BSC 2347 Module 04 Case Study / BSC2347 AP 2 Module 4 Case Study (Latest): Human Anatomy and Physiology II: -Online- A&P 2 2347Module 04 Case Study -Online -Rasmussen College A&P 2 2347Module 04 Case Study (Already graded A+)

·         Question 1

1 out of 1 points

Zane, a 26-year-old male, came upon a car accident and immediately started to help the victims, who were pinned in their car. There was blood all over the scene and Zane acted without having any personal protective equipment. While helping the victims, he cut his arms in several places on the sharp metal and shards of glass. A few weeks later, he developed flu-like symptoms that persisted for several days. He went to his clinic and tested negative for influenza. 
Because of his recent exposure, Zane’s doctor was suspicious of blood borne pathogens. Which of the following disorders are blood-borne diseases?

·         Question 2

1 out of 1 points

Lab tests confirm the presence of HIV antibodies in Zane’s blood. Briefly describe why there are antibodies present.

·         Question 3

1 out of 1 points

Briefly define “autoimmunity” and “immunodeficiency” in your own words. Which of these conditions is Zane more likely to develop?

·         Question 4

1 out of 1 points

During the primary HIV infection, which of the following cells decreases in number?

·         Question 5

1 out of 1 points

Which of the following statements is true?

·         Question 6

1 out of 1 points

HIV is a retrovirus. Briefly describe how a retrovirus is different from other viruses.

·         Question 7

1 out of 1 points

Zane is worried about passing the virus to his friends and family. Which of the following bodily fluids can transmit HIV? (Select all that apply.)

·         Question 8

1 out of 1 points

Which of the following is NOT a symptom of acute HIV infection?

·         Question 9

1 out of 1 points

The initial symptoms of HIV infection are followed by clinical latency. Which of the following statements is true?

·         Question 10

1 out of 1 points

Zane is told that he may develop AIDS in his lifetime. Which signs and symptoms would indicate that he has AIDS?

·         Question 11

1 out of 1 points

Justine, a 39-year-old female, has recently been diagnosed with lymphoma. She has a family history of several cancers, but not lymphoma. Her personal medical history includes mononucleosis, asthma, and two full-term pregnancies and vaginal births. Before her diagnosis, she had been feeling “generally sick” and felt several lumps on her neck and armpits. She had a fever that wouldn’t go away and had been waking up sweaty in the middle of the night. Microscopy showed the presence of Reed-Sternberg cells. 
Based on the information given, which of the type of lymphoma does Justine have?

·         Question 12

1 out of 1 points

Reed Sternberg cells are derived from which type of normal cell?

·         Question 13

1 out of 1 points

Which of Justine’s symptoms signify the presence of lymphadenopathy?

·         Question 14

1 out of 1 points

Aside from the symptoms noted in Justine’s case, list and briefly describe 3 other symptoms of lymphoma.

·         Question 15

1 out of 1 points

Lymphoma is definitively diagnosed by which of the following procedures?

·         Question 16

1 out of 1 points

Which of the following is true of Justine’s treatment?

·         Question 17

1 out of 1 points

Which of the following is true of Justine’s diagnosis?

·         Question 18

1 out of 1 points

Which part of Justine’s case study is considered a risk factor for her diagnosis?

·         Question 19

1 out of 1 points

Chemotherapy is a very general term for using medications to treat cancers. Briefly describe how chemotherapy would help Justine.

·         Question 20

1 out of 1 points

How would a bone marrow transplant help treat Justine’s condition?

Your assignment will have three steps:

Step 1: Overview
Provide an overview that includes the following:

• Summarize the considerations for planning meaningful activities in the affective and aesthetic domains of development. Support this section of your paper with your text and at least one scholarly or credible resource.
• Explain the teaching strategies that are important to use within each domain of development.

Step 2: Lesson Plan
Complete each section of the Lesson Plan Template, and create one lesson that includes the following:

• Create a developmentally appropriate lesson plan that incorporates both the aesthetic domain of development, as well as the affective domain of development (into one lesson). Remember to adhere to overall theme (Fruits and Vegetables).
• Describe which two goals you are implementing into your lesson plan: one goal from pages 282-283 for the aesthetic domain and one goal from pages 316-317 for the affective domain. Place both of these in the “Goal” section of the template.
• Include the following in your Lesson Plan Template:
  • State the objective of your lesson.
  • List the materials you will need to teach this lesson.
  • Identify how you will introduce the lesson.
  • Describe the procedure for the lesson development.
  • Explain how you will differentiate the lesson based on the needs of your students (e.g., English language learner (ELL), gifted, special needs, etc.).
  • Describe how you will check for understanding.
  • Summarize how you will close the lesson.

Step 3: Conclusion
Provide a conclusion that includes the following:

• Summarize explicitly how your lesson includes each domain. Support this portion of your paper with your text and at least one scholarly or credible resource.
• Justify how you connected the affective and aesthetic domains of development to your state (Mississippi) standards

These are the goals to use in the lesson plan:

Aesthetic Domain Goal: Participate in aesthetic criticism

Affective Domain Goal: Begin and pursue a task independently.