The Covid epidemic has been disastrous to the world. There was a 70-year-old man who came to the hospital due to covid pneumonia. Since there hasn’t been a good research treatment for covid, the trial and error scenarios have damage patients—the 70-year-old man who was placed on multiple antibiotics. One of the antibiotics was a new drug call Remdesivir. According to Beigel et al.(2020), those who received remdesivir had a median recovery time of 10 days (95% confidence interval as compared with 15 days (95% CI, 13 to 18) among those who received placebo (rate ratio for recovery. 

Most of the time, clinical new emergency drugs have limited research on adverse effects, especially on the elderly populations. Several clinical trials using Remdesivir as a treatment for infected COVID-19 patients are undergoing around the world. Most elderly patients with covid have comorbidities such as heart, liver, and kidney diseases. In old age, renal function often declines. Older adults have smaller kidneys and fewer nephrons. The loss of nephrons results in decreased blood filtration. Additionally, vessel changes such as atherosclerosis reduce renal blood flow. As a result, renal excretion of drugs is decreased. My patient had an acute kidney injury. He was getting intravenous fluid and Remdesivir together. Later on, he developed fluid overload and was placed on Lasix. The Lasix mixed with remdesivir decreased his kidney functions and later on led to congestive heart failure.

The ability of older adults to metabolize drugs is commonly decreased. Drug dosages may need to be reduced to prevent drug toxicity. Ways on how to avoid this situation will be accounting for the pharmacokinetic and pharmacodynamic changes that occur with aging, initiating therapy with low doses and titrating upward gradually (“start low and go slow”) and monitoring for drug-drug interactions and iatrogenic illness(Rosentha &Burchum, 2021). Another intervention is to consult a specialist earlier—all hands on deck. Studies have found that multidisciplinary care for elderly patients with kidney disease is associated with improved survival 

Note

APA format

Not less than 100 words

2 References not more than 5 years old

Examining the differences between serial and mass murderers always has been challenging. One way to distinguish serial murderers from mass murderers is to examine the number of murders that occur in a given amount of time. For instance, a serial murderer kills at least three victims over an extended period of time, while a mass murderer kills at one point in time. Another way to distinguish between serial murderers and mass murderers is to examine the murderers’ individual characteristics. A crime scene also can provide insight into whether the perpetrator is a serial murderer, a mass murderer, or some other type of killer. Understanding the distinctive features of mass and serial murderers is critical to the success and effectiveness of a criminal profiler.

To prepare for this Discussion:

• Review the Course Introduction, located in the navigation bar on the left. Keep this overview in mind as you work through each week of the course.
• Review the book excerpt, “Defining Multiple Murder.” Reflect on what distinguishes serial murderers from mass murderers.
• Review the article, “Understanding Mass Murder: A Starting Point.” Focus on the differences between serial and mass murders. In addition, consider the characteristics and typologies of the various mass murderers.
• Review Chapter 2 of your course text, Profiling Violent Crimes: An Investigative Tool. Pay particular attention to the case studies of Richard Kuklinski and Dennis Rader (the BTK Strangler). Focus on the factors, especially the number of victims and the time between killings, which separate serial murderers from mass murderers.
• Review the stories of at least two serial killers on the Biography website. Become familiar with the details of the crimes.
• Select an example each of a serial murderer and a mass murderer. These examples can be ones you read about this week or ones you create based on the readings.
• Reflect on the examples you selected and think about why each is a serial or mass murderer.

With these thoughts in mind:

By Day 4

Post an example of a serial murderer and an example of a mass murderer, and explain why each person in your examples is characterized as a serial murderer or a mass murderer. That is, explain how the crimes they committed and their motivations to commit the crimes characterize each of them as a serial murderer or a mass murderer.

Note: In this Discussion, feel free to “create” your own serial murderer and mass murderer. You may or may not choose to use examples of real-life offenders. You can use all the readings to “construct” what you would consider a prototypical serial murderer and a prototypical mass murderer.

Be sure to support your postings and responses with specific references to the Learning Resources.

Required Resources
Read/review the following resources for this activity:

· Textbook: Chapter 9

· Lesson

· Link (website): Pew Research Center (Links to an external site.)

click on the Social Trends tab.

click on the Interactives tab.

locate the following link: How Census Race Categories Have Changed Over Time

click on “1790” to see two columns comparing the 1790 Census categories with the 2010 Census categories.

· Minimum of 4 outside scholarly sources in addition to the textbook/lesson (may include Pew Research Center as a source)

Instructions
In this week’s lesson, you learned about the U.S. Census Bureau’s most recent racial and ethnic categories. For this assignment, consider the racial and ethnic categories used in the 2010 Census with the four racial, ethnic, and gender categories used in the 1790 Census: Free white males, free white females, all other free persons, slaves (Pew Research Center, 2015). Analyze the concepts of race, ethnicity, and gender as social constructs, just as sociologists do, by addressing the following:

1. Explain how you might have been categorized by the 1790 Census and how you would have been categorized by the 2010 Census.

2. Compare and contrast the two potential categorizations and explain how this exercise shows that the concepts of race, ethnicity, and even gender change over time. Most importantly, explain how this exercise shows that the concepts of race, ethnicity, and gender are social constructs.

3. Determine and describe what ethnic, racial, and/or gender categories, if any, would be best, in your view, for the 2020 Census or the 2030 Census, to most accurately show the diversity of the U.S. population. What categories would be best to reveal the segments of the U.S. population most vulnerable to racial, ethnic, and/or gender inequalities or discrimination? What categories could be listed in the 2020 Census or the 2030 Census that might best educate the U.S. population on differences between race and ethnicity? Explain your decisions.

Include headings for each of the three main sections of the paper:

· What the Census Might Have Called Me

· Social Constructs

· Better Future Census Categories

Each of the three main sections of your paper must contain scholarly support in the form of quotes or paraphrases with respective citations from assigned reading (the textbook/lesson) and the outside scholarly source that you identify on your own.

*This assignment is adapted from Glaser (2018).

Writing Requirements (APA format)

· Introduction: Include the working thesis statement you used in the prewriting map

· Length: 4 pages (not including title or references page)

· 1-inch margins

· Double spaced

· 12-point Times New Roman font

· Running header in the upper left of all pages

· Page number in the upper right of all pages

· Minimum of 3 headings (centered, bold, & title case)

· Parenthetical in-text citations included and formatted in APA style

· References page (minimum of 4 outside scholarly sources plus the textbook/lesson) Note: Use the same references you used in the prewriting map

This assignment requires you to complete four tax forms (Form 1040, Schedule 1, Schedule B, and Qualified Dividends and Capital Gain Tax Worksheet, using the provided taxpayer information.  The forms provided are for the tax year 2020 – (for the W-2, 1099-INT, and 1099-DIV, please disregard the 2018 tax year and treat them as 2020).

• Step 1:  Read the information below and download the taxpayer information based on the last two digits of your REDid:
  • REDid ending in 00-19: Form W-2Actions, 1099-INTActions, 1099-DIVActions
  • REDid ending in 20-39: Form W-2Actions, 1099-INTActions, 1099-DIVActions
  • REDid ending in 40-59: Form W-2Actions, 1099-INTActions, 1099-DIVActions
  • REDid ending in 60-79: Form W-2Actions, 1099-INTActions, 1099-DIVActions
  • REDid ending in 80-99: Form W-2Actions, 1099-INTActions, 1099-DIV Actions
• Step 2: Download the blank forms on which to complete the assignment Blank Form 1040
  • Blank Form 1040Actions
  • Blank Schedule 1Actions
  • Blank Schedule BActions
  • Blank Qualified Dividends and Capital Gain Tax Worksheet (ignore 2019 year and treat as 2020Actions)
• Step 3:  Complete Schedule B first, then Schedule 1, then Form 1040 down through Line 10.  Then complete the Qual Div worksheet and use that information to complete the rest of the Form 1040
• Step 4:  Submit all 4 documents to complete the assignment.

Alexander Smith and his wife Allison are married and file a joint tax return for 2019.  The Smiths live at 1234 Buena Vista Drive, Orlando, FL  32830.  Alexander is a commuter airline pilot but took 6 months off from his job in 2019 to obtain a higher-level pilot’s license.  The Smiths have a 17-year-old son, Brad, who is enrolled in eleventh grade at the Walt Disney Prep School.  The Smiths also have an 18-year-old daughter, Angelina, who is a part-time first-year student at Orange County Community College (OCCC).  Angelina is married to Sean Shirker, who is 19 years old and also a part-time student at OCCC.  Sean and Angelina have a 1-year-old child, Trask (Social Security number 115-45-7893).  All the Shirkers live in an apartment near the Smiths.  Angelina and Sean both also work part-time for Sean’s wealthy grandfather as apprentices in his business.  The Shirker’s wages for the year were $50,000 which allowed them to pay all the personal expenses for themselves and Trask.

Name

Social Security number

Date of birth

Alexander Smith

266-15-1966

09/22/1970

Allison Smith

266-34-1967

07/01/1971

Brad Smith

261-55-2121

12/21/2002

Angelina Shirker

261-45-1212

03/31/2001

Sean Shirker

546-78-1235

05/01/2000

Trask Shirker

115-45-7893

10/21/2018

Five years ago, Alexander divorced Jennifer Amistad (Social Security number 341-55-6789).  Alexander pays Jennifer $200 per month in alimony under the divorce decree.

Not included with the Smith’s tax forms was interest from State of Florida bonds of $145.00. 

Alexander also received a Form W-2, Form 1099-INT, and Form 1099-DIV that you should have downloaded in Step 1 above. 

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 Types of Assessment Tools [WLO: 1] [CLOs: 2, 5]

Prepare

Prior to beginning work on this discussion,

• Read Chapter 1.1: The Purposes of Educational Assessments
• Read Chapter 5: Placement, Diagnostic, and Formative Assessment
• Read Chapter 6: Summative Assessment
• Choose one of the following videos to watch:
  • Formative assessments: Using feedback to guide instruction (Links to an external site.)
  • Keeping It Relevant and “Authentic” (Links to an external site.)
  • Exit tickets: Checking for understanding (Links to an external site.)

Reflect

Consider how the teacher in the video you selected was assessing for learning. Make any connections with your own professional or educational experiences.

Write (Post Initial Response by Thursday, Day 3)

Complete the following:

• Answer the following questions using evidence from your course readings, based on the video you selected above:
  • What evidence did you see and hear regarding formative assessments being an assessment for learning? More specifically, how did the teacher in your selected video assess during learning and how does it connect with your course readings? Make reference to your course readings to support your response.
  • How did the teacher in your selected video able to determine the current progress of his or her learners in relation to mastering the objective? Provide specifics from the video and reference your course readings.
  • How is the use of formative assessments helping to prepare learners for the summative assessment? Make reference to your course readings to support your response.
• Select one the following digital tools that can be used in an educational setting to assess learners:
  • Kahoot (Links to an external site.)
  • Go Formative (Links to an external site.)
  • FlipGrid (Links to an external site.)
  • Padlet (Links to an external site.)
• Provide a description of the tool you selected and how it could be used to assess your learners.
• Develop a specific example of how you might use it when instructing, and identify if it would be considered diagnostic, formative, or summative. Explain your reasoning with evidence from your readings.
• Discuss whether assessing learners through digital means makes assessing learners more efficient for educators. Why or why not? Provide evidence from your course readings to support your response.