Category: Science

Select a pipeline drug from the past 2-3 years or an old approved drug with a ne

Select a pipeline drug from the past 2-3 years or an old approved drug with a new therapy indication or off-label use. Find a research article from a peer-reviewed journal to support or refute the use of the drug for the intended indication. Summarize the main points of the article, including the purpose, methodology, and findings of the study. Interpret briefly the pharmacodynamic, pharmacokinetic, and pharmacotherapeutic review of the drug. Analyze the potential benefits of the drug to improve patient outcomes and the safety risks associated with the drug. Conclude with a discussion of the relevance of the research findings for informing the CNS prescriber of the drug about dosing, patient education, and patient monitoring.

TEXT BOOK: Adolescence, 13th Edition, by Laurence Steinberg
1.
Please submit a r

TEXT BOOK: Adolescence, 13th Edition, by Laurence Steinberg
1.
Please submit a reading response to Ch 1. Biological Transitions (p. 13-39).1 page, double-spaced, ( 300-word) written response.
Summarize some content from the reading and then demonstrate their ability to think critically and analytically about it. That can mean applying that knowledge to something happening in the world or their own lives or connect it to other content from this or other courses, or it can mean questioning or critiquing the content based on a logical, scientific argument.
2.
Please submit a reading response to Ch 2. Cognitive Transitions (p. 40-67)
Summarize some content from the reading and then demonstrate their ability to think critically and analytically about it. That can mean applying that knowledge to something happening in the world or their own lives or connect it to other content from this or other courses, or it can mean questioning or critiquing the content based on a logical, scientific argument.
3.
Please submit a reading response to Ch 3. Social Transitions (p. 68-93)
Summarize some content from the reading and then demonstrate their ability to think critically and analytically about it. That can mean applying that knowledge to something happening in the world or their own lives or connect it to other content from this or other courses, or it can mean questioning or critiquing the content based on a logical, scientific argument.
4.
Please submit a reading response to Ch 4. Families (p. 94-120).
Summarize some content from the reading and then demonstrate their ability to think critically and analytically about it. That can mean applying that knowledge to something happening in the world or their own lives or connect it to other content from this or other courses, or it can mean questioning or critiquing the content based on a logical, scientific argument.
5.
Please submit a reading response to Ch 5. Peer Groups (p. 121-151).
Summarize some content from the reading and then demonstrate their ability to think critically and analytically about it. That can mean applying that knowledge to something happening in the world or their own lives or connect it to other content from this or other courses, or it can mean questioning or critiquing the content based on a logical, scientific argument.
6.
Please submit a reading response to Ch 6. Schools (p.152-178).
Summarize some content from the reading and then demonstrate their ability to think critically and analytically about it. That can mean applying that knowledge to something happening in the world or their own lives or connect it to other content from this or other courses, or it can mean questioning or critiquing the content based on a logical, scientific argument.
7.
Please submit a reading response to Ch 7. Work, Leisure, and Media (p. 179-207).
Summarize some content from the reading and then demonstrate their ability to think critically and analytically about it. That can mean applying that knowledge to something happening in the world or their own lives or connect it to other content from this or other courses, or it can mean questioning or critiquing the content based on a logical, scientific argument.
8.
Please submit a reading response to Ch 8. Identity (p. 208-235).
Summarize some content from the reading and then demonstrate their ability to think critically and analytically about it. That can mean applying that knowledge to something happening in the world or their own lives or connect it to other content from this or other courses, or it can mean questioning or critiquing the content based on a logical, scientific argument.
9.
Please submit a reading response to Ch 9. Autonomy (p. 236-261).
Summarize some content from the reading and then demonstrate their ability to think critically and analytically about it. That can mean applying that knowledge to something happening in the world or their own lives or connect it to other content from this or other courses, or it can mean questioning or critiquing the content based on a logical, scientific argument.
10.
Please submit a reading response to Ch 10. Intimacy (p. 262-292).
Summarize some content from the reading and then demonstrate their ability to think critically and analytically about it. That can mean applying that knowledge to something happening in the world or their own lives or connect it to other content from this or other courses, or it can mean questioning or critiquing the content based on a logical, scientific argument.
11.
Please submit a reading response to Ch 11. Sexuality (p. 293-321) .
Summarize some content from the reading and then demonstrate their ability to think critically and analytically about it. That can mean applying that knowledge to something happening in the world or their own lives or connect it to other content from this or other courses, or it can mean questioning or critiquing the content based on a logical, scientific argument.
12.
Please submit a reading response to Ch 12. Achievement (p. 322-347)
Summarize some content from the reading and then demonstrate their ability to think critically and analytically about it. That can mean applying that knowledge to something happening in the world or their own lives or connect it to other content from this or other courses, or it can mean questioning or critiquing the content based on a logical, scientific argument.
13.
Please submit a reading response to Ch. 13. Psychosocial Development During Adolescence (p. 348-384).
Summarize some content from the reading and then demonstrate their ability to think critically and analytically about it. That can mean applying that knowledge to something happening in the world or their own lives or connect it to other content from this or other courses, or it can mean questioning or critiquing the content based on a logical, scientific argument.

Follow the instructions provided (file) and
then submit the lab as ONE file. The

Follow the instructions provided (file) and
then submit the lab as ONE file. The instructions for the Lens App explains how
to combine multiple images into one file. If you have issues, let me know. The
labs are provided in both Word and Pdf formats for your convenience.
Follow the instructions provided (file) and then submit the lab
as ONE file. The instructions for the Lens App explains how to combine multiple
images into one file. If you have issues, let me know. The labs are provided in
both Word and Pdf formats for your convenience.

1. Watch this video linked in the descriiption section below.
2. Type a summary

1. Watch this video linked in the descriiption section below.
2. Type a summary of the video with at least 2 paragraphs of 5 sentences per paragraph. In paragraph #1, give an overview of the video. In paragraph #2, answer the following:
Give an example of an actual moving object that matches each motion graph discussed.

Lab Report Format:
TITLE: Module 2: Report Assignment- The Moving Man
YOUR NAME:

Lab Report Format:
TITLE: Module 2: Report Assignment- The Moving Man
YOUR NAME:
ABSTRACT:
What you did (Explain the Procedure that you followed)
How you did it (Give the tool and/or “simulator URL” used)
Why you did it (What was the purpose for doing this experiment)
What you found (Discuss the quality of your data based on the size of percent error values if you have any and/or Discuss something that you figured out about how the values in your data change as you manipulate the simulator)
DATA/ANALYSIS: The completed Activity Assignment Handout
CONCLUSION: What did you learn, not what you did using the simulator (Explain a concept, skill, tool, or formula that you learned as a result of doing this experiment).

Video Watch Summarize (VWS) Instructions:
1. Watch the videos linked in the desc

Video Watch Summarize (VWS) Instructions:
1. Watch the videos linked in the descriiption section below.
2. Type a summary of each video with at least 2 paragraphs of 5 sentences per paragraph. In paragraph #1, give an overview of each of the videos. In paragraph #2, answer the following:
Provide examples of the importance of measurement in everyday life
Discuss at least 2 reasons why unit conversions are necessary
This video assignment supports the following objectives:
Recognize and use SI Base Units and Prefixes

Video (VWS) Assignment – Units of Measure: Scientific Measurements & SI System
These videos will introduce you to the SI System.
Units of Measure: Scientific Measurement & the SI System Links to an external site.
Converting Units of Measure Links to an external site.(Watch ALL videos)
{https://www.youtube.com/watch?v=oAtDAoqdExw}
{https://www.khanacademy.org/math/cc-fifth-grade-math/imp-measurement-and-data-3}

TITLE: Module 1: Report Assignment- Measurement and Error
YOUR NAME:
ABSTRACT:

TITLE: Module 1: Report Assignment- Measurement and Error
YOUR NAME:
ABSTRACT:

What you did (Explain the Procedure that you followed)
How you did it (Give the tool and/or “simulator URL” used)
Why you did it (What was the purpose for doing this experiment)
What you found (Discuss the quality of your data based on the size of percent error values if you have any and/or Discuss something that you figured out about how the values in your data change as you manipulate the simulator)

VOLUME DATA: Make a table showing your volume data (use metric units only)
MASS DATA: Make a table showing your mass data (use metric units only)
VOLUME ANALYSIS: Make a table showing your volume analysis calculations. Show ALL formulas and steps for each calculation in your table. Also, include this conversion factor in your table. 1mL = 1 cm3 (use metric units only)
MASS ANALYSIS: Make a table showing your mass analysis calculations (use metric units only)
CONCLUSION: What did you learn, not what you did using the simulator (Explain a concept, skill, tool, or formula that you learned as a result of doing this experiment). Also, explain why you never got zero percent error.

Analysis of Science Vs Pseudoscience: Dissecting Pseudoscience
Purpose:
The purp

Analysis of Science Vs Pseudoscience: Dissecting Pseudoscience
Purpose:
The purpose of this discussion board assignment is to analyze information to determine its validity. Deception in science is real and called pseudoscience. This can occur in many ways. In this assignment you will learn the differences between real science and pseudoscience, how to identify them and you will be asked to share a pseudoscience article/website with reasoning as to why you believe it is pseudoscience and not real science following the parameters given.
Information:
In chapter one, we’ve learned about the scientific method and you should be moving on to chemistry. One of the biggest things we will be exploring in the laboratory discussions beginning next week are scientific articles, how to dissect and digest them. Scientific articles are directly related to the Scientific Method. They way the experiment is conducted, they way the material is presented it is all the same methodology. But, the most important thing about true science is that it is peer reviewed.
What does Peer Review mean? It means that other scientists from different institutions that the original researchers do not know, go through their data, their methods and their results to make sure everything was done correctly and that there was no manipulation of the data for a desired outcome. For this discussion I would like you to follow the links recognize credible sources understanding scientific research and dissecting pseudoscience, that shows you how to distinguish science from pseudoscience. In the last website, you will have the opportunity to link to a fake scientific article about ‘phantom DNA’ and read about how to know if a article is not trustworthy. There is also a TED talk about combating pseudoscience within the webpage.
Here are the four basic things to look at:
Is it published by a reputable source?
Do we know who the author is, and what are their affiliations?
Has the author cited other articles, from quality sources?
Are the claims made in the article specific, and are they verifiable?
Task:
1. Read all of the information presented on the webpage dissecting pseudoscience, and watch the embedded TED talk.
2. Find an article or website that you believe is presenting pseudoscience. *Please know that there are science news websites like livescience.com. These summarize journal articles, and usually give a link to the article. Please to go the primary source of the journal article to see if it is pseudoscience or not.
3. Create a discussion post in this thread discussing A) your reaction to dissecting pseudoscience website. B) Share the pseudoscience article/website and tell me why you think it is fake. Use the criteria listed. Please look for scientifically fake- NO POLITICAL POSTS!!!!!!! Include a link for any articles.
Criteria:
Your original post is worth 16 points and is reflected upon how well you analyze all of the information and the inclusion of an accurate example of pseudoscience.

Individual Work Before Class (Assignment LE1.1)
Video (2:40 minutes): Alberta Ca

Individual Work Before Class (Assignment LE1.1)
Video (2:40 minutes): Alberta Canada Health Services: Your Voice: What does health mean to you? (children’s perspectives) https://www.youtube.com/watch?v=lUsea3JV7Vk
Video (3:50 minutes): Action for Global Health: What Does being healthy mean to you? (global perspective) https://www.youtube.com/watch?v=geX1V1Q1BHY

What does being “well” or “healthy” mean to you?
How do you think your meaning of well or healthy might differ from others’ meanings of well or healthy?
Web source: What it means to be well. Brought to Life: Exploring the History of Medicine. Online exhibit by the Science Museum, London. Downloaded December 23, 2016. http://www.sciencemuseum.org.uk/broughttolife/aboutus/meanstobewell
Are you aware of how a particular condition is viewed as a disease, illness, or disability in one culture but as a blessing, annoyance, or ability in another culture? Briefly describe.
If not, why is this alternative perspective (e.g., blessing, annoyance, ability) important for modern medicine?
Web source: Vital Signs (Body temperature, pulse rate, respiration rate, blood pressure). Johns Hopkins Medicine Health Library. Downloaded January 5, 2016. http://www.hopkinsmedicine.org/healthlibrary/conditions/cardiovascular_diseases/vital_signs_body_temperature_pulse_rate_respiration_rate_blood_pressure_85,P00866/
When we report to a health professional (e.g., nurse, doctor, technician, etc.) a nurse almost always measures our vital signs. They do this whether we have a problem or whether we are there for a routine checkup. Why do you think they check regardless of our status?
Today we will start an investigation of our vital signs – what they are, and how we measure them. Why is it recommended that we know how to measure our own vital signs?
Chapter: Walker HK. (1990). The Origins of the History and Physical Examination. In: Walker HK, Hall WD, Hurst JW, editors. Clinical Methods: The History, Physical, and Laboratory Examinations. 3rd edition. Boston: Butterworths; 1990. Chapter 1. Available from: https://www.ncbi.nlm.nih.gov/books/NBK458/ and (PDF)
What is the patient history? What is the physical examination?
The development of the patient history and the physical examination is filled with innovation. Walker focused on the contributions of 10 European men. Who were they, and what did their innovations have to do with the development of the patient history and/or the physical examination? Who is missing from Walker’s story?
For all Science Talks. Record three (3) big wondering questions sparked by, and related to, the assigned readings. (Examples of big, wondering questions are: Why are humans biased, Where did cells come from, Why is the sky blue, Where do dogs come from, Does the universe end, etc.)

Format: your answers must be typed (in MS Word or a similar program) and Excel g

Format: your answers must be typed (in MS Word or a similar program) and Excel graphs should be copied directly into the Word document
• Don’t forget to format your citations correctly as per APA style. A helpful resource is the Purdue OWL APA Guide