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WU Creating a Single System Subject Design Study & Cortez Family Case Study

WU Creating a Single System Subject Design Study & Cortez Family Case Study.

Directions:To prepare for this Assignment, imagine that you are the social worker assigned to work with Paula Cortez (see the case study, “Social Work Research: Single Subject” in this week’s resources). After an initial assessment of her social, medical, and psychiatric problems, you develop a plan for intervention. You also develop a plan to monitor progress in your work with her using measures that can be evaluated in a single-system research design. As a scholar practitioner, you rely on research to help plan your intervention and your evaluation plan.Complete the Cortez Family interactive media in this week’s resources. Conduct a literature search related to the chronic issues related to HIV/AIDS and bipolar mental disorder. Search for additional research related to assessing outcomes and theoretical frameworks appropriate for this client. For example, your search could include terms such as motivational interviewing and outcomes and goal-oriented practice and outcomes. You might also look at the NREPP database identified in Week 1, to search for interventions related to mental health and physical health.Submit a 5- to 7-page proposal/research plan for single-system (subject) evaluation for your work with Paula Cortez. Identify the problems that you will target and the outcomes you will measure, select an appropriate intervention or interventions (including length of time), and identify an appropriate evaluation plan.Include a description of:The problem(s) that are the focus of treatmentThe intervention approach, including length of time, so that it can be replicatedA summary of the literature that you reviewed that led you to select this intervention approachThe purpose for conducting a single-system (subject) research evaluationThe measures for evaluating the outcomes and observing change including:Evidence from your literature search about the nature of the measuresThe validity and reliability of the measuresHow baseline measures will be obtainedHow often follow-up measures will be administeredThe criteria that you would use to determine whether the intervention is effectiveHow the periodic measurements could assist you in your ongoing work with PaulaSupport your post with specific references to the resources. Be sure to provide full APA citations for your references.Resources:Plummer, S.-B., Makris, S., & Brocksen S. (Eds.). (2014b). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].…………
WU Creating a Single System Subject Design Study & Cortez Family Case Study

Mechanisms of Autoimmunity in Animal Models and Humans. Norzawani Binti Buang Genetic and cellular mechanisms of autoimmunity in animal models and humans Research Plan. (Do not exceed two pages, including all references, tables and figures. Do not attach separate documents) Background: Systemic lupus erythematosus (SLE) is a complex genetic trait disease of unknown aetiology characterized by the production of antinuclear antibodies resulting in the formation and deposition of immune complexes that can cause tissue damage (1). Over the past decade genome-wide association studies (GWAS) of lupus-prone murine models, such as New Zealand Black/White (NZB/W) and New Zealand Mixed 2410 (NZM2410) have identified at least 30 lupus-associated loci (2). Despite the technological progress of similar genetic studies in humans, the murine studies remain an invaluable experimental resource to explore the genetic and cellular mechanisms driving the autoimmune response and the tissue injury. Previous studies in the laboratory of my supervisors have shown that the 129xC57BL/6 hybrid strain, a genetic background commonly present in gene-targeted mice, spontaneously develops autoimmunity (3, 4). Subsequent studies identified two 129-derived loci, one on chromosome 1 (named Sle16) and one on chromosome 3 (named Sle18) that, when expressed on a C57BL/6 genetic background, are capable of acting as disease-modifying loci. In particular, it was demonstrated that mice carrying the Sle16 locus (named B6.129-Sle16) spontaneously developed a lupus-like disease and had T cell abnormalities including an enhanced cellular response to anti-CD3 stimulation (5). However, a bicongenic mouse strain with both loci (B6.129-Sle16Sle18) displayed no autoimmune features demonstrating that the Sle18 locus could mitigate the autoimmune features driven by Sle16 (6). The disease-modifying effect of the Sle18 locus was supposed to be mediated, at least in part, by T cells. This hypothesis was based on the observation that CD4 T from the bicongenic mice (Sle16Sle18 CD4 T cells) could dampen the abnormal threshold for proliferation of naive Sle16 CD4 T, when stimulated with an anti-CD3 antibody (6). Taken together, these findings indicate that the 129-derived Sle18 locus may act as a lupus-suppressive locus by rectifying lupus-related T cell defects. However, the molecular and cellular basis of this disease-modifying effect is still unknown. T cells are known to play a key role in SLE pathogenesis and a wide range of abnormalities has been reported in the literature (7). Recently a study in patients has shown that a specific gene expression profile of CD8 T cells can be used as biomarker to predict long-term prognosis in two autoimmune diseases: anti-neutrophil cytoplasmic antibody (ANCA)-associated vasculitis (AAV) and SLE (8). Two distinct CD8 T cell expression profiles were observed in both conditions. These profiles were found to correlate with disease prognosis. The expression profile defining the poor prognostic group of patients was enriched in genes involved in the regulation of T cell receptor (TCR) and Interleukin-7 receptor (IL-7R) signaling pathways, as well in the expansion of CD8 memory T cells (8). However, the role of CD8 T cells in SLE remains poorly understood and whether CD8 T cells also contribute to the immunomodulatory role of the Sle18 locus has never been explored. Preliminary data: To narrow down the size of the Sle18 locus, my supervisors have generated subcongenic lines (named Sle16.Sle18a and Sle16.Sle18b). Phenotypic analysis of these shorter overlapping sub-congenic lines confirmed that the region between 71.5 to 90.5Mbp (named Sle18a) is responsible for the disease-modifying effects: B6.129-Sle16Sle18a animals have reduced autoantibody levels, whilst B6.129-Sle16Sle18b mice display the same autoimmunity phenotype as the lupus-prone strain B6.129-Sle16. Therefore, subsequent studies focussed on the genes located in the Sle18a locus. Exome sequencing, carried out in collaboration with the Wellcome Trust Sanger Institute, has revealed that the Sle18a locus contains 187 coding genes, 28 of which contain ≥1 non-synonymous polymorphism between 129 and B6 strains (unpublished data). Since the original data suggested that the disease-suppressive effect of Sle18a is T cell-mediated, to complement the exome sequencing analysis, transcriptomic data from naïve CD4 T has been recently obtained using RNA-sequencing (Illumina platform) in collaboration with Prof Petretto, Head of Integrative Genomics and Medicine Group, MRC-CSC. This analysis has identified 450 differentially expressed genes in double congenic mice (B6.129-Sle16Sle18a) compared to C57BL/6 control. Interestingly, juxtaposition of single congenic Sle16 mice to C57BL/6 revealed at least 1700 differentially expressed genes. The reduction of in the number of genes being differentially expressed in the presence of the 129-derived Sle18 locus suggests that a change of regulation in naïve CD4 T cells may contribute to the lupus resistance phenotype observed (6). How these differentially expressed genes contribute to the suppression of the lupus-like disease remains to be tested. This work is currently in progress in the laboratory of my supervisors and will complement the data obtained during my PhD study. In view of the study of McKinney et al. (8), I intend to compare the gene-expression profile of CD8 T cells from the parental control C57BL/6 strain with that of CD8 T cells from the different congenic lines (B6.129-Sle16, B6.129-Sle18 and B6.129-Sle16Sle18a). This analysis has the potential to unravel the genetic pathways that mediate suppression of autoimmunity in the B6.129-Sle16Sle18a mice and in long term may have translational benefit for patients with autoimmunity. Aims and Methods: My PhD project aims to use high-throughput RNA sequencing strategies to investigate the molecular basis of the epistatic interactions between 129-derived Sle16 and Sle18 loci in the development of a lupus-like disease in C57BL/6 mice. The main objectives and methods are as follow: To determine the gene expression profile of CD8 T cells from lupus-susceptible and lupus-resistant strains using RNA-sequencing (Illumina platform). RNA will be extracted from CD8 T cells of pre-disease (8-weeks old) congenic mice (B6.129-Sle16Sle18a, B6.129-Sle16 and C57BL/6) using T cell isolation kits. Purity of the cell preparations will be confirmed by flow cytometry. Isolated RNA will be subjected to Illumina’s RNA-seq library as per manufacturer recommendation and sequenced. Similarly to the analysis of previous RNA-seq data, the results will be analysed in collaboration with Prof Enrico Petretto, using bioinformatic tools such as fastqc for quality evaluation of raw reads, tophat for alignment of raw reads, Htseq count module to gain counts from alignment, DESeq package for differential expression analysis, DEXsea Bio for alternative splicing analysis and Goseq for gene ontology enrichment analysis. Differences in gene transcripts will be confirmed by quantitative RT-PCR using TaqMan technology. The CD8 T cell transcriptomic data will complement the genomic data, already available, and the CD4 T cell transcriptomic data. These datasets will be compared and specific genes of interest will be selected for further studies. To investigate the potential role of shortlisted genes of interest by in silico analysis and functional assays. In order to further elucidate the functions of selected candidate genes, I will use pathway analysis tools such as Generally Applicable Gene-Set Enrichment (GAGE) (9), Gene Set Association Analysis (GSAA) (10) and Ingenuity (11). I will consider using siRNA or RNAi technology to alter gene translation or transcription in T cells to test the cellular effect of these changes. As appropriate, I will develop in vitro and ex vivo T cell functional assays. An example of functional assays that I might use is T cell proliferation assay after stimulation with mitogens (e.g. concanavalin A or phytohemagglutinin, PHA). Flow cytometric assays to assess cell-mediated target cell death and effector-cell frequency/activity will be employed (12). To analyse specific genes of interest in T cells from lupus patients. The murine genomic and transcriptomic datasets will be in silico integrated with human datasets and specific genes of interest will be selected for further studies in humans. The gene expression of selected candidate genes will be analyzed in primary T cells from SLE patients. RNA from CD8 and CD4 T cells has already collected in the laboratory of my supervisors. Data will be associated with disease activity score and therapeutic response. Research Outcome: This research project could potentially reveals novel mechanisms underpinning autoimmunity References: YH Cheung et al. Seminars in immunology. 2009, 21(6): 372-382 L Morel et al. Mamm Genome. 1996, 7(5): 335–339 AE Bygrave et al. PLOS Biol. 2004, 2(8): 243 Y Heidari et al. Genes Immun. 2006, 7(7): 592-599 F Carlucci et al. J Immunol. 2007, 178(4): 2352-2360 F Carlucci et al. J Immunol.2010, 184(11): 6256-6265 RW. Hoffman. Clin. Immunol 2004, 113(1): 4–13 EF. McKinney et al. Nat. Med. 2010, 16(5): 586-591 W Luo et al. BMC Bioinformatics. 2009, 10:161 Q Xiong et al. Genome Res. 2012, 22: 386-397 SE. Calvano et al. Nature. 2005, 437(7061):1032-1037 L Zaritskaya. Expert Rev Vaccines. 2010, 9(6): 601–616 Mechanisms of Autoimmunity in Animal Models and Humans
De Anza College Use of Common Property to Address Common Problems Discussion.


Read Hardin and either (1) Wade or (2) Seabright
(more theoretical than Wade; Seabright uses theory of
repeating cooperative and noncooperative games).

Either one is required
of all students.

Read either (1) Acheson or (2) Cinner

Assignment Reading.
Required of all

Hardin, G. 1968. “Tragedy of the Commons.” Science,
162: 1243 to 1248.

Assignment Reading.
Read this or

Wade, R. 1987. “The Management of Common
Property Resources: Finding a Cooperative Solution.”
World Bank Research Observer 2(2): 219-234.

pdf file is available on class website.

Assignment Reading.
Read this or Wade.

Seabright, P. “Managing Local Commons: Theoretical
Issues in Incentive Design.” Journal of Economic
Perspectives 7(4): 113-134.

Assignment Reading.
Read this or Cinner.

Acheson J. 1975. “The Lobster Fiefs: Economic and
Ecological Effects of Territoriality in the Marine Lobster
Industry.” Human Ecology 3:183-207.

Assignment Reading.
Read this or Acheson.

Cinner, J. 2005. “Socio-Economic Factors Influencing
Customary Marine Tenure in the Indo-Pacific. Ecology
and Society 10(1):1-36.


4-page paper (typed, double spaced, 12 Arial font, 1”
margins) discussing the possible use of common
property to address the commons problem.

Please develop your discussion within the context of
either (1) Acheson and the lobster fiefs or (2) Cinner
and customary marine tenure in the Indo-Pacific. Note:
you don’t have to read Acheson if you read Cinner and
vice versa, but in either case you should show
evidence of having read Hardin and either Wade or

De Anza College Use of Common Property to Address Common Problems Discussion

Moorpark College Hamlet Act 1 Scene 3 Thematic Poster.

you only have to do one of the following options Hamlet Creative Project Options (English IV- Hutson)Below are some suggested ideas for your creative project for Hamlet. Please be aware that the most important thing is to show your depth of knowledge and understanding of the play. It should be evident that whatever you do demonstrates a key idea from the play. The project is worth 50 points, and an in-class essay will be worth another 50 points. Have fun with this!NOTE: Every option must include at least two lines from the play that inspired your project. These will be at the top of the page (like a title) and labeled INSPIRATION:Create a thematic poster focusing on 2 topics/themes from the play. Must be detailed and include quotes to support your ideas. See me for detailed instructions. Be prepared to present it to the class.Write three diary entries OR dramatic monologues from the point of view of Horatio, Gertrude, or Ophelia. Each entry/monologue should be between two and three typed pages. Each entry must occur at a particular point during the course of the play (Acts 1-5), and each must include very specific references to words/dialogue in the play. You do NOT need to present these.Select one important scene from each act and illustrate it. These must be your OWN creatively designed illustrations and may NOT be copied from other artistic representations of the play/characters. Be prepared to present your illustrations to the class with a brief oral commentary on each one. They should be large enough to show to the class OR you should put copies of them into a computer slideshow (to present).Select a passage/monologue of a minimum of 20 lines to memorize and present to the class (in an appropriate tone) or to me during support. You may also choose to memorize and present a scene from the play with a partner. Complete a detailed analysis of the monologue, along with a one page character analysis. You may also choose to memorize and present a scene from the play with a partner. (See me for details.)Write an extended poem or a series of shorter poems inspired by characters or events in the play. They should in some way address a topic of the play, leading to a theme(s). These should reflect thought and effort. Write lyrics and compose a song inspired by Hamlet. This can focus on a particular theme, character, or the story itself. It must reflect your deep understanding of the chosen topic.Create the front page of a Hamlet inspired newspaper. The edition should be set just after the end of the play. It must be poster sized and colorful and include at least six pieces (see me for specific directions). Be prepared to present this.Write and illustrate a full children’s book or graphic novel, telling an act (or more) of Hamlet. This can be done as a slideshow.Paint/draw at least 2 pictures depicting a scene from the play. This must show time and effort. Each must be accompanied by a detailed description (one page each) of the scenes, and should include a reflection of your inspiration for the pieces.Create your own “crash course” style video that teaches about one of the major themes in Hamlet. The video must be at least 3 minutes long, and include specific examples/quotes from the text to support your ideas. This will be presented in class.
Moorpark College Hamlet Act 1 Scene 3 Thematic Poster

discussion POSTNEED DONE BY 10PM cst

discussion POSTNEED DONE BY 10PM cst.

What are the differences in practice between the RN and NP? PROMPTRole acquisition is one of the aspects of the theory of role development and transition (Joel, 2013). Functioning as an RN and changing to an NP role involves obtaining a master’s degree in the NP specialty as well as obtaining board certification based on skills and knowledge prior to licensing as an Advanced Practice Registered Nurse. Discuss one specific responsibility that one will anticipate as an NP in your specialty that is not in the RN scope of practice. Other than the basic training you will receive in your Master’s program, how will you ensure proficiency in that area? EXPECTATIONSMust post directly into the discussion board. No attached discussions.Initial post by Wednesday of Week 2, 23:59 (CST) with a maximum word count of 175. Support your answers with two journal references.
discussion POSTNEED DONE BY 10PM cst

Study On The Proctor And Gamble Company Management Essay

essay order The Proctor and Gamble Company was founded in Cincinnati, Ohio in 1837 by an English immigrant William Procter, and James Gamble, an immigrant from Ireland. Both men had arrived in Cincinnati separately and were forced to stop there to recuperate from illnesses while on their way to the West. Each independently decided to settle to found a business and Procter became a candle maker while Gamble became a soap maker. This was not coincidental as the raw material for both candles and soap was animal fat. Cincinnati, also popularly nicknamed Porkopolis was the country’s largest meatpacking center allowing for inexpensive access to animal fat. On a personal front, the two gentlemen married sisters and subsequently formed a partnership in 1837. Due to the abundant supply of raw material, many competitors entered the market and Proctor and Gamble (P

University of California Los Angeles Coronavirus and Climate Change Questions

University of California Los Angeles Coronavirus and Climate Change Questions.

For the two questions below there are no right or wrong answers. I want to see thoughtful opinions on the questions. You must answer both questions.Question 1 – This is NOT research. It is your opinion, perspective. (15 points) As parts of Europe and the United States begin to lift coronavirus lockdown restrictions and allow people to move about the city, go shopping, visit relatives and return to work, we are facing a new conundrum in how our cities will look physically, how they will function, how will we feel about living in our cities.The question is: Because of the cornavirus pandemic, how do you think our cities will change, or not, by May 2022? I want you to think in May 2022 how will our cities change physically (layout, zoning, morphology). How will the citiesfunction (transportation, retail, economic sectors, restaurants)? How will you feel about living in cities, or your city.Question 2 – This is NOT research. It is your opinion, perspective (15 points). How do you think anthropomorphic influences such as global climate change and the coronavirus pandemic influence agriculture and food production?
University of California Los Angeles Coronavirus and Climate Change Questions

Weight of the dogs treated at a veterinary clinic are normally distributed

Weight of the dogs treated at a veterinary clinic are normally distributed.

& have a mean (μ) of 36.2lbs and a standard deviation σ of 8lbs.a) what is the probability that a dog weighs less than 26.2lbs b) what is the probability that a dog weighs less than 42.2lbs c) what is the probability that a dog weighs between 26.2 and 44lbs for the following 2problems, first find z (x = μ + z σ) d) the probability that all dogs weigh less than x1 lbs is 0.6700; what is the weight x1? e) the probability that all dogs weigh less than x2lbs is 0.1003; what is the weight x2? i know you guys could solve this with your eyes closed but would really love an explanation. thanks
Weight of the dogs treated at a veterinary clinic are normally distributed

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