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How can you prevent or slow down the spread and further the selection of new antibiotic resistant strains of bacteria?

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The Discussion Board (DB) is part of the core of online learning. Classroom discussion in an online environment requires the active participation of students and the instructor to create robust interaction and dialogue. Every student is expected to create an original response to the open-ended DB question as well as engage in dialogue by responding to posts created by others throughout the week. At the end of each unit, DB participation will be assessed based on both level of engagement and the quality of the contribution to the discussion.

At a minimum, each student will be expected to post an original and thoughtful response to the DB question and contribute to the weekly dialogue by responding to at least two other posts from students. The first contribution must be posted before midnight (Central Time) on Wednesday of each week. Two additional responses are required after Wednesday of each week. Students are highly encouraged to engage on the Discussion Board early and often, as that is the primary way the university tracks class attendance and participation.

The purpose of the Discussion Board is to allow students to learn through sharing ideas and experiences as they relate to course content and the DB question. Because it is not possible to engage in two-way dialogue after a conversation has ended, no posts to the DB will be accepted after the end of each unit.

Background

For many years, antibiotics have been effectively used to treat bacterial disease; and pesticides have been used to protect our agricultural crops from many kinds of pests, including insects, worms (nematodes), fungi, or agricultural weeds, for example.

A growing concern for treating bacterial diseases or pest outbreaks is the evolution of antibiotic or pesticide resistance by bacterial or pest populations. Resistance means that a particular antibiotic is no longer effective in treating a disease, or that a particular pesticide will no longer prevent crop damage. This resistance can be viewed as evolution of a new trait at the population level, which is resistance to an antibiotic or to a pesticide. In this assignment, you will explore specific examples of antibiotic or pesticide resistance.

Assignment Details

Methicillin resistant Staphylococcus aureus (MRSA) has become a big concern in hospitals throughout the country and the world, as have other antibiotic resistant bacterial strains.

Part 1

The use, overuse, and abuse of antibiotics is accredited with creating these antibiotic resistant strains. Explain how this relates to natural selection.
Describe 1–2 of the things that people do (you can include individuals, doctors, health care professionals, hospitals, farmers, etc.) that contribute to this problem? Why?
Part 2

How can you prevent or slow down the spread and further the selection of new antibiotic resistant strains of bacteria?
Are there things that you can personally do to reduce your risk or even to reduce the spread of these dangerous microbes?
How can you prevent or slow down the spread and further the selection of new antibiotic resistant strains of bacteria?What is your reaction to the following sign that is commonly found in restrooms? Is it significant to the discussion of antibiotic resistance?

 

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Describe the components that make up the epidemiologic triangle. Indicate how these components could be implicated in an outbreak of foodborne illness (e.g., an illness outbreak caused by Salmonella-contaminated tomatoes

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Give an example of a hypothetical ecologic study. Name and describe one advantage and one disadvantage of ecologic studies. [p. 110]
• Describe, briefly, the challenges to the validity of study designs; relate these challenges to case-control studies, cohort studies, and randomized controlled trials. [p. 117]
• Do you have a smokefree bars law in your community? What considerations led to the development of such laws in communities that have adopted them? What are three policy implications of smokefree bars laws? [pp. 130, 131]
• Explain what is meant by the risk management component of risk assessment. From your own experience, discuss how risk management applies to the regulation of pesticides for home use. [p. 130]
• Describe the components that make up the epidemiologic triangle. Indicate how these components could be implicated in an outbreak of foodborne illness (e.g., an illness outbreak caused by Salmonella-contaminated tomatoes). [p. 138]
• Give one argument for and one argument against the proposition that vaccine-preventable diseases represent a diminished hazard to society. [pp. 151, 152]
• Explain the trends of obesity in the United States over time. Compare the trends among children and teenagers versus adults. [pp. 171, 172]
• What is the triad of disorders reported for children with severe emotional or behavioral difficulties? Discuss the implications of these disorders for the social functioning of children. [p. 174]
• Describe two person characteristics that are associated with Down syndrome. In your own opinion and in light of these epidemiologic associations, what preventive measures could be taken? [p. 183]
• What is one of the major consequences of children’s exposure to environmental lead? Suggest two methods for reducing such exposure. [p. 185]

 

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Explore some of the rationale behind the move toward more of a technologically based learning experience in nursing education and in healthcare overall.

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Paper , Order, or Assignment Requirements 1.Explore some of the rationale behind the move toward more of a technologically based learning experience in nursing education and in healthcare overall. What are the benefits to this? How about patient education in the hospital setting? 2.What technology do you find most beneficial to use in your work or school setting? Least beneficial? Why do you find this tool useful or not? Then, using your imagination, look to the future and think about how this tool could be enhanced even further. Describe your dream technology, with consideration for patient care and safety.

 

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What does Nina Jablonski have to say about the issue of skin color, absorption of vitamin D, and the disease of Ricketts? What is the “Vitamin D hypothesis”? Make sure to “discuss” the issue/s.

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this question from many angles. The difference between acclimatization and adaptation is explained. Nina Jablonski explains skin-color function and adaptations related to UV radiation levels, the vitamin D hypothesis, and preventing the loss of folate in the body. High-altitude adaptations are also discussed, along with responses to heat and cold stressors. In the last segment, the evolutionary dance between humans and their pathogens is brought to light. The interwoven interactions between human cultural activities, and the evolution of new pathogens, are discussed, as well as the evolution of drug resistance in existing pathogens.

Choose one of these topics and make sure to include the question ahead of your post. Posts that do not reflect the lesson and/or speakers will lose points. Remember, these lessons are your “classroom lectures.”

What does Nina Jablonski have to say about the issue of skin color, absorption of vitamin D, and the disease of Ricketts? What is the “Vitamin D hypothesis”? Make sure to “discuss” the issue/s.
Indicate and discuss what you have learned from Prof. Erikson about infectious diseases.
Discuss & describe the differences between long-term and short-term adaptations of the body to climate and/or culture?

 

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