General Chemistry II Lab Writing and Post Lab paraphrase

I need an explanation for this Chemistry question to help me study.

I need post lab questions to be paraphrased, and changed up. As well as the scientific writing along with the lab. For the post lab change the words and edit from page 169-170 but ones before can remain the same as it is my partner’s and I data.

For the scientific writing: This is my friend’s but not my partner’s so it defiantly has to change. She used some data, but this is not my partner’s so instead it has to be switched.

*Both are attached below. Please let me know if you received them.

The purpose of this assessment is to help you develop the necessary skills and expertise to manage in the healthcare setting and understand the unique aspects of nursing leadership. Nursing leadership requires a unique set of skills relating to organizati

I’m trying to learn for my Nursing class and I’m stuck. Can you help?

Requirements


Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.


Professional Communications is a required aspect to pass this task. Completion of a spell check and grammar check prior to submitting your final work is strongly recommended.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

A. Create a performance data scorecard you could use to focus on outcome measures in your healthcare organization in which you do the following:

1. Identify the patient population being addressed.

2. Identify at least one outcome measure related to the population identified in part A1 for each of the following indicators:

• performance

• quality

• patient safety

• employee engagement

B. Discuss the necessary processes that drive each outcome measure.

1. Discuss at least one additional indicator that would be important for a nurse leader to monitor on a regular basis to drive outcomes as part of the performance data scorecard.

C. Discuss at least three advantages of the performance data scorecard created in part A.

D. Analyze at least two current trends in healthcare that are related specifically to employee engagement.

1. Explain the relationship between employee engagement and healthcare quality.

2. Discuss whether current tools in your organization adequately provide nurse leadership with data regarding employee engagement.

E. Create a plan to improve employee engagement based on the performance data scorecard.

Note: This plan may include but is not limited to goals, strategies, evaluation, timeline, etc.

1. Discuss leadership best practices that improve employee engagement.

F. When you use sources, include all in-text citations and references in APA format.

Note: When using sources to support ideas and elements in an assessment, the submission MUST include APA formatted in-text citations with a corresponding reference list for any direct quotes or paraphrasing. It is not necessary to list sources that were consulted if they have not been quoted or paraphrased in the text of the assessment.

File Restrictions

File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

Rubric


Articulation of Response (clarity, organization, mechanics)
:

Unsatisfactory/Not present

The candidate provides unsatisfactory articulation of response.

Does Not Meet Standard

The candidate provides weak articulation of response.

Minimally Competent

The candidate provides limited articulation of response.

Competent

The candidate provides adequate articulation of response.

Highly Competent

The candidate provides substantial articulation of response.

A1:Patient Population

Unsatisfactory/Not present

The candidate does not identify the patient population being addressed.

Does Not Meet Standard

Not applicable.

Minimally Competent

Not applicable.

Competent

Not applicable.

Highly Competent

The candidate identifies the patient population being addressed.

A2:Outcome Measures

Unsatisfactory/Not present

The candidate does not identify at least 1 appropriate outcome measure related to the population identified in part A1 for each of the given indicators.

Does Not Meet Standard

Not applicable.

Minimally Competent

Not applicable.

Competent

Not applicable.

Highly Competent

The candidate identifies at least 1 appropriate outcome measure related to the population identified in part A1 for each of the given indicators.

B:Necessary Processes

Unsatisfactory/Not present

The candidate does not provide a logical discussion of the necessary processes that drive each outcome measure.

Does Not Meet Standard

The candidate provides a logical discussion, with no detail, of the necessary processes that drive each outcome measure.

Minimally Competent

The candidate provides a logical discussion, with limited detail, of the necessary processes that drive each outcome measure.

Competent

The candidate provides a logical discussion, with adequate detail, of the necessary processes that drive each outcome measure.

Highly Competent

The candidate provides a logical discussion, with substantial detail, of the necessary processes that drive each outcome measure.

B1:Additional Indicators

Unsatisfactory/Not present

The candidate does not provide a logical discussion of at least 1 additional indicator that would be important for a nurse leader to monitor on a regular basis to drive outcomes as part of the performance data scorecard.

Does Not Meet Standard

The candidate provides a logical discussion, with no detail, of at least 1 additional indicator that would be important for a nurse leader to monitor on a regular basis to drive outcomes as part of the performance data scorecard.

Minimally Competent

The candidate provides a logical discussion, with limited detail, of at least 1 additional indicator that would be important for a nurse leader to monitor on a regular basis to drive outcomes as part of the performance data scorecard.

Competent

The candidate provides a logical discussion, with adequate detail, of at least 1 additional indicator that would be important for a nurse leader to monitor on a regular basis to drive outcomes as part of the performance data scorecard.

Highly Competent

The candidate provides a logical discussion, with substantial detail, of at least 1 additional indicator that would be important for a nurse leader to monitor on a regular basis to drive outcomes as part of the performance data scorecard.

C:Advantages

Unsatisfactory/Not present

The candidate does not provide a logical discussion of at least 3 advantages of the performance data scorecard created in part A.

Does Not Meet Standard

The candidate provides a logical discussion, with no detail, of at least 3 advantages of the performance data scorecard created in part A.

Minimally Competent

The candidate provides a logical discussion, with limited detail, of at least 3 advantages of the performance data scorecard created in part A.

Competent

The candidate provides a logical discussion, with adequate detail, of at least 3 advantages of the performance data scorecard created in part A.

Highly Competent

The candidate provides a logical discussion, with substantial detail, of at least 3 advantages of the performance data scorecard created in part A.

D:Current Trends

Unsatisfactory/Not present

The candidate does not provide a plausible analysis of at least 2 current trends in healthcare that are related specifically to employee engagement.

Does Not Meet Standard

The candidate provides a plausible analysis, with no detail, of at least 2 current trends in healthcare that are related specifically to employee engagement.

Minimally Competent

The candidate provides a plausible analysis, with limited detail, of at least 2 current trends in healthcare that are related specifically to employee engagement.

Competent

The candidate provides a plausible analysis, with adequate detail, of at least 2 current trends in healthcare that are related specifically to employee engagement.

Highly Competent

The candidate provides a plausible analysis, with substantial detail, of at least 2 current trends in healthcare that are related specifically to employee engagement.

D1:Relationship

Unsatisfactory/Not present

The candidate does not provide a logical explanation of the relationship between employee engagement and healthcare quality.

Does Not Meet Standard

The candidate provides a logical explanation, with no detail, of the relationship between employee engagement and healthcare quality.

Minimally Competent

The candidate provides a logical explanation, with limited detail, of the relationship between employee engagement and healthcare quality.

Competent

The candidate provides a logical explanation, with adequate detail, of the relationship between employee engagement and healthcare quality.

Highly Competent

The candidate provides a logical explanation, with substantial detail, of the relationship between employee engagement and healthcare quality.

D2:Current Tools

Unsatisfactory/Not present

The candidate does not provide a logical discussion of whether current tools in the candidate’s organization adequately provide nurse leadership with data regarding employee engagement.

Does Not Meet Standard

The candidate provides a logical discussion, with no detail, of whether current tools in the candidate’s organization adequately provide nurse leadership with data regarding employee engagement.

Minimally Competent

The candidate provides a logical discussion, with limited detail, of whether current tools in the candidate’s organization adequately provide nurse leadership with data regarding employee engagement.

Competent

The candidate provides a logical discussion, with adequate detail, of whether current tools in the candidate’s organization adequately provide nurse leadership with data regarding employee engagement.

Highly Competent

The candidate provides a logical discussion, with substantial detail, of whether current tools in the candidate’s organization adequately provide nurse leadership with data regarding employee engagement.

E:Improving Employee Engagement

Unsatisfactory/Not present

The candidate does not provide an appropriate plan to improve employee engagement based on the performance data scorecard.

Does Not Meet Standard

The candidate provides an appropriate plan, with no detail, to improve employee engagement based on the performance data scorecard.

Minimally Competent

The candidate provides an appropriate plan, with limited detail, to improve employee engagement based on the performance data scorecard.

Competent

The candidate provides an appropriate plan, with adequate detail, to improve employee engagement based on the performance data scorecard.

Highly Competent

The candidate provides an appropriate plan, with substantial detail, to improve employee engagement based on the performance data scorecard.

E1:Leadership Best Practices

Unsatisfactory/Not present

The candidate does not provide a logical discussion of leadership best practices to improve employee engagement.

Does Not Meet Standard

The candidate provides a logical discussion, with no detail, of leadership best practices to improve employee engagement.

Minimally Competent

The candidate provides a logical discussion, with limited detail, of leadership best practices to improve employee engagement.

Competent

The candidate provides a logical discussion, with adequate detail, of leadership best practices to improve employee engagement.

Highly Competent

The candidate provides a logical discussion, with substantial detail, of leadership best practices to improve employee engagement.

F:Sources

Unsatisfactory/Not present

When the candidate uses sources, the candidate does not provide in-text citations and references.

Does Not Meet Standard

When the candidate uses sources, the candidate provides only some in-text citations and references.

Minimally Competent

When the candidate uses sources, the candidate provides appropriate in-text citations and references with major deviations from APA style.

Competent

When the candidate uses sources, the candidate provides appropriate in-text citations and references with minor deviations from APA style.

Highly Competent

When the candidate uses sources, the candidate provides appropriate in-text citations and references with no readily detectable deviations from APA style, OR the candidate does not use sources.

Smithsonian Museum Project/ Diet and Human Evolution

I need help with a Biology question. All explanations and answers will be used to help me learn.

Locate the area with exhibit called “Human Family Tree.” Look at, touch and examine the reproduction skulls.

Hand-Draw a picture of your favorite skull from the museum, using a full sheet of paper.

Find the panels labeled “Primate Family Tree” and “Evolution FAQ.” Fill in the blanks based on the information regarding Are you Related to Other Living Things?”

What evidence do you find that humans and banana trees share a common ancestor?

Now, turn and walk towards a free-standing glass case that has skeletons in it.The text on the left side will read: Adapted to Warm Climates; the right side reads:Adapted to Cold Climates. Describe the physical attributes of bodies that are adapted to warm or to cold climates. Bullet points will be fine

Case Study on Death and Dying

I need support with this Health & Medical question so I can learn better.

The practice of health care providers at all levels brings you into contact with people from a variety of faiths. This calls for knowledge and understanding of a diversity of faith expressions; for the purpose of this course, the focus will be on the Christian worldview.

Based on “Case Study: End of Life Decisions,” the Christian worldview, and the worldview questions presented in the required topic study materials you will complete an ethical analysis of George’s situation and his decision from the perspective of the Christian worldview.

Provide a 1,500-2,000-word ethical analysis while answering the following questions:

  1. How would George interpret his suffering in light of the Christian narrative, with an emphasis on the fallenness of the world?
  2. How would George interpret his suffering in light of the Christian narrative, with an emphasis on the hope of resurrection?
  3. As George contemplates life with amyotrophic lateral sclerosis (ALS), how would the Christian worldview inform his view about the value of his life as a person?
  4. What sorts of values and considerations would the Christian worldview focus on in deliberating about whether or not George should opt for euthanasia?
  5. Based on the values and considerations above, what options would be morally justified in the Christian worldview for George and why?
  6. Based on your worldview, what decision would you make if you were in George’s situation?

Remember to support your responses with the topic study materials.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

One and a half page on Basic Nutrition and Healthy Eating

I’m stuck on a Health & Medical question and need an explanation.

Discussion 8: Basic Nutrition and Healthy Eating

1414 unread replies.1414 replies.

This is the longest TedTalk I will have you watch. But, I promise it is well worth it and will be the favorite one for many of you. As long as I have taught this course I have shown this video and it frightens me each semester. After viewing the video, respond thoughtfully to the discussion prompt.

Link (Links to an external site.)

Besides added sugar, discuss some of the risk factors for childhood obesity (you may have to do some research on the topic). What are some of the physical, social and emotional complications of childhood obesity? What are the best ways to prevent childhood obesity?

Filter replies by unread

ReplyReply to Discussion 8: Basic Nutrition and Healthy Eating

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Human Adaptation to Spaceflight: The Role of Nutrition

I’m trying to learn for my Biology class and I’m stuck. Can you help?

Part I. Reading Deeply and Annotating

Open the documents of the NASA report, Human Adaptation to Spaceflight: The Role of Nutrition (Scott M. Smith, 2014). Print off the chapter, Introduction (pages 1-6) so that you can write on it. Read this chapter deeply, in interacting with the text with your own choice of marks and annotations.

Part II.Sentence-Phrase-Word

After completing your reading, go back and review your annotations.Select the sentence, phrase and word that you think meet the requirements.Record them in the table, below.We will discuss this in class on April 26.

2-3 pg role description for nurse leading implementation team

I’m studying for my Nursing class and don’t understand how to answer this. Can you help me study?

Assume you are a nurse manager on a unit where a new nursing documentation system is to be implemented. You want to ensure that the system will be usable and acceptable for the nurses impacted. You realize a nurse leader must be on the implementation team.

To Prepare:

  • Review the steps of the Systems Development Life Cycle (SDLC) and reflect on the scenario presented.
  • Consider the benefits and challenges associated with involving a nurse leader on an implementation team for health information technology.

The Assignment: (2-3 pages)

In preparation of filling this role, develop a 2- to 3-page role description for a graduate-level nurse to guide his/her participation on the implementation team. The role description should be based on the SDLC stages and tasks and should clearly define how this individual will participate in and impact each of the following steps:

  • Planning and requirements definition
  • Analysis
  • Design of the new system
  • Implementation
  • Post-implementation support

RUBRIC – please follow this

Develop a 2- to 3-page role description for a graduate-level nurse to guide his/her participation on the implementation team. The role description should be based on the Systems Development Life Cycle (SDLC) stages and tasks and should clearly define how this individual will participate in and impact each of the following steps:

· Planning and requirements definition

· Analysis

· Design of the new system

· Implementation

· Post-implementation support

77 (77%) – 85 (85%)

An accurate and fully developed role description is provided for the Assignment and fully supports the guidance of a graduate-level nurse’s participation in the steps of the SDLC.

The responses accurately and thoroughly define in detail a graduate-level nurse’s participation in the steps of the SDLC.

The responses accurately and thoroughly explain in detail the impacts of a graduate-level nurse’s participation in the steps of the SDLC.

Includes: 3 or more peer-reviewed sources and 2 or more course resources.

68 (68%) – 76 (76%)

A role description is provided for the Assignment and supports the guidance of a graduate-level nurse’s participation in the steps of the SDLC.

The responses define a graduate-level nurse’s participation in the steps of the SDLC.

The responses explain the impact of the graduate-level nurse’s participation in the steps of the SDLC.

Includes: 2 peer-reviewed sources and 2 course resources.

60 (60%) – 67 (67%)

A vague or inaccurate role description is provided for the Assignment and vaguely or inaccurately provides guidance to a graduate-level nurse’s participation in the steps of the SDLC.

The responses defining the graduate-level nurse’s participation in the steps of the SDLC are vague or inaccurate.

The responses explaining the impact of the graduate-level nurse’s participation in the steps of the SDLC are vague or inaccurate.

Includes: 1 peer-reviewed source and 1 course resource.

0 (0%) – 59 (59%)

A vague and inaccurate role description is provided for the Assignment which does not provide guidance to a graduate-level nurse’s participation in the steps of the SDLC, or are missing.

The responses defining the graduate-level nurse’s participation in the steps of the SDLC are vague and inaccurate, or are missing.

The responses explaining the impact of the graduate-level nurse’s participation in the steps of the SDLC are vague and inaccurate, or are missing.

Includes: 1 or fewer resources.

Written Expression and Formatting – Paragraph Development and Organization:

Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance.

5 (5%) – 5 (5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

4 (4%) – 4 (4%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

3.5 (3.5%) – 3.5 (3.5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time.

0 (0%) – 3 (3%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.

Written Expression and Formatting – English writing standards:

Correct grammar, mechanics, and proper punctuation

5 (5%) – 5 (5%)

Uses correct grammar, spelling, and punctuation with no errors.

4 (4%) – 4 (4%)

Contains a few (1-2) grammar, spelling, and punctuation errors.

3.5 (3.5%) – 3.5 (3.5%)

Contains several (3-4) grammar, spelling, and punctuation errors.

0 (0%) – 3 (3%)

Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.

Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list.

5 (5%) – 5 (5%)

Uses correct APA format with no errors.

Lab and week 6 quiz log in information will be provided.

I’m studying and need help with a Chemistry question to help me learn.

CHE-122: Principles of Chemistry II

Laboratory 6 Procedure: Electrochemistry: Galvanic Cells and the Calculations of Cell Potential

Background:

Galvanic cells, also called voltaic cells, or battery cells are type of electrochemical cells that in which spontaneous reaction generates an electric current.

Here there is an example of spontaneous red-ox reaction that is used in a galvanic cell:

Zn(s) + Cu2+(aq) → Zn2+(aq) + Cu(s)

we can separate above equation in two half-reactions:

Zn(s) → Zn2+(aq) + 2e

and

Cu2+(aq) + 2e → Cu(s)

As shown in Figure 1. potential, a voltage difference between two half cells, drives electric current.

A Galvanic cell consists of:

Two electrodes, made of metal or graphite, placed in two separate containers (half-cells):

anode: oxidation process occurs there, has higher potential so electrons flow away from it.

cathode: reduction process occurs there, has lower potential, electrons flow toward it.

Salt bridge: made of porous get that connects two half cells, only counter ions can flow through it from one solution to another.

Figure 1: Zinc-copper galvanic cell.

Instead of drawing the diagram, we use the following electrochemical cell notation to describe zinc-copper galvanic cell:

Figure 2. Electrochemical cell notation for zinc-copper galvanic cell.

Each half-cell has its own potential. The standard potential of the cell Eocell is the resulting potential from combining the potential of each half-cell. Calculation of the standard cell potential can be conducted using either of two methods described below.

First method requires combining half-reaction and their standard electrode potential values, reduction and oxidation.

Second, involves the equation that calculate the difference between standard reduction potentials:

cell = E°cathode + E°anode

Figure 3: Formula Used for Calculation of Any Cell Potential Applying the Standard Electrode (Reduction) Potentials –see textbook Table 19.1 p 652.

There are few of objectives of this lab:

1.To enhance your understanding of the construction and principles behind galvanic cell.

1.To gain deeper understanding of spontaneous red-ox reactions involved in the electrochemical process.

2.To get familiar with calculations of cell potential using standard electrode (reduction) potentials, second method.

3.Get familiar with writing the cell diagram.

Before you start this laboratory assignment, you are encouraged to review Section 19.2-19.5 on pages 642-656 in the textbook. Throughout this laboratory assignment, you will be required to analyze an electrochemical reaction in terms of electrons exchange. Be sure to record all observations and any relevant notes that you think you will need to include in your laboratory report.

Take a moment to formulate and write down a hypothesis describing what causes formation of the electric current in a galvanic cell?

Pre-Lab questions:

Answer the following questions in at least 5-10 sentences.

1.Using your own words, explain what does red-ox reaction mean?

2.Using your own words, explain what is a spontaneous reaction?

3.Using your own words, explain what is a cell potential?

Procedure:

Preparing the Lab 6

1.Using all available resources research “Magnesium-Iron Galvanic cells”,

2.Write half page long summary of your research.

3.If you haven’t already done so, formulate a hypothesis describing what causes formation of the electric current in a galvanic cell?

Analyzing the Data

1.Using the research summary from “Preparing Lab 6” section Point 2, on the diagram below, name the following parts of magnesium-iron galvanic cell:

anode, cathode, salt bridge, direction of the electric current flow

2.In 3-5 sentences, describe what parts make a half-cell.

3.Write complete chemical equation for the red-ox process occurring in magnesium-iron galvanic cell.

4.Write oxidation and reduction half-cell reactions for each electrode using proper chemical notation.

5.Based on the half-cell reaction what happens to each of the electrodes in-terms of their mass?

6.Use proper electrochemical cell notation for magnesium-iron galvanic cell.

7.Using 5-10 sentences. Discuss the direction of the electron flow in the magnesium-iron voltaic cell.

8.Using Table 19.1 from p. 652 of your textbook calculate cell potential of your cell applying second method.

Notes

This section should include notes about any observations or data collected during the lab.

Report Requirements

This section contains key information that must be included in your typed report.

1.Define the problem in a manner that is clear and insightful.

1.Identify the strategies and procedures used during the lab.

2.Clear hypothesis statement and other potential solutions that identify any relevant contextual factors (i.e. real-world costs).

3.Clear presentation of data including any tables or other figures that are relevant to understanding your stated conclusions at the end of the report. Include any relevant calculations performed during the lab.

4.Clearly stated results and discussion of possible improvements to the procedure.

5.Conclusive statements arguing in favor of your findings.

Note: All reports will be graded using the rubric embedded within the course.

Here are some questions to consider as you write your report:

1.Does my problem statement make sense?

1.Have I summarized my strategies/procedures well enough to be replicated by an outsider?

2.Did I have a valid hypothesis at the start of the lab? Have I expressed this in my report?

3.Do my tables and/or graphs make sense?

4.Are my conclusions valid based on my supplied data?

5.Did I thoroughly summarize my laboratory experience in a concise, factual way such that the reader can understand my processes and findings in the conclusion section alone?

Biology questions

I’m studying for my Biology class and need an explanation.

QUESTION 1

  1. Very rarely, human babies are born with what appear to be tails. These are oftentimes caused by an elongated tailbone, or coccyx. These tails are surgically removed and do not usually pose a risk to the child’s health. However, why would humans even have a coccyx in the first place, if we do not have tails? Explain the significance of a coccyx and why humans have it, as well as what type of structure it is and where it comes from. In addition, identify another similar structure in humans and explain its evolutionary history. (Use words such as: vestigial structures, evolution, function, evolutionary remnant)

QUESTION 2

  1. You are on a spaceship to Kepler-452b, an exoplanet similar to Earth, in the hopes of finding a habitable planet. After the 1,400 light year journey, you come into orbit of this planet and discover, remarkably, that the geography is similar to the earth. Your onboard devices scan the planet’s surface, and you find active volcanoes, deep canyons carved by rivers, and mountains with many layers of rock strata. This planet has existed in the habitable zone of its star for 6 billion years, making it significantly older than the earth, and this can be seen in its extreme geography. Describe and explain the processes that occurred over time to create the geography of this planet. Relate these ideas to the evolution of species. (Use words such as: catastrophism, uniformitarianism, gradualism, genetic drift, descent with modification)

QUESTION 3

  1. Once you land on Kepler-452b, your new home, you observe many species of flora and fauna. The dedicated biologist that you are, you make note of the different types of species. You come across a bird-like species, and intriguingly you find that the members are either white or black, but very few exist in the shades in between. These birds are prey to a giant avian species, similar to hawks, and they spend most of their time hiding on the trees on the planet. The trees are nothing like the ones on earth; they have extremely white barks starkly contrasted with black leaves. From an evolutionary perspective, explain why the birds are mostly black and white, and the type of selection that led to this. Identify and explain an example of this type of selection on Earth. (Use words such as: disruptive selection, evolutionary pressure, natural selection, relative fitness)

Written Assignment – Types of Shock

Can you help me understand this Nursing question?

Please separate the assignment from the discussion.

It is very important to differentiate between the different types of shock since treatment may depend on this. Complete the Comparison Table on the different types of shock.

Discussion:

Your patient is a 42-year-old female that arrives in the ED with complaints of fever and not feeling well. She is currently undergoing chemotherapy for bladder cancer. She has an indwelling urinary catheter with scant amount of dark, foul smelling urine. She has a temperature of 102.2F, HR 136, BP 110/50 and RR 28. She is allergic to penicillin and Sulfa.

  • What type of shock is she experiencing?
  • What interventions do you anticipate the doctor will order?
  • What can you teach this patient about prevention of infection?
  • The doctor orders Bactrim. What should you be concern about? Why?