Case Study There two sets of questions for this module, 1-4 and 5-8, for a total of eight questions. Using the concept of the epidemiological triangle to complete one of the following case studies: John J. is a school nurse at Jackson Elementary School, which was built in 1960. Nurse John has noticed that many students from Ms. Zee’s second grade class have come to the clinic complaining about coughing, sneezing, runny nose, and watery eyes. Nurse John has also observed that Steven Tea, the only asthmatic student in Ms. Zee’s class, has had more asthma attacks this year than he did last year. Because the rest of the school is not experiencing the same respiratory problems, Nurse John is concerned that something in Ms. Zee’s classroom is causing students to feel ill. Nurse John decides to visit Ms. Zee’s classroom. Upon entering the classroom, one of the few located in the school’s basement, John is struck by the powerful musty smell that inhabits the room. While talking to Ms. Zee, John learns that the classroom has “smelled bad for years,” and that students from previous years have complained about respiratory problems. Nurse John notes that Ms. Zee has stuffed a blanket at the base of the classroom’s small rectangular window near the ceiling because the window does not close completely. John suspects that Ms. Zee’s classroom walls are contaminated with mold. Upon further research, Nurse John learns that if water gets between the exterior and the interior of a building’s wall, mold can grow in the moist environment. This situation can occur as the result of construction defects in the building (e.g., leaky windows). Nurse John also learns that people who are exposed to extensive mold growth may experience allergic reactions, such as hay fever-like allergy symptoms, and that people who already have a chronic respiratory disease, such as asthma, may have trouble breathing when exposed to mold. Nurse John is concerned about the possible mold contamination effect on his asthmatic student, Steven.
1. Identify the agent, host, and environment in this case study, and describe how they interacted to bring about the occurrence of disease.
2. Is the mold contamination in Ms. Zee’s room a point-source pollutant or a non–point-source pollutant?
3. What can Nurse John do to learn more about indoor air quality (IAQ) and about what to do in case of mold?
4. What are some possible interventions that Nurse John could apply to address the mold contamination in Ms. Zee’s room?
This information is related to the primary care provider who orders a blood lead level, which comes back at 45 mcg/dL. On further investigation you discover that Billy’s home was built before 1950. At that time the home is tested, and the dust shows high lead levels. Due to Billy’s age and associated behaviors, such as hand to mouth activities, you determine that the lead dust in the home is a probable exposure, and that Billy should not return to the home. You must also consider multiple sources of exposures.
5.What other sources of exposure might exist?
6.What would you include in an assessment of this situation?
7.What prevention strategies would you use to resolve this issue? At the individual level? The population levels?
In: Nursing
Part 2: More Review of Confidence Intervals
The following questions might be more challenging, but we want you to wrestle through them and ask for clarification along the way. Talking through these problems with a neighbor can help, and we hope that, ultimately, working through these problems will strengthen your understanding of the big ideas behind confidence intervals.
A. 2 hours
B. 3 hours
C. 4 hours
D. 8 hours
E. This cannot be answered without knowing the sample size.
In: Statistics and Probability
Linda Grabeck did not have an athletic scholarship, there simply weren't enough scholarships to go around. Until the NCAA relaxed the rules and allowed you to come up with more scholarships, that was the way it had to be.
When you spoke to Linda about your concerns, she was very open about her part-time job. She indicated that, of course, college was very expensive. Tuition and fees were high and the cost of books and other materials grew more expensive each year. Certainly jobs were available such as working at one of the many burger joints in the area. But Linda told you that she could make as much in a single night of nude dancing as she could make in a whole week of flipping burgers, She asked how people knew that she was a Carver State athlete because she never wore any clothing at the club to connect her to the university or the track team.
You assured her that these things had a way of getting around, and that some of the school's baseball players had been in the club and noticed her. Linda said it seemed unfair that the ballplayers had worn their Carver State caps and sweatshirts to the establishment and she was the one getting called in on the carpet. You said that may be true, but that was a different issue that someone else would have to deal with.
So that was her side of the story. Linda Grabeck was an exotic dancer but she was not trying to use her position as a member of the track team in any way to her advantage. She saw it as a simple case of economics. She needed the money for school and this was the best way to make it. Besides, as she commented, “A lot of college students do this." She went on to say that her job was part of her private life and on her own time. She was not an 18 year-old freshman. She was a young adult who was capable of weighing the advantages and disadvantages of working in an all-nude club. Furthermore, Linda suggested that there might be a double standard at the school if it was acceptable for male athletes to visit a strip club but not acceptable for female athletes to work there.
However, there were other serious issues that you could not ignore. Not only did you have a responsibility to Linda, you had a responsibility to the university, other members of the track team, and yourself. Carver State had a particular image that it had earned over the years. This was an institution that cared about its students. Parents liked the idea of sending their sons and daughters to a school that was reasonably conservative and fairly safe. That image would be harmed if people knew that the school's athletes were working as strippers in the local bars, You wondered how you would respond to the parents of a young woman you were recruiting if they asked about a member of the track team who worked as a stripper
QUESTIONS
• What components of this case are technical and what components are
ethical?
• At what point in the chain of problems and symptoms can you effectively
intervene?
• What are the consequences of allowing Ms. Grabeck to be on the track
team while she works as a stripper (long- and short-term)?
• Who will benefit and who will suffer if Ms. Grabeck cannot be on the
team and continue her chosen employment (long- and short-term)?
• To whom do you owe an obligation in this situation?
• What are the expectations for college coaches?
• How have you acted in a situation similar to this one? What did you
learn from that experience?
In: Operations Management
>> Like again, I told you my name is Tynesha. I got a lot of stuff to say about me, but you know, I don't know if you're going to be really interested or not. But I know I need to come here. I need something. I got two kids. My dude is at home. He's back again. He left. He comes back. He's in and out. He won't work. And I just want him there for the kids. I don't, I don't know how he sit around all day playing video games and not really helping me. I'm in nursing school. I'm trying to get my degree. My grades ain't what they supposed to be. They could be better, but they ain't because of him. He's always fussing. I can't even get my homework done. I can't get nothing done. And then everybody on me, you know, I got to work. I got to have all the money for the house. I got to take care of the kids. I got to leave work to take them to their appointments. And how much of that are they going to take before they fire me? I don't know. My friends, they help me. But they tired. They're getting tired of helping me because they say what's the point? Why is he there? He's there, and he ain't doing nothing. And you just keep taking him back, but then you ask us for our help. And I don't blame them. I know why they mad. Because they know I could do better. I'm going to nursing school. I was getting good grades. I was on the Dean's list every semester. And now here I am almost flunking. That ain't me. That ain't me. I can't keep doing this. I want my kids to have stuff. I want them to see better. I don't want them to grow up like I did in the projects or in these community apartments and watching people get shot or selling drugs. I want stuff for my family. That ain't what I want. I got to do something though because the kids, they're starting to act out at school. The teacher's calling me. They fighting with other kids. And I know what it is. You know, I know what it is. But I don't want all them people in my business. You know, but pretty soon I told him they going to be calling CSB that child protective thing or something, and then I'm going to be in trouble. Now what if they take my kids? I can't keep doing this. I can't.
>> After seeing Tynesha and haring her story, prepare a response to her using three specific listening skills. These are psycho-education or information giving, self-disclosure, and immediacy.
Questions:
1. Think about what you know about Tynesha's family, including her children and her partner. What additional information might be helpful?
2. What are some of the challenges involved in gathering information about family relationships when you are only speaking to one individual?
3. How could you adapt the genogram to working with a single client? What would be missing? Think beyond the simple lack of others' views and consider the dynamics.
4. At what point might you want to consider involving Tynesha's partner in counseling?
In: Psychology
Fashionisto Inc. is an upscale clothing store in New York City and London. Each store has two main departments, Men’s Apparel and Women’s Apparel. Marie Phelps, Fashionisto’s CFO, wants to use strategic performance measurement to better understand the company’s financial results. She has decided to use the profit center method to measure performance and has gathered the following information about the two stores and the two departments of the New York City store:
| Total net sales | $ | 4,500,000 | |
| Fixed costs | |||
| Partly traceable and controllable | 300,000 | ||
| Partly traceable but noncontrollable | 270,000 | ||
| Nontraceable costs | 120,000 | ||
| Total net sales (percent) | |||
| London store | 40 | % | |
| New York store | 60 | ||
| New York—Men’s Apparel | 40 | ||
| New York—Women’s Apparel | 60 | ||
| Cost of goods sold—variable (percent of sales) | |||
| London store | 52 | % | |
| New York—Men’s Apparel | 45 | ||
| New York—Women’s Apparel | 60 | ||
| Variable operating costs (percent of sales) | |||
| London store | 36 | % | |
| New York—Men’s Apparel | 22 | ||
| New York—Women’s Apparel | 32 | ||
| Fixed controllable costs—partly traceable (percent of total) | |||
| London store | 40 | % | |
| New York total | 40 | ||
| Men’s Apparel | 45 | ||
| Women’s Apparel | 40 | ||
| Could not be traced to Men’s or Women’s Apparel | 15 | ||
| Could not be traced to London or New York | 20 | ||
| Fixed noncontrollable costs—partly traceable (percent of total) | |||
| London store | 50 | % | |
| New York total | 40 | ||
| Men’s Apparel | 35 | ||
| Women’s Apparel | 15 | ||
| Could not be traced to Men’s or Women’s Apparel | 50 | ||
| Could not be traced to London or New York | 10 | ||
Required:
1. Using this information, prepare a contribution income statement for Fashionisto.
In: Accounting
I need the following C code converted to java or C++
#include <stdio.h>
#include <stdlib.h>
typedef struct node {
struct node *left;
struct node *right;
long data;
long leftSize;
} node;
void btreeInsert(node *new, node **rootptr) {
node *parent = NULL, *cursor;
/* Find parent */
cursor = *rootptr;
while (cursor != NULL) {
parent = cursor;
if (new->data < cursor->data) {
cursor->leftSize += 1;
cursor = cursor->left;
} else {
cursor = cursor->right;
}
}
/* Insert node below parent */
if (parent == NULL) {
*rootptr = new;
} else if (new->data < parent->data) {
parent->left = new;
} else {
parent->right = new;
}
}
node *readTree(FILE *dataFile) {
node *root = NULL, *new;
long element;
while (fscanf(dataFile, "%ld\n", &element) == 1) {
new = malloc(sizeof(node));
new->data = element;
new->right = NULL;
new->left = NULL;
new->leftSize = 0;
btreeInsert(new, &root);
}
return root;
}
long kthOrder(int k, node *root) {
node *current;
current = root;
while (k != current->leftSize + 1) {
if (k <= current->leftSize) {
current = current->left;
} else {
k -= current->leftSize + 1;
current = current->right;
}
}
return current->data;
}
void reportKthOrderStats(FILE *positionFile, node *root) {
int position;
while (fscanf(positionFile, "%i\n", &position) == 1) {
printf("%ld\n", kthOrder(position, root));
}
}
int main(int argc, const char * argv[]) {
const char *data, *range;
FILE *dataFile, *rangeFile;
node *root;
data = argv[1];
range = argv[2];
dataFile = fopen(data, "r");
rangeFile = fopen(range, "r");
root = readTree(dataFile);
reportKthOrderStats(rangeFile, root);
return (0);
}
In: Computer Science
ARAB CASE STUDY
Mrs. Ayesha Said is a 39-year-old Muslim Arab housewife and mother of six who immigrated to the United States from a rural town in southern Iraq 2 years ago. Her mother-in-law and her husband, Mr. Ahmed Said, accompanied her to the United States as participants in a post–Gulf War resettlement program, after they spent some time in a Saudi Arabian refugee camp. Their relocation was coordinated by a local international institution that provided an array of services for finding employment, establishing a household, enrolling the children in public schools, and applying for federal aid programs.
Mr. Ahmed, who completed the equivalent of high school, works in a local plastics factory. He speaks some English. He plans to attend an English-language class held at the factory for its many Iraqi employees. Mrs. Ayesha, who has very little formal schooling, spends her day cooking and caring for her children and spouse, with the assistance of her mother-in-law. She leaves their home, a three-bedroom upper flat in a poor area of the city, only when she accompanies her husband shopping or when they attend gatherings at the local Islamic center. These events are quite enjoyable because most of those using the center are also recently arrived Iraqi immigrants. She also socializes with other Iraqi women by telephone. Except for interactions with the American personnel at the institute, Mr. Ahmed and Mrs. Ayesha Said remain quite isolated from American society. They have discussed moving to Detroit because of its large Arab community.
Four of the Said children attend public elementary schools, participating in the English as a Second Language (ESL) program. Mr. Ahmed and Mrs. Ayesha are dismayed by their children’s rapid acculturation. Although Muslims do not practice holidays such as Halloween, Christmas, Valentine’s Day, and Easter, their children plead to participate in these school-related activities.
Mrs. Ayesha is being admitted to the surgical unit after a modified radical mastectomy. According to the physician’s notes, she discovered a “lump that didn’t go away” about 6 months ago while breast-feeding her youngest child. She delayed seeking care, hoping thatinshallah, the lump would vanish. Access to care was also limited by Mrs. Ayesha’s preference for a female physician and her family’s financial constraints—that is, finding a female surgeon willing to treat a patient with limited financial means. Her past medical history includes measles, dental problems, headache, and a reproductive history of seven pregnancies. One child, born prematurely, died soon after birth. As you enter the room, you see Mrs. Ayesha dozing. Her husband, mother-in-law, and a family friend, who speaks English and Arabic and acts as the translator, are at her bedside.
Study Questions
1.Describe Arab Americans with respect to religion, education, occupation, income, and English-language skills. Compare the Said family with Arab Americans as a group.
2.Assess the Said family’s risk for experiencing a stressful immigration related to their isolated lifestyle.
3.Describe the steps you would take to develop rapport with Mrs. Ayesha and her family during your initial encounter. Include nonverbal behavior and social etiquette as well as statements or questions that might block communication.
4.Identify interventions that you would employ to accommodate Mrs. Ayesha’s “shyness” and modesty.
5.You notice that, although Mrs. Ayesha is alert, her husband and sometimes her mother-in-law reply to your questions. Interpret this behavior within a cultural context.
6.Although Mrs. Ayesha is normothermic and states her pain is “little,” Mr. Ahmed insists that his wife be covered with several additional blankets and receive an injection for pain. When you attempt to reassure him of his wife’s satisfactory recovery, noting as evidence of her stable condition that you plan to “get her up” that evening, he demands to see the physician. Interpret his behavior within a cultural context.
7.Discuss Arab food preferences as well as the dietary restrictions of practicing Muslims. If you filled out Mrs. Ayesha’s menu, what would you order?
8.When you give Mrs. Ayesha and her family members discharge instructions, what teaching methods would be most effective? What content regarding recovery from a mastectomy might most Arab Americans consider “too personal”?
9.Identify typical coping strategies of Arabs. What could you do to facilitate Mrs. Ayesha’s use of these strategies?
10.Discuss predestination as it influences the Arab American’s responses to death and bereavement.
11.Discuss Islamic rulings regarding the following health matters: contraception, abortion, infertility treatment, autopsy, and organ donation and transplant.
12.Describe the Arab American’s culturally based role expectations for nurses and physicians. In what ways do the role responsibilities of Arab and American nurses differ?
13.What illnesses or conditions are Arab Americans unlikely to disclose because of Islamic prohibitions or an attached stigma?
14.Compile a health profile (strengths versus challenges) of Arab Americans by comparing beliefs, values, behaviors, and practices favoring health and those negatively influencing health.
In: Nursing
QUESTION #1: Demolition at the construction site accident
A 42 year-old man is admitted to the emergency room having been in an accident involving a construction site and dynamite. The patient was brought to the hospital and it was explained that a detonation they were working on went off too soon and the worker was thrown to the ground. The patient was seen drinking plenty of water throughout the day.
The 42 year-old is conscious, blood pressure is slightly high, her pulse is strong but rapid. The patient is breathing normally. The patient is evidently embarrassed by the events. A nurse asks the patient to describe what happened and these are the symptoms that are noticed as the patient tries to explain the events:
The patient’s reflexes are checked, including the ability to touch his nose with his eyes closed. His reflexes are normal; however he is unable to touch his nose with his eyes closed. His movements seem uncoordinated.
As the examination continues, the nurse discovers the following:
The nurse believes that the patient has suffered some minor injuries, and the nurse suspects that the patient most likely has a concussion.
answer the following questions:
QUESTION #2:
Increased need to urinate while swimming.
A friend of yours has twin 5 year old girls and loves to take them to the pool. You friend tells you, however that the most annoying thing is that although the girls are asked to pee before going into the pool, they generally say they don't have to pee, just to ask to go pee 5 minutes after being in the pool! "What's up with that?!" your friend asks, "Could there be something wrong with the girls, are they just being mischievous? Do you think I should take them to the doctor to see if there is a problem with their bladders? It only ever happens when they go into the pool". As a physiology student, apply your knowledge to explain why the girls tend to have to pee when they go swimming.
Question 1) Using your knowledge of physiology and circulation, how does the body respond if it gets cold, as would be the case during swimming?
Question 2) Now that we know where blood is being directed when the body gets cold, how does that affect the following?
Questions 3) How do the kidneys respond to the changes that can occur in blood pressure, cardiac output, ANS, Osmoreceptor, Posterior Pituitary and ADH, as noted in the previous questions?
Question 4) Now that you have applied your knowledge, what can you tell your friend about their question? Is there something wrong? (Yes or no). What is your diagnosis?
QUESTION#3:
Reproduction Case Study -
A 33 year old woman and her 32 year old husband have been trying to have a baby for over a year. Unfortunately, they have not yet been able to conceive. The woman has been tracking her cycle and does not have a regular 28 day cycle. Both husband and wife are somewhat healthy, non-smokers and occasional drinker, although the women has given up drinking since they have started trying for a baby.
Success! The couple is pregnant.
PLEASE ANSWER ALL OF THE ABOVE (physiology)
In: Anatomy and Physiology
Read the input one line at a time until you have read all lines. Now output these lines in the opposite order from which they were read..
import java.io.BufferedReader;
import java.io.FileReader;
import java.io.FileWriter;
import java.io.IOException;
import java.io.InputStreamReader;
import java.io.PrintWriter;
public class Part12 {
/**
* Your code goes here - see Part0 for an example
* @param r the reader to read from
* @param w the writer to write to
* @throws IOException
*/
public static void doIt(BufferedReader r, PrintWriter
w) throws IOException {
// Your code goes here - see Part0
for an example
}
/**
* The driver. Open a BufferedReader and a PrintWriter,
either from System.in
* and System.out or from filenames specified on the
command line, then call doIt.
* @param args
*/
public static void main(String[] args) {
try {
BufferedReader
r;
PrintWriter
w;
if (args.length
== 0) {
r = new BufferedReader(new
InputStreamReader(System.in));
w = new PrintWriter(System.out);
} else if
(args.length == 1) {
r = new BufferedReader(new
FileReader(args[0]));
w = new PrintWriter(System.out);
} else {
r = new BufferedReader(new
FileReader(args[0]));
w = new PrintWriter(new
FileWriter(args[1]));
}
long start =
System.nanoTime();
doIt(r,
w);
w.flush();
long stop =
System.nanoTime();
System.out.println("Execution time: " + 1e-9 * (stop-start));
} catch (IOException e) {
System.err.println(e);
System.exit(-1);
}
}
}
import java.io.BufferedReader;
import java.io.FileReader;
import java.io.FileWriter;
import java.io.IOException;
import java.io.InputStreamReader;
import java.io.PrintWriter;
import java.util.HashSet;
import java.util.Iterator;
import java.util.Set;
public class Part0 {
/**
* Read lines one at a time from r. After reading all
lines, output
* all lines to w, outputting duplicate lines only
once. Note: the order
* of the output is unspecified and may have nothing to
do with the order
* that lines appear in r.
* @param r the reader to read from
* @param w the writer to write to
* @throws IOException
*/
public static void doIt(BufferedReader r, PrintWriter
w) throws IOException {
Set<String> s = new HashSet<>();
for (String line = r.readLine(); line != null; line =
r.readLine()) {
s.add(line);
}
for (String text : s) {
w.println(text);
}
}
/**
* The driver. Open a BufferedReader and a PrintWriter,
either from System.in
* and System.out or from filenames specified on the
command line, then call doIt.
* @param args
*/
public static void main(String[] args) {
try {
BufferedReader
r;
PrintWriter
w;
if (args.length
== 0) {
r = new BufferedReader(new
InputStreamReader(System.in));
w = new PrintWriter(System.out);
} else if
(args.length == 1) {
r = new BufferedReader(new
FileReader(args[0]));
w = new PrintWriter(System.out);
} else {
r = new BufferedReader(new
FileReader(args[0]));
w = new PrintWriter(new
FileWriter(args[1]));
}
long start =
System.nanoTime();
doIt(r,
w);
w.flush();
long stop =
System.nanoTime();
System.out.println("Execution time: " + 1e-9 * (stop-start));
} catch (IOException e) {
System.err.println(e);
System.exit(-1);
}
}
}
In: Computer Science
Draw an indifference curve that is tangent to the new budget constraint, and label the worker’s new choice of labor/leisure, and new total earnings, at a point that appears reasonable given convex preferences.
In: Economics