Applied science

List and discuss the 6 criteria pollutants that the EPA focuses on. Be sure to mention how each pollutant negatively affects human health.

Describe the physical, chemical and microscopic examination of amniotic fluid. Also tabulate the normal values of all the parameters used in the examination.

Respond to the following in a minimum of 175 words:What is the role of a health care manager when facing an ethical decision?How would you handle an ethical conflict?

For sparse data, discuss why considering only the presence of non-zero values might give a more accurate view of the objects than considering the actual magnitudes of values. When would such an approach not be desirable?

Describe the change in the time complexity of K-means as the number of clusters to be found increases

Give an example of a set of clusters in which merging based on the closeness of clusters leads to a more natural set of clusters than merging based on the strength of connection (interconnectedness) of clusters

Errors, SafetyQ.1 Since the Institute of Medicine (IOM), which is now part of the National Academy of Medicine (NAM), published To Err Is Human in 1999, a groundbreaking report that boldly pointed out the problem of medical errors, concerns regarding patient safety and the need to reduce errors have come to the forefront of the U.S. healthcare system.What initiatives have accreditation organizations and other external agencies undertaken to address these issues? What strategies have been used by ancillary healthcare institutions (mental health and public health) to reduce medical errors? Do you think these efforts have been effective?Week 6: Improving QualityQ.2 What do you see as the biggest challenge(s) ahead for us as we attempt to improve the quality of our healthcare delivery system in the United States? Are these challenges the same for ancillary services (e.g., mental health and public health) and traditional services (e.g., offices, clinics, hospitals)? Why or why not

CASE STUDY 4: Focused Thyroid ExamChantal, a 32-year-old female, comes into your office with complaints of “feeling tired” and “hair falling out”. She has gained 30 pounds in the last year but notes markedly decreased appetite. On ROS, she reports not sleeping well and feels cold all the time. She is still able to enjoy her hobbies and does not believe that she is depressedCase Study Assignment should be in the Episodic/Focused SOAP Note format rather than the traditional narrative style format .Consider what history would be necessary to collect from the patient.Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis?Identify at least five possible conditions that may be considered in a differential diagnosis for the patient.Episodic/Focused SOAP Note TemplatePatient Information:Initials, Age, Sex, RaceS.CC (chief complaint) a BRIEF statement identifying why the patient is here – in the patient’s own words – for instance “headache”, NOT “bad headache for 3 days”.HPI: This is the symptom analysis section of your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis. Paint a picture of what is wrong with the patient. Use LOCATES Mnemonic to complete your HPI. You need to start EVERY HPI with age, race, and gender (e.g., 34-year-old AA male). You must include the seven attributes of each principal symptom in paragraph form not a list. If the CC was “headache”, the LOCATES for the HPI might look like the following example:Location: headOnset: 3 days agoCharacter: pounding, pressure around the eyes and templesAssociated signs and symptoms: nausea, vomiting, photophobia, phonophobiaTiming: after being on the computer all day at workExacerbating/ relieving factors: light bothers eyes, Aleve makes it tolerable but not completely betterSeverity: 7/10 pain scaleCurrent Medications: include dosage, frequency, length of time used and reason for use; also include OTC or homeopathic products.Allergies: include medication, food, and environmental allergies separately (a description of what the allergy is ie angioedema, anaphylaxis, etc. This will help determine a true reaction vs intolerance).PMHx: include immunization status (note date of last tetanus for all adults), past major illnesses and surgeries. Depending on the CC, more info is sometimes needed

Attribution ErrorsWherever you go, you will be observing human behavior, and it is difficult not to make a judgment about people after observing how they behave. You might consider three people on a crowded bus to be kind if you see them give up their seats so a mother can sit down with her two young children. You might consider a grocery store employee to be rude if you asked him where to find the milk and he rolled his eyes and sighed heavily before directing you to its location. These two judgments would be logical—kind in the first case and rude in the second—because that is the type of people they appeared to be.However, social psychologists are more concerned with the external social conditions that influence behavior. Maybe only one of the people on the bus acted kindly and the other two gave up their seats because they did not want to be perceived as unkind by others on the bus. Perhaps the grocery store employee is usually kind, but he behaved rudely because he has been told to work an extra shift at the last minute and it means he will likely miss a friend’s birthday party. If you attribute someone’s behavior to her or his personality, your judgment may underestimate the social conditions that influenced the behavior. When explaining the causes of someone’s behavior, underestimating or discounting the social situation results in what social psychologists call an attribution error.For your assignment this week, you will look at a scenario and consider how the cause of a person’s behavior may be explained better by situational influences than one’s personality or internal disposition.To PrepareReview the Learning Resources for this week and consider how the causes of a person’s behavior may be explained by situational factors.Consider the following scenario for this Assignment: Imagine that you have been summoned for jury duty in the United States. If you are selected to be on the jury, you will be hearing a rape case where a 23-year-old female alleges sexual assault. In order to select the jury (a process known by the Latin term voir dire), both the prosecutor and defense attorney question the jury pool to identify and dismiss for cause people who have strong opinions about the subject matter, who already know about the case, or who may be biased for or against either party to the trial. Attorneys may also dismiss members of the jury pool who they think will not be favorable to their case. These types of dismissals are called peremptory challenges and the attorneys have a limited number of them. During the process of jury selection, you notice the prosecutors are using their limited peremptory challenges to dismiss most of the young women from the jury pool. You find this peculiar, given that young women would seem to be most favorable to the prosecution’s case.Assignment:Submit 1–2 pages, not including title page and reference page:Informed by social psychology theory, explain why the prosecutor was reluctant to seat young women on the jury. Please provide a detailed explanation for this seemingly odd behavior.In addition to the Learning Resources, search the Walden Library and/or Internet for peer-reviewed articles to support your Assignment. Use proper APA format and citations, including those in the Learning Resources.

Read my classmate post. Think and write your thoughts and feelings about his post. (1 page)Classmate’s PostOur textbooks disagree. In The Teaching Ministry of the Church, Lawson discusses the possibility of using curriculum resources produced outside the group using them. She asks, “Is it appropriate, then, to use nondenominational materials as long as their statement of doctrine is acceptable?” and answers, “That is certainly a possibility as long as the leaders and teachers using the resources understand that any particular doctrinal issue may need to be interpreted” (2008, p. 322). On the other hand, in Christian Education Handbook, Stubblefield quotes Brown: “Any material that offers an unacceptable message must be discarded, no matter how teachable or attractive it is. Generally, it is more important for material to pass the message test and be teachable that it is to be attractive” (1996, p. 222). Which is right?No doubt, every member of this class would have an opinion based on their religious educational background and upbringing. We may have had workbooks in our own Bible classes that appealed to us because of the color scheme or layout styles, instead of repetitive columns of boring black and white with scary blanks to fill it. We may have favored handouts that included cultural references from our ethnicity or that acknowledged our group’s entertainment and music preferences. We may simply like the more familiar tone in one kind of material as opposed to another, more formal presentation. Having such a preference is fair; deciding what kind of Bible class material to use based mainly on those preferences is wrong.Without a doubt, Stubblefield and Brown are right. The material you choose matters; it should consist of the message God wants taught. Material that is written by a denominational group will promote the teachings of that denomination; that is expected. What if that message is not what the Bible teaches? Even though we might acknowledge the group’s good intentions in producing the material, dare we move beyond the message God intends?Should we use nondenominational material that provides choices for matters that God regulated in His Word? No, we should not. When God speaks on a matter (as in partaking the Lord’s Supper every Sunday Acts 20:7), we do not have the option to consider “options.” Material that discusses such options and leads the student to accept the written Word is good as it invites the student to reason together (Is. 1:18). Material that discusses options that come from the mind of man as though they are on an equal footing with the commandments of God are erroneous and should not be used.Brown was right about continuity of Bible class curriculum, too. It should teach “all the counsel of God” (Acts 20:27). I have heard kids complain sometimes because when they promoted to a new class, Miss A. Teacher started all over again at Genesis and they had just spent several weeks on the creation account. Congregations who let teachers choose what lessons to teach run a very real risk of classes repeating the “easy” stories ad infinitum and never getting to the meat of the Word. Someone in leadership needs to have the big picture, to know what each class is studying, and to ensure that every student has sufficient teaching of the whole Bible.Yes, that is a big task. It isn’t easier when the congregation is small, although that would be a natural conclusion. When the congregation is large, a cadre of leaders assists in this process. When the congregation is small, this job often falls to a single person. Stubblefield recommends that these leaders train others; in effect, this person becomes a “Moses,” holding on to the big picture role and putting others in place to fulfill the various roles needed in the small congregation.