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Geometric Isomerism in Alkenes
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Stereoisomerism and Isomers
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Chem Sept. 29th
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A.p bio 🧪 UNIT 1 CHEMISTRY OF LIFE — TEST CRAM Q&A 🟣 TOPIC 1: BIOLOGY REVIEW & STATISTICS Experimental Design Q: What is the independent variable? A: The variable the scientist changes/manipulates. Q: What is the dependent variable? A: The variable that is measured/observed. Q: Easy way to remember independent vs. dependent? A: Independent = I change it. Dependent = data I collect. Q: In an experiment, fertilizer concentration is changed and plant height is measured. What is the independent variable? A: Fertilizer concentration. Q: What is the dependent variable? A: Plant height. Q: What are constants? A: Things kept the same for every experimental group. Q: What is a control group? A: A group used as a comparison/baseline. Q: What is a positive control? A: A group that should produce a known positive result. Q: What is a negative control? A: A group that should produce no response/result. ⸻ Data & Statistics Q: What is qualitative data? A: Descriptive data that isn’t measured numerically. Example: color, texture, smell. Q: What is quantitative data? A: Numerical/measurable data. Example: 15 cm, 20°C, 5 grams. Q: What is the mean? A: The average: add all values and divide by the number of values. Q: What is the median? A: The middle value when data is arranged from least to greatest. Q: What is the mode? A: The value that occurs most often. Q: What is the range? A: Highest − lowest. Q: What does standard deviation tell you? A: How spread out the data is around the mean. Q: Small standard deviation means what? A: Data points are close together/consistent. Q: Large standard deviation means what? A: Data points are more spread out/variable. Q: If Group A and Group B have similar means, but Group A has a much smaller standard deviation, what does that mean? A: Group A’s data is more consistent and clustered around the mean. Q: What is SEM? A: Standard error of the mean; it estimates how accurately the sample mean represents the population mean. Q: What does a small SEM mean? A: The mean is more precise/reliable. Q: What do error bars show? A: The amount of variation or uncertainty around a mean, depending on what the graph specifies. Q: What should you look for when reading graphs? A: Specific data points, trends, patterns, increases/decreases, and relationships between variables. ⸻ 💧 TOPIC 2: STRUCTURE OF WATER & HYDROGEN BONDING Q: Why is water polar? A: Oxygen is more electronegative than hydrogen, so oxygen becomes partially negative and hydrogen becomes partially positive. Q: What does δ− mean? A: Partial negative charge. Q: What does δ+ mean? A: Partial positive charge. Q: What type of bond holds the H and O together inside one water molecule? A: Covalent bond. Q: What type of attraction occurs between different water molecules? A: Hydrogen bonds. Q: What causes water’s cohesion? A: Hydrogen bonding between water molecules. Q: What is cohesion? A: Water molecules sticking to other water molecules. Q: What is adhesion? A: Water sticking to other surfaces/materials. Q: What causes surface tension? A: Cohesion/hydrogen bonding between water molecules at the surface. Q: What is capillary action? A: Water moving upward through a narrow space because of cohesion + adhesion. Q: Why can water move upward through plants? A: Hydrogen bonding creates cohesion between water molecules, while adhesion helps water interact with the plant’s xylem walls, allowing capillary action. Q: Which interaction is primarily responsible for water cohesion? A: Hydrogen bonds. Q: What is a solute? A: The substance being dissolved. Q: What is a solvent? A: The substance that does the dissolving. Q: What is a solution? A: A solute + solvent mixture. ⭐ MUST KNOW: Polarity → hydrogen bonding → cohesion/adhesion → capillary action → water movement in plants ⸻ 🧬 TOPIC 2: ELEMENTS OF LIFE Q: Why is carbon so important to life? A: Carbon has 4 valence electrons, allowing it to form four stable covalent bonds and create many different structures. Q: Why can carbon create such a huge diversity of molecules? A: It can bond with itself and many other elements, creating chains, rings, branches, and complex structures. Q: What four major macromolecules are built from carbon? A: Carbohydrates, proteins, lipids, and nucleic acids. Q: What element is especially important in amino acids and nitrogenous bases? A: Nitrogen. Q: What element is found in nucleic acids and certain lipids? A: Phosphorus. Functional Groups Q: What is a functional group? A: A group of atoms that gives an organic molecule specific chemical properties and behaviors. Q: What are the major functional groups you need to know? A: Hydroxyl, carbonyl, carboxyl, amino, and phosphate. Q: What is a hydroxyl group? A: –OH Q: What is a carboxyl group? A: –COOH Q: What is an amino group? A: –NH₂ Q: What is a phosphate group? A: –PO₄ group. Q: What is a carbonyl group? A: A carbon double-bonded to oxygen: C=O. Q: What is a hydrocarbon? A: A molecule made only of carbon and hydrogen. ⸻ 🔗 TOPIC 3: INTRODUCTION TO BIOLOGICAL MACROMOLECULES Q: What is a monomer? A: A small building block that can join with others. Q: What is a polymer? A: A large molecule made from repeating monomers. Q: What are the four major biological macromolecules? A: Carbohydrates, proteins, lipids, nucleic acids. Q: What is dehydration synthesis? A: A process that joins monomers by forming a covalent bond and removing H₂O. Q: What is hydrolysis? A: A process that breaks covalent bonds by adding H₂O. 🧠 REMEMBER: Dehydration = take water OUT → build Hydrolysis = add water → break Q: Which process joins monomers to form a polymer? A: Dehydration synthesis. Q: Which process breaks polymers apart? A: Hydrolysis. Q: What happens to water during dehydration synthesis? A: Water is removed/released. Q: What happens to water during hydrolysis? A: Water is added. ⸻ 🍞 TOPIC 4: PROPERTIES OF BIOLOGICAL MACROMOLECULES Carbohydrates Q: What is a monosaccharide? A: A single sugar monomer. Q: What is a polysaccharide? A: A carbohydrate polymer made of many sugar units. Q: What is starch used for? A: Energy storage in plants. Q: What is glycogen used for? A: Energy storage in animals. Q: What is cellulose used for? A: Structural support in plant cell walls. ⸻ Proteins Q: What are proteins made of? A: Amino acids. Q: What is the monomer of a protein? A: Amino acid. Q: What part of an amino acid varies between amino acids? A: The R group. Q: Why are R groups important? A: Their different properties affect how a protein folds and functions. ⸻ Lipids Q: Are lipids generally polar or nonpolar? A: Mostly nonpolar/hydrophobic. Q: What does hydrophobic mean? A: Water-fearing; doesn’t mix well with water. Q: What does hydrophilic mean? A: Water-loving; interacts with water. Q: What is the difference between saturated and unsaturated fatty acids? A: Saturated = no C=C double bonds. Unsaturated = one or more C=C double bonds. Q: Which fatty acid has more bends/kinks? A: Unsaturated fatty acid. Q: Why do unsaturated fatty acids have kinks? A: Their double bonds bend the carbon chain. ⸻ Phospholipids Q: What two types of regions does a phospholipid have? A: A polar hydrophilic head and nonpolar hydrophobic tails. Q: Why are phospholipids important in cells? A: They form the cell membrane bilayer. Q: Why do phospholipids form a bilayer? A: The hydrophilic heads face the watery environments while the hydrophobic tails face inward away from water. ⸻ Nucleic Acids Q: What do nucleic acids do? A: They store and transmit biological information. Q: What is the monomer of nucleic acids? A: Nucleotide. Q: What are nucleotides made of? A: A 5-carbon sugar + phosphate group + nitrogenous base. ⸻ 🧩 TOPIC 5: STRUCTURE & FUNCTION OF BIOLOGICAL MACROMOLECULES Protein Structure Q: What determines a protein’s primary structure? A: The sequence of amino acids. Q: What is secondary protein structure? A: Local folding into structures such as alpha helices and beta sheets, stabilized by hydrogen bonds. Q: What is tertiary structure? A: The overall 3D shape of one polypeptide. Q: What is quaternary structure? A: Multiple polypeptide chains/subunits working together. ⭐ KNOW THIS ORDER: Primary → Secondary → Tertiary → Quaternary Q: Why can changing one amino acid affect protein function? A: It can change interactions between amino acids, which can change the protein’s shape, potentially changing its function. Q: What is denaturation? A: When a protein loses its normal shape, causing it to lose or reduce its function. Q: What can cause protein denaturation? A: Things such as high temperature or extreme pH. ⸻ DNA Structure Q: What does antiparallel mean? A: The two DNA strands run in opposite directions: one 5’ → 3’ and the other 3’ → 5’. Q: Why is DNA directionality important? A: DNA strands have specific 5’ and 3’ ends, which determines how they are read and copied. ⸻ Carbohydrate Structure Q: Why can two carbohydrates made from similar sugar monomers have different functions? A: Their monomers can have different arrangements, bonding, branching, and structures, which changes their properties and functions. Q: Example of this? A: Starch and cellulose are both made from glucose, but their different bonding/arrangements give them different functions. ⸻ 🧬 TOPIC 6: NUCLEIC ACIDS Q: What are the three parts of a nucleotide? A: 5-carbon sugar + phosphate group + nitrogenous base. Q: What sugar is found in DNA? A: Deoxyribose. Q: What sugar is found in RNA? A: Ribose. Q: What nitrogenous base is found in DNA but not RNA? A: Thymine (T). Q: What nitrogenous base is found in RNA instead of thymine? A: Uracil (U). Q: Is DNA usually single- or double-stranded? A: Double-stranded. Q: Is RNA usually single- or double-stranded? A: Single-stranded. Q: What does DNA store? A: Genetic/biological information. Q: What connects nucleotides together? A: Covalent bonds form the sugar-phosphate backbone. ⸻ 🧬 Base Pairing Q: What does A pair with in DNA? A: T Q: What does T pair with? A: A Q: What does C pair with? A: G Q: What does G pair with? A: C RNA: A ↔ U C ↔ G Q: If one DNA strand is 5’-ACGTAC-3’, what is the complementary strand? A: 3’-TGCATG-5’ Q: Why is it written 3’ → 5’? A: Because DNA strands are antiparallel. ⸻ 🔥 UNIT 1 BIG CONNECTIONS — YOUR TEACHER WILL LOVE THESE Q: Explain the water connection. A: Water’s polarity causes hydrogen bonding, which produces properties like cohesion and adhesion that are important for biological functions such as water movement through plants. Q: Explain the carbon connection. A: Carbon’s four valence electrons allow it to form many covalent bonds, creating the huge diversity of biological molecules. Q: Explain the macromolecule connection. A: Monomers join → polymers/macromolecules form → their structure determines their properties and function. Q: Explain the protein connection. A: Amino acid sequence → protein shape → protein function. Q: Explain the DNA connection. A: Nucleotide sequence → biological/genetic information. Q: Explain the experiment connection. A: Experimental design → data → analysis → evidence → biological conclusion. ⸻ 🚨 15 QUESTIONS YOU SHOULD BE ABLE TO ANSWER WITHOUT LOOKING What is the independent variable?     → What you change. What is the dependent variable?     → What you measure. Small standard deviation means…?     → Data is consistent/close together. Why is water polar?     → Oxygen is more electronegative than hydrogen. What causes cohesion?     → Hydrogen bonding. What causes capillary action?     → Cohesion + adhesion. Why is carbon so versatile?     → Four valence electrons. What joins monomers?     → Dehydration synthesis. What breaks polymers?     → Hydrolysis. Protein monomer?     → Amino acid. Nucleic acid monomer?     → Nucleotide. Unsaturated fatty acids have what?     → Double bonds and kinks. What determines protein shape?     → Amino acid sequence/interactions. DNA sugar/base?     → Deoxyribose + thymine. DNA strands are…?     → Double-stranded and antiparallel. 🧠 LAST-MINUTE MEMORY CHAIN Memorize this exact chain: Water: POLAR → H-BONDS → COHESION/ADHESION → CAPILLARY ACTION Macromolecules: MONOMER → DEHYDRATION → POLYMER Breaking: POLYMER → HYDROLYSIS → MONOMERS Protein: AMINO ACID SEQUENCE → SHAPE → FUNCTION DNA: NUCLEOTIDE SEQUENCE → INFORMATION Experiment: INDEPENDENT → DEPENDENT → DATA → EVIDENCE → CONCLUSION
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Chapter 1 : Cell Biology The study of cells, their structures, and their functions. Cell Theory All living organisms are composed of one or more cells; cells are the smallest living things and basic units of organization; cells arise only from previously existing cells. Fundamental Unit of Life The cell. Plasma Membrane A structure found in all cells that surrounds the cell. Cytoplasm The area of the cell that includes the cytosol. Cytosol The fluid portion of the cell outside the organelles. Genetic Material The DNA contained within cells. Prokaryote An organism whose cells do not have a true nucleus. Eukaryote An organism whose cells have a true nucleus. Prokaryotes Bacteria and Archaea. Eukaryotes Animals, plants, fungi, and protists. Prokaryotic Cell Usually a single cell with no true nucleus and typically one circular chromosome. Eukaryotic Cell A cell with a true nucleus and membrane-bound organelles. True Nucleus A nucleus that contains DNA and is enclosed by a nuclear envelope. Virus A non-cellular entity that requires cells to survive and reproduce. Obligate Intracellular Parasite An organism or entity that requires a cell to survive and reproduce; viruses are sometimes called this. Light Microscope A microscope that can be used to view live or dead cells and can show structures such as the membrane, nucleus, cytoplasm, and larger organelles. Electron Microscope A microscope with much higher resolution than a light microscope; specimens must be fixed (dead). TEM Transmission Electron Microscopy; used to examine thin sections of tissues and internal structures. SEM Scanning Electron Microscopy; used to examine surfaces of cells or tissues. Fluorescence Microscopy Microscopy that uses fluorescent labels to see specific tagged cell structures. Cell Resolution The human eye resolves about 200 µm, while typical cells are about 5–20 µm. Nucleus Contains DNA and is involved in DNA replication. Mitochondria Organelles that make ATP through aerobic cellular respiration. ATP The energy-containing molecule produced by mitochondria. Aerobic Cellular Respiration The process carried out by mitochondria to make ATP. Chloroplast An organelle involved in photosynthesis and found in plant cells. Photosynthesis The process in which light energy and CO2 are used to produce food. Rough ER The organelle involved in making proteins; it has ribosomes attached to it. Ribosomes Structures associated with the rough ER that are involved in protein production. Smooth ER An organelle involved in making lipids, storage, and modifying carbohydrates. Golgi Apparatus Modifies and sorts proteins and helps transport them. Vesicle A membrane-bound structure involved in transporting materials between organelles and to the plasma membrane. Exocytosis The process involving vesicles releasing materials through the plasma membrane. Cytoskeleton A system of filaments important for cell organization, structure, and movement. Actin Filaments Cytoskeletal structures involved in muscle contraction, cell crawling, cell shape, and pseudopodial cell extension. Microtubules Cytoskeletal structures involved in vesicle transport, chromosome movement, cilia, flagella, and the mitotic spindle. Intermediate Filaments Cytoskeletal structures important for stability and structural support. Mitotic Spindle A structure made of microtubules that helps move chromosomes during cell division. Cell Wall A structure found in plant cells and many prokaryotes that provides support. Vacuole A structure found in plant cells; plant cells have vacuoles in addition to their other organelles. Endosymbiosis The engulfment of bacteria by a larger cell. Endosymbiont Theory The theory that mitochondria and chloroplasts evolved from bacteria that were engulfed by ancestral cells. Mitochondrial Origin According to endosymbiont theory, mitochondria arose from an aerobic bacterium taken up by an anaerobic bacteria-like ancestor of eukaryotic cells. Chloroplast Origin According to endosymbiont theory, chloroplasts arose from photosynthetic bacteria taken up by an aerobic eukaryotic ancestor of plants. Evidence for Endosymbiont Theory Mitochondria and chloroplasts are bacteria-sized, have two membranes, have bacterial-like ribosomes, contain their own DNA, and divide similarly to bacteria. Mitochondrial DNA Mitochondria contain their own DNA, including a single circular chromosome similar to bacteria. Chloroplast DNA Chloroplasts contain their own DNA, including a single circular chromosome similar to bacteria. Double Membrane Mitochondria and chloroplasts have two membranes, supporting the endosymbiont theory. Common Ancestor Hypothesis The hypothesis that organisms descended from an ancestral prokaryote called LUCA or LUA. LUCA The Last Universal Common Ancestor; an ancestral prokaryote in the common ancestor hypothesis. Genome The genetic material of an organism, containing protein-coding genes and regulatory regions.y
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Chapter 1 : Cell Biology The study of cells, their structures, and their functions. Cell Theory All living organisms are composed of one or more cells; cells are the smallest living things and basic units of organization; cells arise only from previously existing cells. Fundamental Unit of Life The cell. Plasma Membrane A structure found in all cells that surrounds the cell. Cytoplasm The area of the cell that includes the cytosol. Cytosol The fluid portion of the cell outside the organelles. Genetic Material The DNA contained within cells. Prokaryote An organism whose cells do not have a true nucleus. Eukaryote An organism whose cells have a true nucleus. Prokaryotes Bacteria and Archaea. Eukaryotes Animals, plants, fungi, and protists. Prokaryotic Cell Usually a single cell with no true nucleus and typically one circular chromosome. Eukaryotic Cell A cell with a true nucleus and membrane-bound organelles. True Nucleus A nucleus that contains DNA and is enclosed by a nuclear envelope. Virus A non-cellular entity that requires cells to survive and reproduce. Obligate Intracellular Parasite An organism or entity that requires a cell to survive and reproduce; viruses are sometimes called this. Light Microscope A microscope that can be used to view live or dead cells and can show structures such as the membrane, nucleus, cytoplasm, and larger organelles. Electron Microscope A microscope with much higher resolution than a light microscope; specimens must be fixed (dead). TEM Transmission Electron Microscopy; used to examine thin sections of tissues and internal structures. SEM Scanning Electron Microscopy; used to examine surfaces of cells or tissues. Fluorescence Microscopy Microscopy that uses fluorescent labels to see specific tagged cell structures. Cell Resolution The human eye resolves about 200 µm, while typical cells are about 5–20 µm. Nucleus Contains DNA and is involved in DNA replication. Mitochondria Organelles that make ATP through aerobic cellular respiration. ATP The energy-containing molecule produced by mitochondria. Aerobic Cellular Respiration The process carried out by mitochondria to make ATP. Chloroplast An organelle involved in photosynthesis and found in plant cells. Photosynthesis The process in which light energy and CO2 are used to produce food. Rough ER The organelle involved in making proteins; it has ribosomes attached to it. Ribosomes Structures associated with the rough ER that are involved in protein production. Smooth ER An organelle involved in making lipids, storage, and modifying carbohydrates. Golgi Apparatus Modifies and sorts proteins and helps transport them. Vesicle A membrane-bound structure involved in transporting materials between organelles and to the plasma membrane. Exocytosis The process involving vesicles releasing materials through the plasma membrane. Cytoskeleton A system of filaments important for cell organization, structure, and movement. Actin Filaments Cytoskeletal structures involved in muscle contraction, cell crawling, cell shape, and pseudopodial cell extension. Microtubules Cytoskeletal structures involved in vesicle transport, chromosome movement, cilia, flagella, and the mitotic spindle. Intermediate Filaments Cytoskeletal structures important for stability and structural support. Mitotic Spindle A structure made of microtubules that helps move chromosomes during cell division. Cell Wall A structure found in plant cells and many prokaryotes that provides support. Vacuole A structure found in plant cells; plant cells have vacuoles in addition to their other organelles. Endosymbiosis The engulfment of bacteria by a larger cell. Endosymbiont Theory The theory that mitochondria and chloroplasts evolved from bacteria that were engulfed by ancestral cells. Mitochondrial Origin According to endosymbiont theory, mitochondria arose from an aerobic bacterium taken up by an anaerobic bacteria-like ancestor of eukaryotic cells. Chloroplast Origin According to endosymbiont theory, chloroplasts arose from photosynthetic bacteria taken up by an aerobic eukaryotic ancestor of plants. Evidence for Endosymbiont Theory Mitochondria and chloroplasts are bacteria-sized, have two membranes, have bacterial-like ribosomes, contain their own DNA, and divide similarly to bacteria. Mitochondrial DNA Mitochondria contain their own DNA, including a single circular chromosome similar to bacteria. Chloroplast DNA Chloroplasts contain their own DNA, including a single circular chromosome similar to bacteria. Double Membrane Mitochondria and chloroplasts have two membranes, supporting the endosymbiont theory. Common Ancestor Hypothesis The hypothesis that organisms descended from an ancestral prokaryote called LUCA or LUA. LUCA The Last Universal Common Ancestor; an ancestral prokaryote in the common ancestor hypothesis. Genome The genetic material of an organism, containing protein-coding genes and regulatory regions.
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Art of interviewing In an interview, what factor do we need to consider? Social Economic Cultural How does the provider pick up on subtle ques? Shifts in body language in addition to spoken word Patients will tell you what is wrong with them if you ask the right questions Questions Open Ended OLDCARTS Don't use medical jargon Confrontation Watch for subtle ques "You look upset discussing _____, lets talk about it" Points out something striking about the patient's behavior or statement ○ Directs the patient's attention to something of which they may or may not be aware of ○ You look upset, you sound uncomfortable about that, Is there a reason you look away from me as you speak What does good communication improve? Health outcomes by resolving symptoms and reducing patient's psychogical distress and anxiety 85% of all malpractice lawsuits are based on poor communication skills What should we implement during an interview? ACTIVE LISTENING Watch their body language, tone, eye contact, speech and spoken word Understanding of what is being said, body language and other non verbal ques Symptom SUBJECTIVE ~What the patient feels ~Described by the patient Can be influenced by culture, intelligence and socioeconomic background Constitutional Symptom Fevers, Chills, Weight Gain, Weight Loss Effect all symptoms Sign OBJECTIVE What the observer finds on the assessment Crackles, dry skin, bruising What are the basic interviewing techniques? Questions Silence Facilitation Confrontation Interpretation Reflection Support Transitions Silence Silence is ok, but limit to 2 minutes or less If a patient is silent, you are silent Can restart the conversation with, "What are you thinking about?" Should never be used with the overtalkative patients ○ Can indicate interest and support ○ Don't allow more than 2 minutes of silence ○ Ok to ask: What are you thinking about? You were saying? These things are hard to think about Facilitation Keeps the conversation going "Tell me more about..." Encourages a patient to continue talking without controlling the direction of the conversation ○ Verbal and nonverbal communication that encourages the patient to keep talking ○ Go on, Tell me more, uh huh, And then Interpretation Based on inference "It sounds as if you are afraid...." Based on inference rather than observation ○ The provider interprets the patient's behavior, encouraging the patient to observe their own role in the problem. ○ You seem happy about that, Are you afraid you've done something wrong?, I wonder if your ____ is related to _____ Reflection Repeat part of the statement made by the patient Pt: "I haven't worked since 2016" APRN: "You haven't worked since 2016? Lets talk about that" A response that mirrors what the patient has just expressed ○ Patient: I am nervous about starting a new medication ■ Provider: Nervous about starting a new medication? Support Build a trusting relationship with the patient by using reassurance and empathy Shows an interest in or understanding of a patient ○ I understand ■ Reassurance ● A response that conveys to the patient that the interviewer understands what has been talked about ● That's great you were able to stop smoking, I am glad you came in today - we are going to help you ■ Empathy ● Response that recognizes a patient's feelings and does not criticize ● It's an understand, not an emotional state of sympathy ● I know it is not easy ______, I'm sure ______ has caused you a large amount of anxiety Transitions "Now I am going to ask you questions about..." Used as guides to allow the patient to better understand the logic of the interviewers questions in order to have a good flow to change the topic ○ I am now going to ask you questions about ______, Now let's talk about______ What does a past medical hx all include? General state of overall health Past Illnesses Hospitalizations Surgeries Prior injuries and accidents Allergies Current Medications Diet Sleep Patterns Immunizations Substance Abuse Complementary / Alternative Therapies What is sensitivity? How good a test is at identifying people who truly have the disease True Positive - Positive results are convincing RULE OUT = SnNout Sensitive test + Negative = disease OUT What is specificity How well a test does at correctly identifying people who are well True Negative - negative result is convincing RULE IN = SpPin Specific test + Positive = disease IN What is a functional capacity assessment? Asses geriatric patients abilities to perform activities of daily living (ADLs) -Self Care -Instrumental -Mobility -Timed Get Up and Go test Self Care ADLs Dressing Bathing Transferring from bed to chair Toileting Grooming Feeding oneself Instrumental ADLs Meal Preparation Managing Finances Use the phone Taking Meds Doing Housework Shopping Managing Transport Mobility ADLs Walking from room to room Climbing stairs Walking outdoors What is the timed get up and go test? Rise from chair, walk 10 feet, turn around, walk back to chair, turn and sit down Should be completed in 10 seconds or less If greater than 20 seconds, patient will need further evaluation What is the strongest predictor of future disability and death? Gait What should we be assessing in the elderly in relation to ADLs? # of falls in the last year Gender Identity One's internal sense of gender at a given time How a person feels and identifies themselves in terms of gender such as being a boy, girl or another gender Sexual Orientation The presence and/or object of a person's romantic, sexual, physical or spiritual attractions Who someone is attracted to or has romantic feeing towards ■ Same gender, different gender, more than one gender Alternative Medicine Systems Complete systems of health care that developed separately from Western/conventional medicine i. Traditional Chinese Medicine ii. Traditional Indigenous Healing Practices iii. Homeopathic Medicine Ayurvedic - translates to knowledge of life, origin = India Mind-Body Interventions Techniques that use the mind to help improve physical health and well-being Biofeedback Yoga / Meditation / Deep Breathing Prayer Tai Chi Biologically Based Therapies Natural substances or products from nature to improve health or treat illness Vitamins Herbal Products Probiotics Dietary Supplements Specialty Diets Manipulative and Body Physical movement, pressure, or hands-on techniques to help the body feel better or function better Chiropractic Osteopathy Reflexology / Massage Therapy Energy Therapies Energy fields in or around the body can be influenced to improve health or well-being Biofield therapy ~Intended to affect a patient's energy field for the purpose of healing by having a healer place their hands in or through them; the therapist's healing force restores the patient -Reiki -Therapeutic Touch Bioelectromagnetic based therapies ~Involve the unconventional use of electromagnetic fields. -Positioning external magnetic fields near or around the person, usually by placing magnets on the body, into clothing, or in mattresses Acupuncture -Traditional Chinese medicine in which thin needles are placed into the body to allow qi (energy) to flow unimpeded What is Yin & Yang? 2 opposite yet connected forces that exist in nature and the body They work together to maintain balance and harmony Yin Cooler Darker Quieter Slower Passive Associated with Rest Earth Moon Night Water Femininity Cold Yang Warmer Brighter Active Faster Masculinity Associated with Activity ■ Day, Heat, Light, Movement What is the goal of Yin & Yang? To Remain Healthy: ○ Maintaining a proper balance between yin and yang ○ Neither is considered completely good or bad ○ Both are necessary and work together What is the goal of Chinese Medicine? Not only cure disease, but keep people well Disease means failure in prevention of health care Health is a shared responsibility between the patient and provider Chinese medicine treats the patient as a whole rather than separate systems Preserving health, curing disease of mind, body and spirit The mind can help direct your body's energy toward healing and recovery Disharmony ■ Provides framework to help aid in healing ■ Ex: Patient doesn't catch the flu, develops disharmony. Abx, acupuncture or herbs can help to redevelop harmony What 2 techniques do the Chinese look at to diagnose? Tongue Pulse Assessment Tongue Assessment Believed to be a clear indicator of disharmony Color, Shape, Moisture, Coating, Thickness, Cracks & Texture of the tongue Pulse Assessment Disharmonies of the body have effects on the pulse ● Divided into 3 sections ○ Cun ■ Closest to the wrist ○ Guan ■ Second position ○ Chi ■ 3rd position, furthest from the wrist Left wrist (yin) ■ Heart, liver and kidney Right Wrist (yang) ■ Lungs, spleen and kidney Special Considerations for Peds: Head Palpable Anterior and Posterior Fontanelles Special Considerations for Peds: Eyes Inspecting for red reflex Special Considerations for Peds: Mouth Inspect for oral thrush and geographic tongue Special Considerations for Peds: Genitalia Inspect for hypospadias (males), diaper dermatitis, vaginal yeast Special Considerations for Peds: Hip Dystocia Perform Barlow and Ortolani Maneuvers Assess for normal newborn primitive reflexes Special Considerations for teens Assess Tanner Stages for breast tissue and genitals Can ask parents to step out of the room for the exam to allow you to ask further personal questions. The parents can refuse, although most are happy to step out If the parent does agree, do not continue with further examination until another medical witness is in the room with you Additional questions for teens include social history, illegal drug use, sexuality, suicide/depression screening and safety at home Billing and Coding Current Procedure Terminology (CPT) International Classification of Disease (ICD) Current Procedure Terminology (CPT) -Codes used to document many of the medical procedures performed in a medical office -Services and procedures provided 1. Evaluation and Management 2. Performance and Measurement 3.Emerging Medical Terminology International Classification of Disease (ICD) Explains the reason for the services ○ Classifies diseases and injuries and is used to track mortality and morbidity statistics ○ Assigned to identify the diagnosis, system, condition, problem, complaint or other reason for the encounter Bias An unfair or one sided opinion that can influence how someone thinks or acts Implicit Bias Unconscious attitudes or beliefs about people that can affect how we treat or judge them without realizing it Explicit Bias Conscious and intentional opinions to beliefs about a person or group that can lead to unfair treatment Race Groups of people based on physical traits, national origin and ancestry ■ Skin color, different features Ancestery ○ People, families and backgrounds one comes from ○ Genealogic history, understanding of one's genetic heritage Racial Bias An unfair or one sided opinion/judgement about someone based on their race Racism Treating someone unfairly, badly, negatively because of their race Scientific Racism The false idea that science proves some races are better, smarter or more capable than others Belief of biological evidence of racial inferiority/superiority Example: Black people are biologically different and inferior to white people Dominant Narrative The main or most widely accepted story or viewpoint about a topic, interests or ideas in a dominant social group Spirituality A person's sense of connection to something bigger than themselves, such as nature, a higher power, or their own inner beliefs and values. A person's search for meaning and purpose in life, including how they connect with themselves, others, nature, the present moment, and what they consider meaningful or sacred Religion A set of beliefs, practices, and traditions that help people understand life, spirituality, and their connection to a higher power or something sacred Gender Expression How a person shows or expresses their gender through things like clothing, hairstyle, behavior, voice or appearance What is included with Telehealth? Telemedicine Remote Patient Monitoring Videoconferencing mHealth eConsults Patient education / Coaching Continuing Education for the provider Telemedicine Patient care / Consultation Patient Monitoring Mentoring Digital Imaging What is included in Telehealth Etiquite? Environment Performance Privacy Telehealth - Environment Visual- Provider appearance Room appearance Lighting Picture quality Auditory - Provider noises, background noise, audio quality Telehealth - Performance Provider appearance and communication Use of equipment Provider Preparation Telehealth - Privacy Privacy of sites Equipment privacy settings Consents Mastered (1) You've been getting these terms right! Select this one What is the main purpose of an interview? Gather pertinent information -Patient's illness and how well they are adapting to said illness Goal is to gather important information regarding patient's illness/condition and how they are coping with it Not studied (2) You haven't studied these terms yet! Select these 2 What is included in Chinese medicine? What happens if there is a disharmony between Yin & Yang?
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SUICIDE&CO — CLIENT CARE COORDINATOR 10 highest-probability interview questions ⸻ 1. “Tell us a little about yourself and why you’re interested in this role.” Your answer “I currently volunteer as an Independent Community Advocate with Rethink Mental Illness, supporting adults who may be experiencing mental health difficulties and other challenging circumstances. A lot of my work involves being that consistent point of contact for somebody. I speak with clients by phone, text and email, listen to what they need, help them understand information and their options, and liaise with professionals or other services where appropriate. There’s also quite a strong administrative side to what I do. I manage my own casework and follow-ups, maintain advocacy plans and contact records on Hive CRM, and make sure sensitive information is recorded accurately and confidentially. Before that, I worked in welfare support at Goldsmiths, and my security background also taught me how to stay calm and communicate professionally when someone is distressed or a situation becomes challenging. What attracted me to Suicide&Co is that this role brings those different skills together. It’s not just administration and it’s not just client contact. You’re helping somebody through their journey with the service while making sure all the practical things happening behind the scenes are organised properly. I also really connect with the purpose of the charity. Suicide bereavement can be incredibly isolating, and I like the fact that Suicide&Co is trying to make sure people don’t have to navigate that alone.” MEMORY CUE Rethink → clients → casework → calm → Suicide&Co → people + organisation This is probably your most important opening answer. ⸻ 2. “What do you know about Suicide&Co and our services?” This one needs to show that you have actually researched them. Your answer “From my research, Suicide&Co is a national charity specifically supporting people who have been bereaved by suicide. What really stood out to me is the focus on both professional support and opening up conversations around suicide loss, because stigma can make people feel even more isolated. I’ve looked at the different services as well. You provide free one-to-one counselling with qualified counsellors, with up to 12 sessions, and you also have Early Bereavement Support for people within the first six months of their loss, which provides emotional listening and practical signposting. I also noticed how much your language focuses on people being able to grieve in their own way and at their own pace. That matters to me because I don’t think we should assume we know what somebody needs simply because we know what has happened to them. And I’ve understood from the role description that the Client Care team is really central to all of that. You’re often the first person somebody speaks to, but you also stay involved practically through their journey with the service. That’s one of the reasons the role appealed to me. It’s compassionate work, but it also requires organisation, accuracy and reliability.” Suicide&Co currently describes itself as a national charity providing specialist support following suicide bereavement. Its counselling service offers up to 12 free sessions; its Early Bereavement Support covers the first six months and combines emotional listening with practical signposting. MEMORY CUE National → suicide bereavement → conversation → 12 counselling → first 6 months → Client Care ⸻ 3. “What qualities are important when you’re the first point of contact for somebody bereaved by suicide?” They already asked a version of this in your application. Expect it to return in some form. Your answer “For me, the biggest things are empathy, patience, listening properly and reliability. If somebody contacted me following a suicide bereavement, I wouldn’t assume that I understood how they felt. Even two people grieving the same person can experience that loss very differently. I’d give them space to speak and listen to what they’re actually telling me rather than rushing to fill silences or trying to say the perfect thing. I’d also be conscious that I’m representing their first experience of Suicide&Co. So warmth matters, but so does professionalism. If I tell somebody I’ll come back to them, I need to do that. If I don’t know an answer, I’d rather say I’ll check than give them incorrect information. My advocacy work has really taught me that sometimes people don’t need you to take over. They need somebody who is calm, listens properly, explains what’s happening and follows through. I’d want somebody to finish that first conversation feeling that they’d been heard and that they understood what would happen next.” That fits particularly well with Suicide&Co’s own conversation guidance, which emphasises conversation, non-judgemental listening and recognising that suicide-related grief can be difficult to talk about. MEMORY CUE Empathy → don’t assume → listen → warmth + professionalism → next steps ⸻ 4. “Tell us about a time you supported someone who was distressed or finding it difficult to engage.” ⭐ STAR QUESTION Don’t invent a dramatic safeguarding story. Your genuine advocacy experience is enough. S — Situation “In my advocacy work, I’ve supported clients experiencing mental health difficulties who haven’t always found it easy to engage or communicate what they need.” T — Task “My responsibility is to establish communication, understand what the person actually wants from advocacy and support them without putting pressure on them.” A — Action “I start by explaining my role clearly and giving the person space to communicate at their own pace. I use active listening and keep my communication straightforward rather than overwhelming them with lots of information or questions. If they don’t engage immediately, I don’t take that personally. I’ll use the appropriate method of contact, follow up where needed and keep an accurate record on Hive so there’s continuity. I’m also careful about boundaries. I don’t promise an outcome I can’t guarantee and, if something raises a safeguarding concern, I follow the appropriate procedure rather than trying to manage it alone.” R — Result “That approach helps create trust and makes it easier to understand what actually matters to the individual. It’s taught me that consistency is really important. Particularly when somebody has had difficult experiences with services, you can’t demand trust just because you’re there to help. You have to earn it through how you communicate and whether you actually do what you say you’re going to do.” MEMORY CUE Difficult engagement → don’t pressure → listen → follow up → record → trust ⸻ 5. “A client becomes very upset on the phone while discussing their bereavement. What would you do?” This is one of the scenario questions I’d consider very high probability. Your answer “My first response would be to stay calm and give the person space. I wouldn’t panic or immediately try to stop their emotions. I’d listen and acknowledge what they’re telling me without saying that I understand exactly how they feel. I’d also be aware of the limits of my role. As Client Care Coordinator, I wouldn’t try to turn the conversation into counselling. If anything they said made me concerned about their immediate safety or raised a safeguarding concern, I’d follow Suicide&Co’s procedures and seek support from the appropriate manager rather than trying to handle that situation by myself. If there wasn’t an immediate safeguarding issue, I’d establish what they needed from us at that point and explain the next step clearly. Before finishing, I’d make sure they understood what was going to happen next and I’d record any relevant information accurately and sensitively. For me, it’s about being human and compassionate while still maintaining professional boundaries.” MEMORY CUE CALM Calm Acknowledge/listen Limits of role + risk Move to appropriate next step + make record ⸻ 6. “How would you manage several competing priorities at once?” Again, they already assessed this in your application, so be ready for it. Imagine: A distressed client is on the phone, a counsellor needs an urgent response, two clients are waiting to arrange appointments and your manager needs some service data. Your answer “I’d prioritise according to risk, urgency and impact rather than simply doing things in the order they arrived. If I’m already speaking to a distressed client, I’m not going to rush that conversation because an administrative email has appeared. I’d establish whether there was any immediate risk or safeguarding concern and deal with that appropriately first. After that I’d look at what’s genuinely time-sensitive. For example, something preventing a counsellor from supporting a client or an appointment that needs confirming may need attention before routine administration. I use task lists, diary reminders and case records in my current role, and I record actions as I go so information doesn’t get lost when priorities change. I’d also communicate. If several genuinely urgent things happened at once, I wouldn’t quietly struggle and risk making mistakes. I’d speak to my manager or colleagues and agree what needs to come first. Especially in this type of service, being busy isn’t the same as being effective. Accuracy and sensitivity matter.” MEMORY CUE Risk → Urgency → Impact → Record → Communicate ⸻ 7. “Tell us about a time you had to manage sensitive or confidential information.” ⭐ STAR QUESTION S — Situation “In my advocacy role, I regularly handle personal and sensitive information relating to clients’ mental health, circumstances and contact with different services.” T — Task “My responsibility is to make sure that information is handled appropriately while still being able to advocate effectively for the person.” A — Action “I establish what information is relevant and what I’m authorised to share. When liaising with professionals or external services, I’m careful not to disclose information simply because somebody asks for it. I maintain accurate case notes and advocacy records on Hive CRM and keep my recording factual and relevant. I also follow data protection, confidentiality and safeguarding procedures. And if I’m unsure about whether something should be disclosed, I check rather than making an assumption.” R — Result “That means professionals can receive the information they genuinely need while the client’s privacy and trust are protected. It’s made me very conscious that confidentiality isn’t just an administrative requirement. People tell us extremely personal things, and how we handle that information is part of how we earn their trust.” MEMORY CUE Sensitive → permission → relevant → factual record → need-to-know → trust ⸻ 8. “You haven’t used HubSpot before. How would you manage that?” Don’t apologise for this gap. Your answer “I haven’t used HubSpot specifically yet, so I’d be open about that. What I do already have is experience using Hive CRM for client case management. I use it to maintain contact records, advocacy plans, referrals, follow-up actions and outcomes, so I’m already used to the importance of keeping a digital client record accurate and up to date. I also use Microsoft Office, email, online meeting platforms and other digital systems. So the particular software would be new, but the principles behind using it wouldn’t be: accurate information, confidentiality, timely updates and making sure other authorised members of the team can understand what’s happening with a client. I saw that training is provided, and I’d be very comfortable learning HubSpot.” The current advert explicitly says they want confidence with platforms such as HubSpot but that training will be given to the right candidate. MEMORY CUE Not HubSpot yet → Hive → transferable → accurate data → willing to learn ⸻ 9. “Tell us about a time you worked independently while also collaborating with other people.” ⭐ STAR QUESTION S — Situation “In my Independent Community Advocate role, I manage my own casework, but clients may also have healthcare professionals, local services or other organisations involved.” T — Task “My responsibility is to manage my actions independently while making sure communication with other professionals supports what the client actually wants.” A — Action “I keep track of client contact, agreed actions and follow-up dates myself. Where liaison with another professional or service is appropriate, I’m clear about what the client wants me to communicate and what information can be shared. I then contact the relevant service, follow up where necessary and record the action accurately on Hive. I also use supervision and communicate with colleagues when something needs guidance or escalation rather than trying to work outside my role.” R — Result “It allows me to work independently without becoming isolated in my practice. That’s something I’d bring here because I understand this role needs somebody who can take responsibility for their own workload but also work closely with the Client Care Manager, counsellors and the wider team.” MEMORY CUE Own caseload → client wishes → professionals → record → supervision → team ⸻ 10. “Why should we choose you for the Client Care Coordinator role?” This is your closing pitch. Your answer “I think there’s a strong overlap between what you need and what I’m already doing. I’m comfortable communicating with people who may be going through difficult circumstances. I know how to listen without judgement and I don’t assume I know what’s best for somebody. But I’m also organised. I manage casework, follow-ups, confidential records and communication with different professionals, so I understand that good client care depends on what happens behind the scenes as much as the conversation itself. My welfare experience developed that supportive side of me, and my previous security work developed another useful side: remaining calm, professional and able to think clearly when situations become challenging. I also wouldn’t come in believing I know everything about suicide bereavement. It’s a specialist area and I’d want to learn from the training, the Client Care Manager, counsellors and the wider Suicide&Co team. What I would bring from day one is empathy, reliability, good boundaries, organisation and a genuine commitment to treating every person who contacts the service as an individual. I think that’s why this role feels like a natural next step for me.” MEMORY CUE Empathy + organisation + calm + boundaries + learning = me ⸻ 🔥 SCENARIO YOU REALLY NEED TO KNOW I would prepare this even if they don’t ask it exactly this way: “A person calls Suicide&Co. They were bereaved by suicide three months ago and want counselling immediately. What would you do?” A strong answer is: “I’d first listen to them and establish what they’re looking for rather than immediately telling them what they can or can’t access. I’d acknowledge that they’ve taken the step of reaching out and explain the options clearly and sensitively. From my research, I understand that someone can apply for Suicide&Co’s counselling service at any stage, but counselling sessions don’t begin until six months after the bereavement. Because this person is three months bereaved, I’d explain the Early Bereavement Support available during those first six months, which provides emotional listening and practical signposting. I wouldn’t present it as simply turning them away from counselling. I’d help them understand what support is available to them now and what happens with their counselling application. And obviously I’d remain alert to anything in the conversation that raised an immediate safety or safeguarding concern and follow the appropriate procedure.” That is specifically consistent with Suicide&Co’s current policy: applications for counselling can be made at any stage, but sessions don’t begin until six months after the loss; Early Bereavement Support is designed for those first six months. Remember: 3 months = Early Bereavement Support 6+ months = counselling can begin Counselling = up to 12 sessions ⸻ Another possible scenario “A counsellor tells you they urgently need information about a client, but you’re unsure whether you can disclose it. What do you do?” Your structure: Don’t guess → check consent/authority → confidentiality → policy → manager if unsure → only necessary information → record action. Never say: “They’re one of our counsellors, so I’d just send it.” Being part of the organisation does **not automatically mean every piece of client information needs to be shared. ⸻ And another “A client is unhappy with their counsellor and asks you to change them immediately. How would you respond?” “I’d listen first and understand what the concern actually was without becoming defensive or criticising the counsellor. I’d acknowledge the client’s concern and explain what I can do within my role. I wouldn’t promise an immediate outcome before understanding the situation. I’d record the relevant information accurately and follow Suicide&Co’s process, involving the Client Care Manager or appropriate colleague where required. If anything disclosed raised a safeguarding concern, I’d respond according to that procedure. Most importantly, I’d want the client to feel that raising a concern hadn’t damaged their relationship with the service and that what they’d told me was being taken seriously.” Memory: Listen → clarify → don’t blame → don’t promise → manager/process → follow up ⸻ 🧠 KNOW THESE 7 THINGS ABOUT SUICIDE&CO Don’t memorise a corporate speech. Remember these: 1. National suicide-bereavement charity. 2. Launched in 2020. 3. Specialist professional and compassionate support. 4. Up to 12 free counselling sessions. 5. Early Bereavement Support during first six months. 6. Conversation and reducing isolation/stigma are central. 7. Growing charity where Client Care supports clients throughout their journey. Suicide&Co says its impact has grown significantly since its 2020 launch and describes demand as stronger than ever, which also explains why the vacancy stresses adaptability and working in a growing, fast-paced organisation. ⁠Suicide&Co official website ⸻ Your 3 questions for the interviewers Don’t ask all three if they’ve already answered one. Question 1 — strongest “What would excellent performance look like for the person coming into the Client Care Coordinator role in their first three to six months?” Excellent because you’re asking about success, not just benefits. Question 2 — very specific to their growth “I noticed Suicide&Co is growing and developing its services. What are the biggest priorities or challenges for the Client Care team as that demand grows?” That shows you’ve researched them. Their careers page explicitly describes Suicide&Co as a young, growing charity with high demand and continually developing operations. Question 3 — excellent development question “What training and support would I receive around suicide bereavement and the situations that come through the Client Care team?” This acknowledges that you’re bringing transferable experience while respecting that suicide bereavement is specialist work. ⸻ ⭐ Your interview strategy Because this is only 30 minutes, don’t memorise these answers word-for-word. Learn the memory cues. When they ask a competency question: STAR Situation — What was happening? Task — What did I need to do? Action — What did I actually do? Result — What changed/what did I learn? For hypothetical client scenarios: CALM Calm and listen Acknowledge the individual Limits, risk, safeguarding and boundaries Move to the right next step and make an accurate record And there is one sentence I’d like you to keep in your head throughout the interview: “Warm with the person, accurate with the process.” That’s essentially this job. Your CV demonstrates the process side: Hive CRM, casework, follow-ups, confidentiality, safeguarding, professional liaison and organisation. Your advocacy and welfare experience demonstrate the human side: listening, empathy, non-judgemental communication, supporting people in difficult circumstances and helping them navigate services. That combination is the strongest case for you in this interview. And I would not try to imitate somebody who is already an expert in suicide bereavement. Suicide&Co’s own current Client Care profiles include people bringing different combinations of mental-health experience, charity experience and lived/professional experience. What matters is showing that you can bring strong transferable skills while being willing to learn their specialist approach. If you want, I can next turn these exact 10 questions + the scenarios into your Knowt copy-and-paste format, with short flashcard answers, memory cues and a separate one-page interview cheat sheet for 10 September.
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