paste a picture of the model of lungs you built at home or took from the internet and label what equivalent part of the respiratory system each of the parts of your model represents. Then briefly describe how your model can be used to explain ventilation referring to the volume and pressure changes required and mimicked in your model. State the gas law(s) that apply to ventilation. If you did not build your own model – insert a picture from either a website that explains how to build the lung model (reference the web site!), or use the picture provided in prac manual 3 to label the components of the model.

Doing a packet for physiology lab. The lab is titled Sensory Lab. we are suppose to use our own eye sight( mine is 20 20 vision with pretty good-average. both eyes are 0/ 0.

Questions asked:

1. explain the process of activating a sensory neuron

2. What is the anatomical basis for the blind spot

3. where was your tactile discrimination the best? what can you say about the density of tactile receptors on your arm?

4. what happened when you placed your hands from the hot and cold water to the lukewarm water? why do you think this happened?

5. What can you say about the distribution of the different types of taste receptors?

6.What is the primary difference between fast pain and slow pain?

Listed below are student evaluation ratings of​ courses, where a rating of 5 is for​ "excellent." The ratings were obtained at one university in a state. Construct a confidence interval using a 99​% confidence level. What does the confidence interval tell about the population of all college students in the​ state?

3.5​, 2.8​, 3.9​, 4.6​, 3.1​, 4.4​, 3.5​, 4.6​, 4.8​, 4.3​, 4.3​, 3.9​, 3.1​, 3.8​, 3.9

What is the confidence interval for the population mean mu​? ​(Round to two decimal places as​ needed.)

What does the confidence interval tell about the population of all college students in the​ state? Select the correct choice below​ and, if​ necessary, fill in the answer​ box(es) to complete your choice.

A. The results tell nothing about the population of all college students in the​ state, since the sample is from only one university.

B. We are 99​% confident that the interval from nothing to nothing actually contains the true mean evaluation rating. ​(Round to one decimal place as​ needed.)

C. We are confident that 99​% of all students gave evaluation ratings between nothing and nothing. ​(Round to one decimal place as​ needed.)

Listed below are student evaluation ratings of​ courses, where a rating of 5 is for​ "excellent." The ratings were obtained at one university in a state. Construct a confidence interval using a 99​%

confidence level. What does the confidence interval tell about the population of all college students in the​ state?

4.0​, 3.0​,4.1​,4.8​, 3.0​ ,4.3​ ,3.7​ ,4.9​, 4.2​, 4.2​ ,4.1​ ,3.9 ​,3.4 ​,4.0​, 4.0

What is the confidence interval for the population mean μ​?

_____<μ<____?

​(Round to two decimal places as​ needed.)

What does the confidence interval tell about the population of all college students in the​ state? Select the correct choice below​ and, if​ necessary, fill in the answer​ box(es) to complete your choice.

A.We are 99​% confident that the interval from____ to____ actually contains the true mean evaluation rating.

​(Round to one decimal place as​ needed.)

B.We are confident that 99​% of all students gave evaluation ratings between _____ and______?

​(Round to one decimal place as​ needed.)

C.The results tell nothing about the population of all college students in the​ state, since the sample is from only one university.

Refer to the section on the Product Life Cycle. For each of the four stages of the Product Life Cycle, identify a product in the market that you think may be in that stage right now. Explain your reasoning for each product/stage

a) Assume that you have two AISI 1045 cylindrical samples with two different diameters: one 1 in. thick and the other 2 in. thick. You astenitize and quench both samples in water. Then you cut a section and measure the hardness at the center of each sample. Would you expect to get the same results? Explain your answer.

b) Assume that you have two cylindrical steel samples with 1 in. diameter, one made out of AISI 1045 and another one made out of AISI 4140. You austenitize and quench both samples in oil. Then you cut a section and measure the hardness at the center of each sample. Would you expect to get the same results? Explain your answer.

Curtis Rich, the cost accountant for Hi-Power Mower Company, recently installed activity-based costing at Hi-Power's St. Louis lawn tractor (riding mower) plant where three models—the 8-horsepower Bladerunner, the 12-horsepower Quickcut, and the 18-horsepower Supercut—are manufactured. Curtis's new product costs for these three models show that the company's traditional costing system had been significantly undercutting the 18-horsepower Supercut. This was due primarily to the lower sales volume of the Supercut compared to the Bladerunner and the Quickcut.

Before completing his analysis and reporting these results to management, Curtis is approached by his friend Ed Gray, who is the production manager for the 18-horsepower Supercut model. Ed has heard from one of Curtis's staff about the new product costs and is upset and worried about his job because the new costs show the Supercut to be losing, rather than making, money.

At first, Ed condemns the new cost system, whereupon Curtis explains the practice of activity-based costing and why it is more accurate than the company's present system. Even more worried now, Ed begs Curtis, “Massage the figures just enough to save the line from being discontinued. You don't want me to lose my job, do you? Anyway, nobody will know.”

Curtis holds firm but agrees to recompute all his calculations for accuracy before submitting his costs to management.

QUESTIONS:

(a)   Who are the stakeholders in this situation?

Define "stakeholders"

List "stakeholders"

(b) What, if any, are the ethical considerations in this situation?

   (Each paragraph should be between 3 to 5 sentences)

Introduction (State the ethical issues, let your readers know what they are about to read...)

Analysis (Detail analysis of the ethical issues you mentioned in your Introduction, educate your readers)

Conclusion (Restating the ethical considerations and your final analysis)

(c) What are Curtis's ethical obligations to the company? To his friend?

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 (26^th 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%.

https://www.youtube.com/watch?v=xQQo08CPGm8

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:

What you need to do in your clinical reasoning report

• Provide a concise summary of Jessie's situation as an introduction to your report (approximately 50 words) - what pertinent information would someone reading your report need to know about who Jessie is and the context of this scenario?
• List the objective and subjective data (cues) that you have gathered from reviewing the information provided above (approx. 50 words)
• Analyze and interpret the identified cues and explain the assessment findings in relation to Jessie's context (approx. 450 words)
  
  To do this successfully, you should:
  
  • categorize the cues and identify what elements are normal or abnormal, and
  • compare the current situation and vital signs with previous health information known about Jessie, and
  • recall and apply knowledge of anatomy and principles of physiology (including concepts of homeostasis and the body's responses to physical activity) to explain her vital signs and other cues.
• Then 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).
  

Suggestions for structuring your clinical reasoning report

There is no set template for how you have to structure your report as long as the sequence of the information that you present flows logically and the reader can follow your clinical reasoning as it unfolds.

The following suggestions are based on answers to frequently asked questions:

• Section headings can be a helpful signpost for how you have applied the clinical reasoning process.
  You may choose to use some of the keywords from the phases of the clinical reasoning cycle (e.g. Patient Situation, Cue Collection and Processing Information, Further Cue Collection) or any other headings are also fine.
• You may use a table to present the objective and subjective cues that you have gathered and which elements are normal or abnormal if you wish. In this particular assignment, information included in a table will contribute to the overall word count.
• The majority of your report will need to be sentences organised into paragraphs, not just a list of dot points. When explaining something, such as the assessment findings, you need to make the reasons for how they came to be the way they are clear to the reader. Paragraphs will allow you to make the relationships between things evident, whereas a dot point format can sometimes appear as a list of facts without the necessary connections for explaining something.
• As you are the student nurse in the scenario, you may write your report using 'first person' tense. This would be useful in the section of your report where you propose what further cues you want to collect and when you would undertake the assessments e.g. "I would ask Jessie...". Writing in first person is not mandatory so if you are more comfortable writing objectively in the 'third person' (removing personal pronouns from your writing), then you can do so as long as it flows logically!
• You may use accepted clinical abbreviations in your report, but be sure to introduce all abbreviations the first time that you use them e.g. blood pressure (BP), heart rate (HR), respiratory rate (RR)  

Criterion 1: Apply a beginner’s level of clinical reasoning to assess and interpret health information in relation to the patient’s context.

Criterion 2: Apply knowledge of anatomy and principles of physiology to explain assessment findings in relation to the patient’s context.

Criterion 3: Apply a beginner’s level of clinical reasoning to propose and justify further cues that are to be collected in relation to the patient’s context

Criterion 4: Communicate using academic writing conventions with references to scholarly sources of information that conform to the Harvard referencing style.

Your written report should be approximately 1000 words (+/- 10%)

What do we know about trade and exchange as major activities leading to wealth and progress during the Medieval times in Europe during the years 1100-1500?

Please respond with a few facts in detail or a 3-4 sentenc paragraph.