Nursing
Discuss Ethical and Social Implications
Discuss Ethical and Social Implications
Discuss Ethical and Social Implications
Provide an overview and brief evaluation of the ethical and social implications of psychological assessment.
Professional Responsibilities
Describe the responsibilities of both test publishers and test users.
Testing Individuals Representing Cultural and Linguistic Diversity
Analyze and describe issues related to the testing of cultural and linguistic minorities.
Reliability
Explain the common sources of measurement error and how measurement error can impact reliability.
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Validity
Create a diagram or figure to compare the types of validity discussed in the textbook.
Describe the extravalidity concerns related to testing.
Review the articles by Fergus (2013), Kosson, et al. (2013) and Mathieu, Hare, Jones, Babiak, & Neumann (2013). Analyze the information presented in these articles on factor analysis and describe how it is used to validate the constructs of the instruments.
Clinical Versus Statistical Prediction
Compare clinical and statistical prediction of mental health decisions based on the work of Ægisdóttir, et al. (2006) and Grove & Lloyd (2006).
Application One: An Ethical and Professional Quandry
Select one of the Ethical and Professional Quandries in Testing from Case Exhibit 1.2 in your textbook and describe the ethical issues specific to the scenario you selected. Include an analysis of the relevant principles from
Taking on the role of the psychologist or counselor in the chosen scenario, describe how you might respond to the challenge you selected and provide a brief rationale for your decision.
Application Two: Evidence-Based Medicine
Summarize Youngstroms (2013) recommendations for linking assessment directly to clinical decision making in evidence-based medicine.
Elaborate on each of Youngstroms recommendations by providing practical examples that illustrate the relevance of the recommendations in a clinical setting.
Application Three: Selecting Valid Instruments
Create a research hypothesis or brief clinical case scenario in which you must select an instrument to measure intolerance for uncertainty.
Use the information in the Fergus (2013) article to support which measure to use.
The presentation
Must consist of 16 to 20 slides (not including title and reference slides) that are formatted according to APA style
Must include a separate title slide with the following:
Title of presentation
Students name
Course name and number
Instructors name
Date submitted
Must use the assigned chapters in the course text, Standard 9 from the American Psychological Associations Ethical Principles of Psychologists and Code of Conduct, and the 3 required peer-reviewed articles assigned for Week One.
Must document all sources in APA style
Must include separate reference slides formatted according to APA style
Sociology Reading Quiz
Sociology Reading Quiz
Sociology Reading Quiz
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two tasks for you.
1. finish week 2quiz( it will appear and available on Friday, please check website at Friday). which will be located at Assessment.
(before you start quiz, please read those material as below: they are located at week 2 in the website.
(1. Review: McMichael: Chapter 2_Instituting the Development Project
2. ReviewHaglin_Development as Planned Poison available here: f
3. Watch Documentary_The Africans-A Triple Heritage (Episode 7)_Garden of Eden in Decay available through the eCourse-Reserves (https://services.library.drexel.edu/playlist.php?id=1_mm1i7y5v)
4. ppt)
2. Write a sociology reading essay.
requirement:
Based on insights from readings and documentaries covered in the first two weeks of classes, what were some social, cultural and economic impacts/consequences of colonialism, and how have these influenced your understanding of the development project (that is the development of underdevelopment). Which of the development theories covered in the first week of classes resonate with your understanding of development and why.
In your answer, ensure you give specific examples of these impacts, and their effects, citing examples from specific countries, where necessary. Remember to make explicit references to the readings, documentaries.
Length: 2.5 Pages (Double-Spaced)
*You can check tab week 1 and week 2 at website. you can know what material do you need.
Discussion: Assessing the Ears Nose and Throat
Discussion: Assessing the Ears Nose and Throat
Discussion: Assessing the Ears Nose and Throat
Most ear, nose, and throat conditions that arise in non-critical care settings are minor in nature. However, subtle symptoms can sometimes escalate into life-threatening conditions that require prompt assessment and treatment. Nurses conducting assessments of the ears, nose, and throat must be able to identify the small differences between life-threatening conditions and benign ones. For instance, if a patient with a sore throat and a runny nose also has inflamed lymph nodes, the inflammation is probably due to the pathogen causing the sore throat rather than a case of throat cancer. With this knowledge and a sufficient patient health history, a nurse would not need to escalate the assessment to a biopsy or an MRI of the lymph nodes, but would probably perform a simple strep test.
In this Discussion, you consider case studies of abnormal findings from patients in a clinical setting. You determine what history should be collected from the patients, what physical exams and diagnostic tests should be conducted, and formulate a differential diagnosis with several possible conditions.
Note: By Day 1 of this week, your Instructor will have assigned you to one of the following specific case studies for this Discussion. Also, your Discussion post should be in the Episodic/Focused SOAP Note format, rather than the traditional narrative style Discussion posting format. Refer to Chapter 2 of the Sullivan text and the Episodic/Focused SOAP Template in the Week 5 Learning Resources for guidance. Remember that all Episodic/Focused SOAP notes have specific data included in every patient case.
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Case 1: Nose Focused Exam
Richard is a 50-year-old male with nasal congestion, sneezing, rhinorrhea, and postnasal drainage. Richard has struggled with an itchy nose, eyes, palate, and ears for 5 days. As you check his ears and throat for redness and inflammation, you notice him touch his fingers to the bridge of his nose to press and rub there. He says hes taken Mucinex OTC the past two nights to help him breathe while he sleeps. When you ask if the Mucinex has helped at all, he sneers slightly and gestures that the improvement is only minimal. Richard is alert and oriented. He has pale, boggy nasal mucosa with clear thin secretions and enlarged nasal turbinates, which obstruct airway flow but his lungs are clear. His tonsils are not enlarged but his throat is mildly erythematous.
Case 2: Focused Throat Exam
Lily is a 20-year-old student at the local community college. When some of her friends and classmates told her about an outbreak of flu-like symptoms sweeping her campus over the past two weeks, Lily figured she shouldnt take her three-day sore throat lightly. Your clinic has treated a few cases similar to Lilys. All the patients reported decreased appetite, headaches, and pain with swallowing. As Lily recounts these symptoms to you, you notice that she has a runny nose and a slight hoarseness in her voice but doesnt sound congested.
Waldens Dissertation Prospectus Guide.
Waldens Dissertation Prospectus Guide.
Waldens Dissertation Prospectus Guide.
Explain the role of the premisean explanation of how completing a dissertation fits into your program of study, identifying at least two potential benefits of completing your dissertation. , prospectus, and proposal in your dissertation. Finally, list one question you would like to have answered about the guidelines in Waldens Dissertation Prospectus Guide.
Walden University
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Dissertation Guidebook
For internal use only. Walden University Academic Offices 100 Washington Avenue South, Suite 900 Minneapolis, MN 55401 1-800-WALDENU (1-800-925-3368) Walden University is accredited by The Higher Learning Commission and a member of the North Central Association, www.ncahlc.org. Walden University is a registered trademark of Walden University, LLC. © 2014 Walden University, LLC.
Dissertation Guidebook (May 2014) Page 2
Contents Introduction
. 5
The Walden University Dissertation Statement
.. 5 How This Guidebook Is Organized
6
Part 1. The Dissertation Process
.. 8 Process Overview
8 Beginning the Process
10 Dissertation Premise
10 Dissertation Supervisory Committee
. 11 Dissertation Prospectus
. 12 Registering for Dissertation Credits
12 Developing the Proposal
.. 13 Gaining URR Approval of the Proposal
.. 15 Proposal Oral Presentation
.. 16 Getting Approval for Research
.. 17 Completing the Dissertation
18 Gaining URR Approval of the Dissertation
21 Form and Style Review
. 22 Dissertation Oral Defense
23 Final Approval and Submission
24 Academic Integrity and Plagiarism
. 26
Part 2. Style: APA and Walden University
.. 27 Overall Structure
.. 27 Abstract
. 27 Appendices
.. 29 Curriculum Vitae
.. 29 Definitions of Terms and Glossaries
.. 29 Copyrights and Permission To Use
. 30 Crediting Sources
. 31 Footnotes
.. 34 Point of View
. 34 Verb Tense
.. 34 Inclusive Language
. 35 Type
. 36 Line Spacing
36 Margins and Page Numbers
37 Headings
38 Lists: Seriation
38 Tables and Figures
.. 40 Numbers and Percentages
41 Abbreviations
. 41 Spelling, Grammar, and Punctuation
. 42 Capitalization
. 44
Dissertation Guidebook (May 2014) Page 3
Sample Pages
.. 46
Part 3: Frequently Asked Questions
51 Questions About the Dissertation Process
.. 51 Questions About Form and Style
. 52
Dissertation Guidebook (May 2014) Page 4
Introduction The final phase of study for Walden University doctoral students is completion of a dissertation, which begins with the preparation of a dissertation premise and ends with approval of the final dissertation. Walden does not favor any particular research approach or methodology, but does require that a dissertation reflect a high level of scholarly effort and be an original contribution to knowledge or professional practice. Students should demonstrate knowledge of research design and execution as well as the ability to interpret research findings both orally and in writing. The final product should have the level of detail and sophistication expected of a doctoral level scholar-practitioner in the discipline.
The Walden University Dissertation Statement This statement is designed to provide a broad vision of the Walden University dissertation and an understanding of the universitys dissertation requirements:
The Walden University dissertation embraces and reflects the core values and mission of the university. Walden strives to produce graduates who combine academic credentials with professional skills and leaders whose actions are motivated by informed intellect and educated attitudes. As accomplished practitioners, Walden students bring a wealth of expertise to their studies. Waldens curricula then provide the foundation upon which students build their competence and mold their interests, culminating in the dissertation learning experience. Through this process, Walden graduates are provided the learning necessary to set forth new ideas through enlightened insights and to effect change in individuals, organizations, and society. Because Walden students and their courses of study vary, the nature and purposes of Walden dissertations also vary. The universitys approach to scholarship is flexible. The dissertation can be built upon a foundation of basic or applied research, multidisciplinary perspectives on scholarship, improved teaching, or an appropriate and acceptable combination of different forms of rigorous scholarship. Each suits the Walden dissertation insofar as it relates to the nature and purpose of the inquiry and demonstrates a literate grounding in the relevant fields in which it is written, while maintaining the fundamental elements of quality and integrity required of stewards of the discipline. The Walden dissertation demonstrates a commitment to improving the caliber of professional practice. It is an inquiry that addresses unanswered questions or issues lacking thorough study and envisions what could happen as a result of the research outcomes. It contributes to professional practice by offering new knowledge or new understanding of existing knowledge arrived at through rigorous application of appropriate research methodology and provides a basis for further research. Therefore, the results of a research study conducted for a Walden dissertation are worthy of publication as a significant contribution to professional practice.
Dissertation Guidebook (May 2014) Page 5
The Walden dissertation demonstrates a commitment to addressing the phenomena of social change and, within that context, exhibits sensitivity to societal conditions and a consideration of social issues. The Walden dissertation confirms a students understanding of and commitment to academic honesty and scholarly integrity. Every dissertation is shaped by the universitys core values of integrity and quality, as well as its mission: to provide a diverse community of career professionals with the opportunity to transform themselves as scholar-practitioners so that they can effect positive social change. The dissertation is the unifying culmination of a doctoral students academic experience at Walden. The most important outcome of all teaching and learning at Walden is to produce graduates with the knowledge, skills, and abilities to:
Understand and continuously develop and change themselves, the organizations in which they work, and society at large.
Create new knowledge dedicated to the improvement of social conditions and to impact society positively by putting that knowledge into practice by both modeling their learning through action and by being civically engaged.
Assignment: Circulatory And Respiratory Systems
Assignment: Circulatory And Respiratory Systems
Assignment: Circulatory And Respiratory Systems
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In this lab, you will observe diagrams that show the major components of the endocrine, circulatory, and respiratory systems. Using the textbook and virtual library resources, fill in the tables.
Explore Endocrine, Circulatory, and Respiratory Systems Lab
Using the M.U.S.E. link, review the background information and animation to complete your report. There are 2 parts to this lab on human body systems.
Use the following worksheets to complete your assignment:
Use the to complete your work from part 1 of the lab in the M.U.S.E.
Use the to complete your work from part 2 of the lab in the M.U.S.E.
Human body systems have a variety of interconnectivity. This lab will explore the functions and structures of the endocrine, circulatory (cardiovascular), and respiratory systems. The lab will also examine the interdependency of the body systems.
Your lab report will consist of the completed tables and related questions.
Table 1 Endocrine System Hormones
Number Name of the Organ FunctionHormone(s) Produced or Secreted
1 Parathyroid Glands Parathyroid hormone
2 Thyroid Gland Thyroxine, calcitonin
3 Pineal Gland Melatonin
4 Hypothalamus Produces ADH and oxytocin, regulatory hormones for the anterior pituitary.
Produces and secretes TRH, Dopamine, GHRH, Somatostatin, Gonadotropin.
5 Pituitary Gland Anterior: Produces and secretes ACTH, TSH, GH, FSH, LH, MSH
Posterior: Secretes Oxytocin and ADH
6 Thymus Thymosins
7 Heart Atrial natriuretic peptide, brain natriuretic peptide
8 Stomach Ghrelin, Gastrin, Histamine, Neuropeptide Y, Endothelin
9 Kidney Erythropoietin, Renin, Calcitriol
10 Small Intestine
(duodenum)
Secretin, cholecystokinin
11 Liver Insulin-like Growth factor 1 (IGF-1), Angiotensinogen, Thrombopoietin
12 Adrenal Glands
Medulla: epinephrine, norepinephrine.
Cortex: glucocorticoids (cortisol), aldosterone, testosterone
13 Pancreas Insulin, glucagon
14 Testes Androgens, testosterone
15 Uterus Prolactin and Relaxin, when pregnant
16 Ovary Estrogens, progesterone
Table 2 Circulatory (Cardiovascular) System Functions
Number Name of the Structure Major Function
1 Carotid arteries Delivers blood to the head and brain
2 Jugular veins Carries blood from the head to the heart
3 Superior vena cava Carries blood from the upper body back to heart
4 Pulmonary veins Carries oxygenated blood from the lungs to the heart
5 Aorta Delivers blood to the body tissue
6 Pulmonary arteries Delivers oxygen-poor blood to the lungs
7 Coronary arteries Delivers blood to the heart muscle cells
8 Inferior vena cava Carries blood from the lower body back to heart
9 Renal vein Carries blood from the kidney to the heart
10 Iliac vein Delivers blood from the pelvic organs and abdominal wall to the heart
11 Radial vein Carries blood from the hand to the heart
12 Renal artery Delivers blood to the kidneys
13 Iliac artery Delivers blood to the pelvic organs and abdominal wall
14 Radial artery Delivers blood to the hands
15 Femoral vein Carries blood from the thigh and inner knee to the heart
16 Femoral artery Delivers blood from the thigh and inner knee
Table 3 Respiratory System Functions
Number Name of the Organ or Structure Major Function
1 Sinuses Cavities in skull; lightens head, warms and moistens air
2 Nasal cavity Produces mucus; filters, warms and moistens air; olfcation
3 Pharynx Passageway for air and food
4 Epiglottis Covers larynx during swallowing
5 Larynx Air passageway; prevents food and drink from entering lower respiratory system, produces voice
6 Lungs Contains alveoli and air passageways, allows exchange of oxygen and carbon dioxide between atmosphere and blood
7 Trachea Connects larynx with bronchi leading to lungs, conducts air to and from bronchi
8 Bronchi Two branches of trachea that conduct air from trachea to lungs
9 Bronchioles Narrow passageways to conduct air from bronchi to alveoli
10 Alveoli Microscopic chambers for gas exchange
11 Intercostal muscles Move ribs during breathing
12 Diaphragm Muscle sheet between chest and abdominal cavities with a role in breathing
End of Activity
References:
Audesirk, T., Audesirk, G., & Byers, B. E. (2008). Biology with physiology: Life on earth. (8th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
Marieb, E. N. (2011). Essentials of human anatomy and physiology. (10th ed.). San Francisco, CA: Benjamin Cummings
Tortora, G. J., & Derrickson, B. H. (2008). Principles of anatomy and physiology. (12th ed.). Hoboken, NJ: John Wiley & Sons.
LAB PART 2!!!!
Endocrine System
The endocrine system is comprised of glands that produce chemical messengers. These messengers are called hormones. The glands include the pituitary gland, thyroid gland, parathyroid gland, thymus, and adrenal gland. In addition, the pancreas, ovaries, and testes contain endocrine tissues and secrete hormones.
Question 1: How does the insulin and glucagon secreted by the pancreas function in glucose metabolism?
Answer 1: Insulin and glucagon work together to keep glucose levels in the blood within the normal range. When there is an elevated blood glucose level, this stimulates beta cells in the pancreas to secrete insulin. The insulin facilitates the uptake of glucose by body cells, and the liver will uptake the glucose and store it as glycogen. These actions return blood glucose levels back to normal. When there is decreased blood glucose, this stimulates the alpha cells in the pancreas to produce glucagon. The glucagon travels to the liver and facilitates the conversion of glycogen to glucose. This glucose is released in the bloodstream to return levels back to normal.
Cardiovascular System
The cardiovascular system is composed of the heart, blood vessels (arteries, veins, and capillaries), and blood. The heart is the pump that contracts to move the blood. The blood vessels transport blood throughout the body. The blood is the fluid that contains cells, nutrients, and gases.
Blood flows through the body in two distinct pathways: the pulmonary pathway and the systemic pathway. The blood flowing in the pulmonary pathway is deoxygenated and it delivers this blood to the lungs to be oxygenated again. The blood flowing in the systemic pathway leaves the lungs full of oxygen and flows through the heart to be delivered to the body tissues.
The following activity demonstrates the correct order for the pulmonary and systemic circulation as you trace a drop of blood flow through the body:
Pulmonary Circulation Systemic Circulation
1. Venules 1. Pulmonary veins
2. Veins 2. Left atrium
3. Vena cava 3. Left ventricle
4. Right atrium 4. Aorta
5. Right ventricle 5. Arteries
6. Pulmonary arteries 6. Arterioles
7. Lung 7. Capillaries
Respiratory System
The respiratory system functions to supply the body with oxygen. People inhale oxygen and exhale carbon dioxide. This facilitates the delivery of oxygenated blood to all of the body cells.
Question 2: How do the cardiovascular and respiratory system work together to deliver blood to the body tissues?
Answer 2: The respiratory system functions in the exchange of gases with the outside environment. Oxygen is inhaled through the nasal cavity or the mouth, and it travels to the alveoli in the lungs. There, the capillaries exchange the oxygen for carbon dioxide. The oxygenated blood flows back to the heart from the lungs. It enters the left side of the heart and is delivered to all the body tissues via the aorta. In the capillaries of the body tissues, oxygen is exchanged for carbon dioxide. This deoxygenated blood flows back to the right side of the heart and then to the lung. In the capillaries that run across the alveoli, carbon dioxide is exchanged for oxygen that has recently been inhaled. The carbon dioxide will then be exhaled through the mouth and nasal cavity.
Exercise Activity
Exercising is an activity that requires the actions of multiple body organ systems. Each system performs its specific tasks, but they must work together to allow effective total body functioning during exercising.
In this activity, changes in the respiratory and heart rates in response to exercise will be recorded in the following table:
Activity Breathing Rate: bpm(breaths per minute) Pulse Rate: bpm (beats per minute)
At rest 16 bpm 70 bpm
During exercising 30 bpm 135 bpm
Immediately after exercising 30 bpm 105 bpm
5 minutes after exercising 25 bpm 90 bpm
Question 3: The body experiences some stressor such as exercise, fright, or emotional stress whether it be joy or sorrow. There are certain hormones like epinephrine and norepinephrine that are produced during these stressful events. These hormones are produced by the adrenal gland, and they will have an effect on the heart rate and breathing rate. Explain how the hormones produced by the adrenal could play a role in altering the respiratory and heart rates during exercise.
Answer 3: When this occurs, the hypothalamus receives signals about the stress response. The body produces stress hormones. Norepinephrine and Epinephrine are released into the blood from an endocrine gland known as the adrenal gland. These hormones lead to an increase in carbon dioxide, which leads to an increase in respiratory rate. Epinephrine also increases the frequency of heartbeats whereas norepinephrine causes blood vessels to constrict. Both of these events increase the heart rate, the force of individual heart contraction, and the amount of blood flow to the muscles. These prepare the body to react to the stressor that has occurred.
Assignment: High Altitude Adaptation
Assignment: High Altitude Adaptation
Assignment: High Altitude Adaptation
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High Altitude Adaptation, Co-evolution, and Rodenticides in Ludwigschafen
For your primary post, please respond to one of the following three topics with a post of at least 125 words that addresses each point given in the instructions. Also, please reply to at least one fellow student on any topic.
Topic 1
: High Altitude Adaptation. In the recorded interview (1)*, Emilia Huerta-Sanchez describes some research her team conducted. Watch the video, then address the following issues:
(a) What data did they collect, who did they collect it from, and what were they looking for?
(b) Which gene was implicated as a gene associated with high altitude adaptation, and what does it do?
(c) Why do they think that the high incidence of this gene in populations who live at high altitudes is due to natural selection?
Topic 2 [reading]: Co-evolution of rattlesnakes and squirrels. Read at least one of the following articles (2)* and/or (3)*, and then address the following issues:
(a) How do squirrels adapt to rattlesnake venom?
(b) How do rattlesnakes adapt to squirrels defenses against rattlesnake venom?
(c) What do the results of this research tell us about evolution?
Topic 3 [reading]; Resistance to Rodenticides in Wild Rat Populations. Refer to the Digging into Data box on page 216 of the textbook. Review the situation and the address the following:
(a) In which town do you think that past application of the rodenticide bromadialonewas most intensive? Explain.
(b) Suppose that a group of rodenticide-resistant rats hitches a ride on a grain truck from Olfen to Ludwigshafen, where they start to breed with the Ludwigshafen rats. Which of the following concepts (genetic drift, gene flow or founder effect) is most applicable to this situation?
(c) Make a prediction about the future status ofrodenticide resistance inLudwigshafen after the hitchhiker rats from Olfenarrive. Explain.
*References (in Strayer Writing Standards format).
NESCent, October 2010. High Altitude Adaptation,
May 18, 2016. How is rattlesnake venom like fine wine? Both have regional varieties,
Sarah Kaplan, May 20, 2016. Snake venom evolved to kill specific squirrels with shocking precision. The Washington Post. Retrieved from
Assignment: Prescription For D-amphetamine
Assignment: Prescription For D-amphetamine
Assignment: Prescription For D-amphetamine
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QUESTION 13
The PMHNP is meeting with the parents of an 8-year-old patient who is receiving an initial prescription for D-amphetamine. The PMHNP demonstrates appropriate prescribing practices when she prescribes the following dose:
A. The child will be prescribed 2.5 mg. B. The child will be prescribed a 10-mg tablet. C. The childs dose will increase by 2.5 mg every other week. D. The child will take 1040 mg, daily.
QUESTION 14
A patient is being prescribed bupropion and is concerned about the side effects. What will the PMHNP tell the patient regarding bupropion?
A. Weight gain is not unusual. B. Sedation may be common. C. It can cause cardiac arrhythmias. D. It may amplify fatigue.
QUESTION 15
Which patient will receive a lower dose of guanfacine?
A. Patient who has congestive heart failure B. Patient who has cerebrovascular disease C. Patient who is pregnant D. Patient with kidney disease
QUESTION 16
An 18-year-old female with a history of frequent headaches and a mood disorder is prescribed topiramate (Topamax), 25 mg by mouth daily. The PMHNP understands that this medication is effective in treating which condition(s) in this patient?
A. Migraines B. Bipolar disorder and depression C. Pregnancy-induced depression D. Upper back pain
QUESTION 17
The PMHNP is treating a patient for fibromyalgia and is considering prescribing milnacipran (Savella). When prescribing this medication, which action is the PMHNP likely to choose?
A. Monitor liver function every 6 months for a year and then yearly thereafter. B. Monitor monthly weight. C. Split the daily dose into two doses after the first day. D. Monitor for occult blood in the stool.
QUESTION 18
The PMHNP is assessing a patient she has been treating with the diagnosis of chronic pain. During the assessment, the patient states that he has recently been having trouble getting to sleep and staying asleep. Based on this information, what action is the PMHNP most likely to take?
A. Order hydroxyzine (Vistaril), 50 mg PRN or as needed B. Order zolpidem (Ambien), 5mg at bedtime C. Order melatonin, 5mg at bedtime D. Order quetiapine (Seroquel), 150 mg at bedtime
Assignment: Biological Anthropology
Assignment: Biological Anthropology
Assignment: Biological Anthropology
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Zoo project
INTRODUCTION: This assignment is designed to help you learn more about and
observe in real time some of the primates we have studied in our course, in this
case the chimpanzee. Besides your zoo visit, your final written report should
reflect thoughtful consideration of the assigned readings. The report will be based
on a description of the events in the chimp enclosure over period of 45 minutes
(minimum). Judge your time wisely and make sure to follow all the directions
presented below here. A total of 15 points may be earned IF you follow all
directions and present a well-prepared report (with ticket attached) by the
A. GRADING: Points will be awarded according to how your report covers the
following issues:
1. Describe enclosure and compare it to chimp natural habitat 3 points
2. Identify individual chimps as Adult Male-1; Adult Female-1; Juvenile Male-
1; Juvenile Female-1, etc. [If this is difficult, try another way to identify the
subject of your comments.] Describe at least one interaction/behavior, anything
from fast moving to just lounging together while grooming, etc. 5 points
3. Integrate key ideas from assigned readings* and clearly relate them to these
L.A. Zoo chimps. 5 points
4. Organize, proof read, and include a mug shot with admission ticket
2 points
TOTAL POINTS
15
* Required readings:
a. Review Ch. 7 (pp.167-68) and Ch. 8 (pp.180-89) for info on the primates,
in this case the chimpanzee
b. Read The 2% Difference, in ANNUAL EDITIONS: Physical
Anthropology 08/09 edition. See also in Discover Magazine, April 2006;
available on-line at http://discovermagazine.com/2006/apr/chimp-
genome.
ANNUAL EDITIONS (08/09)reference to the attendant. Make sure to read these selections before you go to the
Zoo.
B. KEEP IN MIND: When you walk up to any animal enclosure, the behavior
may appear to be erratic or random; maybe nothing is happening. However,
much of the behavior is patterned in response to a stimulus not necessarily evident
to us. Be patient. The best you can do is to carefully & accurately describe their
physical activity & note its context at the time. There is no magic bullet! Do your
best.
The Enclosure. If you include photos, do provide SHORT CAPTIONS. If you are
artistic, make a sketch of the enclosure and include it with your report. While there
is no ironclad page count for this project, please do not use pictures & drawings as
fillers! Your thoughts are paramount.
C. DRAFTING YOUR REPORT: After you have completed your observations,
go aside and carefully read over your notes. Are there any notable behavior
patterns, anything that indicates relationships, friendships, or pecking order? You
should draw on the physical characteristics of the chimpanzee provided in Ch. 8.
Integrate key information from the other required readings. Omit it and you will
lose points. Dont fret; a good faith effort is what counts here.
D. ORGANIZING YOUR REPORT: A good report will be well organized
around the Grading topics. About four to five pages (double spaced) is
acceptable. This does NOT include your cover page, any photos, charts or maps.
Use one-inch margins and avoid padding with empty spaces between sections or
paragraphs. Most of all, sincere work and a true learning experience is what we
are after here. Your instructors eagle eye can spot the proverbial fluff and b.s.
Do a good job and shine!
Physician Freed Intestinal Adhesions
Physician Freed Intestinal Adhesions
Physician Freed Intestinal Adhesions
Assign CPT code(s) and appropriate modifiers to each statement.
1) After performing an emergency cesarean section, the physician noticed that the appendix was distended, resulting in medical necessity for an appendectomy performed during the same operative session.
2) The physician freed intestinal adhesions.
3) The physician resected two segments of small intestine and performed an anastomosis between the remaining intestinal ends. An open approach was used for this surgery.
4) The physician repaired a defect in the mesentery with sutures.
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5) The physician performed a laparoscopic partial colectomy with end colostomy and closure of the distal segment.
6) The physician drained a pelvic abscess through the rectum.
7) The physician removed a portion of the rectum through combined abdominal and transsacral approaches.
8) The physician performed rigid proctosigmoidoscopy and obtained brushings.
9) The physician performed a flexible sigmoidoscopy and removed a polyp. The physician inserted the sigmoidoscope through the anus and advanced the scope into the sigmoid colon. The lumen of the sigmoid colon and rectum were well visualized, and the polyp was identified and removed with hot biopsy forceps. The sigmoidoscope was withdrawn upon completion of the procedure.
10) The physician inserted a colonscope through the anus and advanced the scope past the splenic flexure. Two polps were identified and removed by hot biopsy forceps.
1) Hepatotomy for open drainage of abscess or cyst, 1 stage.
2) Surgeon removed segments II, III, and IV (the whole left lobe) of the liver from a living donor.
3) The physician performed radiofrequency ablation of a liver tumor via open laparotomy.
4) The physician removed the gallbladder and performed a common bile duct exploration through the laparoscope.
5) The physician performed a cholecystostomy with removal of calculus.
6) Subsequent to previous peritoneocentesis (performed at a different operative session), the physician withdrew fluid and performed infusion and drainage of fluid from the abdominal cavity (peritoneal lavage).
7) The physician reopened a recent laparotomy incision, before the incision had fully healed, to drain a postoperative infection.
8) The physician performed laparoscopic repair of an initial inguinal hernia.
9) The physician performed a reducible ventral hernia (initial) repair and inserted mesh implantation.
10) The physician repaired an initial reducible, inguinal hernia with hydrocelectomy in a 5 month old infant.
1) Physician made an open incision and inserted multiple drain tubes to drain an infection (abscess) from the kidney.
2) The physician pulverized a kidney stone (renal calculus) by directing shock waves through a water cushion that was placed against the left side of the patients body at the location of the kidney stone.
3) The physician removed a kidney stone (calculus) by making an incision in the right kidney.
4) The interventional radiologist inserted a percutaneous nephrostomy catheter into the right renal pelvis for drainage. Fluoroscopic guidance was provided.
5) The physician performed a laparoscopic ablation of a solid mass from the posterior hilum of the left kidney.
6) The physician made an incision in the left ureter through the abdominal wall for examination of the ureter and insertion of a catheter for drainage.
7) The physician examined the patients right and left renal and ureteral structures with an endoscope, which passed through an established opening between the skin and the ureter (ureterostomy). He also inserted a catheter into the ureter.
8) The physician revised a surgical opening between the skin and the right ureter.
9) The physician injected contrast agent through an opening between the skin and the left ureter (ureterostomy) for ureterography (study of renal collecting system).
10) The physician made an incision in the left ureter (ureterotomy) to insert a catheter (stent) into the ureter.
11) The physician performed a transurethral resection of a postoperative bladder neck contracture using a resectoscope.
12) The physician inserted a special instrument through the cystourethroscope to fragment a calculus in the ureter using electrohydraulics.
13) The physician inserted a cystourethroscope through the urethra to drain an abscess on the prostate.
14) The physician made an incision through the abdominal wall into the urinary bladder and inserted a suprapubic catheter to withdraw urine.
15) The physician performed a cystourethroscopy with fulguration of the bladder neck and then removed a calculus from the ureter.
16) The physician performed a sling procedure using synthetic material to treat a male patients urinary incontinence.
17) The physician made an initial attempt to treat a male patients urethral stricture using a dilator.
18) The physician, in the first two stages to reconstruct the urethra identified the area of stricture by urethrography and marked it with ink.
19) The physician performed a transurethral destruction of the prostate using microwave therapy.
The physician excised a specimen of tis
Increasing subepithelial bicarbonate production
Discuss: Increasing subepithelial bicarbonate production
Discuss: Increasing subepithelial bicarbonate production
Question 8
A 40-year-old male develops an intestinal obstruction related to protrusion of the intestine through the inguinal ring. This condition is referred to as:
a. Intussusception
b. A volvulus
c. A hernia
d. Adhesions
Question 9
A 60-year-old male presents with GI bleeding and abdominal pain. He reports that he takes NSAIDs daily to prevent heart attack. Tests reveal that he has a peptic ulcer. The most likely cause of this disease is:
a. Increasing subepithelial bicarbonate production
b. Accelerating the H+ (proton) pump in parietal cells
c. Inhibiting mucosal prostaglandin synthesis
d. Stimulating a shunt of mucosal blood flow
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Question 10
Acute pancreatitis often manifests with pain to which of the following regions?
a. Right lower quadrant
b. Right upper quadrant
c. Epigastric
d. Suprapubic
Question 11
A 60-year-old male is diagnosed with cancer of the esophagus. Which of the following factors most likely contributed to his disease?
a. Reflux esophagitis
b. Intestinal parasites
c. Ingestion of salty foods
d. Frequent use of antacids
Question 12
The primary complication of enterocolitis associated with Hirschsprung disease is related to which finding?
a. Fecal impaction
b. Pancreatic insufficiency
c. Hyperactive peristalsis
d. Ileal atresia
Discuss: Increasing subepithelial bicarbonate production
Question 13
The most common cause of chronic vascular insufficiency among the elderly is:
a. Anemia
b. Aneurysm
c. Lack of nutrition in gut lumen
d. Atherosclerosis
Question 14
The most common clinical manifestation of portal hypertension is _____ bleeding.
a. rectal
b. duodenal
c. esophageal
d. intestinal
Question 15
A 54-year-old male is diagnosed with peptic ulcer disease.This condition is most likely caused by:
a. Hereditary hormonal imbalances with high gastrin levels
b. Breaks in the mucosa and presence of corrosive secretions
c. Decreased vagal activity and vascular engorgement
d. Gastric erosions related to high ammonia levels and bile reflux
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