What approaches could have yielded additional valuable information?

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What approaches could have yielded additional valuable information?

Unit 5 – Discussion Board

Assignment Overview

Type: Discussion Board

Unit: Review

Due Date: 5/31/19

Grading Type: Numeric

Points Possible: 40

Points Earned:

Deliverable Length: See assignment details

View objectives for this assignment

Assignment Details

Assignment Description

Students will be expected to post their first initial discussion board posting by Friday of each week. Discussion posts will be graded and late submissions will be assigned a late penalty in accordance with the late penalty policy found in the syllabus. NOTE: All submission posting times are based on midnight Central Time.

Students are expected to post their responses to peers by Tuesday. NOTE: All submission posting times are based on midnight Central Time.

Summative Discussion Board

Review and reflect on the knowledge you have gained from this course. Based on your review and reflection, write at least 3 paragraphs on the following:

For this Discussion Board assignment, complete the following:

Critique 3 ideas, concepts, or topics from this course, and reflect on how they relate to the course objectives and your career aspirations. What were the most compelling topics learned in this course?

How did participating in discussions help your understanding of the subject matter? Is anything still unclear that could be clarified?

What approaches could have yielded additional valuable information?

Note: The main post should include at least 1 reference to research sources, and all sources should be cited using APA format.

Responses to Other Students: Respond to at least 2 of your fellow classmates with at least a 100-word reply about his or her Primary Task Response regarding items you found to be compelling and enlightening. To help you with your discussion, please consider the following questions:

What did you learn from your classmate’s posting?

What additional questions do you have after reading the posting?

What clarification do you need regarding the posting?

What differences or similarities do you see between your posting and other classmates’ postings?

For assistance with your assignment, please use your text, Web resources, and all course materials.

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Case Study The patient is an 11-year-old girl who has been complaining of intermittent right lower quadrant pain

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Case Study The patient is an 11-year-old girl who has been complaining of intermittent right lower quadrant pain

and diarrhea for the past year. She is small for her age. Her physical examination indicates some mild right lower quadrant tenderness and fullness. Studies Results Hemoglobin (Hgb), 8.6 g/dL (normal: >12 g/dL) Hematocrit (Hct), 28% (normal: 31%-43%) Vitamin B12 level, 68 pg/mL (normal: 100-700 pg/mL) Meckel scan, No evidence of Meckel diverticulum D-Xylose absorption, 60 min: 8 mg/dL (normal: >15-20 mg/dL) 120 min: 6 mg/dL (normal: >20 mg/dL) Lactose tolerance, No change in glucose level (normal: >20 mg/dL rise in glucose) Small bowel series, Constriction of multiple segments of the small intestine Diagnostic Analysis The child’s small bowel series is compatible with Crohn disease of the small intestine. Intestinal absorption is diminished, as indicated by the abnormal D-xylose and lactose tolerance tests. Absorption is so bad that she cannot absorb vitamin B12. As a result, she has vitamin B12 deficiency anemia. She was placed on an aggressive immunosuppressive regimen, and her condition improved significantly. Unfortunately, 2 years later she experienced unremitting obstructive symptoms and required surgery. One year after surgery, her gastrointestinal function was normal, and her anemia had resolved. Her growth status matched her age group. Her absorption tests were normal, as were her B12 levels. Her immunosuppressive drugs were discontinued, and she is doing well.

Critical Thinking Questions

  1. Why was this patient placed on immunosuppressive therapy?
  2. Why was the Meckel scan ordered for this patient?
  3. What are the clinical differences and treatment options for Ulcerative Colitis and Crohn’s Disease? (always on boards)
  4. What is prognosis for patients with IBD and what are the follow up recommendations for managing disease?

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Inflammatory Bowel Disease

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Inflammatory Bowel Disease

Case Study The patient is an 11-year-old girl who has been complaining of intermittent right lower quadrant pain and diarrhea for the past year. She is small for her age. Her physical examination indicates some mild right lower quadrant tenderness and fullness. Studies Results Hemoglobin (Hgb), 8.6 g/dL (normal: >12 g/dL) Hematocrit (Hct), 28% (normal: 31%-43%) Vitamin B12 level, 68 pg/mL (normal: 100-700 pg/mL) Meckel scan, No evidence of Meckel diverticulum D-Xylose absorption, 60 min: 8 mg/dL (normal: >15-20 mg/dL) 120 min: 6 mg/dL (normal: >20 mg/dL) Lactose tolerance, No change in glucose level (normal: >20 mg/dL rise in glucose) Small bowel series, Constriction of multiple segments of the small intestine Diagnostic Analysis The child’s small bowel series is compatible with Crohn disease of the small intestine. Intestinal absorption is diminished, as indicated by the abnormal D-xylose and lactose tolerance tests. Absorption is so bad that she cannot absorb vitamin B12. As a result, she has vitamin B12 deficiency anemia. She was placed on an aggressive immunosuppressive regimen, and her condition improved significantly. Unfortunately, 2 years later she experienced unremitting obstructive symptoms and required surgery. One year after surgery, her gastrointestinal function was normal, and her anemia had resolved. Her growth status matched her age group. Her absorption tests were normal, as were her B12 levels. Her immunosuppressive drugs were discontinued, and she is doing well.

Critical Thinking Questions

  1. Why was this patient placed on immunosuppressive therapy?
  2. Why was the Meckel scan ordered for this patient?
  3. What are the clinical differences and treatment options for Ulcerative Colitis and Crohn’s Disease? (always on boards)
  4. What is prognosis for patients with IBD and what are the follow up recommendations for managing disease?

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What is prognosis for patients with IBD and what are the follow up recommendations for managing disease?

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What is prognosis for patients with IBD and what are the follow up recommendations for managing disease?

Inflammatory Bowel Disease

Case Study The patient is an 11-year-old girl who has been complaining of intermittent right lower quadrant pain and diarrhea for the past year. She is small for her age. Her physical examination indicates some mild right lower quadrant tenderness and fullness. Studies Results Hemoglobin (Hgb), 8.6 g/dL (normal: >12 g/dL) Hematocrit (Hct), 28% (normal: 31%-43%) Vitamin B12 level, 68 pg/mL (normal: 100-700 pg/mL) Meckel scan, No evidence of Meckel diverticulum D-Xylose absorption, 60 min: 8 mg/dL (normal: >15-20 mg/dL) 120 min: 6 mg/dL (normal: >20 mg/dL) Lactose tolerance, No change in glucose level (normal: >20 mg/dL rise in glucose) Small bowel series, Constriction of multiple segments of the small intestine Diagnostic Analysis The child’s small bowel series is compatible with Crohn disease of the small intestine. Intestinal absorption is diminished, as indicated by the abnormal D-xylose and lactose tolerance tests. Absorption is so bad that she cannot absorb vitamin B12. As a result, she has vitamin B12 deficiency anemia. She was placed on an aggressive immunosuppressive regimen, and her condition improved significantly. Unfortunately, 2 years later she experienced unremitting obstructive symptoms and required surgery. One year after surgery, her gastrointestinal function was normal, and her anemia had resolved. Her growth status matched her age group. Her absorption tests were normal, as were her B12 levels. Her immunosuppressive drugs were discontinued, and she is doing well.

Critical Thinking Questions

  1. Why was this patient placed on immunosuppressive therapy?
  2. Why was the Meckel scan ordered for this patient?
  3. What are the clinical differences and treatment options for Ulcerative Colitis and Crohn’s Disease? (always on boards)

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APA Inflammatory Bowel Disease

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APA Inflammatory Bowel Disease

Inflammatory Bowel Disease

Case Study The patient is an 11-year-old girl who has been complaining of intermittent right lower quadrant pain and diarrhea for the past year. She is small for her age. Her physical examination indicates some mild right lower quadrant tenderness and fullness. Studies Results Hemoglobin (Hgb), 8.6 g/dL (normal: >12 g/dL) Hematocrit (Hct), 28% (normal: 31%-43%) Vitamin B12 level, 68 pg/mL (normal: 100-700 pg/mL) Meckel scan, No evidence of Meckel diverticulum D-Xylose absorption, 60 min: 8 mg/dL (normal: >15-20 mg/dL) 120 min: 6 mg/dL (normal: >20 mg/dL) Lactose tolerance, No change in glucose level (normal: >20 mg/dL rise in glucose) Small bowel series, Constriction of multiple segments of the small intestine Diagnostic Analysis The child’s small bowel series is compatible with Crohn disease of the small intestine. Intestinal absorption is diminished, as indicated by the abnormal D-xylose and lactose tolerance tests. Absorption is so bad that she cannot absorb vitamin B12. As a result, she has vitamin B12 deficiency anemia. She was placed on an aggressive immunosuppressive regimen, and her condition improved significantly. Unfortunately, 2 years later she experienced unremitting obstructive symptoms and required surgery. One year after surgery, her gastrointestinal function was normal, and her anemia had resolved. Her growth status matched her age group. Her absorption tests were normal, as were her B12 levels. Her immunosuppressive drugs were discontinued, and she is doing well.

Critical Thinking Questions

  1. Why was this patient placed on immunosuppressive therapy?
  2. Why was the Meckel scan ordered for this patient?
  3. What are the clinical differences and treatment options for Ulcerative Colitis and Crohn’s Disease? (always on boards)
  4. What is prognosis for patients with IBD and what are the follow up recommendations for managing disease?

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What role does the margin of error play in determining how many individuals should be sampled if we desired a margin of error plus or minus .000001?

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What role does the margin of error play in determining how many individuals should be sampled if we desired a margin of error plus or minus .000001?

Suppose that there are two (2) candidates (i.e., Jones and Johns) in the upcoming presidential election. Sara notes that she has discussed the presidential election candidates with 40 friends, and 27 said that they are voting for candidate Jones. Sara is therefore convinced that candidate Jones will win the election because Jones gets more than 50% of votes.

Answer the following questions in the space provided below:

  1. Based on what you now know about statistical inference, is Sara’s conclusion a logical conclusion? Why or why not. What inference test should she use?
  2. What z-score did she obtain?
  3. What should her conclusion state?
  4. Compute the 95% confidence interval?
  5. What role does the margin of error play in determining how many individuals should be sampled if we desired a margin of error plus or minus .000001?
  6. How would you explain your conclusion to Sara without using any statistical jargon? In other words, is her original sample size sufficient or should she interview more people to obtain an accurate prediction.

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Advanced Placement Tests

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Advanced Placement Tests

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Advanced Placement Tests

From this week’s readings, the Advanced Placement tests (AP tests) are fiercely debated, with some prestigious private schools opting out of offering AP classes all together. Some schools will offer AP tests but not AP classes, claiming that their students do just fine on the AP tests without teaching the exact AP curriculum.

Is the AP system an adequate program to prepare students for college?

Explain your reasoning in terms of test preparation, accessibility to AP classes and taking the tests, and opportunities that AP credits provide.

Respond to one of your classmates.

Do you agree with their reasoning? Explain why.

Do you think that other scholastic aptitude tests such as the SAT or the ACT are enough or that schools should offer more college prep like the APs?

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Week 10 Discussion Edu 510

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Week 10 Discussion Edu 510

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Advanced Placement Tests

From this week’s readings, the Advanced Placement tests (AP tests) are fiercely debated, with some prestigious private schools opting out of offering AP classes all together. Some schools will offer AP tests but not AP classes, claiming that their students do just fine on the AP tests without teaching the exact AP curriculum.

Is the AP system an adequate program to prepare students for college?

Explain your reasoning in terms of test preparation, accessibility to AP classes and taking the tests, and opportunities that AP credits provide.

Respond to one of your classmates.

Do you agree with their reasoning? Explain why.

Do you think that other scholastic aptitude tests such as the SAT or the ACT are enough or that schools should offer more college prep like the APs?

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culture and society

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culture and society

· Due Sunday by 11:59pm

· Points 175

· Submitting a file upload

Required Resources

Read/review the following resources for this activity:

· Textbook: Chapter 9

· Lesson

· Link (website): Pew Research Center (Links to an external site.)Links to an external site.

· Click on the Social Trends tab.

· Click on the Interactives tab.

· Locate the following link: How Census Race Categories Have Changed Over Time

· Click on “1790” to see two columns comparing the 1790 Census categories with the 2010 Census categories.

· Minimum of 4 outside scholarly sources

Instructions In this week’s lesson, you learned about the U.S. Census Bureau’s most recent racial and ethnic categories. For this assignment, consider the racial and ethnic categories used in the 2010 Census with the four racial, ethnic, and gender categories used in the 1790 Census: Free white males, free white females, all other free persons, slaves (Pew Research Center, 2015). Analyze the concepts of race, ethnicity, and gender as social constructs, just as sociologists do, by addressing the following:

  1. Explain how you might have been categorized by the 1790 Census and how you would have been categorized by the 2010 Census.
  2. Compare and contrast the two potential categorizations and explain how this exercise shows that the concepts of race, ethnicity, and even gender change over time. Most importantly, explain how this exercise shows that the concepts of race, ethnicity, and gender are social constructs.
  3. Determine and describe what ethnic, racial, and/or gender categories, if any, would be best, in your view, for the 2020 Census or the 2030 Census, to most accurately show the diversity of the U.S. population. What categories would be best to reveal the segments of the U.S. population most vulnerable to racial, ethnic, and/or gender inequalities or discrimination? What categories could be listed in the 2020 Census or the 2030 Census that might best educate the U.S. population on differences between race and ethnicity? Explain your decisions.

Include headings for each of the three main sections of the paper:

· What the Census Might Have Called Me

· Social Constructs

· Better Future Census Categories

Each of the three main sections of your paper must contain scholarly support in the form of quotes or paraphrases with respective citations from assigned reading (the textbook/lesson) and the outside scholarly source that you identify on your own.

*This assignment is adapted from Glaser (2018).

Writing Requirements (APA format)

· Length: 3-4 pages (not including references page)

· 1-inch margins

· Double spaced

· 12-point Times New Roman font

· Running header in the upper left of all pages

· Page number in the upper right of all pages

· Minimum of 3 headings (centered, bold, & title case)

· Parenthetical in-text citations included and formatted in APA style

· References page (minimum of 4 outside scholarly sources plus the textbook/lesson)

· Title page not required

Grading This activity will be graded based on Essay (W5) Grading Rubric.

Course Outcomes (CO): 4, 5, 6, 7

Due Date: By 5 p.m. Eastern time on Friday

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