PsychCorp PCAT : Pharmacy College Admission Test Exam Dumps

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Exam Number : PCAT
Exam Name : Pharmacy College Admission Test
Vendor Name : PsychCorp
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PCAT Exam Format | PCAT Course Contents | PCAT Course Outline | PCAT Exam Syllabus | PCAT Exam Objectives

The Pharmacy College Admission Test (PCAT®) is a specialized test that helps identify qualified applicants to pharmacy colleges. It measures general academic ability and scientific knowledge necessary for the commencement of pharmaceutical education. The PCAT is constructed specifically for colleges of pharmacy.

B1. General Biology B2. Microbiology

A. Cellular and Molecular Biology

1. Structure and functions of cells

2. Gene expression

3. Cell division and growth

4. Energy transformations

5. Metabolism

A. Microorganisms

B. Infectious Diseases & Prevention

C. Microbial Ecology

D. Medical Microbiology

E. Immunity

B3. Human Anatomy and Physiology

B. Diversity of Life Forms

1. Genetics

A. Structure

1. Cells

2. Tissues

3. Organs

C. Health

1. Nutrition

2. Diseases

3. Drugs

B. Systems

1. Skeletal/muscular/nervous

2. Circulatory/respiratory

3. Excretory/digestive

4. Endocrine/reproductive

5. Integumentary/immune

Biological Processes items may be presented either standing alone (Biological Processes Examples 1–4) or associated with a short passage (Biological Processes Examples 5–8).
Stand-alone items can be answered independent of any passage or other item, while items
associated with a passage will require understanding part or all of the passage in order to
answer them correctly.
• Each Biological Processes item stem will be either in the form of a question (followed
by a question mark) or in the form of an incomplete sentence that requires completion
(with no end punctuation).

• Answer options may contain more than one concept or piece of information but each
one will plausibly relate to the stem.

A. leukocyte.

[A leukocyte is a white blood cell and not the target of an infection from a foreign molecule.]
B. eosinophil.

[Eosinophil is a type of white blood cell that is involved in the immune response to parasitic
infections or allergic reactions and not the target of infection from a foreign molecule.]
C. immunoglobulin.

[Immunoglobulins are antibodies formed by B cells and not the targets of an infection from a
foreign molecule.]
D. antigen. *
[CA: Antigen is the correct term for anything that is the target of the immune response,
causing production of antibodies by the living organism. Antigens can include foreign pollen,
bacteria, viruses, proteins, and some other materials.]

A. Respiratory alkalosis

[Respiratory alkalosis is due to alveolar hyperventilation leading to decreased plasma carbon
dioxide concentration. It develops when the lungs remove more carbon dioxide than is
produced in the tissues. It is a common finding in patients receiving medical ventilation, but it
is not associated with emphysema, which results in a decreased expulsion of carbon dioxide.]

B. Metabolic alkalosis

[This condition results from an altered metabolism. A decreased hydrogen ion concentration
results in increased bicarbonate and carbon dioxide concentrations. It occurs most commonly
when a person has been vomiting profusely. It is not associated with emphysema, which results
in a decreased expulsion of carbon dioxide.]

C. Respiratory acidosis *

[CA: Respiratory acidosis is a clinical disturbance that is due to alveolar hypoventilation.
It results in low blood pH due to decreased clearance of carbon dioxide by the lungs.
This condition occurs in emphysema as exhalation becomes insufficient.]

D. Metabolic acidosis

[Metabolic acidosis is a condition in which the blood pH is low due to increased production of
hydrogen ions by the body or the inability of the body to form bicarbonate in the kidney. It is
not associated with emphysema, which results in a decreased expulsion of carbon dioxide.]

A. Maternal meiotic division I *

[CA: Nondisjunction is an error that can occur during meiosis or mitosis, causing the daughter
cells to have too many or too few chromosomes. Because the child has two maternal alleles
that are not identical and one paternal allele, nondisjunction occurred at this stage of division.]
B. Paternal meiotic division I

[If nondisjunction occurred here, the child would have two paternal alleles and one maternal
allele.]

C. Maternal meiotic division II

[If nondisjunction had occurred here, the maternal contribution would have been either no
allele or two of the same kind.]

D. Paternal meiotic division II

[If nondisjunction had occurred here, the paternal contribution would have been either no
allele or two of the same kind. Because there is only one of paternal origin, disjunction did
not occur at this stage of division.]

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PsychCorp College teaching

Institute for College Teaching

For information on teaching during the COVID-19 pandemic, please see Preparing to Teach Online

Founded in 2019, the Institute for College Teaching (ICT) supports and promotes a campus culture that values, recognizes, promotes, and advances effective teaching. SUNY Cortland has great teachers, and the ICT works to share their practices locally, within SUNY, and globally.

The ICT enlarges the conversation around teaching and facilitates collaboration between faculty in different departments and schools (full-time, part-time, and visiting). It disseminates effective teaching methods to the larger community and promotes the individual work of faculty through workshops, webinars, and other initiatives. The Director works with faculty in individual consultations, panels, groups, and committees. The ICT maintains a list of Teaching Events around campus and free events in New York and nationally.

The ICT works in close collaboration with the many other units and programs supporting and advancing teaching on campus. These include the Faculty Development Center, the Institute for Civic Engagement, Design Help, The Writing Center, the Memorial Library, The Learning Center, Disability Resources, Advisement and Transition, and Career Services.

To contact the ICT, please email teaching@cortland.edu

To increase the value of higher education, help more students graduate

About 2 million college seniors will graduate this month. Young adults across the country will don academic robes, march two-by-two past their proud, teary families and stand a little taller as they commence into the world of college graduates. 

But in quadrangles, gyms and auditoriums across the country, fewer chairs will be set up than expected when these students entered college four years ago. Based on research I conducted using the most recent Integrated Postsecondary Education Data System (IPEDS), which is from 2019 — before the onset of COVID-19 — on average, four-year colleges graduate only 51 percent of their students, with many colleges graduating less than one-third of their students. Only 10 percent of colleges graduate at least 80 percent of their students.

Despite the increasing cost of higher education, studies continue to show that the return on investment for a four-year college degree is overwhelmingly positive — with college graduates being more likely to be employed, having higher income and even living longer than people without college degrees. 

So, isn’t higher education worth the investment? New research indicates that higher education’s value is highly dependent on something often taken for granted: graduation.

If one graduates, the tuition will have been a good investment. The problem is that, at many four-year colleges, students have no more than a 50-50 chance of graduating. Much of this has to do with resources: Colleges with lower graduation rates have significantly smaller endowments per student, more part-time and adjunct faculty versus full-time faculty and lower instructional spending per student. Disturbingly, low-income and first-generation students are far more likely to enroll in institutions that have limited financial and faculty resources and low graduation rates.

In the past, public support for higher education has turned on the argument that education promotes social mobility. From President Lincoln’s inspiration to create public universities to the current funding of the Pell Grant program to support low-income students’ tuition payments — American higher education has proffered a “rags-to-riches” narrative. This is a country where the confluence of public education, individual freedom and economic opportunity makes possible the movement from poverty to the middle class, or even wealth, in a single generation. The role of higher education in this American promise is in trouble — particularly as colleges with the lowest graduation rates are also the colleges with the most low-income and first-generation students.

Political debates about the cost and quality of higher education are growing to a fever pitch with proposals to tax college endowments more and greatly reduce or eliminate the system of full-time, tenured faculty. Before getting too excited about these seemingly quick fixes, we would do well to think again about one of the most significant problems in higher education — low graduation rates. Before we weaken the financial and faculty strength of higher education institutions, we should be doing more research on what works, so that our policies do not compromise the student experience and reduce students’ chances of earning a degree. 

Non-completion hurts students and their families, who after investing a year or two into tuition, often find themselves with a debt burden and no degree. Without a degree, students miss out on the employment, income and lifetime benefits associated with college education. And if missed opportunities for students and their families are not devastating enough, the country also loses competitiveness in the global scramble for talent.

Solutions, sadly, are hard to come by without further information. Increased philanthropic and publicly-funded support for institutions serving low-income and first-generation students, ideally, beginning in high school and extending through college, could be impactful. Rather than using the endowment tax on wealthier institutions as a budget-relieving measure, send these funds to the poorly endowed institutions that need them most. Discover what institutions with limited resources that nonetheless have higher graduation rates are doing that could be replicated more broadly to elevate performance with existing resources.

Drugs and the legal cloud over Prince Harry’s immigration California measure could spell doom for non-revenue college sports

Higher education is a key leverage point for improving our collective future. But as the higher education sector looks now, we have to ask — are we capitalizing on this national resource? It is time to face facts: only 200 of the more than 2,100 four-year colleges graduate at least 80 percent of their students, and many young people who are not in the top colleges incur substantial debt without earning a degree. 

As the newly minted graduating Class of 2023 hurl their caps in the air at commencement, let’s recommit to strengthening our institutions of higher education so that the other half of the class may also reap the benefits of a college degree.

Elizabeth Bradley is the president of Vassar College.

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