The last stage of Erikson’s theory is called ego integrity versus despair

Discussion—A Life In Review

In late adulthood, most people engage in a process of life review. They recall their life histories and recount them to others as well. As people review the important events from their lives, they create a picture of their lives as an integrated whole. The last stage of Erikson’s theory is called ego integrity versus despair. As people complete their life reviews, they may feel a sense of integrity. This means they look back upon their lives with a sense of fulfillment and satisfaction. Others may have a sense of despair. They often feel unfulfilled and have regret about choices they have made or events that have occurred.
Many people fear and dread the late adulthood stage of life because they believe what awaits them is ill health and cognitive decline. While that description fits some adults in later life, it certainly does not describe them all. Many older adults lead healthy, active lives and are closely connected to their families and communities.
Use your module readings and the Argosy University online library resources to research the process of life review.
Conduct your own life review and then respond to the following:

  • What do you look forward to about getting older?
  • What would you most like to look back on?
  • How do you view Erikson’s stage of integrity versus despair as it relates to your own life?

Support your arguments with research, citing sources.
Write your initial response in 150–200 words. Apply APA standards to citation of sources.

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Healthcare System

Healthcare System
Choose a type of healthcare delivery system to study from the list below. Prepare a 2-3 page paper which includes information about a specific hospital organization within your chosen delivery system.  Explain why you chose the organization as the basis of your paper. In your paper, include the types of consumers (patients) that would use the services of the chosen facility, how those individuals would access the healthcare system and the effect and needs of insurance. Compare and contrast your chosen healthcare delivery system to one other type of delivery system from the list with regards to the populace that would use it, how it is paid for, and your current thoughts on its effectiveness. Include your definition of “health” and how your definition would be met with your chosen healthcare system. Include a minimum of two (2) authoritative references using in-text citations and a reference list.
1. For-profit hospital
2. Not-for-profit hospital
3. Health maintenance organization
4. For-profit ambulatory surgical center
Need 3 page paper to the Submissions Area

Assignment 3 Grading Criteria Maximum Points
Identified and explained a specific healthcare system and why it was chosen. 20
Described the consumers who would use the service, how those individuals would access the healthcare system and the effect and needs of insurance. 20
Compared and contrasted chosen healthcare system to a different healthcare system and identified the populace at the selected healthcare system and how they would use it and pay for it and your thoughts on its effectiveness. 20
Provided personal definition of “health” and how that definition would be met with the chosen healthcare system. 20
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of at least two authoritative sources; displayed accurate spelling, grammar, and punctuation. 20
Total: 100

Note: All discussion assignments in this course will be graded using a rubric. Download the discussion rubric and carefully read it to understand the expectations.

Criteria Maximum Points
GR1 Identified and explained a specific healthcare system and why it was chosen. 20 points
GR2 Described the consumers who would use the service, how those individuals would access the healthcare system and the effect and needs of insurance. 20 points
GR3 Compared and contrasted chosen healthcare system to a different healthcare system and identified the populace at the selected healthcare system and how they would use it and pay for it and your thoughts on its effectiveness. 20 points
GR4 Provided personal definition of “health” and how that definition would be met with the chosen healthcare system. 20 points
GR5 Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of at least two authoritative sources; displayed accurate spelling, grammar, and punctuation. 20 points
Overall Score Total Score 0 or more
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Psychotherapy With Trauma – Posttraumatic Stress Disorder

Psychotherapy With Trauma – Posttraumatic Stress Disorder

Week 5: Psychotherapy With Trauma

Disorders resulting from trauma are significantly different from other psychiatric mental health issues. Unlike disorders such as schizophrenia or major depressive disorder, trauma-related disorders do not occur randomly in the population. Instead, trauma is something that occurs as a result of the lived experience of a traumatic event. According to the National Center for PTSD, more than half of the population will experience trauma during their lifetime (National Center for PTSD, 2010). Although most people will recover from the trauma on their own, some require therapeutic interventions. While there are medications that can help individuals with trauma and posttraumatic stress disorder (PTSD), the foundation of treatment continues to be psychotherapy.
This week, as you explore psychotherapy with trauma, you assess clients presenting with posttraumatic stress disorder. You also examine therapies for treating these clients and consider potential outcomes. Finally, you develop diagnoses for clients receiving psychotherapy and consider legal and ethical implications of counseling these clients. Psychotherapy With Trauma – Posttraumatic Stress Disorder.

ORDER A PLAGIARISM-FREE PAPER HERE

Psychotherapy With Trauma – Posttraumatic Stress Disorder Learning Resources

Required Readings

Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company.

  • Chapter 13, “Stabilization for Trauma and Dissociation” (pp. 469–508)

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.
 
Note: You will access this text from the Walden Library databases.

Required Media

Laureate Education (Producer). (2012a). Academic year in residence: Thompson family case study [Multimedia file]. Baltimore, MD: Author. Psychotherapy With Trauma – Posttraumatic Stress Disorder.

Ochberg, F. (2012). Psychotherapy for chronic PTSD [Video file]. Mill Valley, CA: Psychotherapy.net.
Note: You will access this media from the Walden Library databases. The approximate length of this media piece is 84 minutes.

Optional Resources

Substance Abuse and Mental Health Services Administration. (2012). Behavioral health issues among Afghanistan and Iraq U.S. war veterans. In Brief, 7(1), 1–7. Retrieved from http://store.samhsa.gov/shin/content//SMA12-4670/SMA12-4670.pdf

Substance Abuse and Mental Health Services Administration. (2014). SAMHSA’s concept of trauma and guidance for a trauma-informed approach. Rockville, MD: Author. Retrieved from http://store.samhsa.gov/shin/content//SMA14-4884/SMA14-4884.pdf

Wolpe, J. (n.d.). Joseph Wolpe on systematic desensitization [Video file]. Mill Valley, CA: Psychotherapy.net. Psychotherapy With Trauma – Posttraumatic Stress Disorder.
Note: You will access this media from the Walden Library databases. The approximate length of this media piece is 59 minutes.

Bruce, T., & Jongsma, A. (2010b). Evidence-based treatment planning for post-traumatic stress disorder [Video file]. Mill Valley, CA: Psychotherapy.net.
 
Note: You will access this media from the Walden Library databases. The approximate length of this media piece is 74 minutes.

Wilson, R. (2012). Exposure therapy for phobias [Video file]. Mill Valley, CA: Psychotherapy.net.
 
Note: You will access this media from the Walden Library databases. The approximate length of this media piece is 95 minutes.

It is estimated that more than 6% of the U.S. population will experience posttraumatic stress disorder (PTSD) in their lifetime (National Center for PTSD, 2010). This debilitating disorder often interferes with an individual’s ability to function in daily life. Common symptoms of anxiousness and depression frequently lead to substance abuse issues and even physical ailments. For this Discussion, as you examine the Thompson Family Case Study in this week’s Learning Resources, consider how you might assess and treat clients presenting with PTSD. Psychotherapy With Trauma – Posttraumatic Stress Disorder.

Learning Objectives

Students will:
  • Assess clients presenting with posttraumatic stress disorder
  • Analyze therapeutic approaches for treating clients presenting with posttraumatic stress disorder
  • Evaluate outcomes for clients with posttraumatic stress disorder

To prepare:

  • Review this week’s Learning Resources and reflect on the insights they provide.
  • View the media Academic Year in Residence: Thompson Family Case Study, and assess the client in the case study.
  • For guidance on assessing the client, refer to pages 137–142 of the Wheeler text in this week’s Learning Resources. Psychotherapy With Trauma – Posttraumatic Stress Disorder.

Note: To complete this Discussion, you must assess the client, but you are not required to submit a formal Comprehensive Client Assessment.

Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click Submit, you cannot delete or edit your own posts, and cannot post anonymously. Please check your post carefully before clicking Submit!

By Day 3

Post on or before Day 3 an explanation of your observations of the client William in Thompson Family Case Study, including behaviors that align to the PTSD criteria in DSM-5. Then, explain therapeutic approaches you might use with this client, including psychotropic medications if appropriate. Finally, explain expected outcomes for the client based on these therapeutic approaches. Support your approach with evidence-based literature. Psychotherapy With Trauma – Posttraumatic Stress Disorder.
Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues by providing one alternative therapeutic approach. Explain why you suggest this alternative and support your suggestion with evidence-based literature and/or your own experiences with clients.

Submission and Grading Information

Grading Criteria

To access your rubric:
Week 5 Discussion Rubric

Post by Day 3 and Respond by Day 6

To participate in this Discussion:
Week 5 Discussion

Assignment 1: Practicum – Week 5 Journal Entry

Learning Objectives

Students will:
  • Develop diagnoses for clients receiving psychotherapy*
  • Evaluate the efficacy of therapeutic approaches for clients*
  • Analyze legal and ethical implications of counseling clients with psychiatric disorders*

* The Assignment related to this Learning Objective is introduced this week and submitted in Week 7.
Select a client whom you observed or counseled that suffers from a disorder related to trauma. Then, address the following in your Practicum Journal:

  • Describe the client (without violating HIPAA regulations) and identify any pertinent history or medical information, including prescribed medications.
  • Using the DSM-5, explain and justify your diagnosis for this client.
  • Explain whether any of the therapeutic approaches in this week’s Learning Resources would be effective with this client. Include expected outcomes based on these therapeutic approaches. Support your approach with evidence-based literature.
  • Explain any legal and/or ethical implications related to counseling this client.
  • Psychotherapy With Trauma – Posttraumatic Stress Disorder

By Day 7 of Week 7

Submit your Assignment.

Assignment 2: Board Vitals

This week you will be responding to twenty Board Vitals questions that cover a broad review of your Nurse Practitioner program courses up to this point.
These review questions will provide practice that is critical in your preparation for the national certification exam that’s required to certify you to practice as a nurse practitioner. These customized test questions are designed to help you prepare for your Nurse Practitioner certification exam. It is in your best interest to take your time, do your best, and answer each question to the best of your ability.
You can access Board Vitals through the link sent to you in email or by following the link below:
https://www.boardvitals.com/

By Day 7

Complete the Board Vitals questions.

Week in Review

Now that you have:

  • Assessed clients presenting with posttraumatic stress disorder
  • Analyzed therapeutic approaches for treating clients presenting with posttraumatic stress disorder
  • Evaluated outcomes for clients with posttraumatic stress disorder. Psychotherapy With Trauma – Posttraumatic Stress Disorder.
  • Developed diagnoses for clients receiving psychotherapy
  • Evaluated the efficacy of therapeutic approaches for clients
  • Analyzed legal and ethical implications of counseling clients with psychiatric disorders

Next week, you will:

  • Assess clients presenting with addictive disorders
  • Analyze therapeutic approaches for treating clients with addictive disorders
  • Evaluate outcomes for clients with addictive disorders
  • Assess knowledge of concepts and principles related to the psychotherapy of individuals
  • Develop diagnoses for clients receiving psychotherapy
  • Evaluate the efficacy of motivational interviewing techniques for clients
  • Analyze legal and ethical implications of counseling clients with psychiatric disorders. Psychotherapy With Trauma – Posttraumatic Stress Disorder
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Explain the various adaptations of the digestive system of animals to diet

Biology Questions

Biology II
Spring 2018
Assignment #3
Due Date : Thursday Apr 19
1. Explain the various adaptations of the digestive system of animals to diet (name the part of the digestive system, the animal, the adaptation, and the diet)
2. List 5 digestive enzymes, their location, and their function?
3. Classify the phases of breathing and list the changes to the chest cavity that occur in them.
4. Trace the pathway of air in the human respiratory system.
5. Explain why the trachea and bronchi are lined with cilia and the consequence of having the cilia destroyed
6. the 3 List types of bone cells and their functions
7. List the microscopic parts of the human muscle
8. List the 4 steps in urine formation and concentration and the parts of the nephron where these steps take place.
9. Classify methods of contraception and list 2 types of each method
10. List 4 functions of the liver.
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Steps of the Scientific Method

Or any controlled scientific study, a scientist starts with an observation, does some research to develop a hypothesis, and then designs an experiment that compares some baseline group with a test group. Data are then collected to confirm or refute the hypothesis.
As you review the following study, consider whether the researchers correctly followed the scientific method.
In the late 1990s, gastroenterologist Andrew Wakefield, along with a research team, set out to determine whether bowel disease caused by vaccines led to autism.
He compiled a group of 12 children who had loss of acquired skills, developmental delays in language, diarrhea, and abdominal pain—essentially, those with both bowel disease and autism. He questioned each parent about the behavior and personality of the child before the child was vaccinated with the Measles, Mumps, and Rubella (MMR) vaccine. He then ran tests on the children to determine the health of the gastrointestinal tract, brain, and nervous system.
His reported data (tabulated below) included that children experienced either gastrointestinal or autism-like symptoms, sometimes within a short period after being vaccinated. From these data, the researchers concluded that there was no link between autism and the MMR vaccine. Wakefield though, contradicted this conclusion and stated that the vaccine caused changes in the gastrointestinal tract of the children, which then led to autism (Wakefield, et al., 1998). Currently, he still contends that the MMR vaccine contributes to autism (Ziv, 2015).
Many researchers tried to duplicate this study and could not replicate Wakefield’s results. In fact, they found no link between the vaccines, bowel disease, and autism. In the United Kingdom, the MMR vaccine was not introduced until 1988. If Wakefield’s conclusions were correct, one would then expect a jump in autism cases after 1988, but this was not observed, even when hundreds of children were studied (Taylor et al., 1999). In these additional studies, children who had not been vaccinated were included as a control group, and no difference in the rates of autism was observed.
In 2011, Brian Deer reviewed Wakefield’s study and all available records from the National Health Service (NHS) in the United Kingdom for these 12 children. He found that at most, two children showed symptoms days after vaccinations. At least five children showed developmental delays before being vaccinated. Six out of the 12 children may have had autism symptoms. None of the 12 children tested had all three—regressive autism, colitis, and symptoms days after vaccination.
SymptomWakefield
Wakefield NHS Records
(Deer)
Symptoms days after vaccination82?Non-specific colitis123Regressive autism96?Intestinal/autism/symptoms after vaccine120
(Wakefield, et al., 1998; Deer, 2011)
Wakefield’s statements led to a worldwide panic about the safety of vaccines, but after Deer’s report, Wakefield’s study was retracted and his medical license was revoked for falsifying data.
Recommended: Click on the following links to review materials to enhance your knowledge of biological molecules and the scientific method and to support your analysis of Wakefield’s experiment:

  • Steps of the Scientific Method: A simplified explanation of how the scientific method works, and the steps taken to investigate phenomena with diagrams
  • Do Vaccines Cause Autism?: A review of research demonstrating that vaccines and their components are not the cause of autism
  • Fifteen years after a vaccine scare, a measles epidemic: An analysis of vaccination trends and an increase in measles cases seen in the UK

Answer the following questions:

  1. What was wrong with Wakefield’s study? Discuss at least 2 variables or approaches that should have been controlled or assessed.
    • Consider the source of some of his data (parental memory, for example), the small sample size, and whether he considered other variables (genetics, diet, and so on) that could have resulted in symptoms in these children.
  2. Discuss the importance of a control group when using the scientific method.
  3. Did Wakefield deserve to be barred from medical practice?
  4. What were the consequences of his overblown conclusions?

Follow these guidelines for your paper:

  • Utilize at least 1 credible source to support the arguments presented in the paper. Make sure you cite appropriately within your paper, and list the reference(s) in APA format on your Reference page.
  • Your paper should be 1–2 pages in length, not counting the Title page and Reference page. In accordance with APA formatting requirements, it should be double-spaced and include a running head and page numbers

References
The College of Physicians of Philadelphia. (2017, December 6). Do vaccines cause autism? Retrieved from https://www.historyofvaccines.org/content/articles/do-vaccines-cause-autism
Deer, B. (2011). How the case against the MMR vaccine was fixed. BMJ, 342. Retrieved from http://www.bmj.com/content/342/bmj.c5347
Science Buddies. (2018). Steps of the scientific method: What is the scientific method? Retrieved from https://www.sciencebuddies.org/science-fair-projects/science-fair/steps-of-the-scientific-method#keyinfo
Taylor, B., Miller, E., Farrington, C. P., Petropoulos, M. C., Favot-Mayaud, I., Li, J., & Waight, P. A. (1999). Autism and measles, mumps, and rubella vaccine: No epidemiological evidence for a causal association. The Lancet, 353(9169), 2026-2029. Retrieved from http://www.thelancet.com/journals/lancet/article/PIIS0140-6736(99)01239-8/fulltext
Wakefield, A. J., Murch, S. H., Anthony, A., Linnell, J., Casson, D. M., Malik, M., et al. (1998). RETRACTED: Ileal-lymphoid-nodular hyperplasia, non-specific colitis, and pervasive developmental disorder in children. The Lancet, 351. Retrieved from http://www.thelancet.com/pdfs/journals/lancet/PIIS0140-6736(97)11096-0.pdf
Ziv, S. (2015, February 10). Andrew Wakefield, father of the anti-vaccine movement, responds to the current measles outbreak for the first time. Newsweek. Retrieved from http://www.newsweek.com/2015/02/20/andrew-wakefield-father-anti-vaccine-movement-sticks-his-story-305836.html

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Supporting Health Behavior Change

Supporting Health Behavior ChangeAssignment Instructions and Grading Rubric

Short Paper: Supporting Health Behavior Change
Many factors combine to influence individual and population health. Individual health behaviors significantly impact overall health. Health behaviors contribute significantly to population health (Booske, Athens, Kindig, Park, & Remington, 2010). Despite knowledge of the compelling evidence of the benefits, actually changing one’s health behaviors can be a more complex and challenging process than imagined.
Poly Ryan proposed the Integrated Theory of Health Behavior Change (ITHBC) that purports “health behavior change can be enhanced by fostering knowledge and beliefs, increasing self-regulation skills and abilities, and enhancing social facilitation” (Ryan, 2009, p. 165). Read this article to gain a better understanding of the factors that facilitate health behavior change.
For this assignment, you will select ONE health behavior change that can positively impact population health in general. The health behavior does not necessarily relate to your CHA or CHIP health concern or population. You may want to select a health behavior change that you have considered making yourself.
Submit a brief paper (2 pages, in APA format) that addresses the following:
· Describe the targeted health behavior, and summarize the impact of that health behavior on chronic conditions.
· Summarize the ITHBC and describe how it can be used to facilitate health behavior change.
· Design at least two specific interventions to support health behavior change that reflect the ITHBC (or critique two existing programs or interventions using the standards of the ITHBC).
See Grading Rubric on next page
References
Booske, B. C., Athen, J. K., Kindig, D. A., Park, H., & Remington, P. L. (2010). Different perspectives for assigning weights to determinants of health. [white paper]. Retrieved from https://uwphi.pophealth.wisc.edu/index.htm
Ryan, P. (2009). Integrated theory of health behavior change: Background and intervention development. Clinical Nurse Specialist, 23(3), 161-172. doi: 10.1097/NUR.0b013e3181a42373
Grading Rubric: Short Paper

Criteria Ratings
Understanding of health behavior, impact on health, and theory of health behavior change Narrative demonstrates understanding of concepts of determinants of health and theory of health behavior change; information cited from reliable sources =40 Description of concepts lacks accuracy or clarity or extensive use of quotations = 25 Minimal description of concepts; sources are not adequately cited and/or are not reliable =10
Application of Integrated Theory of Health Behavior Change to facilitate health behavior changes. Examples of health behavior change interventions clearly reflect the concepts introduced in the ITHBC = 50 Health behavior change interventions described, but with little explanation of how interventions reflect the ITHBC = 30 Minimal or missing description or application = 10
Application of APA and Scholarly Writing Follows APA style and format with rare and minor exceptions; scholarly and objective writing = 10 APA and writing have a few mistakes OR body of paper exceeds 3 pages = 5 More than a few APA errors; OR body of paper exceeds 4 pages =0
Possible Points = 100
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homeostasis

Discussion
The maintenance of a relatively constant internal environment in the human body is termed:
positive feedback.
negative feedback.
homeostasis.
effector control.
QUESTION 2

  • The chemical or molecular level of organization begins with __________ and forms __________.

cells; tissues
molecules; atoms
organs; systems
atoms; molecules
QUESTION 3

  • The study of physiology includes the study of __________.

disease
genetics
structures
functions
QUESTION 4

  • A definitive, objective, measurable indication of disease is known as a:
  • sign.

symptom.
chief complaint.
diagnosis.
QUESTION 5

  • The cause of a disease is referred to as the:

prognosis.
diagnosis.
pathology.
etiology
6.   Discuss when you would place the patient in the following positions: Trendelenburg, lithotomy, lateral Sims, High Fowler, and dorsal recumbent.
Your response must be at least 300 words in length.

  1. Define anabolism and catabolism, and discuss how they relate to homeostasis and survival.

Your response must be at least 300 words in length.

  1. Explain the chemistry of water. Why is water important in biological systems?

Your response must be at least 300 words in length.

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DNA, The Molecule of Life

sci question

Name:       Sec:
Chapter 6: DNA, The Molecule of Life
Module 6.1. DNA is a polymer of nucleotides.
1. The molecule of heredity is      .
2. Which of the following is used to construct DNA?
A) |_| chromosomes
B) |_| nucleotides
C) |_| double helix
D) |_| carbohydrates
3. Create double stranded DNA, by filling in the complementary bases:
A
T
T
G
A
C
4. Match the following terms with their appropriate descriptions: double helix, nucleic acid, nucleotide, backbone.
A) Molecules that contain information to make proteins
B) Consists of a base, five-carbon sugar, and a phosphate
C) Structure of a double-stranded molecule of DNA
D) Identical among all DNA molecules
5. Complete the following diagram of a nucleotide with the terms: phosphate group, sugar group, base group:
     

6. Overall, a molecule of DNA has a negative charge. Which component of DNA gives it this charge?

7. A gene is a specific section of DNA that contains the instructions to make a protein. If all molecules of DNA contain a phosphate group, a deoxyribose, and a base, propose an explanation for how the information to make a protein is coded within the DNA molecule.

8. If thymine makes up 20% of the bases in a DNA double helix, what percentage of the bases is guanine?
A) |_| 80%
B) |_| 60%
C) |_| 30%
D) |_| 20%
Module 6.2. During DNA replication, a cell duplicates its chromosomes.
9. If one polynucleotide strand of DNA has ACTTGACTAGCTA as its sequence of bases, what would be the sequence of bases on the opposing strand?

10. True or False; If false, make a true statement: DNA must be precisely copied prior to being passed on to the next generation

11. The process by which a molecule of DNA is copied is known as      .
12. Complete the following diagram, which illustrates the nature of DNA replication. Use the following terms: parent double-stranded DNA, daughter double-stranded DNA, template strands, newly synthesized strands. Note some terms may be used more than once.





13. The following diagram uses colors to illustrate the replication of a chromosome. Use your knowledge of DNA replication to determine whether or not the illustration is accurate. If it is not accurate, briefly explain how to make it correct.

14. Place the following steps of DNA replication in the proper order: DNA fragments are fused together; double helix is pulled apart; new strands of DNA are synthesized.
1.
2.
3.
15. A drug that inhibits DNA ligase but not DNA polymerase is added to a cell. Explain how DNA replication would be affected as a result of this drug.

Module 6.3. DNA directs the production of proteins via RNA.
16. True or False; if false make a true statement: Nucleic acids store the information to make carbohydrates.

17. Two types of nucleic acids that are found in all cells are       and      .
18. Which of the following is found in all nucleotides?
A) |_| Phosphate group
B) |_| Ribose
C) |_| Deoxyribose
D) |_| Uracil
19. Is the following diagram a nucleotide of DNA, RNA, or could it be either one? Briefly explain your answer.

20. Complete the following table, which compares and contrasts the structures of DNA and RNA.

DNA RNA
Unique to…

Common both DNA and RNA

21. Certain viruses, like HIV, actually contain RNA. When a virus of this type takes over a host cell, it makes DNA from its RNA. The viral DNA is then used to make an RNA copy, which is used to make viral proteins. In all cells, the flow of genetic information is from DNA RNA proteins. What is the flow of information in viruses (which are not considered cells) like HIV?

22. You are a biochemist and have been given a test tube containing a small amount of nucleic acid. You have been asked to determine whether it is DNA or RNA. Which of the following would be a characteristic that indicates RNA? Hint: There may be more than one correct answer.
A) |_| Presence of uracil, but no thymine
B) |_| Presence of guanine, but no cytosine
C) |_| Presence of phosphate, but no nitrogen
D) |_| Presence of ribose, but no deoxyribose
Module 6.4. Genetic information flows from DNA to RNA to protein
23. True or False; If false, make a true statement: The nucleotide sequence in DNA through the process of information flow comes to produce your characteristics.

24. Correct the following: RNA protein DNA
     
25. Complete the following diagram, which represents the flow of genetic information in a cell. Use the terms: transcription, translation, DNA, RNA, protein, ribosome, nucleus, cytoplasm, nuclear membrane, nuclear pore. Note that “D” is on the structure behind the arrow, and “E” is on the arrow.
 
J
I
G
H
F
E
D
C
B
A
a.       f.
b.       g.
c.       h.
d.       i.
e.       j.
26. Translation converts the information stored in       into      .
A) |_| DNA; RNA
B) |_| RNA; a protein
C) |_| protein; DNA
D) |_| protein; RNA
27. Briefly explain why you think “mRNA” is a good name for the RNA copy made from DNA.

28. Complete the following table, which compares transcription and translation.

Transcription Translation
Location

Description

29. If a strand of DNA has the sequence AAGCTC, transcription will result in which of the following?
A) |_| Single RNA strand with the sequence TTCGAG
B) |_| DNA strand with the sequence TTCGAG
C) |_| Single RNA strand with the sequence UUCGAG
D) |_| DNA strand with the sequence AAGCTC
30. A series of three nucleotides that specifies an amino acid is a(n)      .
31. A student is given a sequence of DNA as follows: AACTAGCTAGCT, and is asked to provide the mRNA copy that would be made from that sequence during transcription. The student provides the following sequence: TTGATCGATCGA. Is this the correct sequence? If not, explain why it is incorrect and fix it.

Module 6.5. Transcription creates a molecule of RNA from a molecule of DNA
32.       is the process by which information stored in DNA is copied into mRNA.
33. List the following steps of transcription in order: RNA polymerase makes RNA; mRNA leaves the nucleus; RNA polymerase binds the promoter; RNA splicing.
1.
2.
3.
4.
34. Complete the following diagram, which illustrates the process of transcription. Use the terms: DNA polymerase, promotor, DNA
 
C
B
A
a. 
b. 
c. 
35. The template strand is the DNA strand directly used by the RNA polymerase to make the RNA copy. You are given the following mRNA sequence: AUGCUGAUU. Are you able to determine the sequence of bases on the DNA strand that was not transcribed? Briefly explain your answer either way. (Note: DNA is double stranded. During replication it is unwound and only one strand serves as the template strand. You are being asked if you can determine the sequence of the non-template strand).

36. A gene has a sequence of DNA in front of it that directs the RNA polymerase where to begin transcription. This sequence of DNA is the:
A) |_|transcription
B) |_|promoter
C) |_|terminator
D) |_|RNA splicing
37. You are a graduate student at the University of Iowa and working as a teaching assistant for a freshman introductory biology course. Two of your students have come to you with a question about the sequence of an mRNA transcribed from a gene. The original DNA sequence from which the mRNA was transcribed reads: TGACGATCGTA. The students were asked to provide the sequence of bases in the mRNA and came up with the following mRNA sequence: ACTGCTAGCAT. They are confused because their answer does not match the answer in the book. Briefly explain the very common mistake they made and what the correct sequence would be.

38. True or False; If false, make a true statement: The terminator is the sequence of DNA in front of the gene that tells the RNA polymerase where to begin transcription.

39. List three ways in which mRNA is modified after transcription:
1.
2.
3.
40. Are introns and exons found in DNA or RNA?

Module 6.6. Translation involves the coordination of three kinds of RNA.
41. True or False; If false, make a true statement: The process of translation occurs within the cytoplasm on a cellular structure known as the mitochondrion.

42. Which of the following RNA molecules is a component of ribosomes?
A) |_| mRNA
B) |_| rRNA
C) |_| tRNA
D) |_| All of the above
43. A set of three nucleotides that specifies an amino acid is called a(n)      .
44. Which of the following RNA molecules is involved in the process of translation?
A) |_| mRNA
B) |_| rRNA
C) |_| tRNA
D) |_| All of the above
45. Complete the following diagram, which illustrates a ribosome:

 


46. Complete the following table, which compares the different kinds of RNA.

mRNA rRNA tRNA
Function


47. Briefly explain why a molecule of tRNA makes a good translator during the process of translation. Be sure to use the terms codon, anticodon, amino acid.
     
48. According to the table of the genetic code shown here, changing the second base of the codon
A) |_| always changes the amino acid that is encoded.
B) |_| never changes the amino acid that is encoded.
C) |_| sometimes changes the amino acid that is encoded.
D) |_| changes all of the above as noted.
49. What codon does every mRNA molecule have in common? What amino acid begins every polypeptide? Use the chart below:
 

50. Match the description to the molecule(s). Each choice should be used only once.
A. DNA
B. mRNA
C. tRNA
D. More than one of the above.
E. None of the above.
A molecule of this will always have an equal percentage of A and G, and an equal percentage of C and T
Has an anticodon and carries an amino acid
Serves as a messenger for taking genetic information from the nucleus to the cytoplasm
Is involved in the process of translation
Is a component of ribosomes
51. How many codons are in the following mRNA sequence:
AUGGGGCAGGUAUGA

52. Use the information from question 49 to determine how many amino acids would be in the polypeptide produced from that mRNA.

Module 6.7. Translation creates a molecule of protein via the genetic code
53. True or False; If false, make a true statement: Ribosomes are part of the cytoplasm.

54. Place the following steps of translation in order: elongation, termination, initiation.
1.
2.
3.
55. Translation takes place in the ______ on a _________.
A) |_| nucleus; ribosome
B) |_| cytoplasm; ribosome
C) |_| nucleus; mitochondria
D) |_|cytoplasm; lysosome
56. A drug that changes the AUG codon to UAC would most likely have what effect on translation? Be brief but specific in your answer.

57. If three DNA bases of the template strand are AGT, what is the anticodon of the tRNA that brings the amino acid?
A) |_| UCA
B) |_| TCU
C) |_| AGU
D) |_| TCA
58. Complete the following table, which compares the different stages of translation.

Initiation Elongation Termination
Description

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What Should Psychologists Do about Psychoanalysis?

 Psychology homework help
 

Weekly Discussion 2

Analyzing Psychoanalysis

After you have read the assigned reading for this week (Chapter 2 in Lecci & Magnavita and “What Should Psychologists Do about Psychoanalysis?”), do you agree or disagree with Murray’s analysis?
If you could discuss the article with him, what questions would you ask and why?
Post should be at least 300 words.

Weekly

 

Week 3 Introduction

  • Introduction
  • Learning Outcomes
  • Overview
  • Resources
  • Self Checks

Introduction

This week students will focus on the concepts of understanding the human being as their own personal processor. In addition, we will discuss Freud’s theory of psychoanalysis. Students are expected to read Chapters 2 and 6 in the Lecci & Magnavita text, complete the discussion questions, and complete the written assignment. The text will focus on the various concepts such as the person as a processor. These concepts will include, but are not limited to, a complete overview of Freud’s theory of psychoanalysis and the theories of Pinker, Mischel and Bandura. Students will also be reading the Schustack & Friedman text to explore the concept of explanatory style and the debate over what psychoanalysis is or should be.

Learning Outcomes

  1. Describe the processing and psychodynamic theories of personality. (Aligns with CLOs 1, 3)
  2. Analyze the applicability of these theories to the current profession of psychology. (Aligns with CLOs 2)

Overview

AssignmentDue DateFormatPoint ValuePerson as a ProcessorDay 3 (1st post)Discussion Forum2Analyzing PsychoanalysisDay 3 (1st post)Discussion Forum3Explanation in Personality TheoryDay 7Written Assignment10

Resources

Required Resources

Lecci, L.B. & Magnavita, J.J. (2013). Personality Theories: A Scientific Approach. San Diego: Bridgepoint Education, Inc.

  • Chapter 2: Psychoanalytic and Neo-Analytic Theories of Personality
  • Chapter 4: Neurobiological Models of Personality (review)
  • Chapter 6: Cognitive and Cognitive-Behavioral Approaches to Personality

Freud on Freud – YouTube clip: http://www.youtube.com/watch?v=sj2JFI4BsRQ (Links to an external site.)Links to an external site.
Murray, H.A. (1940). What should psychologists do about psychoanalysis? First published in Journal of Abnormal Psychology, Retrieved from EBSCO Host PsycARTICLES
Peterson, C. (2010). Good Hope and Bad Hope. The Good Life, July 24, 2010, Retrieved from http://www.psychologytoday.com/blog/the-good-life/201007/good-hope-and-bad-hope (Links to an external site.)Links to an external site.
Peterson, C. (2011). There are no accidents. The Good Life, August 8, 2011, Retrieved from http://www.psychologytoday.com/blog/the-good-life/201108/there-are-no-accidents (Links to an external site.)Links to an external site.

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HIV PREVENTION

500  words not including min 3 references
HIV PREVENTION
Program evaluation is a specialized applied research approach that may employ quantitative, qualitative, or mixed-methods research designs. Most people tend to think of evaluation as happening after a program is already in place. Formative evaluation, which occurs before or during program implementation, is a vital part of the planning that precedes designing programs and interventions. Why does formative evaluation play an important part in designing research? Also, who else besides the researchers themselves needs to be involved in formative evaluation, why, and at what point?
For this week’s Discussion, review the Learning Resources. Consider the purposes of formative evaluation in program planning. Then consider the stakeholders whose input would be of value in the formative evaluation and at what point their involvement should begin.
Post an explanation of the role of formative evaluation in program planning and implementation. What are the benefits and challenges related to formative evaluation? Explain which stakeholders would be involved in participating in the formative evaluation, and at what point (i.e., what is the influence of timing on involving stakeholders?). Provide a rationale for your post.
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