You have just read about several different families from many different countries and cultures. Compare and contrast their immigration experience. What will make their transition and assimilation more or less successful? How are their countries of origin different? How are their cultures and customs different?
This is a short essay assignment with a mixture of multiple-choice/short answer and essay questions that cite evidence or research to explain/support your answer.
Your essay answers must be in your own words with paraphrasing properly source credited. Quotes in lieu of answering in your own words will not receive points.
Please submit your responses as a Word document (.docx file). Make sure to number your responses so your instructor will know where one response ends and the next starts. It is not necessary to rewrite each question in your document. For multiple choice questions, CLEARLY indicate your response (a, b, c, or d) so that your instructor does not have to search and try to determine your response in your short answer explanation.
Responses should be approximately one-half page each (double-spaced) for a total of three pages (not including Title and References Pages if you choose to include them).
1. According to Aronson’s analysis of the Challenger disaster, which of the following most likely did NOT contribute to the disaster?
a. NASA had already conducted two dozen successful launches.
b. A schoolteacher was on board, which had created more publicity than normal.
c. At NASA, a lift-off decision was a more desirable decision than a delay.
d. NASA engineers assured management that all safety measures had been taken.
Explain why you selected this answer.
2. Aronson and O’Leary conducted a study designed to encourage water conservation among male students showering at the university field house. Under what conditions were students less likely to conserve water? Explain the conditions under which students were more likely to conserve water (by turning off the shower while soaping up).
3. Why did Milgram conduct his experiments on obedience? What features, according to Article #4 in Readings About the Social Animal, helped to account for the high levels of obedience displayed by Milgram’s subjects?
4. Define and give examples of compliance, identification, and internalization. Which of these has the most permanent influence on an individual’s behavior? Select one of these responses and describe an instance of your own behavior that might be or have been the result of this particular type of social influence.
5. Why don’t bystanders come to the aid of victims of injury or crime? Summarize the reasons for non-intervention by bystanders. Summarize the conditions under which some bystanders do respond to someone in distress.
Patients are frequently uncomfortable discussing with health care professional’s issues that involve the genitalia and rectum; however, gathering an adequate history and properly conducting a physical exam are vital. Examining case studies of genital and rectal abnormalities can help prepare advanced practice nurses to accurately assess patients with problems in these areas.
In this assignment, you will consider case studies that describe abnormal findings in patients seen in a clinical setting.
In this assignment, you will analyze a SOAP note case study that describes abnormal findings in patients seen in a clinical setting. You will consider what history should be collected from the patients, as well as which physical exams and diagnostic tests should be conducted. You will also formulate a differential diagnosis with several possible conditions.
- CC: “I have bumps on my bottom that I want to have checked out.”
- HPI: AB, a 21-year-old WF college student reports to your clinic with external bumps on her genital area. She states the bumps are painless and feel rough. She states she is sexually active and has had more than one partner over the past year. Her initial sexual contact occurred at age 18. She reports no abnormal vaginal discharge. She is unsure how long the bumps have been there but noticed them about a week ago. Her last Pap smear exam was 3 years ago, and no dysplasia was found; the exam results were normal. She reports one sexually transmitted infection (chlamydia) about 2 years ago. She completed the treatment for chlamydia as prescribed.
- PMH: Asthma
- Medications: Symbicort 160/4.5mcg
- Allergies: NKDA
- FH: No hx of breast or cervical cancer, Father hx HTN, Mother hx HTN, GERD
- Social: Denies tobacco use; occasional etoh, married, 3 children (1 girl, 2 boys)
- VS: Temp 98.6; BP 120/86; RR 16; P 92; HT 5’10”; WT 169lbs
- Heart: RRR, no murmurs
- Lungs: CTA, chest wall symmetrical
- Genital: Normal female hair pattern distribution; no masses or swelling. Urethral meatus intact without erythema or discharge. Perineum intact with a healed episiotomy scar present. Vaginal mucosa pink and moist with rugae present, pos for firm, round, small, painless ulcer noted on external labia
- Abd: soft, normoactive bowel sounds, neg rebound, neg murphy’s, neg McBurney
- Diagnostics: HSV specimen obtained
- PLAN: This section is not required for the assignments in this course (NURS 6512) but will be required for future courses.
With regard to the SOAP note case study provided:
- Review this week’s Learning Resources, and consider the insights they provide about the case study.
- Consider what history would be necessary to collect from the patient in the case study.
- Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis?
- Identify at least five possible conditions that may be considered in a differential diagnosis for the patient.
Refer to Chapter 5 of the Sullivan text. Analyze the SOAP note case study. Using evidence based resources, answer the following questions and support your answers using current evidence from the literature.
- Analyze the subjective portion of the note. List additional information that should be included in the documentation.
- Analyze the objective portion of the note. List additional information that should be included in the documentation.
- Is the assessment supported by the subjective and objective information? Why or Why not?
- Would diagnostics be appropriate for this case and how would the results be used to make a diagnosis?
- Would you reject/accept the current diagnosis? Why or why not? Identify three possible conditions that may be considered as a differential diagnosis for this patient. Explain your reasoning using at least 3 different references from current evidence based literature.
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2015). Seidel’s guide to physical examination (8th ed.). St. Louis, MO: Elsevier Mosby.
Chapter 16, “Breasts and Axillae” (pp. 350-369)
This chapter focuses on examining the breasts and axillae. The authors describe the examination procedures and the anatomy and physiology of breasts.
Chapter 18, “Female Genitalia” (pp. 416-465)
In this chapter, the authors explain how to conduct an examination of female genitalia. The chapter also describes the form and function of female genitalia.
Chapter 19, “Male Genitalia” (pp. 466-484)
The authors explain the biology of the penis, testicles, epididymides, scrotum, prostate gland, and seminal vesicles. Additionally, the chapter explains how to perform an exam of these areas.
Chapter 20, “Anus, Rectum, and Prostate” (pp. 485-500)
This chapter focuses on performing an exam of the anus, rectum, and prostate. The authors also explain the anatomy and physiology of the anus, rectum, and prostate.
Dains, J. E., Baumann, L. C., & Scheibel, P. (2016). Advanced health assessment and clinical diagnosis in primary care (5th ed.). St. Louis, MO: Elsevier Mosby.
Chapter 5, “Amenorrhea” (pp. 47-60)
Amenorrhea, or the absence of menstruation, is the focus of this chapter. The authors include key questions to ask patients when taking histories and explain what to look for in the physical exam.
Chapter 6, “Breast Lumps and Nipple Discharge” (pp. 61-72)
This chapter focuses on the important topic of breast lumps and nipple discharge. Because breast cancer is the most common type of cancer in women, it is important to get an accurate diagnosis. Information in the chapter includes key questions to ask and what to look for in the physical exam.
Chapter 7, “Breast Pain” (pp. 73-80)
Determining the cause of breast pain can be difficult. This chapter examines how to determine the likely cause of the pain through diagnostic tests, physical examination, and careful analysis of a patient’s health history.
Chapter 27, “Penile Discharge” (pp. 318-324)
The focus of this chapter is on how to diagnose the causes of penile discharge. The authors include specific questions to ask when gathering a patient’s history to narrow down the likely diagnosis. They also give advice on performing a focused physical exam.
Chapter 36, “Vaginal Bleeding” (pp. 419-433)
In this chapter, the causes of vaginal bleeding are explored. The authors focus on symptoms outside the regular menstrual cycle. The authors discuss key questions to ask the patient, as well as specific physical examination procedures and laboratory studies that may be useful in reaching a diagnosis.
Chapter 37, “Vaginal Discharge and Itching” (pp. 434-445)
This chapter examines the process of identifying causes of vaginal discharge and itching. The authors include questions on the characteristics of the discharge, the possibility of the issues being the result of a sexually transmitted infection, and how often the discharge occurs. A chart highlights potential diagnoses based on patient history, physical findings, and diagnostic studies.
Sullivan, D. D. (2012). Guide to clinical documentation (2nd ed.). Philadelphia, PA: F. A. Davis.
Chapter 3, “Adult Preventative Care Visits” (“Gender Specific Screenings”; pp. 48–49)Note: Download the Physical Examination Objective Data Checklist to use as you complete the Head-to-Toe Physical Assessment Video assignment.
Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Physical examination objective data checklist. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby.
This Physical Examination Objective Data Checklist was published as a companion to Seidel’s guide to physical examination (8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). From https://evolve.elsevier.com/
Cucci, E. Santoro, A., DiGesu, C., DiCerce, R., & Sallustio, G. (2015). Sclerosing adenosis of the breast: Report of two cases and review of the literature. Polish Journal of Radiology, 80, 122–127. doi:10.12659/PJR.892706. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4356184/
Sabbagh, C., Mauvis, F., Vecten, A., Ainseba, N., Cosse, C., Diouf, M., & Regimbeau, J. M. (2014). What is the best position for analyzing the lower and middle rectum and sphincter function in a digital rectal examination? A randomized, controlled study in men. Digestive and Liver Disease, 46(12), 1082–1085. doi:10.1016/j.dld.2014.08.045
Retrieved from the Walden Library Databases.
Westhoff, C. L., Jones, H. E., & Guiahi, M. (2011). Do new guidelines and technology make the routine pelvic examination obsolete? Journal of Women’s Health, 20(1), 5–10.
Retrieved from the Walden Library databases.
This article describes the benefits of new technology and guidelines for pelvic exams. The authors also detail which guidelines and technology may become obsolete.
This section of the CDC website provides a range of information on sexually transmitted diseases (STDs). The website includes reports on STDs, related projects and initiatives, treatment information, and program tools.
This website provides an introduction to radiology and imaging. For this week, focus on genitourinary radiology, as well as the cross-sectional female pelvis and the cross-sectional male pelvis in abdominal radiology.
It is highly recommended that you access and view the resources included with the course text, Seidel’s Guide to Physical Examination. Focus on the videos and animations in Chapters 16 and 18–20 that relate to special examinations, including breast, genital, prostate, and rectal. Refer to the Week 4 Learning Resources area for access instructions on https://evolve.elsevier.com/.
LeBlond, R. F., Brown, D. D., & DeGowin, R. L. (2014). DeGowin’s diagnostic examination (10th ed.). New York, NY: McGraw Hill Medical.
Chapter 8, “The Chest: Chest Wall, Pulmonary, and Cardiovascular Systems; The Breasts” (Section 2, “The Breasts,” pp. 434–444)
Section 2 of this chapter focuses on the anatomy and physiology of breasts. The section provides descriptions of breast examinations and common breast conditions.
Chapter 11, “The Female Genitalia and Reproductive System” (pp. 541–562)
In this chapter, the authors provide an overview of the female reproductive system. The authors also describe symptoms of disorders in the reproductive system.
Chapter 12, “The Male Genitalia and Reproductive System” (pp. 563–584)
The authors of this chapter detail the anatomy of the male reproductive system. Additionally, the authors describe how to conduct an exam of the male reproductive system.
Review of Chapter 9, “The Abdomen, Perineum, Anus, and Rectosigmoid” (pp. 445–527)
Research a local environmental law. Provide the following details about the law:
- What is it designed to protect, when was it implemented, and what some consequences for violating it are?
- In what ways is it effective?
- In what ways is it not?
- How can it be more effective?
Discussion question: Be sure to use specific Bible verses to support your answer 150 word min with references.
Concepts Explored: DNA, nucleotides, electrophoresis, restriction enzymes,
In this set of procedures you will learn how to run an electrophoresis experiment in order to determine DNA fragment size. You will then learn how electrophoresis can be used to study DNA obtained from a crime scene, a paternity case, and for a species comparison.
Please log into the Table Top Science web-site, follow the directions and submit the completed activity form in this assignment folder by the due date posted in the syllabus.
Assignment 9: Homeostasis
Goal: Interpret Data
In this assignment, you will practice reporting and interpreting basic data on a case involving ghrelin and weight loss. Download the handout below to get started. Answer 10 questions in Parts II and III. Include answers to Part IV in your post to earn full credit on this assignment. Making graphs in Excel is suggested, but not required. Scan or take a picture/screenshot of your graphs.
Some helpful tips:
Example of error bars on a line graph (hint: add SE above and below each point):
Independent variable = x-axis
Dependent variable = y-axis
If all else fails, try Google/YouTube for help with graphs.
Attempted assigned questions
- Submitted answers to Parts II and III (20 points)
- Skipped at least one question (15 points)
Attempted bonus question(s)
- Submitted answers to Part IV (5 points)
- Did not attempt Part IV (0 points)
Total possible = 25 points
12-15 Power Point Slides with speaker notes.
The Unidentified pathogen
is shigella flexneri
Microbiology Lab Oral Presentations
Groups of two partners will present a 10 minute presentation pertaining to the identified unknown pathogen. Students will create a powerpoint lecture to present to the class on the day detailed on the syllabus. Students will research their identified pathogen after confirming the pathogen with the lab instructor. Based on research, students will create a “mock” patient that presented to their healthcare provider with an infection due to the identified unknown, the laboratory methods used to determine the unknown bacterium and possible treatments. The presentation must contain: Signs and symptoms of patient Include any pertinent patient history. What patient samples would be collected for identification. Flow chart with 3 or more biochemical tests leading to the identification One confirmatory test must be included. Minimize the inclusion of results to show the shortest possible path to the unknown ID. At each step of the flow chart, show which bacterial species are still possible identifications and which bacterial species have been eliminated as candidates. Materials and Methods Include a complete explanation of materials and methods that correspond to the biochemical tests included in the flow chart. Results Describe the observations that were made for each of the biochemical tests included in the flow chart. Include visual examples of tests results (tables, figures, pictures) Conclusions Interpret results. Include if negative or positive (and for what product/ enzyme/ process) Identified infectious agent (include genus and species). Include information on how you interpreted results to form a conclusion to the bacterial ID. Pathogen information Diseases caused by the pathogen Must include 1 unique aspect of the organism Treatments Suggest treatments that should be used to clear the infection. Mode of action of the treatment (how it targets/ kills the bacterium) References (MLA or APA) Minimum 3 outside references (two must be a primary source) Cite at the end and within presentation (where used)
You will find an online article in the popular press (online news sources, blogs, e-magazines, e-newspapers, etc.) that makes a claim about a research finding in psychological science.
These critiques should be no more than 500
words and they must be in APA format. You should include the following:
·The research design
·The sample characteristics
·A sentence or two about the findings
·An idea to address a limitation of the study or a follow-up study based on the authors’ findings and their theoretical framework. Note that just saying that you would increase the sample size or collect data from a different sample is pretty weak and will be graded
accordingly (i.e. a poor grade).