Mental Health.
    _International Journal of Environmental Research and Public Health, 19_(20).

    ·
    [**Child Abuse Investigations**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=ers&AN=95342762&site=eds-live&scope=site&custid=natuniv)

    Embar-Seddon, A., & Pass, A. D. (2022). Child abuse Investigations.
    _Salem Press Encyclopedia._

    **Lesson 7 Assignment Resources**

    ·
    [**Child abuse: Overview and Evaluation**](https://ebookcentral.proquest.com/lib/nu/detail.action?docID=5739894)

    _Child abuse : overview and evaluation._(2019). American Academy of Pediatrics.

    **This resource can help with your assignment.**

    **Lesson 7 Optional Resources**

    ·
    [**The Hope of Family Focused Interventions for Child Physical Abuse**](https://youtu.be/QmJ4hRo4mpg)

    This video contains material about child abuse and neglect, and other topics that you may find uncomfortable; triggering of your own experiences or may create uncomfortable thoughts or emotions. If you are in need of support, please come and talk with your instructor or reach out to National University Student Services.

    ·
    [**Child Maltreatment 2021**](https://www.acf.hhs.gov/cb/report/child-maltreatment-2021)

    U.S. Department of Health and Human Services (2021). Child Maltreatment 2021.

    ·
    [**Child Maltreatment Databank Indicator**](https://www.childtrends.org/publications/child-maltreatment-databank-indicator)

    Child Trends (2019). Child Maltreatment Databank Indicator.

    ·
    [**Child Maltreatment Appendix 2**](https://resources.nu.edu/ld.php?content_id=71052884)

    **## Lesson7instructions.docx**

    **Child Maltreatment and Non-Accidental Trauma**

    It is difficult to understand why children are maltreated, but they are. Child maltreatment includes neglect, physical abuse, sexual abuse, psychological maltreatment, and medical neglect.

    Be sure to review the charts below.

    According to Child Trends, in fiscal year 2017, three-fourths of maltreatment types included neglect, followed by physical abuse, which accounted for 18%. You will also see the number of child fatalities and perpetrators. You will notice that neglect is the most common form of abuse, and that parents are the overwhelming perpetrators.

    **Figure 4**

    _Number and Rate of Child Maltreatment* Cases/Victims: 1990-2017_

    Young children experience higher rates of maltreatment than older children. In 2017, children 3 and younger had a maltreatment rate of 15 per 1000, compared with 10 per 1000 for children ages 4 to 7, 8 per 1000 for ages 8 to 11, 7 per 1000 for ages 12 to 15, and 5 per 1000 for children ages 16 to 17 (Appendix 2).

    **Figure 5**

    _Child Maltreatment* Rate (Unique Victims per 1,000 Population), by Age:_ _2017_

    According to the Administration on Children, Families and Youth, in fiscal year 2017, the youngest children were the most vulnerable to maltreatment. In 2017, the reported maltreatment rate for non-Hispanic black children was 14 per 1,000 children, 14 per 1,000 for American Indian and Alaska Native children, and 11 per 1,000 for multiple-race children. This compares with rates of 9 for non-Hispanic Pacific Islander children, 8 for Hispanic children, 8 for non-Hispanic white children, and 2 for non-Hispanic Asian children

    Non-accidental trauma in children and adolescents most often reflects traumatic brain injury due to shaken baby syndrome; broken bones due to physical abuse; burns from cigarettes, or other bodily injuries that are caused by others.

    Be sure to review this week's resources carefully. You are expected to apply the information from these resources when you prepare your assignments.

    **Reference**

    U.S. Department of Health and Human Services (2021). Child Maltreatment 2021.

    Child Trends (2019). Child Maltreatment Databank Indicator.

    **Assignment: Prepare a Report of Your State's HHS Abuse Prevalence Rates**

    Background

    Your assignment this week is to prepare a report of your state’s child abuse prevalence rates (you can use any state). This information is available on your state’s website under Health and Human Services.

    Instructions

    Review the types and amount of child abuse cases that are ‘founded’ which means that caregivers have been charged with abuse/neglect and found to be guilty. Look at the statistics, and then craft a snapshot of what child abuse looks like in your state.

    For example, what are the ages of those most likely to abused, who are the perpetrators, were the child/children removed from the home, was substance abuse indicated in any of the abuse.

    Length: 2 pages, not including title and reference pages

    References: Please cite your state’s website.

    The assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect graduate-level writing and APA standards.

    **## Lesson7instructions.docx**

    **Child Maltreatment and Non-Accidental Trauma**

    It is difficult to understand why children are maltreated, but they are. Child maltreatment includes neglect, physical abuse, sexual abuse, psychological maltreatment, and medical neglect.

    Be sure to review the charts below.

    According to Child Trends, in fiscal year 2017, three-fourths of maltreatment types included neglect, followed by physical abuse, which accounted for 18%. You will also see the number of child fatalities and perpetrators. You will notice that neglect is the most common form of abuse, and that parents are the overwhelming perpetrators.

    **Figure 4**

    _Number and Rate of Child Maltreatment* Cases/Victims: 1990-2017_

    Young children experience higher rates of maltreatment than older children. In 2017, children 3 and younger had a maltreatment rate of 15 per 1000, compared with 10 per 1000 for children ages 4 to 7, 8 per 1000 for ages 8 to 11, 7 per 1000 for ages 12 to 15, and 5 per 1000 for children ages 16 to 17 (Appendix 2).

    **Figure 5**

    _Child Maltreatment* Rate (Unique Victims per 1,000 Population), by Age:_ _2017_

    According to the Administration on Children, Families and Youth, in fiscal year 2017, the youngest children were the most vulnerable to maltreatment. In 2017, the reported maltreatment rate for non-Hispanic black children was 14 per 1,000 children, 14 per 1,000 for American Indian and Alaska Native children, and 11 per 1,000 for multiple-race children. This compares with rates of 9 for non-Hispanic Pacific Islander children, 8 for Hispanic children, 8 for non-Hispanic white children, and 2 for non-Hispanic Asian children

    Non-accidental trauma in children and adolescents most often reflects traumatic brain injury due to shaken baby syndrome; broken bones due to physical abuse; burns from cigarettes, or other bodily injuries that are caused by others.

    Be sure to review this week's resources carefully. You are expected to apply the information from these resources when you prepare your assignments.

    **Reference**

    U.S. Department of Health and Human Services (2021). Child Maltreatment 2021.

    Child Trends (2019). Child Maltreatment Databank Indicator.

    **Assignment: Prepare a Report of Your State's HHS Abuse Prevalence Rates**

    Background

    Your assignment this week is to prepare a report of your state’s child abuse prevalence rates (you can use any state). This information is available on your state’s website under Health and Human Services.

    Instructions

    Review the types and amount of child abuse cases that are ‘founded’ which means that caregivers have been charged with abuse/neglect and found to be guilty. Look at the statistics, and then craft a snapshot of what child abuse looks like in your state.

    For example, what are the ages of those most likely to abused, who are the perpetrators, were the child/children removed from the home, was substance abuse indicated in any of the abuse.

    Length: 2 pages, not including title and reference pages

    References: Please cite your state’s website.

    The assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect graduate-level writing and APA standards.

    **## Lesson7Resources.docx**

    **Lesson 7 Required Resources**

    ·
    [**Behavioral Disorders of Childhood**](https://opentext.wsu.edu/behavioral-disorders-childhood/chapter/module-15-trauma-related-disorders/)

    McRaney, K., Bridley, A., & Daffin, L. (n.d.).
    _Behavioral disorders of childhood_(3rd ed.).

    **Read Module 15 – Trauma-related Disorders**

    ·
    [**Psychoanalytic Interventions with Abusive Parents: An Opportunity for Children's Mental Health**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=mdc&AN=36293590&site=eds-live&scope=site&custid=natuniv)

    Rosso, A. M. (2022). Psychoanalytic Interventions with Abusive Parents: An Opportunity for Children’s Mental Health.
    _International Journal of Environmental Research and Public Health, 19_(20).

    ·
    [**Child Abuse Investigations**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=ers&AN=95342762&site=eds-live&scope=site&custid=natuniv)

    Embar-Seddon, A., & Pass, A. D. (2022). Child abuse Investigations.
    _Salem Press Encyclopedia._

    **Lesson 7 Assignment Resources**

    ·
    [**Child abuse: Overview and Evaluation**](https://ebookcentral.proquest.com/lib/nu/detail.action?docID=5739894)

    _Child abuse : overview and evaluation._(2019). American Academy of Pediatrics.

    **This resource can help with your assignment.**

    **Lesson 7 Optional Resources**

    ·
    [**The Hope of Family Focused Interventions for Child Physical Abuse**](https://youtu.be/QmJ4hRo4mpg)

    This video contains material about child abuse and neglect, and other topics that you may find uncomfortable; triggering of your own experiences or may create uncomfortable thoughts or emotions. If you are in need of support, please come and talk with your instructor or reach out to National University Student Services.

    ·
    [**Child Maltreatment 2021**](https://www.acf.hhs.gov/cb/report/child-maltreatment-2021)

    U.S. Department of Health and Human Services (2021). Child Maltreatment 2021.

    ·
    [**Child Maltreatment Databank Indicator**](https://www.childtrends.org/publications/child-maltreatment-databank-indicator)

    Child Trends (2019). Child Maltreatment Databank Indicator.

    ·
    [**Child Maltreatment Appendix 2**](https://resources.nu.edu/ld.php?content_id=71052884)

    **## Lesson7instructions.docx**

    **Child Maltreatment and Non-Accidental Trauma**

    It is difficult to understand why children are maltreated, but they are. Child maltreatment includes neglect, physical abuse, sexual abuse, psychological maltreatment, and medical neglect.

    Be sure to review the charts below.

    According to Child Trends, in fiscal year 2017, three-fourths of maltreatment types included neglect, followed by physical abuse, which accounted for 18%. You will also see the number of child fatalities and perpetrators. You will notice that neglect is the most common form of abuse, and that parents are the overwhelming perpetrators.

    **Figure 4**

    _Number and Rate of Child Maltreatment* Cases/Victims: 1990-2017_

    Young children experience higher rates of maltreatment than older children. In 2017, children 3 and younger had a maltreatment rate of 15 per 1000, compared with 10 per 1000 for children ages 4 to 7, 8 per 1000 for ages 8 to 11, 7 per 1000 for ages 12 to 15, and 5 per 1000 for children ages 16 to 17 (Appendix 2).

    **Figure 5**

    _Child Maltreatment* Rate (Unique Victims per 1,000 Population), by Age:_ _2017_

    According to the Administration on Children, Families and Youth, in fiscal year 2017, the youngest children were the most vulnerable to maltreatment. In 2017, the reported maltreatment rate for non-Hispanic black children was 14 per 1,000 children, 14 per 1,000 for American Indian and Alaska Native children, and 11 per 1,000 for multiple-race children. This compares with rates of 9 for non-Hispanic Pacific Islander children, 8 for Hispanic children, 8 for non-Hispanic white children, and 2 for non-Hispanic Asian children

    Non-accidental trauma in children and adolescents most often reflects traumatic brain injury due to shaken baby syndrome; broken bones due to physical abuse; burns from cigarettes, or other bodily injuries that are caused by others.

    Be sure to review this week's resources carefully. You are expected to apply the information from these resources when you prepare your assignments.

    **Reference**

    U.S. Department of Health and Human Services (2021). Child Maltreatment 2021.

    Child Trends (2019). Child Maltreatment Databank Indicator.

    **Assignment: Prepare a Report of Your State's HHS Abuse Prevalence Rates**

    Background

    Your assignment this week is to prepare a report of your state’s child abuse prevalence rates (you can use any state). This information is available on your state’s website under Health and Human Services.

    Instructions

    Review the types and amount of child abuse cases that are ‘founded’ which means that caregivers have been charged with abuse/neglect and found to be guilty. Look at the statistics, and then craft a snapshot of what child abuse looks like in your state.

    For example, what are the ages of those most likely to abused, who are the perpetrators, were the child/children removed from the home, was substance abuse indicated in any of the abuse.

    Length: 2 pages, not including title and reference pages

    References: Please cite your state’s website.

    The assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect graduate-level writing and APA standards.

    **## Lesson7Resources.docx**

    **Lesson 7 Required Resources**

    ·
    [**Behavioral Disorders of Childhood**](https://opentext.wsu.edu/behavioral-disorders-childhood/chapter/module-15-trauma-related-disorders/)

    McRaney, K., Bridley, A., & Daffin, L. (n.d.).
    _Behavioral disorders of childhood_(3rd ed.).

    **Read Module 15 – Trauma-related Disorders**

    ·
    [**Psychoanalytic Interventions with Abusive Parents: An Opportunity for Children's Mental Health**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=mdc&AN=36293590&site=eds-live&scope=site&custid=natuniv)

    Rosso, A. M. (2022). Psychoanalytic Interventions with Abusive Parents: An Opportunity for Children’s Mental Health.
    _International Journal of Environmental Research and Public Health, 19_(20).

    ·
    [**Child Abuse Investigations**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=ers&AN=95342762&site=eds-live&scope=site&custid=natuniv)

    Embar-Seddon, A., & Pass, A. D. (2022). Child abuse Investigations.
    _Salem Press Encyclopedia._

    **Lesson 7 Assignment Resources**

    ·
    [**Child abuse: Overview and Evaluation**](https://ebookcentral.proquest.com/lib/nu/detail.action?docID=5739894)

    _Child abuse : overview and evaluation._(2019). American Academy of Pediatrics.

    **This resource can help with your assignment.**

    **Lesson 7 Optional Resources**

    ·
    [**The Hope of Family Focused Interventions for Child Physical Abuse**](https://youtu.be/QmJ4hRo4mpg)

    This video contains material about child abuse and neglect, and other topics that you may find uncomfortable; triggering of your own experiences or may create uncomfortable thoughts or emotions. If you are in need of support, please come and talk with your instructor or reach out to National University Student Services.

    ·
    [**Child Maltreatment 2021**](https://www.acf.hhs.gov/cb/report/child-maltreatment-2021)

    U.S. Department of Health and Human Services (2021). Child Maltreatment 2021.

    ·
    [**Child Maltreatment Databank Indicator**](https://www.childtrends.org/publications/child-maltreatment-databank-indicator)

    Child Trends (2019). Child Maltreatment Databank Indicator.

    ·
    [**Child Maltreatment Appendix 2**](https://resources.nu.edu/ld.php?content_id=71052884)

    **## Lesson7instructions.docx**

    **Child Maltreatment and Non-Accidental Trauma**

    It is difficult to understand why children are maltreated, but they are. Child maltreatment includes neglect, physical abuse, sexual abuse, psychological maltreatment, and medical neglect.

    Be sure to review the charts below.

    According to Child Trends, in fiscal year 2017, three-fourths of maltreatment types included neglect, followed by physical abuse, which accounted for 18%. You will also see the number of child fatalities and perpetrators. You will notice that neglect is the most common form of abuse, and that parents are the overwhelming perpetrators.

    **Figure 4**

    _Number and Rate of Child Maltreatment* Cases/Victims: 1990-2017_

    Young children experience higher rates of maltreatment than older children. In 2017, children 3 and younger had a maltreatment rate of 15 per 1000, compared with 10 per 1000 for children ages 4 to 7, 8 per 1000 for ages 8 to 11, 7 per 1000 for ages 12 to 15, and 5 per 1000 for children ages 16 to 17 (Appendix 2).

    **Figure 5**

    _Child Maltreatment* Rate (Unique Victims per 1,000 Population), by Age:_ _2017_

    According to the Administration on Children, Families and Youth, in fiscal year 2017, the youngest children were the most vulnerable to maltreatment. In 2017, the reported maltreatment rate for non-Hispanic black children was 14 per 1,000 children, 14 per 1,000 for American Indian and Alaska Native children, and 11 per 1,000 for multiple-race children. This compares with rates of 9 for non-Hispanic Pacific Islander children, 8 for Hispanic children, 8 for non-Hispanic white children, and 2 for non-Hispanic Asian children

    Non-accidental trauma in children and adolescents most often reflects traumatic brain injury due to shaken baby syndrome; broken bones due to physical abuse; burns from cigarettes, or other bodily injuries that are caused by others.

    Be sure to review this week's resources carefully. You are expected to apply the information from these resources when you prepare your assignments.

    **Reference**

    U.S. Department of Health and Human Services (2021). Child Maltreatment 2021.

    Child Trends (2019). Child Maltreatment Databank Indicator.

    **Assignment: Prepare a Report of Your State's HHS Abuse Prevalence Rates**

    Background

    Your assignment this week is to prepare a report of your state’s child abuse prevalence rates (you can use any state). This information is available on your state’s website under Health and Human Services.

    Instructions

    Review the types and amount of child abuse cases that are ‘founded’ which means that caregivers have been charged with abuse/neglect and found to be guilty. Look at the statistics, and then craft a snapshot of what child abuse looks like in your state.

    For example, what are the ages of those most likely to abused, who are the perpetrators, were the child/children removed from the home, was substance abuse indicated in any of the abuse.

    Length: 2 pages, not including title and reference pages

    References: Please cite your state’s website.

    The assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect graduate-level writing and APA standards.

    – 1
    – 2

  • [Solved] WEEK 8 powerpoint

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## week8powerpoint.docx – ## Week7assignment.docx **## week8powerpoint.docx** **Criteria:** This week, you will create a narrated PowerPoint presentation of the findings of your Course Project. **Assignment Instructions:** This presentation will consist of nine slides that correspond to the sectio…

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    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – ## week8powerpoint.docx

    – ## Week7assignment.docx

    **## week8powerpoint.docx**

    **Criteria:**

    This week, you will create a narrated PowerPoint presentation of the findings of your Course Project.

    **Assignment Instructions:**

    This presentation will consist of nine slides that correspond to the sections of the final paper Course Project Part IV (not including the cover and reference slides). The nine slides will be Executive Summary, Enterprise Business and Industry Analysis, Business Problem Review, Business Analysis Planning and Monitoring, Elicitation and Collaboration, Solution Alternatives Evaluation, Implementation, Operational, and Conclusion.

    **## Week7assignment.docx**

    This assignment should reflect 2 weeks' worth of work. For this assignment, the business analyst tools Microsoft Excel, Survey Monkey, draw tools, decision trees, chart of KPIs, SWOT analysis, 10k annual reports, PADIO, and EQ will accompany your paper.

    **Criteria:**

    The final report on the Course Project will support the chapter learning from your BABOK® Guide, live class lectures, and in-class lessons. Incorporate all of the work from previous parts of your project into this final part. In addition, there will be several new sections to be written. This is your opportunity to let your critical thinking, analysis, and problem-solving observations shine. Your final paper will be a fully developed solution moving through the problem-solving tasks of planning, elicitation, analysis, requirements designing and developing, solution alternatives evaluation, implementation of the best solutions, and the operational stage of training, maintenance, and evaluation.

    **Assignment Instructions:**

    Must be 10-12 pages in length. Follow APA format for title page, citations, reference page, and appendix. APA headings should be used to delineate the required sections: Executive Summary, Enterprise Business and Industry Analysis

    **## Week7assignment.docx**

    This assignment should reflect 2 weeks' worth of work. For this assignment, the business analyst tools Microsoft Excel, Survey Monkey, draw tools, decision trees, chart of KPIs, SWOT analysis, 10k annual reports, PADIO, and EQ will accompany your paper.

    **Criteria:**

    The final report on the Course Project will support the chapter learning from your BABOK® Guide, live class lectures, and in-class lessons. Incorporate all of the work from previous parts of your project into this final part. In addition, there will be several new sections to be written. This is your opportunity to let your critical thinking, analysis, and problem-solving observations shine. Your final paper will be a fully developed solution moving through the problem-solving tasks of planning, elicitation, analysis, requirements designing and developing, solution alternatives evaluation, implementation of the best solutions, and the operational stage of training, maintenance, and evaluation.

    **Assignment Instructions:**

    Must be 10-12 pages in length. Follow APA format for title page, citations, reference page, and appendix. APA headings should be used to delineate the required sections: Executive Summary, Enterprise Business and Industry Analysis

    **## week8powerpoint.docx**

    **Criteria:**

    This week, you will create a narrated PowerPoint presentation of the findings of your Course Project.

    **Assignment Instructions:**

    This presentation will consist of nine slides that correspond to the sections of the final paper Course Project Part IV (not including the cover and reference slides). The nine slides will be Executive Summary, Enterprise Business and Industry Analysis, Business Problem Review, Business Analysis Planning and Monitoring, Elicitation and Collaboration, Solution Alternatives Evaluation, Implementation, Operational, and Conclusion.

    **## Week7assignment.docx**

    This assignment should reflect 2 weeks' worth of work. For this assignment, the business analyst tools Microsoft Excel, Survey Monkey, draw tools, decision trees, chart of KPIs, SWOT analysis, 10k annual reports, PADIO, and EQ will accompany your paper.

    **Criteria:**

    The final report on the Course Project will support the chapter learning from your BABOK® Guide, live class lectures, and in-class lessons. Incorporate all of the work from previous parts of your project into this final part. In addition, there will be several new sections to be written. This is your opportunity to let your critical thinking, analysis, and problem-solving observations shine. Your final paper will be a fully developed solution moving through the problem-solving tasks of planning, elicitation, analysis, requirements designing and developing, solution alternatives evaluation, implementation of the best solutions, and the operational stage of training, maintenance, and evaluation.

    **Assignment Instructions:**

    Must be 10-12 pages in length. Follow APA format for title page, citations, reference page, and appendix. APA headings should be used to delineate the required sections: Executive Summary, Enterprise Business and Industry Analysis

    **## week8powerpoint.docx**

    **Criteria:**

    This week, you will create a narrated PowerPoint presentation of the findings of your Course Project.

    **Assignment Instructions:**

    This presentation will consist of nine slides that correspond to the sections of the final paper Course Project Part IV (not including the cover and reference slides). The nine slides will be Executive Summary, Enterprise Business and Industry Analysis, Business Problem Review, Business Analysis Planning and Monitoring, Elicitation and Collaboration, Solution Alternatives Evaluation, Implementation, Operational, and Conclusion.

    **## Week7assignment.docx**

    This assignment should reflect 2 weeks' worth of work. For this assignment, the business analyst tools Microsoft Excel, Survey Monkey, draw tools, decision trees, chart of KPIs, SWOT analysis, 10k annual reports, PADIO, and EQ will accompany your paper.

    **Criteria:**

    The final report on the Course Project will support the chapter learning from your BABOK® Guide, live class lectures, and in-class lessons. Incorporate all of the work from previous parts of your project into this final part. In addition, there will be several new sections to be written. This is your opportunity to let your critical thinking, analysis, and problem-solving observations shine. Your final paper will be a fully developed solution moving through the problem-solving tasks of planning, elicitation, analysis, requirements designing and developing, solution alternatives evaluation, implementation of the best solutions, and the operational stage of training, maintenance, and evaluation.

    **Assignment Instructions:**

    Must be 10-12 pages in length. Follow APA format for title page, citations, reference page, and appendix. APA headings should be used to delineate the required sections: Executive Summary, Enterprise Business and Industry Analysis

    – 1
    – 2

  • [Solved] edwards Impact of Foreign Wars on Law Enforcement

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Any use of AI will receive an automatic 0 In this discussion you will apply this module's Learn materials in a meaningful way to clarify your understanding of the stress and law enforcement. Briefly describe the backgrounds of the victims and perpetrators in homicides-suicides. What were the majorit…

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    Assignment Prompt & Instructions

    Any use of AI will receive an automatic 0
    In  this discussion you will apply this module's Learn materials in a  meaningful way to clarify your understanding of the stress and law  enforcement. Briefly describe the backgrounds of the victims and  perpetrators in homicides-suicides.  What were the majority of weapons  used in homicides-suicides?  What is one of the major determinates of  police suicide?
    \
    DiscussionAssignmentInstructions30.docx](https://www.sweetstudy.com/files/discussionassignmentinstructions30-docx "DiscussionAssignmentInstructions30.docx")

  • [Solved] constructing

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Please read these short sections from your textbook, Unit 2 “Challenging Binary Systems and Constructions of Difference”: – ["Introduction: Binary Systems"Links to an external site.](http://openbooks.library.umass.edu/introwgss/chapter/introduction-binary-systems/) [Introduction: Binary Systems – In…

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    Immediate access to the full model answer, formatted citations, and rubric breakdown.

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    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Please read these short sections from your textbook, Unit 2 “Challenging Binary Systems and Constructions of Difference”:
    – ["Introduction: Binary Systems"Links to an external site.](http://openbooks.library.umass.edu/introwgss/chapter/introduction-binary-systems/) [Introduction: Binary Systems – Introduction to Women, Gender, Sexuality Studies](https://openbooks.library.umass.edu/introwgss/chapter/introduction-binary-systems/)
    – ["The Sex/Gender/Sexuality System"Links to an external site.](http://openbooks.library.umass.edu/introwgss/chapter/the-sexgendersexuality-system/) [The Sex/Gender/Sexuality System – Introduction to Women, Gender, Sexuality Studies](https://openbooks.library.umass.edu/introwgss/chapter/the-sexgendersexuality-system/)
    – ["Gender and Sex- Transgender and Intersex"Links to an external site.](http://openbooks.library.umass.edu/introwgss/chapter/gender-and-sex-transgender-and-intersex/) [Gender and Sex – Transgender and Intersex – Introduction to Women, Gender, Sexuality Studies](https://openbooks.library.umass.edu/introwgss/chapter/gender-and-sex-transgender-and-intersex/)
    – Trans Student Educational Resources, 2015. [“The Gender Unicorn.”](https://cerritos.instructure.com/courses/97904/files/13042587?wrap=1 "Gender Unicorn Definitions.pdf") [Download “The Gender Unicorn.”](https://cerritos.instructure.com/courses/97904/files/13042587/download?download_frd=1) www.transstudent.org/gender.
    ### **Notes:**
    One of the first things to address when studying sex and gender is what these terms actually mean. Although we often use them interchangeably, the reality is that **"sex"** and **"gender"** refer to different things. Put simply **sex** is a _**biological**_ classification, often assigned at birth, referring to a person's genitals, reproductive organs, chromosomes, and/or hormones. **Gender** on the other hand is the _**social and cultural meaning**_ of the appearance, behavior, and social roles we attach to being masculine, feminine, or otherwise "gendered".
    ![infographic describing "sex" as biology and "gender' as culture](https://pbs.twimg.com/media/D2M9U0MXQAAAkCm.jpg)
    So if you have ever been to a "gender reveal party", SURPRISE! It was the sex and **not** the gender that was being revealed. Of course, our society has created connections between sex and gender so that a baby assigned a male sex is expected to be into sports, while being assigned a female sex means going gaga for ballet. Gender expectations don't end at pink or blue icing before we are born, however. Society tends to gender just about anything and everything so that there are "feminine" and "masculine" ways to sit, stand, walk, and talk. We also have gendered toys, clothes, music and movie taste, jobs, even foods! (think about which gender orders a salad vs. a steak)
    !["gender" reveal cake decorated to read touchdowns or tutus?](https://static01.nyt.com/images/2019/06/19/dining/17cake7/merlin_156575349_08e7ae3a-e5df-4957-9226-b1bf5bb9976b-articleLarge.jpg?quality=75&auto=webp&disable=upscale)
    All of these gender differences are so embedded in each moment of our lives that we often take them for granted, but the truth is that they are **socially constructed**, which basically means that something exists because society created it not because it is naturally real. Look at pink and blue for example. A 1918 article from a department store catalogue wrote, _“The generally accepted rule is pink for the boys, and blue for the girls. The reason is that pink, being a more decided and stronger color, is more suitable for the boy, while blue, which is more delicate and dainty, is prettier for the girl.”_ The differences between the way we act according to gender is not natural, it is something we learn through **socialization** by our families, friends, schools, churches, and the media.
    And it isn't just masculine and feminine **gender roles** that are socially constructed. The **binary** of recognizing only two distinct sexes or genders is not universal across societies! As you have hopefully [already readLinks to an external site.](http://openbooks.library.umass.edu/introwgss/chapter/introduction-binary-systems/), binaries are seen as two parts that are unchanging opposites of each other with no options in between. When we think about gender though, we see that girls can be into football and boys can be enjoy dancing so we know that gender binaries aren't what they are made out to be and other options DO exist. In fact, there are cultures in every corner of the world that recognize more than two genders. **Gender fluidity,** or the idea that gender is not fixed, may seem new but in fact has existed likely through all of human history.
    Take a look at this short video exploring the spectrum of gender across cultures:
    https://youtu.be/AqEgsHGiK-s
    So we can see that **gender is socially constructed** but what about sex? Well it turns out that even though the binary of male and female makes it seem like there must be two and only two sexes, the truth is that human bodies vary widely and sex is increasingly understood as a social construct as well. Consider **intersex** individuals who are not strictly biologically male or female. It is estimated that approximately 1 in 100 people are born with biological characteristics that are neither strictly male or female, which might sound very rare but is actually close to the same number of people born with red hair.
    https://youtu.be/cAUDKEI4QKI
    Now you might be wondering about how terms like **transgender**, **nonbinary**, and **cisgender** fit into all of this. Again, be sure to [do the readingLinks to an external site.](http://openbooks.library.umass.edu/introwgss/chapter/gender-and-sex-transgender-and-intersex/) (it's short promise) but here is a quick summary. In our society, to be **transgender** means that a person's **gender identity** differs from the sex or gender they were assigned at birth. This does not necessarily mean they identify as "the other" gender because as we've seen gender isn't binary and trans people may be **nonbinary**, or outside definitions of being exclusively masculine or feminine. If a person's gender identity is the same as as the gender and sex they have been assigned, they are known as **cisgender**.
    We could honestly spend an entire semester sorting through social construction of sex and gender and analyzing the way we create or "do"gender (And in fact, if a semester like that sounds interesting I recommend taking WGS/SOC 202 Gender & Society!) But these are the basics to start with for this class so that we can dive into women and gender studies.
    ## **Activity & Discussion:**
    For this week's activity and discussion, spend some time reviewing the material and thinking about the way ideas on gender and sex have impacted you and those around you. Please discuss the following in a paragraph or more:
    1. Name some of the gender roles or traits associated with masculinity and femininity. In other words, what are the behaviors expected of men and women? (You don't have to agree with them, just list some of the gender expectations you have observed).
    2. Discuss a specific example or time that you experienced or observed gender socialization on how to "be" a man or woman. How did that experience impact you and how do you feel about it now? (your observation can be real life or from TV/movies etc. You are not required to share personal stories)
    3. Now connect what you have discussed with what you have learned from the reading and videos- what is the difference between sex and gender and how do these differences relate to your experiences and observations?
    \
    GenderUnicornDefinitions.pdf](https://www.sweetstudy.com/files/genderunicorndefinitions-pdf "GenderUnicornDefinitions.pdf")

  • [Solved] edwards 2

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    To  review the assignment information, click on the document name to view  or download the document. Scroll to view or download the embedded  rubric.
    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool any use of AI will result in automatic 0
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  • [Solved] Turn the Ship Around!

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    Review the _Turn the Ship Around! (A)_ case. As a leader, you will be faced with responding immediately to solve issues. The _Turn the Ship Around! (A)_ case is an example of leadership under extreme circumstances. Reflect on this example to shape how you might apply the goal-path theory and the sit…

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    Review the _Turn the Ship Around! (A)_ case. As a leader, you will be faced with responding immediately to solve issues. The _Turn the Ship Around! (A)_ case is an example of leadership under extreme circumstances. Reflect on this example to shape how you might apply the goal-path theory and the situational leadership approach in an everyday, real-world situation.
    Write a 500-750-word paper that analyzes the events outlined in the case by addressing the following questions and concepts. Be sure to support your rationale by providing specific examples. You are required to include three to five additional references to support your position.
    1. Discuss how the leaders      demonstrate flexibility and adaptability.
    2. Describe how the leaders apply      aspects of the path-goal theory to this situation.
    3. Discuss the leader's ability      to communicate effectively with all the stakeholders involved and how      communication could have been improved.
    4. Explain how well the leaders      follow the situational approach to leadership.
    5. Describe how this case might      shape how you apply the goal-path theory and the situational approach in a      real-world situation.

  • [Solved] Biology Microbiology homework

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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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    – ## 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.

    ![A close up of a person's eyes AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/biology-microbiology-homework-20935803)

    **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.

    ![A close up of a person's eyes AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/biology-microbiology-homework-20935803)

    **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.

    ![A close up of a person's eyes AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/biology-microbiology-homework-20935803)

    **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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  • [Solved] Alterations in Cellular Processes

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    an explanation of the disease highlighted in the scenario you were provided. Include the following in your explanation: – Which genetic mutations are commonly associated with the disease? – Why is the patient presenting with the specific symptoms described? – Discuss the pathophysiological mechanism…

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    an explanation of the disease highlighted in the scenario you were provided. Include the following in your explanation:
    – Which genetic mutations are commonly associated with the disease?
    – Why is the patient presenting with the specific symptoms described?
    – Discuss the pathophysiological mechanisms of the disease in detail.
    – What do the blood test results tell us about the disease and disease progression?

  • [Solved] questions

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    Please answer each question in complete paragraph. Do not repeat the questions. All answers should be followed by a reference Any use of AI will result in automatic 0 \ questions8-25.docx](https://www.sweetstudy.com/files/questions8-25-docx "questions8-25.docx")

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    Please answer each question in complete paragraph. Do not repeat the questions. All answers should be followed by a reference   Any use of AI will result in automatic 0
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  • [Solved] pico2

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    – Discuss the purpose defining the purpose of the PICO question for the psychiatric mental health nurse practitioner. – Explain the purpose of your selected PICO question advanced practice psychiatric nurses or the patients or the populations they treat. QUESTION In adults aged 18–65 diagnosed with …

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    – Discuss the purpose defining the purpose of the PICO question for the psychiatric mental health nurse practitioner.
    – Explain the purpose of your selected PICO question advanced practice psychiatric nurses or the patients or the populations they treat.
    QUESTION
    In adults aged 18–65 diagnosed with obsessive-compulsive disorder (OCD) (P), how does exposure and response prevention therapy (ERP) (I) compared to pharmacotherapy with fluvoxamine (C) affect the reduction of compulsive hand-washing behaviors (O)?
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