Explain the anatomical concepts associated with the urinary system. Summarize this module’s key points in 5-6 sentences. Explain the physiological concepts associated with the urinary system. Summarize this module’s key points in 5-6 sentences. How will you apply the concepts you have learned about with the urinary system in real life and in your future career? Which topic within this module has been the most valuable to your learning experience and why?

 part 1
Urinalysis is a common non-invasive component of primary care screening, pathology screening, and drug metabolite testing. Urine is often viewed as a waste product, but newer research suggests that urine can offer more insight into health.
Initial Post
Read Urinology Think Tank Writing Group.
Focus on the general concepts, as opposed to understanding every word. After completing the reading, answer the following question for your initial post: “What future insights may urine be able to offer us in health and wellness?”
part 2
 
After reviewing and studying this module’s content, answer the following questions. Be sure to complete all lab activities and attend/watch all live lectures before completing this assignment. All of your answers should be written in your own words, using full sentences, correct terminology, and proper spelling and grammar.

Explain the anatomical concepts associated with the urinary system. Summarize this module’s key points in 5-6 sentences.
Explain the physiological concepts associated with the urinary system. Summarize this module’s key points in 5-6 sentences.
How will you apply the concepts you have learned about with the urinary system in real life and in your future career?
Which topic within this module has been the most valuable to your learning experience and why?
Which topic(s) within this module did you struggle to understand and why?

Use the assigned article, with appropriate APA citations, to support your position with at least 5-6 sentences to support your case.

  What misalignment(s) caused channel conflict between manufacturers and dealers in the automotive industry? How was this conflict reflected in the attitudes of GM and its dealers toward the CDK Digital program? How would you characterize CDK Digital’s core competencies as of 2011? Suppose a car shopper’s interests could be known when she visited a dealer website. How would the dealer want to treat her? What about the OEM? How can CDK Digital leverage its core competencies to provide a website solution that both GM and its dealers consider to serve their interests?

What misalignment(s) caused channel conflict between manufacturers and dealers in the automotive industry? How was this conflict reflected in the attitudes of GM and its dealers toward the CDK Digital program?
How would you characterize CDK Digital’s core competencies as of 2011?
Suppose a car shopper’s interests could be known when she visited a dealer website. How would the dealer want to treat her? What about the OEM?
How can CDK Digital leverage its core competencies to provide a website solution that both GM and its dealers consider to serve their interests?

 
Please keep in mind the following learning objectives so that the answers efforts are focused within the following topics:

Explain how franchisors and franchisees have different perspectives on the value of data on retail operations
Recognize benefits of big data and analytics that reach well beyond the obvious potential improvements to marketing and operational effectiveness
Articulate the value of data analytics for channel management
Appraise the benefits of real-time website customization

Discuss why spyware has become so widely used. Should spyware be allowed to be used as it is or restricted in some manner?

Discuss why spyware has become so widely used. Should spyware be allowed to be used as it is or restricted in some manner?
 
Course Textbook(s)
Gregg, M. & Santos, O. (2020). Certified ethical hacker (CEH) version 10 cert guide: Learn, prepare, and practice for exam

success (3rd ed.). Pearson IT Certification. https://online.vitalsource.com/#/books/9780135305393

Explain the risk assessment you would use to inform your treatment decision making. What are the risks and benefits of the FDA-approved medicine? What are the risks and benefits of the off-label drug?

Major Depressive Disorder
 
· Recommend one FDA-approved drug, one off-label drug, and one non pharmacological intervention for treating major depressive disorder in children and adolescents.
· Explain the risk assessment you would use to inform your treatment decision making. What are the risks and benefits of the FDA-approved medicine? What are the risks and benefits of the off-label drug?
· Explain whether clinical practice guidelines exist for this disorder and, if so, use them to justify your recommendations. If not, explain what information you would need to take into consideration.
· Support your reasoning with at least three scholarly resources, one each on the FDA-approved drug, the off-label, and a non-medication intervention for the disorder. Please attach the PDFs of your sources.

Explain how a biosafety containment level III laboratory is constructed (e.g. air flow and pressure control). Explain the basic safety rules of a biosafety containment level III laboratory (e.g. use of safety equipment).Explain the concept of fumigation and how this is executed within a microbiological safety cabinet.

Lab 7: Biosafety
Learning Outcomes
· Explain how a biosafety containment level III laboratory is constructed (e.g. air flow and pressure control). Explain the basic safety rules of a biosafety containment level III laboratory (e.g. use of safety equipment).Explain the concept of fumigation and how this is executed within a microbiological safety cabinet.
· Explain the basic safety rules of a biosafety containment level III laboratory (e.g. use of safety equipment).
· Handle microorganisms in a biosafety containment level III laboratory.
· Explain the concept of fumigation and how this is executed within a microbiological safety cabinet.
Introduction: Experiment with biosafety virtual simulation lab In the Biosafety simulation, you will be introduced to the concept of laboratory containment, which is a very special type of laboratory required to work with hazardous pathogens.
Laboratory containment Containment in this context refers to the requirements set out by various bodies to safely manipulate such pathogens. In this simulation, you will be able to experience a containment level 3 (Biosafety Level 3 or BSL3) research laboratory.
Learn about lab safety You will become familiar with the basic protocols utilized to ensure safety, and you will be presented with the specific basic safety rules for this type of laboratory (e.g. personal protective equipment (PPE) and primary containment). In addition, you will learn how every part of the laboratory is designed to avoid contamination. This includes learning about why the pressure in the laboratory needs to be controlled at all times (secondary containment), and how the microbiological safety cabinets are designed to offer protection).
Identify the hazard In the biosafety simulation you will be presented with a hypothetical case where you will need to identify a potential bioterrorism agent that is classed as a hazard group three microorganism.
Please note that this simulation has been developed broadly around UK regulations. Some protocols may differ depending on the specific regulations.
Questions:
1. Purpose: Please describe in complete sentences and in your own words, the purpose of this experiment.
 
 
2. What are the different biosafety levels?
 
 
 
 
 
3. What practices would you recommend to be used in BSL 1 and how do these differ from BSL 2?
 
 
 
 
 
 
 
 
 
4. In this simulation what organism was discussed? Which biosafety level is this pathogen handled in? Why?
 
 
 
 
 
 
 
 
5. What does biosafety level 4 mean? What type of pathogens can only be handled in these labs?
 
 
 
 
 
 
6. Reflection: Write 5 sentences on what you learned from this simulation. What did you like and what was something that you would prefer not be a part of this simulation?

Your manager appreciated your thoughtful analysis on the infiltrate phase and would now like your thoughts on the Activate phase. Your efforts at educating users on the common ransomware attack vectors has been a huge success. Despite that success, some users were caught off guard and clicked through a phishing email message. At least one user landed on a malicious website and clicked a form submission button that allowed the attacker direct access to your network.  Now that an attacker has infiltrated your network, and you suspect they have planted ransomware on some systems:   Choose one of the questions below. What would you communicate to your manager?  1. What, if anything can CAG do to determine if malicious code was transferred over the network and planted on a system?  2. Provide your thoughts on how a defender can gain better visibility over the Activate phase.  3. How do you think CAG can best defend against a ransomware attack in the activate stage?

You were introduced to a ransomware attack scenario during Unit I in which you assumed the role of a recently hired cybersecurity analyst to help the organization to respond to an unfolding ransomware attack. In Unit II, you provided your manager with your ideas on ransomware attack vectors, how an attacker might employ a vector in an attack or how Celinszky Automotive Group (CAG) might best defend against these common vectors.
Your manager appreciated your thoughtful analysis on the infiltrate phase and would now like your thoughts on the Activate phase. Your efforts at educating users on the common ransomware attack vectors has been a huge success. Despite that success, some users were caught off guard and clicked through a phishing email message. At least one user landed on a malicious website and clicked a form submission button that allowed the attacker direct access to your network. 
Now that an attacker has infiltrated your network, and you suspect they have planted ransomware on some systems:
 
Choose one of the questions below. What would you communicate to your manager? 
1. What, if anything can CAG do to determine if malicious code was transferred over the network and planted on a system? 
2. Provide your thoughts on how a defender can gain better visibility over the Activate phase. 
3. How do you think CAG can best defend against a ransomware attack in the activate stage?
 
Textbook Reference
Grama, J. L. (2022). Legal and privacy issues in information security (3rd ed.). Jones and Bartlett. https://online.vitalsource.com/#/books/9781284231465

Identify one concept or topic that you learned about during the semester where the  juxtaposition of the online lessons and the personal narratives (memoirs, your own experiences, your classmates’ experiences, and/or interviews) led you to a deeper understanding of the course material. For instance: · Did you understand the concept  more deeply as we explored different personal narratives?

For your final paper, you will reflect on the way these different ways of learning and sources of information contributed to your understanding of diversity and human development. Respond to the prompts below in a cohesive, formal paper.
1. Identify one concept or topic that you learned about during the semester where the  juxtaposition of the online lessons and the personal narratives (memoirs, your own experiences, your classmates’ experiences, and/or interviews) led you to a deeper understanding of the course material. For instance:
· Did you understand the concept  more deeply as we explored different personal narratives?
· Did your understanding of the concept  change as we added more narratives?
· Was your understanding of the concept  challenged by one or more narratives?
2. Through the body of your paper, describe how the combination of information sources helped you learn more deeply. Be sure to provide details from the online lessons and personal narratives to support your main points. As you think about your answer, reflect on the following:
· How would you have understood the concept or topic with just the material from the online lesson, but no personal narratives? Would your understanding have been complete, or was something missing?
· How would you have understood it with just one of the personal narratives? Would your understanding have been complete or would something have been missing?
· How did your understanding of the topic or concept deepen or change with additional sources of information?
· Which information sources most strongly influenced your understanding of the concept or topic, and why?
· What did you learn that was new, different, or deeper from each information source?
3. Conclude by providing a more complete and complex description of the topic or concept, based on the nuances that you explored in your paper.
Choice of Paper Topics
To help you get started, here is a list of some of the main topics we covered this semester. As you learned throughout the semester, many of these topics overlap. You are welcome to bring additional course concepts into your paper, but be sure to stay focused on one main topic.
This list is not exhaustive – if you have a different topic that really interests you, ask the instructor if you can write about it. We want you to pick a topic that really interests you.
· The influence of context on development
· The appeal and dangers of a single story
· Inequality
· Diversity
· A good life or a meaningful life
· Agency within structural constraints
· Resilience
· Culture
· Risk and protective factors
· Internal working models & adult relationships
· Gender roles
· Family relationships & interdependence
· Factors influencing decision-making
· Balancing critical reflection & empathy
· Being open to alternate ideas
Paper Structure
Introduction
Introduce the topic you will be discussing in the paper, along with which personal narratives you will be using (memoirs, sharing posts, and/or interviews).
Tips: The introduction paragraph should not be too long because you want to get to the heart of the paper relatively quickly, but it should be long enough that it gives the reader a good sense of the overall tone of your paper and what the reader can expect going forward. The introduction paragraph should be a road-map for the reader.
Presentation and Analysis of Evidence
For the heart of your paper, discuss your topic in depth and provide examples to back up your claims. Here is a sample structure for the paper:
· Point #1 (one or more paragraphs): Describe what you learned about the topic from the online course content, along with references to that content. What did this information contribute to your understanding of the topic?
· Point #2 (two or more paragraphs): Describe what you learned about the topic from the personal narratives (memoirs and/or interviews), along with references to the narratives and citations where necessary. For each personal narrative, be sure to explicitly discuss how this information further shaped your thinking about this topic.
· Point #3 (one or more paragraphs): Take a step back and compare/contrast the various information sources. How does the combination of the two sources bring you to a deeper understanding of the topic? Describe the evolution of your thinking as you learned about this topic.
· Point #4 (one paragraph): Be sure to explore alternate ideas, narratives that don’t make sense given what you know about the topic or questions you still have about your topic.
Conclusion
Your conclusion should provide a summary of the main points in your paper as well as any final thoughts you have on the material. In your conclusion, be sure to:
· Provide a more complete or complex definition or description of the topic or concept.
· Summarize the way multiple information sources helped you develop this more complex understanding of your topic or concept.
Tips: A good conclusion not only reminds the reader about what the paper was about, but also pushes the discussion just a little bit further so that the reader is still thinking about the issues even when the paper is over.
The Nitty Gritty
· 3-4 pages, double-spaced
· 12-point standard font (Times New Roman, Calibri, etc.)
· APA style in-text citations
· APA style reference list, if you draw from outside sources. You do not need a reference list if you are only using class resources.
· Writing style matters! Make sure you have an introduction, one clear point per paragraph, a logical order to your paper, and conclusion to help frame your paper.
· Papers must have limited typographic, spelling, and grammar errors to receive a passing grade.

Describe the procedures to evaluate effectiveness of the plan. May include daily/weekly documentation sheet, token system, point system, etc. a. Describe how, when, where, and how often the problem behaviors will be measured. b. Explain how reinforcers or rewards will be earned and when they will be given to the student. c. Specify who is responsible for implementation of plan and who will provide reinforcers/rewards to the student.

Target Behaviors: Ella’s displays challenging behavior during transitions between activities
Replacement Behaviors: Define the new or replacement behaviors.
Antecedent Strategies: Environmental and instructional strategies to reduce the likelihood of target behaviors and increase the likelihood of replacement behaviors.
Monitoring/Evaluation Plan: Describe the procedures to evaluate effectiveness of the plan. May include daily/weekly documentation sheet, token system, point system, etc.
a. Describe how, when, where, and how often the problem behaviors will be measured.
b. Explain how reinforcers or rewards will be earned and when they will be given to the student.
c. Specify who is responsible for implementation of plan and who will provide reinforcers/rewards to the student.
Reinforcers/Rewards: Must align with the student’s interests/likes
Reactive Strategy/Consequences: To use if target behaviors occur instead of replacement behaviors.
– Setting event (in school) – Reinforces/Rewards – Reactive Strategy – Maintanance Pla

Consider a large clothing shop in Sydney. Suppose it is known that the number of business suits sold per day is normally distributed with a mean, ? = 23 and standard deviation, ? = 10.  Mr Wood is employed to sell business suits. The number of business suits he sells each day for 40 days is recorded and the mean number per day calculated.   What is the probability that Mr Wood’s average daily sales will be less than 19 business suits

Consider a large clothing shop in Sydney. Suppose it is known that the number of business suits sold per day is normally distributed with a mean, ? = 23 and standard deviation, ? = 10.  Mr Wood is employed to sell business suits. The number of business suits he sells each day for 40 days is recorded and the mean number per day calculated.  
What is the probability that Mr Wood’s average daily sales will be less than 19 business suits

What is structuralism and who was associated with it. Who were the functionalists? Describe three differences between structuralism and functionalism. What were Darwin’s five theses according to Ernst Mayr?

Part 1: You will be asked to answer one of these questions on Test 4. Not all students will be asked the same question. These are the actual test questions, but you do not know which one I will ask you. You should prepare an answer to each question ahead of time. Please write in complete sentences. ANSWER EACH 6-10 SENTENCES
What is structuralism and who was associated with it. Who were the functionalists? Describe three differences between structuralism and functionalism.
What were Darwin’s five theses according to Ernst Mayr? Do not just list them. Describe what they mean
Part 2: Answer study guide questions
Darwin and Evolution:
1. What did Thomas Malthus say and how did it influence Darwin? How did these ideas combine with the idea of “variation between individuals” to produce a new theory.?
2. Compare natural selection and artificial selection. What role does purpose and progress play in each kind of selection?
3. Give a factual example of natural selection at work. (explain how it works in this example).
4. What were Darwin’s five theses according to Ernst Mayr?
5. What is Social Darwinism. In what ways does it contradict Darwin’s theory?
6. What factors led to Darwin getting the lion’s share of credit for evolution rather than sharing it with Wallace?
James and Functionalism-American Psychology:
1. How did William James incorporate evolutionary theory into psychology?
2. What did Dewey mean in the reflex arc article when he said mental content (ideas) have to be understood in the larger context of adaptation.?
3. Compare James’ theory of emotion to the common sense theory.
4. What five adjectives did James use to describe consciousness?
5. What did G.S. Hall do first in psychology? (he did more than one thing first)
6. Who was Mary Whiton Calkins? Who did she work with and how was she treated by the Harvard administration.
7. What is the law of effect? In what way does it foreshadow behaviorism without really being behavioristic.?
8. Contrast Francis Sumner with Kenneth Clark. What role do they play in 20th century U. S. History?