The textbook readings this week included Models of Abnormality and Clinical Assessment, Diagnosis, and Treatment. Your form post this week should address those two main topics. First, what is your own conceptual model of abnormality? That is, when you think about abnormality, what do you think causes it? Unconscious factors? Biology? Learning? The environment? Some combination? Explore these ideas a bit and tell the class what you’re thinking. Second, the text also addresses some advantages and criticisms of the current DSM and the process of diagnosis in general. What do you think about the current classification system and its collection of both categorical and dimensional information? What do you see as the biggest challenges in using it for diagnosis?Your post must be a minimum of 400 words long and must meet all other forum requirements as listed below.
Week 2 forum post
While each state is required to have an early intervention (El) system in place, this will look different from state to state. Some states will have organizations such as Birth to Three that provide these services, whereas other states provide early intervention through their Department of Human Services or similar organization. Some states conduct similar processes for all children ages birth to age 3, while other states have separate processes based on age.To complete this assignment, do the following:Read the three scenarios below:
Scenario 1: Becca is a 22-month-old toddler who has limited vocabulary. She will say mama, dada, baba, and a few other illegible sounds.Scenario 2: Sam is a 13-month-old infant who is just able to sit up on his own for a few minutes before falling over.Scenario 3: Casey is a 10-month-old infant who has not expressed any emotions such as smiling, laughing, or showing any signs of fear.Locate your state’s early intervention system and research the process you would follow for early intervention in your state for all three scenarios. Are the processes the same for all children birth to 3 years or different based on age?
To locate your state’s early intervention (EI) system, search the Internet using the key phrase “early intervention in Florida.” If you cannot find an organization, check out the Department of Human Services (or related) website that comes up in your search.
Rasmussen College Module 05 Early Intervention System in Florida Worksheet
Final Argument PaperThis final assignment is designed to involve all of the main skills that you have learned during this course. In particular, your paper should demonstrate the ability to construct a deductively valid or inductively strong argument, clearly and accurately explain your reasoning, use high-quality academic sources to support the premises of your argument, fairly and honestly evaluate contrary arguments and objections, and identify fallacies and biases that occur within the arguments or objections presented.You will continue to build on the arguments that you are presented in your previous two papers. In particular,, you will present a final improved version of your argument for your thesis that you begin for the Week One Assignment and fully address the objection that you developed for your Week Three Assignment. You will need to research a minimum of three scholarly sources from the Ashford University Library. (For further information about discovering and including scholarly research, take a look at the Help! Need Article tutorial (Links to an external site.)Links to an external site. instructional resource.)Write: in your paperExplain the topic you are addressing and your position on it. Provide a preview of your paper and a statement of your thesis in your opening paragraph. [Approximately 100 words]For help crafting a good thesis statement (Links to an external site.)Links to an external site., go to the Ashford Writing Center (Links to an external site.)Links to an external site..Present your main argument for your thesis in standard form, with each premise and the conclusion on a separate line.Clearly indicate whether your argument is intended to be inductive or deductive. Follow up the presentation of your argument by clarifying the meaning of any premises that could use some explanation. [About 150 words]If your argument is deductive, then it should be valid (in the strict logical sense of the word); if it is inductive, then it should be strong. Make sure to avoid committing logical fallacies within your argument (e.g., begging the question). Additionally, the premises should be true, to the best of your knowledge. If one of your premises has a pretty obvious counter-example, then you should either fix the argument so that it does not have this flaw, or later, in your paper (steps three through five) you should address the apparent counter-example (showing that it does not really refute the truth of your premise). Arguments that are not valid, not very strong, commit fallacies, or that have counter-examples that are not adequately addressed will not receive full credit.Provide supporting evidence for the premises of your argument. [Approximately 350 words]Pay special attention to those premises that could be seen as controversial. Evidence may include academic research sources, supporting arguments (arguments whose conclusions are premises of the main argument), or other ways of demonstrating the truth of those premises. This section should include at least one scholarly research source.Explain a strongobjectionto your argument. [Approximately 250 words]Study what people on the other side of this question think about your reasoning and present the best possible objection that someone could have to your argument. Do not commit the straw man fallacy here. Reference at least one scholarlyresearch source. See the “Practicing Effective Criticism” section of Chapter 9 of the course text for more information.Defend your argument against the objection. [Approximately 200 words]Once you have presented the objection, indicate clearly how you might respond to it. It is acceptable to admit that reasonable people might disagree with you or that there might be an area in which your argument could be further strengthened, but you should do your best to explain why your argument is sound or cogent despite the objections.Provide an appropriate conclusion. [Approximately 75 words]For guidance about how to develop a conclusion see the Introductions and Conclusion (Links to an external site.)Links to an external site. resource from the Ashford Writing Center.For further instruction on how to create arguments, see the How to Construct a Valid DeductiveArgument (Links to an external site.)Links to an external site. and Tips for Creating an Inductively Strong Argument (Links to an external site.)Links to an external site. documents as well as the Contructing Valid Arguments Video (Links to an external site.)Links to an external site.. For an example of a completed Final Paper, see the Annotated Example The Ethics of Elephants in Circuses (Links to an external site.)Links to an external site.. Let your instructor know if you have questions about how to complete this paper.Writing specialists are here 24/7, every day of the year, ready to support you!Click HERE to instantly chat with an online tutor.Click HERE to submit your paper for a review. Papers are returned within 24 hours with a revision plan.Click HERE to email us any writing questions.For additional writing resources like Grammarly (Links to an external site.)Links to an external site., click on the Writing Center tab in the left navigation pane.The Final Argument PaperMust be 1,100 to 1,400 words in length, double-spaced, (not including the title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..Must include a separate title page with the following:Title of paperStudent’s nameCourse name and numberInstructor’s nameDate submittedMust use at least three scholarly sources in addition to the course text.The Scholarly, Peer Reviewed, and Other Credible Sources table (Links to an external site.)Links to an external site. offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.Must document all sources in APA style as outlined in the Ashford Writing Center (for more information about how to create an APA reference list see the Ashford Writing Center APA References List (Links to an external site.)Links to an external site. webpage).Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.Carefully review the Grading Rubric (Links to an external site.)Links to an external site. for the criteria that will be used to evaluate your assignment. Hardy, J., Foster, C., & Zúñiga y Postigo, G. (2015). With good reason: A guide to critical thinking [Electronic version]. Retrieved from https://content.ashford.edu/*You must properly cite and reference the course text in every discussion. A citation is a parenthetical note within the body of your response. It comes after a direct quote or a paraphrase. A reference comes at the end of your response and refers to the required reading or material. Use in-text citations.
phi103 week 5 final
SLU WK3 Decisions for Quarter Two and Second Quarter Quarterly Business Review
SLU WK3 Decisions for Quarter Two and Second Quarter Quarterly Business Review.
Decisions for Quarter Two and Second Quarter Quarterly Business Review[WLOs: 2] [CLOs: 1, 3, 4]Part I: Decisions for Quarter Two. Prior to beginning work on the Decisions for Quarter Two, carefully review the content found in the “Suggestions for Quarter 2” pop-up screen and read any Quarter Two Internal Emails and/or Memos available through your Growing Your Business simulation. The pop-up will be available at the lower left (Blue Guidelines) of the Executive Summary Decisions Tab and the video, emails, and memos can be re-accessed through the Help section.The Decisions for Quarter Two AssignmentMust be completed through the Growing Your Business simulation.Consider the following questions as you prepare your annual budget/plan (if the answer is “No” to any of the questions you may be at a Competitive Disadvantage and lack critical information to draw inference from):Did youRequest/purchase the Marketing Report and Business Intelligence Dashboard (BID)?Utilize the 4 available role plays for Qtr.2?Consider in the R&D Projects?Must use the Role PlayIt is critical you read the details of the role play very carefully and any questions should immediately be referred to the Help Desk.You can gain differentiated competitive advantage through effective use of the role play.Some role players only provide qualitative information, while others provide the ability to negotiate with quantitatively.The role play is a scarce resource because of the limited number of calls per quarter.Must submit your Quarter Two Budget Plan.Must not have a short-range outlook over the credit limit.Periodically, as you modify inputs, use the “Model My Plan” at the lower right to see the impact of your decisions on the Financial Metrics.Input your financial decision and then click on the blue Submit My SRO button on the bottom right of the Quarterly Decisions screen.You must submit your Quarter Two Decisions prior to moving on this week’s Quarterly Business Review assignment.Part II: Second Quarter Quarterly Business Review (QBR). You must submit your Quarter Two Decisions prior to moving on to this week’s Quarterly Business Review assignment. Prior to beginning work on your Second Quarter Quarterly Business Review, review the content from the Suggestions for Quarter Two Decisions pop-up and your Business Intelligence Dashboard. The graphics in the dashboard should provide you with the trends (that is the time series data is growing) in data to critically analyze your competitors for the few two quarters their positions for the longer term.With the completion of Quarter Two, you are responsible for completing your second Quarterly Business Review (QBR). This is a qualitative and quantitative summary of your competitive performance for Q2. Business reviews (or Operational Reviews) are a routine part of annual corporate activities and are very cross-functional in nature. A major component of a QBR is around meeting commitments that are embedded in your budgetary planning process. Meeting commitments are seen explicitly in your Variances. These learnings are designed to enhance your performance in future Quarters.In your Growing Your Business simulation,Evaluate quantitative and qualitative techniques for business analysis and decision-making.Utilize tools from finance, marketing, information technology and human resources management to manage the profitability of overall business operations in the second quarter.The Second Quarter Quarterly Business Review AssignmentMust be completed through the Growing Your Business simulation.After logging in, go to the Quarterly Decisions tab on the top right of the simulation site and then click on the Executive Summary tab to access the Quarterly Business Review section.Must be completed and submitted using all of the data provided includingQuarterly Pre-Tax Net Income relative to Plan for the QuarterReview the Pre-Tax Net Income Chart Explanation documentCash Flow walkReview the How to Read the Cash Flow Walk Chart documentPre-tax Net Income in PlanMust show that Hisco is on track to Meet/Exceed its Annual Net Income Commitment through an evaluation of both quantitative and qualitative techniques for business analysis and decision making.Must create specific business tactics to achieve organizational survival and growth.After completing, check the box and submit in the lower right.After completing the simulation, students must save the provided pdf from the pdf found within the Executive Summary tab of the Quarterly Decisions page and submit it through Waypoint. Verify your submission was successful.To access the PDF for submission, click on the QTRLY Decisions tab from the simulation home page and then go to the Executive Summary tab. Within the Executive Summary page, you will find a Download link associated with each quarterly decision you completed.Remember, you will be receiving feedback on your QBR each quarter. You should review the feedback prior to submitting next quarter’s decisions, as there may be some critical learning that can help your performance in the next quarter.Must use scholarly sources in addition to the course text.The Scholarly, Peer-Reviewed, and Other Credible Sources (Links to an external site.) table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.Must document any information used from sources in APA style as outlined in the Ashford Writing Center’s Citing Within Your Paper (Links to an external site.) guide.Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center. See the Formatting Your Re
SLU WK3 Decisions for Quarter Two and Second Quarter Quarterly Business Review
HCCS The Use of Nanotechnology for Blood Brain Delivery Article Analysis Discussion
assignment writer HCCS The Use of Nanotechnology for Blood Brain Delivery Article Analysis Discussion.
For this assignment you will find an article about a biological topic that interests YOU! You will need to read the article, and summarize the article content Select an article about a biological issue or topic that interests you. Write a sumary essay (minimum 1 page, maximum 2 pages) Give the correct, full citation for the article at the beginning of the paper. The summary must be written in your own words. You may use quotes from the article very sparingly (I don’t want to see an entire paragraph in groups or even ½ of a paragraph in quotes).Your assignment should be well written and grammatically correct, points will be given for proper sentence structure, spelling, and grammar.
HCCS The Use of Nanotechnology for Blood Brain Delivery Article Analysis Discussion
Acute Inflammation 2nd Degree Burn Case Study Biology Essay
Acute Inflammation 2nd Degree Burn Case Study Biology Essay. A 43 year old female presents with a burn on her left forearm. There is significant erythema that covers the entire proximal forearm in the shape of a circle. She complains of numbness and tingling down her pinky. There is only pain upon contact of the wound so she has to wear a short sleeve shirt. She burned herself while boiling hot water and spilling it on herself. The wound became red and swollen and gradually became worse over the course of two days. She has mild blistering and scalding across her forearm. She is determined to have a second degree burn because of the severity of the erythema and blistering, but the lack of charring and discoloration does not indicate a third degree burn. She presents with a classic case of a second degree burn, although many different variations have been documented. The first method of treatment is to clean and cool the wound. Once the burn has been cleaned and cooled, it can be managed by the use of antibiotics, analgesics, and sometimes local anasthetics. The prognosis for burns depends primarily on the age of the patient and the surface area of the wound. Also, since burn injuries often present as comorbid conditions, the presence of smoke inhalation injury, debris, or bone fractures will strongly influence the prognosis. Skin burns can manifest in a variety of ways depending on the cause of the burn and also the severity of the burn. There are up to six degrees of burning, with each level of burn penetrating deeper into the skin layer. Burns can also be assessed in terms of total body surface area, which is the percentage affected by partial thickness or full thickness burns. Severe burns may require amputation, surgery, or skin grafting. When the first layer of skin (epidermis) is burned through and the second layer of skin (dermis) is also burned, the injury is called a second-degree burn. Blisters develop and the skin takes on an intensely reddened, splotchy appearance. Underneath the epidermis is where the hair follicles, blood vessels, nerve endings and sweat glands reside.Â Underneath the dermis lie the muscles, nerves, larger blood vessels, and bones. Heart rate and peripheral vascular resistance increases following a major burn injury. This is due to the release of catecholamines from injured tissues, and the relative hypovolemia that occurs from fluid volume shifts. Initially, cardiac output decreases and approximately after 24 hours, cardiac output returns to normal and then increases to meet the hypermetabolic needs of the body. Immediately following injury, vasodilation is the first step in acute inflammation. Arterioles become dilated and then new capillary beds are formed in the area. This causes heat and redness to form, which allows for increased blood flow. There is increased vascular permeability which causes exudate to flow out in the intravascular tissues. The increase of extravascular fluid leads to swelling, or edema. An important function of acute inflammation is to activate and send out leukocytes to the site of injury. In the lumen, there is margination, rolling, and adhesion to the endothelium so the leukocytes can bind to the lumen. The next step is called transmigration, which is the migration of leukocytes to the endothelium. Chemokines act on the adherent leukocytes to help the cells migrate through endothelial spaces toward the site of injury. This process occurs predominantly in the venules. Next, leukocytes emigrate toward the injured area through a process called chemotaxis. All granulocytes, monocytes and lymphocytes respond to chemotactic stimuli at their own unique rate. Phagocytosis involves three distinct but interrelated steps: recognition of the particle to be engulfed by the leukocyte, ingestion, and degradation of the ingested material. Binding of a particle to phagocytic receptors causes the process of active phagocytosis to occur. The particle to be engulfed is completely surrounded within a phagosome. The membrane of the vacuole combines with the limiting membrane of a lysosomal granule, which results in the release of the granule’s contents into the phagolysosome. Throughout the process, the neutrophils and monocytes become increasingly degranulated. Microbial killing is largely carried out by oxygen-dependent mechanisms. Phagocytosis stimulates an increase in oxygen, increased glucose oxidation, and production of reactive oxygen intermediates. The regulators of inflammation have short half-lives and are manufactured in quick bursts, only for the amount of duration that the stimulus persists for. As inflammation progresses, the process also activates a variety of stop signals that actively terminate the reaction. These mechanisms cause a switch from the secretion of leukotrienes (pro-inflammatory) to lipoxins (anti-inflammatory). References Kumar V, Abbas A, Fausto N, Robbins S, Cotran R. Pathologic Basis of Disease. 7th ed. Saunders; 2004 Burns (Medline) Web site. Available at: http://www.nlm.nih.gov/medlineplus/burns.html. Accessed October 22, 2010. Burns: First aid (MayoClinic) Web site. Available at: http://www.mayoclinic.com/health/first-aid-burns/FA00022. Accessed October 22, 2010. Burns-Topic Overview (WebMD) Web site. Available at: http://firstaid.webmd.com/tc/burns-topic-overview. Accessed October 22, 2010. Ernest Kim General Pathology Chronic inflammation ââ‚¬” Chronic Bronchitis A 24 year old male presents with shortness of breath and an expectorating cough. He has been smoking hookah tobacco daily for the past six years. He has always had a weak immune system and has recently developed a constant cough within the last three months. A chest x-ray revealed hyperinflation of the lungs and auscultation of the lungs revealed prolonged expiration. The patient was determined to have chronic bronchitis due to the past history of chronic tobacco smoking and the consistent cough that has lasted for months. Common manifestations of chronic bronchitis include wheezing, productive cough, and occasionally chest pain, fever, and fatigue. There are a few different treatment protocols but the main one is smoking cessation and rest. In some cases, antibiotics or bronchodilators are prescribed. Early diagnosis of chronic bronchitis as well as smoking cessation, can drastically improve the probabilities of a good outcome. Individuals with chronic bronchitis that quit smoking early on can greatly slow the progression of lung deterioration; otherwise they risk becoming permanently disabled at some point. One major component of the mononuclear phagocyte system is macrophages, which consists of related cells such as tissue macrophages and blood monocytes. Monocytes migrate into many different tissues where they become macrophages. The lifespan of monocytes in the blood is about 24 hours, whereas tissue macrophages have a half-life of about several months to years. Early on during acute inflammation, monocytes emigrate into extravascular tissues, and within 48 hours they are established as the predominant cell type. The same factors that control neutrophil emigration, govern the extravasation of monocytes. When the monocyte gets to the extravascular tissue, it is transformed into a much larger phagocytic cell, which increases its cell size, metabolism, and ability to properly ingest microbes. In acute inflammation, when the invading cell is destroyed, macrophages eventually undergo necrosis or migrate back into the lymphatic system. However, in chronic inflammation, macrophage accumulation continues, and is regulated by different mechanisms. This army of regulators makes macrophages important and also powerful mediators in the body’s defense system, but the same arsenal can also create detrimental tissue damage when macrophages are activated inappropriately. As a result, tissue necrosis is one of the main setbacks of chronic inflammation. A wide range of substances in addition to the residual leftovers of macrophages can also contribute to tissue injury in chronic inflammation. Necrotic tissue can elevate the inflammatory response through the indirect activation of kinin, complement and fibrinolytic systems. Other cell types that contribute include mast cells, plasma cells, eosinophils, and lymphocytes. Mast cells are widely spread out in connective tissues and partake in both acute and chronic inflammatory conditions. Although neutrophils are mainly characteristic of short-term inflammation, many types of chronic inflammation continue to exhibit large numbers of neutrophils. Neutrophils are especially important in chronic lung damage induced by persistent tobacco smoking. Granulomatous inflammation is a distinguished pattern of chronic inflammation most notably characterized by its focal accumulations of triggered macrophages, which often assume an epithelial-like appearance. It is only activated in a limited number of infectious and some noninfectious diseases. The lymphatic system along with the lymph nodes filters and mediates the extravascular fluids. Along with the phagocyte system, the lymphatic system represents a secondary or backup defense mechanism that is activated whenever a local inflammatory reaction fails to terminate or neutralize an invading cell. Acute Inflammation 2nd Degree Burn Case Study Biology Essay
Threads Defense Argument
Threads Defense Argument.
The information you provided in your presentation on Threats to the Global Environment has led to productive debates at the UN General Assembly! There are now questions about prioritizing the issues at hand. Some of the countries are challenging your recommendations and questioning your reasons for not including the issues they believe are priority.From the initial eight global threats, there are four remaining threats that you did not choose in the list of major global issues. Review the list of topics and reflect on two that you did not use in last week’s assignment. Defend your reason for considering these topics lower in priority than the ones in your presentation.Energy sourcesCivil warGlobalizationPoor health of entire populationsLack of educational opportunitiesCultural taboosInappropriate uses of technologyClimate changeThe completed version of this assignment will consist of the following:Select two threats from the list above that you did not use in your Assignment 3a presentation.Create a minimum two-page document in which you outline a counterargument for the two threats you selected:Write an opening statement describing the perception of each threat.Write one paragraph for each threat (two paragraphs total) in which you give three reasons to explain why the threat is less of a priority to the global environment than the four you selected in Assignment 3a. Support your reasons with at least three credible sources.A conclusion statement for each threat.Cite at least three credible sources excluding Wikipedia, dictionaries, and encyclopedias for your assessment. A brief list of suggested resources has been provided at the end of the course guide.The specific course learning outcome associated with this assignment is:Examine the factors that account for why the growth in the world’s population can negatively affect the global societyGrading for this assignment will be based on answer quality, logic/organization of the paper, and language and writing skills, using the following rubric:
Threads Defense Argument