Chemistry Acid/Base worksheet
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I need the answers to this acid and base worksheet to study. It is intro chemistry and you do not need to do question 14. If you could show work when needed! thanks!
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Acid/Base Chemistry: Extra Credit Assignment (due by Thursday, 5/10)
H2CO3 (aq) + H2O (l) → HCO3- (aq) + H3O+ (aq)
1)
a) What role is H2O playing in this reaction?
acid
base
b) What role is H2CO3 playing in this reaction?
acid
base
c) Which reactant is acting as a proton donor?
_______________________________
d) Which reactant is acting as a proton acceptor?
_______________________________
e) What are the two conjugate acid/base pairs in the reaction?
________________ /________________ and _____________ / _______________
CN- (aq) + H2O (l) → HCN (aq) + OH- (aq)
2)
a) What role is H2O playing in this reaction?
acid
base
b) What role is CN- playing in this reaction?
acid
base
c) Which reactant is acting as a proton donor?
_______________________________
d) Which reactant is acting as a proton acceptor?
_______________________________
e) Complete the following statements:
•
•
•
•
CN- is the conjugate _______________ of HCN
HCN is the conjugate ______________ of CNH2O is the conjugate ______________ of OHOH- is the conjugate ______________ of H2O
H2PO4- (aq) + H2O (l) → HPO42- (aq) + H3O+ (aq)
3)
a) What role is H2O playing in this reaction?
acid
base
b) What role is H2PO4- playing in this reaction?
acid
base
c) Complete the following statements:
•
•
•
•
H3O+ is the conjugate ______________ of H2O
H2O is the conjugate ______________ of H3O+
HPO42- is the conjugate ________________ of H2PO4H2PO4- is the conjugate ________________ of HPO42-
4)
For each of the following substances, write a balanced chemical equation showing it acting as a
Bronsted-Lowry acid or base in aqueous solution. Show all phases! (Remember that for weak
acids and bases, equilibrium arrows (→) are used to indicate that the reaction isn’t going to
completion.)
a)
HBr (acting as strong acid)
b)
OCl- (acting as a weak base)
c)
H2SO3 (acting as a weak acid)
d)
CH3NH2 (acting as a weak base)
5)
What is the conjugate base of each of the following substances? Pay close attention to the
charge!
HCl
___________________
HBr
___________________
HF _______________
HNO3
___________________
H2SO4 ___________________
H3PO4 ______________
HCO3- ___________________
HPO42- ___________________
H3O+
_____________
6)
What is the conjugate acid of each of the following substances? Again, pay close attention to
getting the correct charge in your answer.
OH-
________________
NH3
__________________
H2O
__________________
I-
________________
HSO4-
__________________
IO3-
___________________
H2PO4- ________________
CO32-
__________________
PO43-
___________________
7)
Classify each of the acids below as strong (ionizing completely) or weak (ionizing partially).
HCl
________________
HBr
_________________
HF
__________________
HNO3
________________
HNO2
_________________
HCN
__________________
H2SO3 ________________
H2SO4 _________________
H2CO3 __________________
H3PO4 ________________
HClO4 _________________
HIO3
8)
__________________
Classify each of the bases below as strong (ionizing completely) or weak (ionizing partially).
NaOH ________________
NH3
_________________
KOH
__________________
CH3NH2 ________________
Ca(OH)2 _________________
CN-
__________________
LiOH
________________
CH3CH2NH2 ______________
F-
__________________
9)
For the following solutions, you are given the molarity of the hydronium ion, [H3O+]. Calculate
the molarity of the hydroxide ion, [OH-], to 2 sig figs and then classify the solution as either
acidic or basic. Remember, [H3O+] [OH-] = 1.0 x 10-14
a)
[H3O+] = 1.2 x 10-4 M
[OH-] = ________________________ M
acidic
basic
b)
[H3O+] = 5.8 x 10-11 M
[OH-] = ________________________ M
acidic
basic
c)
[H3O+] = 7.5 x 10-3 M
[OH-] = ________________________ M
acidic
basic
d)
[H3O+] = 8.2 x 10-6 M
[OH-] = ________________________ M
acidic
basic
e)
[H3O+] = 3.7 x 10-9 M
[OH-] = ________________________ M
acidic
basic
f)
[H3O+] = 6.2 x 10-13 M
[OH-] = ________________________ M
acidic
basic
10)
11)
12.
What is the pH of each of the solutions in Problem #9? (Report each pH value to the 2 nd decimal place.)
Remember, pH = - log [ H3O+]
a)
pH = _______________________
d)
pH = ______________________
b)
pH = _______________________
e)
pH = ______________________
c)
pH = _______________________
f)
pH = ______________________
For each of the pH values given below, first classify the solution as acidic or basic. Then calculate
the value of [H3O+] for each of the solutions to two sig figs. Remember, [H3O+] = 10-pH
a)
pH = 12.69
acidic
basic
[H3O+] = _______________________ M
b)
pH = 6.42
acidic
basic
[H3O+] = _______________________ M
c)
pH = 2.35
acidic
basic
[H3O+] = _______________________ M
d)
pH = 8.84
acidic
basic
[H3O+] = _______________________ M
e)
pH = 4.56
acidic
basic
[H3O+] = _______________________ M
A solution has a hydroxide ion concentration, [OH-], of 0.075 M.
a)
Showing your work, calculate [H3O+] for the solution.
b)
Showing your work, calculate the pH of the solution.
c)
Is this solution acidic or basic?
___________________________
13)
Consider a 0.50 M solution of HCl, a strong acid.
a)
What is the value of [H3O+] for the solution?
b)
What is the value of [OH-] for the solution? (Show your calculation below.)
c)
What is the pH of the solution?
14)
Now, consider a 0.50 M solution of HF, a weak acid. In this course, we don’t know
how to calculate pH for a weak acid (or weak base), but we should be able to compare this
this solution to a strong acid, such as 0.50 M HCl.
a)
Is 0.50 M HF more acidic or less acidic than 0.50 M HCl?
more acidic
less acidic
b)
Which solution has a higher pH value?
0.50 M HF
0.50 M HCl
c)
Which solution has a higher concentration of [H3O+]?
0.50 M HF
0.50 M HCl
d)
Which solution has a higher concentration of [OH-]?
0.50 M HF
0.50 M HCl
15)
A solution has a pH of 9.44. Showing your work, calculate the values of [H3O+] and [OH-] for the
solution.
[H3O+] = _______________________ M
__________________
____________________
[OH-] = _________________________ M
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Epidemiology case study
Please use sources provided to complete this case study. Also please use proper citations and list all sources.Case Study- ...
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Please use sources provided to complete this case study. Also please use proper citations and list all sources.Case Study-Teen SuicideThis case study is from the Cases in Population-Oriented Prevention (C-POP) series authored by Lloyd F. Novick, MD, MPH, Don Cibular, PhD, and Sally M. Sutphen, MSc, MPH.Part of the case study is below. You may access the entire PDF document entitled, Adolescent Suicide Prevention, in Google Scholar.ADOLESCENT SUICIDE:In the United States, mental disorders collectively account for more than 15 percent of the burden of disease for all causes that is slightly more than the burden associated with all forms of cancer. In children and adolescents, the most frequently diagnosed mood disorders are major depressive disorder, dysthymic disorder, and bipolar disorder. The incidence of suicide attempts reaches a peak during the mid-adolescent years (14-17 years of age). Mortality from suicide increases steadily throughout the teenage years and is the third leading cause of death for that age. In 1996, 82 billion dollars were spent on treatment of mental health services. 1Between April 1998 and April 2002, five people died after falling or jumping at a large shopping mall in Syracuse, New York. Three of the individuals were adolescents or young adults (17-20 years old). The mall consists of seven levels with a large open atrium. Each of the levels has a railing approximately four feet high that functions as a barrier to prevent an individual from jumping or falling to the bottom of the main atrium. Of the five individuals noted above, three jumped from the third level (Cinema Floor); one fell or jumped from the second level; and one fell off an escalator railing. Details of the circumstances in each of these cases are given in Table 1.Table 1. Case histories for five individuals who jumped or fell to their death at a mall in Syracuse adapted from records from the Onondaga County Health Department, 1998-2002CaseSceneCause of DeathPast History45 yo femaleJumped from 3rdfloorMultiple injuries due to fall from heightHistory of psychiatric problems including bipolar disorder and prior suicide attempts, was under treatment at the time of deathMarital problems17 yo maleJumped from 3rdfloorWas impaired by drugs at time of deathLanded on a table on the basement level where a 10-12 yo boy was eating. The impact shattered the table and injured the patron.Multiple injuries due to fall from heightHistory of over-the-counter drug abuse including cold preparations and anti-motion sickness medicationsApprehended on the day of death for shopliftingRecent tension with mother about drug useNo prior history of depression or suicidal ideation49 yo femaleJumped from 3rdfloor after asking about access to higher floorsWitness screamed “No” but case jumped without speakingMultiple injuries due to fall from heightHistory of depression and suicidal ideationRecent loss of step-mother, financial concerns and stress at work19 yo maleLost balance on escalator railing, falling 28 feetAppeared intoxicated prior to deathMultiple injuries due to fall from heightNo data available20 yo femaleLeaned over backwards on 2ndfloor, fell off.Brain matter was widely scatteredThere were numerous witnesses, several of whom were referred for mental health counselingMultiple injuries due to fall from heightHistory of major psychotic illness, discharged from local hospital the day prior to deathQuestions:For each death, indicate if the death should be classified as a suicide.What criteria (major and minor) were used in your determination of the above?Is this situation (suicide at a public mall) a public health matter?Would you consider preventive interventions for this situation? If so, what methods would you employ?Are deaths from suicides preventable?Please review Table 2 below on completed adolescent suicides in Onondaga County residents from January 1993-Present, and then answer the following questions.Table 2: Completed Adolescent Suicides in Onondaga County,January 1993-Jan 2004Data Source: Medical Examiner’s Office, Onondaga County Health Department, 2004Questions:Identify biases in the reporting data in completed suicides.Comment on age, gender, time, and method of these suicides.What are possible explanations for the gender difference?Define “risk factor” for a health condition or disease.What risk factors have been identified for adolescent suicide? In 1999, the Onondaga County Health Department (OCHD) performed a study of adolescent suicide attempts. The objective of this study was to obtain information on all children and adolescents (up to 19 years of age) presenting to hospital emergency departments with suicide attempt or ideation. All four Syracuse hospital emergency departments, one of which has a specific mission to respond to mental health emergencies (the Comprehensive Psychiatric Emergency Program), participated in the study.For each visit meeting the inclusion criteria requirement (see Table 3 below), a health care provider at the emergency department collected information using a uniform instrument. Information was obtained about the patient, time and place of the attempt, method used, perceived threat to life, and patient’s disposition.During the one-year period, 266 visits were investigated. Of these, 156 were described as suicide attempts and 110 were described as suicidal ideation. The results of this study are provided in Figures 1-8 (There is no Figure 3). For the following questions, please refer to these figures.Table 3: Adolescent Suicide Surveillance Project: Inclusion Criteria for any adolescent (<19 yo ) who presents to the Emergency Department with:*Could be suspected by another person (family member, friend, teacher, etc.) or by health care provider’s intuitionData Source: Onondaga County Health Department Questions:Provide an operational definition of “suicide attempt” and “suicidal ideation.”Using the raw numbers (in brackets), comment on age distribution of attempted suicide/suicide ideation cases (Figure 1). Are younger children in this study more likely to have only suicidal ideation (versus actual attempts?) Does this surprise you?List possible explanations for the peak of suicide reports in August through October 1999 (Figure 2).Comment on the gender distribution of attempted suicide/suicide ideation cases (Figure 4). How does this distribution differ from that described for the completed suicides?Describe the relationship between drug/alcohol abuse and suicide attempts/suicidal ideation (Figure 5). What are the shortcomings of the data in making conclusions about these factors?How does the distribution of methods used in the suicide attempts compare with the distribution of methods described for the completed suicides (Figure 6)?How do health care professionals judge how dangerous different methods of suicide are (Figures 6 and 7)?Please refer to Figure 8 showing patient disposition by attempt status. List the factors that are important in determining the appropriate follow-up of an adolescent presenting to an emergency department following a suicide attempt. How would you determine whether a patient should be hospitalized? The U.S. Preventive Services Task Force concluded that evidence was insufficient to recommend for or against routine screening of children or adolescents for depression. They noted that up to 2 percent of children and 4.5 percent of adolescents in primary care settings suffer from depression and that clinicians should be alert for possible signs of depression in younger children. Research involving children and adolescents that is currently in progress at the Agency for Healthcare Research and Quality (AHRQ) will hopefully add to this evidence base. 2Schaffer and Craft of Columbia University and New York State Psychiatric Institute have reported on using systematic screening with a self-administered unit for predictors of suicide in a high school population in New York City. 3Screening for mood changes, depression, suicide ideation, and substance abuse may be an important tool to identify adolescents at risk for suicide. A self-administered screening test addressing questions of mood (feeling unhappy or sad), anger, temper, suicidal thoughts, and substance abuse can be employed. Students who have a positive score on this test are referred for a formal diagnostic interview by a trained mental health professional (e.g. clinical psychologist or psychiatrist) who then makes the diagnostic and risk determination as well as the decision to refer the student for treatment. In this situation, the screening test is the self-administered tool to the high-school population while the diagnostic test ("gold standard") is formal interview by the mental health professional. In the following hypothetical example, 1000 students are screened with a self-administered instrument in urban high schools in Syracuse. Students who screen positive (mood disturbances, suicidal thoughts, substance abuse, etc…) are referred to a mental health professional who then establishes the diagnosis. The results are as follows: Condition* Present Absent*as established by the diagnostic interviewQuestions:Calculate the sensitivity, specificity, positive and negative predictive value of this screening test.Sensitivity: ________ Specificity: ________Positive Predictive Value: ________Negative Predictive Value: ________List the possible problems associated with this type of screening procedure in the school setting. Are there methods to overcome these limitations?The current cost of this screening procedure is $20 per student screened (Step 1). For students who have a positive screening test, an additional cost of approximately $75 per student is incurred for the diagnostic interview with a mental health professional (Step 2). Refer to the information below for the number of middle and high schools in Onondaga County and their respective enrollment.SCHOOL AND STUDENT POPULATION INFORMATION*Onondaga County, New York, 2000–2001 Academic YearTotal number of High Schools: 20Total High School Population (Grades 9-12): 24,982Range of school size: 292- 2,900 studentsTotal number of Middle Schools 24Total Middle School Population: 19,946Range of school size: 58- 1,690 students:*Data Source: Onondaga County Madison (OCM) Boces, NYS Department of EducationWill you advise the local school board to adopt this screening method as a preventive intervention to reduce adolescent suicide in the entire middle and high school population in Onondaga County? (List the considerations in making this decision.)Do you advise applying this screening procedure in pilot or demonstration schools? An important component in developing a sustainable screening program is determining the effectiveness of the program. An effective screening program should significantly reduce adverse outcomes such as morbidity and mortality in the at-risk population. How would you proceed to evaluate the effectiveness of this suicide screening method? With whom would you collaborate?Describe the study intervention that you would test (specifics of screening program).What outcomes would you select to measure?What types of study designs are most commonly used to determine the effectiveness of screening interventions?Frequent concerns facing researchers in the process of designing a study include statistical power and selection bias. How would you address these in your study?Taking all of the above factors into account, what study design would you select to evaluate the effectiveness of a newly adopted screening method to decrease the risk of adolescent suicide in your middle and high school population?References:U.S. Department of Health and Human Services. Mental Health: A Report of the Surgeon General. Rockville, MD. U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration, Center for Mental Health Services, National Institutes of Health, National Institute of Mental Health, 1999.Screening for Depression. Recommendations and Rationale. May 2002. Agency for Healthcare Research and Quality, Rockville, MD. http://www.ahrq.gov/clinic/3rduspstf/depression/de... Shaffer D, Craft L. Methods of Adolescent Suicide Prevention. J Clin Psych; 1999: 60:70-74.Data Source: TeenWatch, the Adolescent Suicide Surveillance Project in Onondaga Co, NY Figure 4: Emergency Department Visits for Suicide Attempts or Suicidal Ideation, by Gender 12/98- 12/99 (n=266)Data Source: TeenWatch, the Adolescent Suicide Surveillance Project in Onondaga Co, NY Figure 5: Reported Visits for Suicide Attempts and Ideation by Drug and Alcohol Use, 12/1/98 - 12/31/99 Data Source: TeenWatch, the Adolescent Suicide Surveillance Project in Onondaga Co, NYData Source for both figures TeenWatch, the Adolescent Suicide Surveillance Project in Onondaga Co, NYData Source: TeenWatch, the Adolescent Suicide Surveillance Project in Onondaga Co, NY Data Source: TeenWatch, the Adolescent Suicide Surveillance Project in Onondaga Co, N Y
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Epidemiology case study
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Please use sources provided to complete this case study. Also please use proper citations and list all sources.Case Study-Teen SuicideThis case study is from the Cases in Population-Oriented Prevention (C-POP) series authored by Lloyd F. Novick, MD, MPH, Don Cibular, PhD, and Sally M. Sutphen, MSc, MPH.Part of the case study is below. You may access the entire PDF document entitled, Adolescent Suicide Prevention, in Google Scholar.ADOLESCENT SUICIDE:In the United States, mental disorders collectively account for more than 15 percent of the burden of disease for all causes that is slightly more than the burden associated with all forms of cancer. In children and adolescents, the most frequently diagnosed mood disorders are major depressive disorder, dysthymic disorder, and bipolar disorder. The incidence of suicide attempts reaches a peak during the mid-adolescent years (14-17 years of age). Mortality from suicide increases steadily throughout the teenage years and is the third leading cause of death for that age. In 1996, 82 billion dollars were spent on treatment of mental health services. 1Between April 1998 and April 2002, five people died after falling or jumping at a large shopping mall in Syracuse, New York. Three of the individuals were adolescents or young adults (17-20 years old). The mall consists of seven levels with a large open atrium. Each of the levels has a railing approximately four feet high that functions as a barrier to prevent an individual from jumping or falling to the bottom of the main atrium. Of the five individuals noted above, three jumped from the third level (Cinema Floor); one fell or jumped from the second level; and one fell off an escalator railing. Details of the circumstances in each of these cases are given in Table 1.Table 1. Case histories for five individuals who jumped or fell to their death at a mall in Syracuse adapted from records from the Onondaga County Health Department, 1998-2002CaseSceneCause of DeathPast History45 yo femaleJumped from 3rdfloorMultiple injuries due to fall from heightHistory of psychiatric problems including bipolar disorder and prior suicide attempts, was under treatment at the time of deathMarital problems17 yo maleJumped from 3rdfloorWas impaired by drugs at time of deathLanded on a table on the basement level where a 10-12 yo boy was eating. The impact shattered the table and injured the patron.Multiple injuries due to fall from heightHistory of over-the-counter drug abuse including cold preparations and anti-motion sickness medicationsApprehended on the day of death for shopliftingRecent tension with mother about drug useNo prior history of depression or suicidal ideation49 yo femaleJumped from 3rdfloor after asking about access to higher floorsWitness screamed “No” but case jumped without speakingMultiple injuries due to fall from heightHistory of depression and suicidal ideationRecent loss of step-mother, financial concerns and stress at work19 yo maleLost balance on escalator railing, falling 28 feetAppeared intoxicated prior to deathMultiple injuries due to fall from heightNo data available20 yo femaleLeaned over backwards on 2ndfloor, fell off.Brain matter was widely scatteredThere were numerous witnesses, several of whom were referred for mental health counselingMultiple injuries due to fall from heightHistory of major psychotic illness, discharged from local hospital the day prior to deathQuestions:For each death, indicate if the death should be classified as a suicide.What criteria (major and minor) were used in your determination of the above?Is this situation (suicide at a public mall) a public health matter?Would you consider preventive interventions for this situation? If so, what methods would you employ?Are deaths from suicides preventable?Please review Table 2 below on completed adolescent suicides in Onondaga County residents from January 1993-Present, and then answer the following questions.Table 2: Completed Adolescent Suicides in Onondaga County,January 1993-Jan 2004Data Source: Medical Examiner’s Office, Onondaga County Health Department, 2004Questions:Identify biases in the reporting data in completed suicides.Comment on age, gender, time, and method of these suicides.What are possible explanations for the gender difference?Define “risk factor” for a health condition or disease.What risk factors have been identified for adolescent suicide? In 1999, the Onondaga County Health Department (OCHD) performed a study of adolescent suicide attempts. The objective of this study was to obtain information on all children and adolescents (up to 19 years of age) presenting to hospital emergency departments with suicide attempt or ideation. All four Syracuse hospital emergency departments, one of which has a specific mission to respond to mental health emergencies (the Comprehensive Psychiatric Emergency Program), participated in the study.For each visit meeting the inclusion criteria requirement (see Table 3 below), a health care provider at the emergency department collected information using a uniform instrument. Information was obtained about the patient, time and place of the attempt, method used, perceived threat to life, and patient’s disposition.During the one-year period, 266 visits were investigated. Of these, 156 were described as suicide attempts and 110 were described as suicidal ideation. The results of this study are provided in Figures 1-8 (There is no Figure 3). For the following questions, please refer to these figures.Table 3: Adolescent Suicide Surveillance Project: Inclusion Criteria for any adolescent (<19 yo ) who presents to the Emergency Department with:*Could be suspected by another person (family member, friend, teacher, etc.) or by health care provider’s intuitionData Source: Onondaga County Health Department Questions:Provide an operational definition of “suicide attempt” and “suicidal ideation.”Using the raw numbers (in brackets), comment on age distribution of attempted suicide/suicide ideation cases (Figure 1). Are younger children in this study more likely to have only suicidal ideation (versus actual attempts?) Does this surprise you?List possible explanations for the peak of suicide reports in August through October 1999 (Figure 2).Comment on the gender distribution of attempted suicide/suicide ideation cases (Figure 4). How does this distribution differ from that described for the completed suicides?Describe the relationship between drug/alcohol abuse and suicide attempts/suicidal ideation (Figure 5). What are the shortcomings of the data in making conclusions about these factors?How does the distribution of methods used in the suicide attempts compare with the distribution of methods described for the completed suicides (Figure 6)?How do health care professionals judge how dangerous different methods of suicide are (Figures 6 and 7)?Please refer to Figure 8 showing patient disposition by attempt status. List the factors that are important in determining the appropriate follow-up of an adolescent presenting to an emergency department following a suicide attempt. How would you determine whether a patient should be hospitalized? The U.S. Preventive Services Task Force concluded that evidence was insufficient to recommend for or against routine screening of children or adolescents for depression. They noted that up to 2 percent of children and 4.5 percent of adolescents in primary care settings suffer from depression and that clinicians should be alert for possible signs of depression in younger children. Research involving children and adolescents that is currently in progress at the Agency for Healthcare Research and Quality (AHRQ) will hopefully add to this evidence base. 2Schaffer and Craft of Columbia University and New York State Psychiatric Institute have reported on using systematic screening with a self-administered unit for predictors of suicide in a high school population in New York City. 3Screening for mood changes, depression, suicide ideation, and substance abuse may be an important tool to identify adolescents at risk for suicide. A self-administered screening test addressing questions of mood (feeling unhappy or sad), anger, temper, suicidal thoughts, and substance abuse can be employed. Students who have a positive score on this test are referred for a formal diagnostic interview by a trained mental health professional (e.g. clinical psychologist or psychiatrist) who then makes the diagnostic and risk determination as well as the decision to refer the student for treatment. In this situation, the screening test is the self-administered tool to the high-school population while the diagnostic test ("gold standard") is formal interview by the mental health professional. In the following hypothetical example, 1000 students are screened with a self-administered instrument in urban high schools in Syracuse. Students who screen positive (mood disturbances, suicidal thoughts, substance abuse, etc…) are referred to a mental health professional who then establishes the diagnosis. The results are as follows: Condition* Present Absent*as established by the diagnostic interviewQuestions:Calculate the sensitivity, specificity, positive and negative predictive value of this screening test.Sensitivity: ________ Specificity: ________Positive Predictive Value: ________Negative Predictive Value: ________List the possible problems associated with this type of screening procedure in the school setting. Are there methods to overcome these limitations?The current cost of this screening procedure is $20 per student screened (Step 1). For students who have a positive screening test, an additional cost of approximately $75 per student is incurred for the diagnostic interview with a mental health professional (Step 2). Refer to the information below for the number of middle and high schools in Onondaga County and their respective enrollment.SCHOOL AND STUDENT POPULATION INFORMATION*Onondaga County, New York, 2000–2001 Academic YearTotal number of High Schools: 20Total High School Population (Grades 9-12): 24,982Range of school size: 292- 2,900 studentsTotal number of Middle Schools 24Total Middle School Population: 19,946Range of school size: 58- 1,690 students:*Data Source: Onondaga County Madison (OCM) Boces, NYS Department of EducationWill you advise the local school board to adopt this screening method as a preventive intervention to reduce adolescent suicide in the entire middle and high school population in Onondaga County? (List the considerations in making this decision.)Do you advise applying this screening procedure in pilot or demonstration schools? An important component in developing a sustainable screening program is determining the effectiveness of the program. An effective screening program should significantly reduce adverse outcomes such as morbidity and mortality in the at-risk population. How would you proceed to evaluate the effectiveness of this suicide screening method? With whom would you collaborate?Describe the study intervention that you would test (specifics of screening program).What outcomes would you select to measure?What types of study designs are most commonly used to determine the effectiveness of screening interventions?Frequent concerns facing researchers in the process of designing a study include statistical power and selection bias. How would you address these in your study?Taking all of the above factors into account, what study design would you select to evaluate the effectiveness of a newly adopted screening method to decrease the risk of adolescent suicide in your middle and high school population?References:U.S. Department of Health and Human Services. Mental Health: A Report of the Surgeon General. Rockville, MD. U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration, Center for Mental Health Services, National Institutes of Health, National Institute of Mental Health, 1999.Screening for Depression. Recommendations and Rationale. May 2002. Agency for Healthcare Research and Quality, Rockville, MD. http://www.ahrq.gov/clinic/3rduspstf/depression/de... Shaffer D, Craft L. Methods of Adolescent Suicide Prevention. J Clin Psych; 1999: 60:70-74.Data Source: TeenWatch, the Adolescent Suicide Surveillance Project in Onondaga Co, NY Figure 4: Emergency Department Visits for Suicide Attempts or Suicidal Ideation, by Gender 12/98- 12/99 (n=266)Data Source: TeenWatch, the Adolescent Suicide Surveillance Project in Onondaga Co, NY Figure 5: Reported Visits for Suicide Attempts and Ideation by Drug and Alcohol Use, 12/1/98 - 12/31/99 Data Source: TeenWatch, the Adolescent Suicide Surveillance Project in Onondaga Co, NYData Source for both figures TeenWatch, the Adolescent Suicide Surveillance Project in Onondaga Co, NYData Source: TeenWatch, the Adolescent Suicide Surveillance Project in Onondaga Co, NY Data Source: TeenWatch, the Adolescent Suicide Surveillance Project in Onondaga Co, N Y
4 pages
Synthesis Of N Butyl Bromide
The purpose of this experiment is to synthesize n-butyl bromide from n-butanol by an SN2 mechanism; separating 1-bromobuta ...
Synthesis Of N Butyl Bromide
The purpose of this experiment is to synthesize n-butyl bromide from n-butanol by an SN2 mechanism; separating 1-bromobutane and 1-butanol from the ...
EVR 1001 Florida International University Carbon Footprint Question
This is a 2 step assignment:Step 1: Use the EPA's Carbon Footprint Calculator at https://www3.epa.gov/carbon-footprint-cal ...
EVR 1001 Florida International University Carbon Footprint Question
This is a 2 step assignment:Step 1: Use the EPA's Carbon Footprint Calculator at https://www3.epa.gov/carbon-footprint-calculator/ (Links to an external site.) to calculate your own, personal carbon footprint. Find out exactly how much YOU, personally, are contributing to the global climate crisis.
What to submit: In a short (150-300 word) essay: discuss 3 ways in which your carbon footprint is higher than you expected and, for each, come up with a realistic (one that's actually feasible for you to do, starting today) plan for reducing your footprint.Step 2: Unfortunately, reducing our future footprints is only part of the equation. We also need to remove the carbon we've already released in to the atmosphere. We can do this through "carbon offsetting". Watch the video below for information on how carbon offsetting works, why it's necessary and its fall backs (nothing is perfect, but perfection should not be the enemy of the good). Then, visit https://www.carbonfootprint.com/carbonoffsetprojects.html (Links to an external site.) and using the website identify one project you'd be willing to support now, or in the future. Scroll to the bottom of the website, and enter the information on your carbon footprint from step 1, convert your answer from step 1 (which is in lbs) to US tons by dividing by 2000. Calculate how much it would cost to offset enough of your carbon footprint to become carbon-neutral (no net emissions of carbon in to the atmosphere) by entering the value in the appropriate box and finding your selected project in the list that pops up. Note: when you click 'get prices' the projects are grouped in to regional projects so your chosen project may be put in to one of those categories (click the titles to explore further).
Example of a carbon offset policy: FIU's Earth and Environment Department has committed to offsetting all official department air travel related carbon emissions by paying for carbon offsets through Native Energy https://nativeenergy.com/ (Links to an external site.) .What to submit: After your step 1 essay, add another 150-300 words discuss which project you chose, why you chose it, and how much it would cost for you, per year, to offset enough of your carbon footprint to live a carbon-neutral lifestyle. In one final sentence, commit to what you are personally willing and able to do, starting today, to achieve that goal. Hot tip: saying you're not willing/able to do anything would not be considered a right answer.Video to watch: Carbon Offsetting - Funding Solutions to Climate Change (Links to an external site.) Rubriccarbon footprint and offset assignment rubriccarbon footprint and offset assignment rubricCriteriaRatingsPtsThis criterion is linked to a Learning Outcome3 ways your carbon footprint is too high15 ptsFull Marks3 sources of your personal carbon footprint identified using the calculator7.5 ptshalf credit1-2 sources of your carbon footprint identified using the calculator0 ptsmissingtopic not satisfied15 ptsThis criterion is linked to a Learning Outcome3 ways to fix your carbon footprint15 ptsFull Marks3 feasible ways to reduce your personal carbon footprint substantively discussed7.5 ptshalf creditDiscussion present but not feasible, or lacking in details0 ptsmissingtopic not satisfied15 ptsThis criterion is linked to a Learning OutcomeCarbon offsetting project identified5 ptsProject identified0 ptsMissing5 ptsThis criterion is linked to a Learning OutcomeWhy did you choose that carbon offsetting project?10 ptsFull MarksSubstantive discussion of the project's goals and why those mesh with your own personal decision5 ptshalf creditDiscussion lacking depth or substantive details, but present0 ptsmissingtopic not satisfied10 ptsThis criterion is linked to a Learning OutcomeCost calculation provided5 ptsCalculation provided0 ptsMissing5 ptsThis criterion is linked to a Learning OutcomeWhat are YOU going to do?10 ptsFull MarksSubstantive and realistic discussion of how YOU are going to achieve carbon neutrality5 ptshalf creditDiscussion lacking depth or substantive details, but present0 ptsmissingtopic not satisfied10 ptsThis criterion is linked to a Learning OutcomeTimelieness10 ptsFull MarksProject submitted on time and in the proper format0 ptsNo MarksProject 24 hours or more late10 ptsTotal Points: 70
3 pages
Biol Hw Sheet.....solved
1. When a parent who has two dominant alleles for a trait is crossed with a parent with two recessive alleles for a trait, ...
Biol Hw Sheet.....solved
1. When a parent who has two dominant alleles for a trait is crossed with a parent with two recessive alleles for a trait, the offspring will:
5 pages
Myocardial Infarction
Myocardial infarction, also referred to as a heart attack, occurs when blood supply to a portion of the heart dramatically ...
Myocardial Infarction
Myocardial infarction, also referred to as a heart attack, occurs when blood supply to a portion of the heart dramatically diminishes or stops, ...
discussion board
Discussion Board 1: Uniqueness of Water11 unread reply.11 reply.Description:Students will discuss the uniqueness of waterO ...
discussion board
Discussion Board 1: Uniqueness of Water11 unread reply.11 reply.Description:Students will discuss the uniqueness of waterObjectives:Discuss how water has unique properties for a molecule its size, such as a very high boiling point and melting point.Discuss how each water molecule has two sources of partial positive charge and two of partial negative charge.Summarize how the extensive hydrogen bonding requires large amounts of energy to disrupt, and therefore it melts and boils at higher temperatures than other molecules of its relative size.Instructions:Step 1: Respond to the following:Why does water have such unique properties?Step 2: Read other students' posts and respond to at least two other students. Incorporate personal experience, if appropriate, to help support or debate other students' posts. If differences of opinion occur, debate the issues and provide examples to support opinions.In your responses to your peers’ posts, be concrete, make suggestions for change, including strategies, movements, obstacles, and so forth. Outside-the-box thinking and debate is encouraged.Be sure to cite any outside sources in current APA format. Due Date:Initial posts must be submitted by Wednesday at 11:59 pm CST. Subsequent replies are due by Sunday at 11:59 pm CST.Grading:Be certain to review the rubric to ensure that you are fulfilling the requirements.
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