This assessment task aims to develop your ability to apply the first three phases of the clinical reasoning process, at an introductory level, to the patient scenario below. You are a student nurse working with a school nurse (registered nurse) in a secondary school. You and your mentor are supervising a bubble soccer match this afternoon (26th March) which commenced at 1400 hrs. The match goes for 40 minutes with a 5-minute break in between the two halves. It is a hot and sunny day, the air temperature is 32 oC and the humidity is 45%. After the match, your mentor asks you to perform a range of health assessments to make sure the students are fit to go home. Jessie Lin is 16 years old and in Year 11. It is now 1450 hours. You assess Jessie's vital signs and record the following results: Temperature (tympanic) 38.5 oC Pulse rate 140 beats/min Respiratory rate (RR) 29 breaths/min Blood pressure (BP) 130/70 mmHg Jessie has flushed skin (see picture above) and her t-shirt is soaked. Her past medical history has not yet been documented in the school record as she is a new student and only enrolled in the school last week after moving from another state. She informs you that her mother is waiting for her in the car park, but she feels very hot and that her heart feels like it is beating very fast. She asks you for a bottle of cold water and a chair. Jessie's previous observation records (on a clinical chart) are: Date BP Pulse RR Temp 23rd March 2020 110/60 70 14 36.8 24th March 2020 112/60 74 12 36.6

Question:

Propose what further cues you want to collect and explain why these are relevant and important to the situation (approx. 450 words) To do this successfully, you will need to form a logical opinion about what the further cues should be, when you would undertake the assessments to collect these cues (e.g. after some immediate actions for Jessie) and why these cues should be assessed. Relate your justification to Jessie's situation AND to the principles of anatomy and normal physiology (focusing on homeostasis).

            Chromosome Chromosome

            Locus Number Locus   Number                     

Table 1.

1. If you haven’t already done so, calculate the RMP for each of Jane’s loci using the provided allelic frequency information in Table 1 above.  Please show your work.

2. What are the chances of two people sharing Jane’s TPOX and TH01 alleles?  Please show your work. (You may use exponents and round off your answer to two decimal places, eg: 1.21 x 10^-7)

3. What are the chances of someone sharing Jane’s TPOX and TH01 and FGA alleles?  Please show your work. (You may use exponents and round off your answer to two decimal places, eg: 1.21 x 10^-7)

4. Now calculate the total RMP (random match probability) that Jane’s DNA profile above matches the crime scene DNA purely by coincidence? Please show your work. (You may round off your answer to two decimal places and use exponents, eg: 1.21 x 10^-7)

Weighted Average Cost Method >with Perpetual Inventory

The beginning inventory for Dunne Co. and data on purchases and sales for a three-month period are as follows:

Required:

1. Record the inventory, purchases, and cost of goods sold data in a perpetual inventory record similar to the one illustrated in Exhibit 5, using the weighted average cost method.

2. Determine the total sales, the total cost of goods sold, and the gross profit from sales for the period.

3. Determine the ending inventory cost on June 30.

For questions 15-20, consider a box with 3 red and 5 blue balls. 15. If one ball is drawn at random, what is the probability that the color is red? The probability that you pick a red ball is 3/8. 3 red, 5 blue 3+5=8 Therefore, 3/8. https://canvas.park.edu/files/5516027/download?download_frd=1&verifier=6xdC2s8YTdrrfONH1TZPJUK9jRKzh2UmtaqIbg9y 16. If two balls are drawn at random, what is the probability that both are red? Utilizing the tree... P (R X R)=(3/8) (2/7) 17. Two balls are drawn at random. If it is known that the first one is red, then what is the probability that the second one is red? 18. If two balls are drawn at random, what is the probability that they have the same color? 19. If two balls are drawn at random, what is the probability that they have different colors? 20. If three balls are drawn at random, what is the probability that at least one of them is blue?

From one of the documents, Determination of Ka of a weak acid Version Version 42-0151-00-02, they got the answers Data5 Table 3. Determination of Unknown pKa of Unknown Weak Acid: 4.75 Ka of Unknown Weak Acid: 1.76 x 10-5 % error pKa: 0% % Error Ka: 1.67% Can someone show work on how they got this?

Kitchen Supply, Inc. (KSI), manufactures three types of flatware: institutional, standard, and silver. It applies all indirect costs according to a predetermined rate based on direct labor-hours. A consultant recently suggested that the company switch to an activity-based costing system and prepared the following cost estimates for year 2 for the recommended cost drivers.

In addition, management estimated 7,300 direct labor-hours for year 2.

Assume that the following cost driver volumes occurred in January, year 2:

Actual labor costs were $15 per hour.

Required:

a.

(1) Compute a predetermined overhead rate for year 2 for each cost driver using the estimated costs and estimated cost driver units prepared by the consultant. (Round your answers to 2 decimal places.)

(2) Compute a predetermined rate for year 2 using direct labor-hours as the allocation base. (Round your answer to 2 decimal places.)

b. Compute the production costs for each product for January using direct labor-hours as the allocation base and the predetermined rate computed in requirement a(2). (Do not round intermediate calculations.)

c. Compute the production costs for each product for January using the cost drivers recommended by the consultant and the predetermined rates computed in requirement a. (Note: Do not assume that total overhead applied to products in January will be the same for activity-based costing as it was for the labor-hour-based allocation.) (Do not round intermediate calculations.)

Write a simple java program to list roman numeral for a given range of numbers.

Roman numerals are represented by seven different symbols: I, V, X, L, C, D, and M.

I = 1, V = 5, X = 10, L = 50, C = 100, D = 500, M = 1000

Roman numerals are usually written largest to smallest from left to right. But a number

like 4 is not written as IIII. It is written as IV.

Because the one is before the five, we subtract it making four.

The same principle applies to the number nine, which is written as IX.

There are six instances where subtraction is used:

I can be placed before V (5) and X (10) to make 4 and 9.

X can be placed before L (50) and C (100) to make 40 and 90.

C can be placed before D (500) and M (1000) to make 400 and 900.

To DO:

Given a range of values, convert all integers within the range (inclusive) to roman

numerals, printing them out with one roman numeral per line.

Convert all integers in the range from 1 to 3999 to roman numerals and them out with

one roman numeral per line.

Example of input/output:

enter two positive integers, smaller followed by larger:

2 6

Output should be roman numeral for all the integers in the range as:

II

III

IV

V

VI

3. A researcher was interested in whether arachnophobia (fear of spiders) is specific to real spiders, or whether pictures of spiders can evoke similar anxiety. Twelve people were exposed to a real spider, and their level of anxiety assessed (high scores correspond to higher anxiety). Twelve additional people were shown a picture of a spider, and their anxiety was also measured. The data are as follows:

Carry out a hypothesis test to assess whether the mean anxiety level of individuals who encounter a real spider differs from those who are shown a picture of a spider. Use a two-tailed test with alpha = .05. You may do this "by hand" or by using SPSS. Show all four steps of the hypothesis test.

Starting in May 2010, the PRM‐PMI measures short‐run business conditions in Puerto Rico’s manufacturing sector, and provides a broad‐based metric for the productive side of Puerto Rico’s economy. The participants include manufacturing establishments with 50 or more employees with membership in the Puerto Rico Manufacturers Association. Currently, results are presented on a Non-Seasonally Adjusted (NSA) basis. In the future, with sufficient data points, a seasonally adjusted version of the PRM‐PMI will be prepared, which will smooth away the influence of seasonal fluctuations. The PRM-PMI is calculated as the simple average of 5 sub‐indexes, representing different business conditions in manufacturing establishments: New Orders PMI, Production PMI, Employment PMI, Supplier Deliveries PMI, Own Inventories PMI. The sub‐indexes are computed using a diffusion index methodology. In specific, for any given month with respect to the previous month, participants are asked to answer whether the business condition of the establishment: (1) improved, (2) remained the same, or (3) deteriorated. Diffusion indexes are calculated as the percentage of responses that indicate the business condition improved plus half of the percentage of responses that indicate the business condition remained the same.

Use the following data to Calculate using excel the regression statistics: Multiple R, R Square, Adjusted R Square, Standard Error, ANOVA, T Stat and P Value