We will continue to analyze our articles on bioremediation presented in Module 1:

Robinson, D. (2010). Can microbes clean up oil spills?

http://www.open.edu/openlearn/body-mind/can-microbes-clean-oil-spills Perry, W. (2012). Can Fungi Clean Up a SuperFund Site? http://www.livescience.com/20573-fungal-cleanup-newtown-creek.html

Biello, David. (2010). Clean Up the Deepwater Horizon Oil Spill : Bacteria and other microbes are the only thing that will ultimately clean up the ongoing oil spill in the Gulf of Mexico. Scientific American. May 25, 2010.

As you analyze the information in these articles, think back to the evolution of life on our planet and the videos you watched in Module 1. One theory of the evolution of life suggests that life evolved in a chemical “soup” of ingredients that under the right conditions facilitated the collection of molecules into primitive cells. In order to maintain organization, these primitive cells needed to acquire resources from their oceanic environment, harvest the energy from these sources, and use it to maintain the structures that worked well and build new structures to accomplish future work and survival. This process is termed “metabolism,” and organisms have evolved many strategies in order to accomplish life-sustaining chemical transformations.

In order to continue your analyses, you must first be able to explain some of the important metabolic pathways used by these organisms. As we learned in module 1, sunlight plays an important, but difficult to predict, role in the community structure and function of heterotrophic bacteria, because other environmental factors such as nutrient availability and temperature affect the interaction between bacteria and sunlight. In this SLP assignment you will compare chemotrophic metabolic pathways to photosynthesis.

Write a 3- to 4-page paper that addresses each of the following topics. Use subtitles and headings to organize your paper. Research your answers to the questions below using scholarly sources, including national, university, and government websites, publications, and scientific journals. Cite your references throughout, and include a reference section at the end.

1. What role did photosynthesis (and therefore oxygen) play in the process of crude oil remediation?

2. Using full sentences in paragraph format define:

· The difference between an autotroph and a heterotroph

· The relationship between a photosynthetic autotroph and a chemotrophic autotroph.

3. How are these metabolic pathways similar to photosynthesis?

4. How did the availability of nutrients such as nitrogen, phosphorus, and oxygen affect the microbes’ ability to degrade oil?

5. How does adding fertilizer (and therefore nitrogen) affect the metabolism of these organisms?

6. Which organisms showed sensitivity to oil toxicity?

Here is a diagram to help as you consider these metabolic pathways:

https://tlc.trident.edu/content/enforced/91505-BIO101-JUN2017FT-1/4%20Module/Modules/Module2/bio101%20metabolic%20pathways.png?_&d2lSessionVal=AVC1b8CPx4cEg0nQHS2bTuVrQ&ou=91505

From Wikimedia Commons, the free media repository

SLP Assignment Expectations

The Session Long Project consists of an integrative project emphasizing the personalized application of each module’s concepts. For Modules 1–4, students are required to engage in an original integrative project reflecting their comprehensive knowledge of and ability to apply the course materials. Each component of the SLP will be graded on a modular basis.

Your essay is considered a scholarly work. You will be provided with many scholarly references to begin each assignment. For any additional research you are required to do to complete your assignment, please use scholarly references such as a peer-reviewed journal article or a government-sponsored or university-sponsored website. As you read, take notes from your sources and then write your paper in your own words, describing what you have learned from your research. Direct quotes should be limited and must be designated by quotation marks. Paraphrased ideas must give credit to the original author, for example (Murray, 2014). Direct copying from “homework help” websites will not receive credit.

When you write your essay, please organize your paper to include an introduction (overview of the assignment), body with subtitles (reflecting the requirements of the assignment), and a summary (develop connections between the required topics).

References:

How chemical reactions are catalyzed by enzymes:

Farabee, MJ (2010) Reaction and Enzymes. Accessed February 12, 2012, at: http://www2.estrellamountain.edu/faculty/farabee/BIOBK/biobookenzym.html

Photosynthesis and the structure of chloroplasts:

Farabee, MJ (2010) Photosynthesis. Accessed February 12, 2012: http://www2.estrellamountain.edu/faculty/farabee/BIOBK/BioBookPS.html

Tutorial:

Photosynthesis (building sugars from the environment – plants/photosynthetic organisms/producers) http://www.phschool.com/science/biology_place/biocoach/photosynth/intro.html

Cellular respiration and the structure of mitochondria:

Kimball, John. (2011) Cellular Respiration. Accessed February 12, 2012. http://users.rcn.com/jkimball.ma.ultranet/BiologyPages/C/CellularRespiration.html

Videos cellular respiration:

Glycolysis http://www.youtube.com/watch?v=gTv9y5dol-A

The Krebs Cycle http://www.youtube.com/watch?v=ncEHa-ZwX3M

Electron Transport Chain (Phosphorylation) http://www.youtube.com/watch?v=hqF5JOXi_K8

Tutorials:

Cellular Respiration (utilizing sugars – most living organisms/aerobic organisms/consumers) http://www.phschool.com/science/biology_place/biocoach/cellresp/intro.html

Gastrointestinal disorders are a significant cause of stress for pediatric patients and their families. Symptoms of these disorders range from mild to severe and may include complaints such as abdominal pain, cramping, constipation, nausea, bloating, and fatigue. Since multiple disorders can result in these same symptoms, it is important to carefully assess patients to develop differential diagnoses. Depending on the age of the patient, assessments can sometimes be difficult because younger children are not always able to clearly communicate their symptoms. Pediatric patient evaluations must involve a combination of patient input, parent input, and your own observations from physical exams and diagnostics. As you read the following three case studies, consider the source (i.e., patient, parent, or practitioner) of the provided patient information.

Case Study 1
Jordan is a 4-year-old with a 1-day history of vomiting and diarrhea. His mother reports he awoke this morning vomiting and his vomitus contained last night’s dinner. He vomited three more times this morning but has not vomited in 5 hours. Approximately one hour ago, he had a large diarrhea stool that did not contain blood or mucus. He has had small sips of sports drinks since this morning. His last urination occurred 3 hours ago and the volume was small and the color dark yellow. Physical examination reveals a quiet and tired child with normal exam except for increased bowel sounds, but no abdominal distension, pain with palpation, or masses.

Case Study 2
Victoria is a 15-year-old who complains of chronic sore throat and bad taste in her mouth. Her height and weight are appropriate for age and she remains on the same growth trajectory since infancy. Abdominal examination and chest examination are negative. History reveals frequent burping and occasional feelings of regurgitating food. Diet history reveals she eats a balanced diet, but her primary sources of fluids are coffee, tea, and carbonated drinks.

Case Study 3
Trish is a 7-year-old who presents with abdominal pain. Further questioning reveals frequent stool soiling and a history of chronic constipation since infancy. The child does not remember when her last bowel movement was, but her mother reports that she had an ”accident” at a family gathering last night where she defecated in her underwear prior to reaching the bathroom. Physical examination is benign except for the presence of palpable stool in the descending colon and an enlarged rectal vault with hard stool.

To prepare:

Review “Gastrointestinal Disorders” of the Burns et al. text.
Review and select one of the three provided case studies. Analyze the patient information.
Consider a differential diagnosis for the patient in the case study you selected. Think about the most likely diagnosis for the patient.
Think about a treatment and management plan for the patient. Be sure to consider appropriate dosages for any recommended pharmacologic and/or non-pharmacologic treatments.
Consider strategies for educating patients and families on the treatment and management of the gastrointestinal disorder
By Day 3
Post an explanation of the differential diagnosis for the patient in the case study you selected. Explain which is the most likely diagnosis for the patient and why. Include an explanation of unique characteristics of the disorder you identified as the primary diagnosis. Then, explain a treatment and management plan for the patient, including appropriate dosages for any recommended treatments. Finally, explain strategies for educating patients and families on the treatment and management of the gastrointestinal disorder.

I need this dicussion post done as it is posted. Here are the questions:

How can anthropology be applied to everyday life? How has anthropology influence you?

Choose two ways anthropologist are working outside of an academic context,

-Identify which two types of nonacademic work you selected

-State why you selected these two work enivornments.( what stood out to you in context)

-Explain what anthroplogist does in each of the work enivornements you chose.

-Reflect on how you will apply what you have learned in this course to your everyday observations and interactions use specific examples,

To do a comment to the post below in APA style with citation, needs 2 credible reference from 2013 and above.

Episodic/Focused SOAP Note Template

Patient Information:

J, 11, Male, XX (Race)

S.

CC: “Mild ear ache”

HPI: The patient is 11 year old XX male who presented himself with a mild right ear ache, which started two days ago. Associated symptom include possible fever, right ear pain, difficulty hearing from the right ear. Associated symptom are exacerbated with sleep.

Current Medications: Inquire if patient is currently taking any medications, rule out earring loss related to medication toxicity.

Allergies: Inquire about allergies.

PMH: Inquire if patient has a history of acute otitis media or underlying hearing loss. Inquire if patient has had tonsillectomy or an adenoidectomy in the past.

SH: Spends time in pool during summer.

FH: Inquire if family members have history of hearing loss.

ROS:

GENERAL: Possible fever. Inquire about patient’s swimming habits and ask if ear plugs used. Determine method of cleaning ear.

HEENT: Right ear pain. Inquire if patient has tinnitus, discharge from ear, vertigo, or itchiness. Inquire if patient has a history of acute otitis media, hearing loss, vertigo, tinnitus, discharge from ear canal.

RESPIRATORY: Inquire if patient has had post nasal discharge or sputum production and ask about color of mucous.

ALLERGIES: Unknown

O.

Physical exam:

HEENT— Assess outer ear and note surrounding tissue, shape, color, and any lesions. Assess the external ear for discharge or any odor. Assess for the placement of a foreign object in ear. Assess for tenderness on the outer ear near the auricle and mastoid. Tenderness could indicate a possible infection. Use otoscope to assess external and middle ear. At this time, assess for erythema, lesions, and discharge. Inspect tympanic membrane for perforations. Assess the frontal and maxillary sinuses for swelling. No tenderness or swelling over the soft tissue should be present. Assess tonsils and inside of mouth for lesions, erythema, and swelling.

RESPIRATORY: Determine if upper respiratory infection is present, assess for clear lungs.

Diagnostic results:

Whispered Voice- Determines if patient is able to hear whispering. If they do not pass this test, hearing loss could be assumed. (Ball, Dains, Flynn, Solomon, Stewart, et al., 2015, p. 241).

Weber Test- Determines unilateral hearing loss (Ball et al., 2015, p. 241).

Rinne Test- Determines if the patient conducts sound better through bone or air. The patient should hear the sound conducted through the air twice as long (Ball et al., 2015, p. 241)

Culture of ear fluid (Attlmayr, 2015).

Differential Diagnoses

Otitis externa

Often seen with individuals that swim. This infection is located on the outer ear. Pain is worse when an otoscope is inserted because sensitivity is on the outer ear. The outer portion of the ear is often inlamted and tender to touch. When inspecting the ear, the ear canal would appear narrow. Because of the narrowing, fluid is unable to drain from the ear (Rosenfeld et al., 2014).

Otitis media

Otitis media is a middle ear infection that usually presents unilaterally, hearing loss is present, and tympanic membrane is pink. Pus often forms inside the ear, which could cause perforation of the tympanic membrane. Ear pain, fever, difficulty hearing, irritability, and lethargy can also accompany this diagnosis. While examining the ear with the otoscope, erythema, dullness, decrease light reflex, and bulging of the tympanic membrane (Nash, 2013).

Eustachian catarrh

Often results after an upper respiratory infection. It would be essential to determine if the patient has has a recent upper respiratory tract infection. Fluid collects in the eustachian tube, which causes pain and trouble hearing (Nash, 2013).

Cholesteatoma

The growth of a skin tag inside the ear, behind the ear drum. The patient could be born with it or it can develop after several ear infections. It would be essential to determine if the patient has had frequent ear infections in the past (Chawla, Ezhil Bosco, Lim, Shenoy, & Krishnan, 2015).

Mastoiditis

Mastoiditis is a common complication of acute otitis media. Pain, erythema, and tenderness are typically present alone the mastoid process (Attlmayr, 2015).

P. NA

Reference

Attlmayr, B., Zaman, S., Scott, J., Derbyshire, S. G., Clarke, R. W., & De, S. (2015).

Paediatric acute mastoiditis, then and now: Is it more of a problem now?. The Journal

Of Laryngology And Otology, 129(10), 955-959. doi:10.1017/S0022215115002078

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., Stewart, R. W. (2015). Seidel’s guide to physical

examination (8th ed.). St. Louis, MO: Elsevier Mosby.

Chawla, A., Ezhil Bosco, J. I., Lim, T. C., Shenoy, J. N., & Krishnan, V. (2015). Computed tomography

features of external auditory canal cholesteatoma: A pictorial review. Current Problems In

Diagnostic Radiology, 44(6), 511-516. doi:10.1067/j.cpradiol.2015.05.001

Nash, L. (2013). A case study on prescribing for an acute ear infection in a child. Nurse Prescribing,

11(4), 179-184.

Rosenfeld, R. M., Schwartz, S. R., Cannon, C. R., Roland, P. S., Simon, G. R., Kumar, K. A., & …

Robertson, P. J. (2014). Clinical practice guideline: Acute otitis externa. Otolaryngology-Head &

Neck Surgery, 150S1-S24. doi:10.1177/0194599813517083

Design & Implementation of Health Care Initiatives

Chapter 2, Case study 1, Quality teams approach to discharge planning

What is the value of an action plan and managing clinical symptoms?
How can medical record reminders promote patient-centered care delivery?
Identify tools that are useful in implementing quality improvement projects. Which of the tools are most useful when developing and implementing projects?