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Below are the learning objectives for chapter 1. Pick one learning objective and show me what you know.   2. Describe the events from 1963 to 2019 that led to the development of modern veterinary technology in the United States and Canada.3. Describe the educational and credentialing requirements established in most states and provinces for entry into the profession of veterinary technology.4. Explain the structure, format, and scheduling of the Veterinary Technician National Examination (VTNE).5. List the six features that characterize a profession.6. Describe the five steps of the veterinary technician practice model.7. Describe the scope of practice for veterinary technicians and list five duties performed only by veterinarians.8. Describe areas of responsibility for veterinary technicians in clinical practice.9. List the members of the veterinary health care team and describe their respective roles; include a list of the veterinary technician academies recognized by the National Association of Veterinary Technicians of America (NAVTA) in your definition of veterinary technician specialist.10. Describe professional appearance, conduct, and communication.11. Name the organizations represented by the acronyms AVMA, CVMA, CVTEA, NAVTA, AAVSB, and RVTTC and describe their roles in the education and credentialing of veterinary technicians.12. Describe professional ethics.13. Differentiate between statutes (laws) and regulations.14. Describe the role of state boards in the credentialing of veterinary professionals.15. List possible grounds for disciplinary action by state or provincial boards, list three levels of supervision defined in the NAVTA Model Rules and Regulations, and describe how these levels affect the veterinary technician’s scope of practice.16. Describe steps and possible sanctions carried out during disciplinary action against a licensee.17. Describe how laws related to labor, medical waste, controlled substances, and animals relate to the profession of veterinary technology.18. Name and describe laws that are specific to Canada regarding animals.

Below are the learning objectives for chapter 5. Pick one learning objective and show me what you know. 2. Explain why behavior problems can be life threatening to pets.3. Summarize the veterinary technician’s role in supporting behavioral health.4. Describe how and when learning occurs in animals.5. Understand the mechanisms and possible applications for: a. Classical conditioning and counterconditioningb. Desensitizationc. Operant conditioningd. Applied behavior analysis 6. Recognize and protect against common problems with the use of punishment.7. Understand the role of animal development in animal behavior.8. Describe, identify, and respond to body language signals of canine, feline, equine, bovine, and small ruminant patients.9. Understand and counsel clients and fellow-professionals in meeting the behavioral and social needs of animals in their care.10. Recognize how to prevent and screen for the three most common unwanted behaviors in dogs and cats.11. Recognize common behavior concerns in equine, bovine, and small ruminant patients.12. Identify and immediately triage behavior emergencies in canine, feline, equine, and ruminant patients.13. Describe how patients learn in the veterinary setting, and what technicians can do to influence the learning experience. 14. Define the fundamentals of Fear FreeTM Veterinary Care for canine and feline patients. a. Determine a numeric FAS (Fear, Anxiety, and Stress) score.b. Apply Considerate Approach before and during patient interactions and handling.c. Use Touch Gradient to create a more relaxed and safer handling experience.d. Describe the use of Gentle Control to stabilize and restrain patients.e. Describe what information should be included in Emotional Medical Records

Define and contrast the four types of social theories of delinquency.

Social disorganization theory has to do with the environment in which one lives.

Discuss the barriers to Andrew taking action?

To be eligible for home health, the patient has to be homebound, meaning that he or she requires physical assistance to leave home.

In which of the following settings is a new graduate least recommended to work?

Questions 38 – 41 refer to the following scenario from PT Magazine, Ethics in Action,  May 2008. Andrew is in the concluding week of his final clinical affiliation at “HHH,” a large hospital. He has been offered a position there as a staff physical therapist (PT) and was thrilled to accept—acceptance being contingent, of course, on his completing the current rotation, graduating, and passing his licensure exam. Andrew is an excellent student, due to graduate near the top of his class. But like most PT students, he is a bit nervous about taking the National Physical Therapy Examination (NPTE). He is well aware that every year, scores of equally competent PT students across the country fail the exam on their initial attempt. The possibility of this happening to him always is in the back of his mind. The department director who had offered Andrew the job meets with him to discuss specifics and invites him to join a hospital-sponsored study group for prospective new hires who have yet to take the NPTE. Andrew is told that the hospital will pay his exam fee if he completes review sessions as part of the study group. He scarcely can imagine a better opportunity—built-in study buddies and a significant expense that will be paid by his future employer. Later that afternoon, Andrew enters the conference room where the study group is holding its weekly meeting. The session is led by a facilitator named Don. As Don goes over the practice questions, Andrew realizes that he has never encountered some of these particular queries in the test-prep books he has been reading on his own. During a break in the session, Andrew asks one of the other participants about this and is told that the hospital has developed its own bank of questions for use in studying for the exam. Andrew’s classmate adds that these queries have been culled over the past 18 months from questions supplied by students who recently have taken the NPTE. After the break, Andrew finds it difficult to concentrate. He can’t stop thinking about the implications of what he’d been told. But finally, he decides that what the other student said probably is inaccurate, and that there undoubtedly is another explanation for the questions’ origin. He elects to ask Don, the course facilitator, to alleviate his concerns. Don is very forthcoming, but Andrew does not find the conversation comforting. Don explains that each student who takes the NPTE at the hospital’s expense is assigned to remember a question he or she was asked. Each student submits his or her question and all the submitted questions are used cumulatively to help prepare future test-takers. Don assures Andrew that this is done all over the country and is not inappropriate. It augments the study process, Don says, by encouraging students to consider how they would answer a wide variety of questions. It is his understanding, he adds, that there are two or three versions of the NPTE, each of which has 250 questions, with many questions changing from year to year. This means the potential impact on actual test results of question-sharing is minimal, and that students’ obligation to study intensively for the NPTE remains intact. Andrew nevertheless is deeply troubled by Don’s explanation and justifications. He feels trapped in a situation that compromises his integrity. Andrew doesn’t live in the part of the state where this clinical affiliation is located, and he rents an apartment that he must vacate the day his affiliation ends. After that he will be faced with a 3-hour drive to attend the HHH study group, so he decides to use the inconvenience and expense of the commute as an excuse to decline participation. He breathes an initial sigh of relief as he sees a way out of the situation. But during the last 2 days of the affiliation Andrew’s discomfort resurfaces. While he is comfortable with his individual decision, there remains a larger concern he cannot ignore. 46.  Explain into which realm(s) this situation falls: individual, organizational/institutional, or societal? (4 points)

Physical therapist assistants can perform interventions that they are skilled in and directed by the physical therapist’s plan of care.

Which of the following components of healthcare is least likely to be directed by the Federal and state government: