What was the most useful or the most meaningful thing
Problem: What was the most useful or the most meaningful thing you learned this session?
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How are copies of the viral genome being made? Explain why you think that. How are viral proteins being produced? Explain why you think that.
The concentration of your overnight E.coli culture happens to be 2.0*10^7 cfu/ml. What will be the new concentration of your culture?
How did the pandemic affect those occupations? Identify two obstacles immigrant women face in the US.
How can M. tuberculosis be identified to the species level? List the organisms present in the Mycobacterium tuberculosis complex.
You diluted your culture 1/20 and plated 0.2ml. After incubation you had 25 colonies on the plate. What will be the original concentration of culture?
Why does the Food and Drug Administration rely upon testing before clearing certain pharmaceuticals or medical devices for consumption or use?
In a gel electrophoresis only one band was present at the 200bp mark. What are possible errors to explain why the second band wasn't present in the gel?
What qualities did the person or people have? Which of those qualities do you hope to embody as you become the person patients count on?
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Problem: Developmental Assessments Cognitive Tests: Assessments like the Wechsler Intelligence Scale for Children (WISC)
Behavioral Checklists and Rating Scales Standardized Rating Scales: Tools like the Child Behavior Checklist (CBCL) or the Conners Rating Scales
Observation Naturalistic Observation: Clinicians observe the child in their natural environment, such as home or school, to understand their behavior in context
Adolescents (13-18 years) Techniques: Open-Ended Questions: Adolescents often respond well to open-ended questions that invite them
Middle Childhood (9-12 years) Techniques: Cognitive Assessments: Clinicians can utilize structured interviews combined with cognitive tests
Developmentally Appropriate Language: Clinicians simplify their language, avoiding jargon, and using short sentences to ensure comprehension.
Observational Techniques: Since infants may not be able to verbally articulate their feelings, clinicians often rely on observation of behaviors,