As a continuation of our course project due in Unit VII (A Permit by Rule (PBR) Evaluation for Painting Operation Facility), complete the next section—VOC Content Minus Water and Exempt Solvents—of your proposal by following the instructions carefully, and then submit your continued draft of your evaluation document into Blackboard for grading. 

1. Closely read the required reading assignment from the textbook as well as the unit lesson in the study guide. 
2. Open your proposal draft from Unit V, and make any improvements to your draft, using your professor’s feedback from the Unit V Mini Project. 
3. Open the Unit VI Study Guide, read the Unit VI Lesson, and then review the calculations demonstrated and explained regarding VOC content minus water and exempt solvent calculations for our scenario. Be sure to use the scenario data instead of the data used in the study guide examples.
4. Make your Unit VI work the fifth level 1 heading titled “VOC Content Minus Water and Exempt Solvents.” Describe the environmental, health, and safety (EHS) implications of the work system while pulling from the textbook as well as any other relevant sources that are presented in the unit lesson in the study guide. In your description of the EHS implications of the system, be sure to discuss the methods for sampling, quantitatively analyzing, and evaluating air quality. 
5. Perform and present (not hand-written, but neatly typed) the calculations for the following in this section of your project: (a) gallons of water in one gallon of coating, (b) gallons of exempt solvent (ES) in one gallon of coating, and (c) pounds of VOC in one gallon of coating (less the water and ES) per day. Determine if the work system is still going to need any administrative controls to keep it is compliance with the state requirements. 
6. In your abstract section (page 2 of the document), write one or two sentences that reflect your work for this unit. Remember that we are adding one sentence per unit to reflect our work as we go, with the final abstract length being about 8 to 10 sentences long. 

Your narrative and calculations for operational air emission rates must be presented in at least 200 words (minimum). You are required to use at least one outside source, which may be your textbook. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying APA citations.

Overview of Research Assessment AssignmentFor this assignment, you will be pretending that you are a training supervisor in a hospital.  As the supervisor, you have to educate your staff on a healthcare topic that needs to be explained.  Examples: Confidentiality, OSHA, Handwashing Techniques. To educate your staff, you will be giving a PowerPoint presentation.Guidelines:Select a healthcare topic.Students will pretend that they are holding a seminar educating hospital staff on the topic selected.   Construct a PowerPoint presentation for the training seminar on the topic selected.Presentation must be a minimum of 10 slides (not including Introduction slide, Reference slide, etc.)The textbook and at least 3 other references need to be used in the presentation.Presentation must be interesting and informative. Content cannot just be copied and pasted from references Slides should include some visuals. Be creative. However, ensure it is a professional presentation. The “notes” section of each slide also needs to be completed. In this section (for each slide), write out in complete sentences what you would say for each slide if you were actually presenting it. For example, for the introduction slide, you should write out an introduction on your name, your role in the organization, your topic, and why you are presenting on it. Deadlines1)   Week 3: Submit your topic. I (Professor) will review the topic and let you know if it okay or if it needs to be revised.2)   Week 9: Submit completed PowerPoint presentation3)   Week 10: Upload PowerPoint presentation to Week 10’s Discussion Board 

 Write a small discussion on ONE of the topics we learned below.

This week, we reviewed all course concepts. Select a topic from your readings, outcomes, objectives, concepts, and sub-concepts (below) and present a question that applies to a concept or a disease process, wellness, or illness. Submit your question in the following formats: audio, text, or webcam. Once your comment has been posted, submit responses to your peers’ questions and comments. Consider the outcomes, objectives, and concepts below when formulating your initial question.

Your question and response should explain, illustrate, justify, trace, discuss, compare, contrast, agree or disagree, interpret, evaluate, and summarize.

Weekly Outcomes & Weekly Objectives

1. Explain the pathophysiologic processes of select health conditions.
2. Predict clinical manifestations and complications for select disease processes.
3. Correlate lifestyle, environmental, and other influences with changes in levels of wellness.
4. Review normal physiology.
5. Describe common types of disorders: causes, clinical manifestations, diagnostic tests, and treatments.
6. Compare and contrast common conditions: causes, clinical manifestations, diagnostic tests, and treatments.
7. Apply understanding of alterations across the lifespan to formulate care priorities.
8. Review responses to aging and its impact on pathophysiologic changes in all systems.
9. Review how heredity and genetics influence pathophysiology.

Main Topics and Concepts/ Subconcepts With Exemplar

1. Review of materials
   1. Active Learning Templates completed
   2. Chapter readings
   3. Study guide sheets completed
   4. Notes from in-class discussions
2. Acid-base imbalance: respiratory failure
3. Acute versus chronic conditions: heart failure
4. Cellular regulation: leukemia
5. Fluid imbalances: dehydration
6. Perfusion: myocardial infarction
7. Elimination: gastroenteritis
8. Nutrition: anorexia
9. Tissue integrity: venous stasis ulcer
10. Infection: meningitis
11. Genetics: sickle-cell anemia

For full credit, your initial post should:  

-introduce the question

-include 2 scholarly sources (one is the book posted below, the other is a journal article or credible website)

Required Resources

Read/review the following resources for this activity:

• Textbook: Chapter 21, 22, 23
• Weekly Concepts

Initial Post Instructions

For this discussion, take on the role of one of the pathogens we learned about. Give us a narrative about what you are doing in the body from the pathogen’s point of view. How did you get into the body? In other words, how did the body inherit you. How do you move through the body? What path of destruction are you on? How will you wage battle against the body? How do you plan to win that battle? What will the body try to do to stop you? How will you fight back? Who wins?

Follow-Up Post Instructions

Respond to at least one peer or the instructor. Further the dialogue by providing more information and clarification.

Writing Requirements

• Minimum of 2 posts (1 initial & 1 follow-up)
• Minimum of 2 sources cited (assigned readings/online lessons and an outside source)
• APA format for in-text citations and list of references

Answer 1: 

Professor and Class,

We’ve learned and discussed many different pathogens throughout this course; their portal of entry, adhesion, surviving host defenses, causing damage, and exiting the host. It is very important as a nurse to know specific pathogens and how they can affect our body every step of the way. We can’t just think of the broad spectrum of pathogens whether someone has a virus, and they are feeling ill. We must study virulence factors, treatment, prevention, manifestations etc. in order to treat our patient with the proper care they need.

My name is Rabies and I was living in a fox for the majority of my life until he bit a dog while it was on a potty break in the yard before it went to bed. I was transmitted by the fox’s saliva as soon as it bit Scruffy the golden retriever, but it seemed like a cozy place to stay. “After adsorption, the virus penetrates the host cell and enters the cytoplasm. The virions aggregate in the large endosomes (cytoplasmic vesicles). The viral membranes fuse to the endosomal membranes, causing the release of viral RNP into the cytoplasm (uncoating). Because lyssaviruses have a linear single-negative-stranded ribonucleic acid (RNA) genome, messenger RNAs (mRNAs) must be transcribed to permit virus replication” (CDC, 2020). Scruffy’s owner was a very nice lady but I was feeling very uncomfortable in a new environment, so I started to act irrationally. I decided to inflame Scruffy’s brain which caused it to slowly deteriorate. It’s not my first rodeo, this is what I do for a living. I reprogrammed his behavior, and now he started to act irrationally too, as if he was copying me. Scruffy lost all his fear and became aggressive and bit his owner Angela in the arm, off I go once again now onto my third home. I traveled from the bite wound (arm) along her nerve tracts in order to get to my safe place which is the brain. “An infection indigenous to animals but also transmissible to humans is a zoonosis. In these types of infections, the human is essentially a dead-end host and does not contribute to the natural persistence of the microbe. Some zoonotic infections can have multi host involvement, and others can have very complex cycles in the wild” (Cowan, 2017). Unfortunately for me, Angela recognized Scruffy’s abnormal behavior as soon as he bit her. She washed the infected area with warm water, soap, and put a bandage over it. She rushed to the emergency department after speaking with her doctor. The doctor reviewed her lab work and immediately gave her the rabies vaccination! I could have stayed in Angela’s system for up to three months during her incubation period and won. But instead, she acted right away because she noticed the bite mark and irrational behavior of Scruffy. Luckily for them, I lost this battle, and they can continue living their lives.