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17. Facial, Glossopharyngeal, and vagus are all responsible for some visceral activity regulation.
18. Arcuate fasciculus and contralateral
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Highline Community College Mass of Cylinder Chemistry Question
Watch the videos for this lab, writing down the data shown. For Part A: Density of pre- and post- 1982 pennies, Trial 1 fo ...
Highline Community College Mass of Cylinder Chemistry Question
Watch the videos for this lab, writing down the data shown. For Part A: Density of pre- and post- 1982 pennies, Trial 1 for each set of pennies is shown in the first video [+], and Trial 2 for each set us shown in the second video [+]. Watch each video and record the data into your data table. Then, enter the data into the questions in this assessment. This will give you feedback on the accuracy of your measurements.For Part B: Density of an Unknown Liquid, watch the third video [+], and record data into Data Table B. Instead of Trial 2, we will calculate the density of a 50/50 mixture of the Unknown liquid with water. You can cross out "Trial 2" and write: Mixture. Then record the data in the same data table. We will NOT calculate an average of these values, since they are different liquids.Part A Trial 1: Density of Pennies Trial 1 for pre- and post-1982 pennies [+]Part A Trial 2: Density of Pennies Trial 2 for pre- and post-1982 pennies [+]Part B: Density of an Unknown Liquid, and a 50/50 mixture of Unknown with water. [+]After recording data from the videos into your data table, enter the following values in the table below: Pre-1981 PenniesPost-1983 Pennies Trial 1Trial 2Trial 1Trial 2Total Mass of pennies g g g gVolume of water before pennies added (Vinitial) mL mL mL mLVolume of water after pennies added (Vfinal) mL mL mL mLAfter recording data from the videos into your data table, enter the following values in the table below: Unknown LiquidMixtureMass of empty graduated cylinder gMass of graduated cylinder with 10.0 mL liquid g gFor Part C, enter the following values in your data table and use these values to complete the calculations for Part C, below.Mass of dry, empty 125-mL flask with stopper95.439 gMass of 125-mL flask with CO2 and stopper95.519 gActual volume for gas inside the flask149.8 mLFirst, calculate the mass of air inside the empty flask. This air gets pushed out when the dry ice sublimes into CO2(g). When you weigh an “empty” flask, it is not really empty; the flask is filled with air. The mass of this air is generally insignificant when compared to the masses of solids and liquids, but it is significant compared to the mass of other gases, like CO2. When the CO2 sublimates, it displaces the air. To calculate the correct mass for CO2, the mass of the air must be subtracted from the mass of the “empty flask”.Use the measured volume of the flask (above) and the density of air (1.2 g/L) to calculate mass. Note the units! Mass of air in flask: g airCalculate the mass of flask if it were truly empty using the equation below:masstruly empty flask = massempty flask — massair in flask = g truly empty flaskCalculate the mass of CO2 in the flask using the equation below:massCO2 = massflask with CO2 — masstruly empty flask = g CO2Finally, calculate the density (in g/L) of CO2 gas (note units!): Density of CO2 gas: g/L CO2
SIMPATH 436 American Sentinel Health Assessment Tool for Tobacco Smokers PPT
Activity 5Health Assessment ToolCreate an audio/visual presentation that will describe a healthcare education tool for a s ...
SIMPATH 436 American Sentinel Health Assessment Tool for Tobacco Smokers PPT
Activity 5Health Assessment ToolCreate an audio/visual presentation that will describe a healthcare education tool for a specific health need of a specific population that is different than your own.The presentation should:Identify the population and how it is different than your own.Discuss the importance of the health need.Identify special learning challenges this population faces.Include a description of the tool to teach the information and explain how it works.Discuss how the literature supports the use of the technology you have chosen.Explain how the tool contributes to critical thinking.Explain how the tool contributes to nursing practice and patient outcomes.Guidelines:1. Choose a population that is different than your own. For example: if you are a 25-year-old woman, who is a U.S citizen and only speak English, choose an older male patient who is from another race, culture, or ethnicity and who speaks limited English). Identify the population and how it is different than your own.Discuss the importance of the health need. For this population. For example: there is an increased incidence of type 2 diabetes mellitus in the teen population so there a need for a tool to address this population’s special needs.Identify special learning challenges this population faces. For example: income, sensory impairment, or language.2. Develop a teaching tool: Incorporate technology/multimedia into your tool. For example: texts, twitter, blogs, email, YouTube video, video-conferencing, Skype, computer or cell phone app, electronic brochures, and electronic booklets.Include a description of the tool to teach the information. Explain how the tool works but you do not have to actually create the tool. For example: your tool may be a website, but you do not have to actually create the site.3. Discussion:Discuss how the literature supports the use of the technology you have chosen.Explain how the tool contributes to critical thinking – what skills does it develops.Explain how the tool contributes to nursing practice and patient outcomes.Important note: Develop education materials at the sixth-grade reading level to ensure the general population will understand the information. Use this simple readability index calculator to check any text that you may incorporate into your teaching materials. Just click on the link, and when it opens, copy and paste an example from your written text to reveal the reading level. You can also use Microsoft Word to assess the reading level of your written content by selecting review, spelling and grammar, readability statistics. Do not include:A description of the disease processWhat the client can expect from the diseaseExtraneous information; For example: if you are creating a tool for patients who have lung cancer do not include statistics about lung cancer unless it is part of your tool. Reading and ResourcesRead Chapter 9 In Rubenfeld, M. G., & Scheffer, B.K. (2015). Critical thinking TACTICS for nurses: Achieving the IOM competencies (3rd ed.). Sudbury, MA: Jones and Bartlett.Read Ainsley, B., & Brown, A. (2009). The impact of informatics on nursing education: A review of the literature. Journal of Continuing Education in Nursing 40(5) 228-32. Play VideoAdditional Instructions:All submissions should have a title page and reference page.Utilize a minimum of two scholarly resources.Adhere to grammar, spelling and punctuation criteria.Adhere to APA compliance guidelines.Adhere to the chosen Submission Option for Delivery of Activity guidelines.Submission Options:Choose One:Instructions:Other media (Prezi, etc.) presentation8 to 12 slides with speaker notes. Add title and reference slides.Follow Rules of 7.Video Presentation8 to 12-minute video presentation.Attach reference page or include in video.Professional appearance and background.Video submissions must include a script in Word format, submitted through Turnitin for an Originality Report.TableTable with appropriate columns and headers.Include title and reference pages.Graphs or other illustrationsGraphs or illustrations with appropriate labels. Include title and reference pages.Note: Title and reference pages/slides do not count towards the count requirements. RUBRIC:Interprofessional Communication: Health Assessment Tool
Description: The baccalaureate nurse will ensure that patient education is developed and shared
in a manner that meets the needs of the individuals.
Course Competencies: 1) Apply the concepts of critical thinking to patient assessment. 5) Link
complete and comprehensive quality nursing assessment to expected patient outcomes. 7)
Discuss the impact of health care technology on nursing practice.
QSEN Competencies: 2) Teamwork and Collaboration 4) Quality Improvement
BSN Essential II
Area
Gold
Mastery
Silver
Proficient
Bronze
Acceptable
Acceptable
Mastery not
Demonstrated
Discuss the target
population for the
health tool, using
an audio/visual
format
Fully details the
population, how it
differs from your own,
the importance of the
health need for this
population and any
special learning
challenges, specific to
this population
Includes 2 of the
3 elements for this
requirement
Include only 1 of
the elements of
this requirement
Includes
elements from
the “do not
include” list
How the tool
contributes to
critical thinking.
Fully details how the
literature supports the
use of the technology
you have chosen, how
the tool contributes to
critical thinking and
how the tool contributes
to nursing practice and
patient outcomes
Includes 3 of the
4 elements for this
requirement
Includes 2 of the
4 elements of this
requirement Includes 1 of
the 4 elements
of this
requirement
Develops a health
tool
Fully details the health
tool, which includes the
use of technology and
demonstrates how the
tool is appropriate for
this population
Describes the
health tool but
does not use
technology or it is
not appropriate
for the population
Discusses a health
tool but it is not
an original tool Does not
discuss a health
tool
Describe the
impact of
technology on
nursing practice
and patient
outcomes
Describe the impact of
technology on nursing
practice and patient
outcomes
Minimally
describes the
impact of
technology on
nursing practice
and patient
outcomes
Discusses the
impact of
technology on
nursing practice
or patient
outcomes, not
both
Does not
describe the
impact of
technology on
nursing practice
and patient
outcomesAPA, Grammar,
Spelling, and
Punctuation
No errors in
APA, Spelling,
and Punctuation.
One to three
errors in APA,
Spelling, and
Punctuation.
Four to six errors
in APA,
Spelling, and
Punctuation.
Seven or more
errors in APA,
Spelling, and
Punctuation.
References Provides two or
more references.
Provides two
references.
Provides one
references.
Provides no
references.
(Elastic and Inelastic Collisions) Experiment
3.1 Draw a diagram of all forces acting on each cart when they coll ...
(Elastic and Inelastic Collisions) Experiment
3.1 Draw a diagram of all forces acting on each cart when they collide. Which forces will
influence the total P and KE most?
3.2 In our experiment, can we achieve a completely elastic collision? a completely inelastic
collision?
3.3 In an inelastic collision in a closed system, can some of the total momentum be lost?
Some of the kinetic energy?
3.4 In an elastic collision in a closed system, can some of the total momentum be lost? Some
of the kinetic energy be lost?
3.5 If kinetic energy is lost, where does it go? Does conservation of energy apply?
exp5.pdf
7 pages
Practice Worksheet 10
Practice worksheet for Unit 10 – Acids and Bases and Equilibrium. 1. Indicate whether each of the following statements i ...
Practice Worksheet 10
Practice worksheet for Unit 10 – Acids and Bases and Equilibrium. 1. Indicate whether each of the following statements is characteristic of an acid, ...
7 pages
Attachment 1 4
Activity 1: Determining the Reaction Rate in the Presence or Absence of Cellobiase Data Table 1: Comparison of Reaction Cu ...
Attachment 1 4
Activity 1: Determining the Reaction Rate in the Presence or Absence of Cellobiase Data Table 1: Comparison of Reaction Cuvettes to Standard Cuvettes.
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Highline Community College Mass of Cylinder Chemistry Question
Watch the videos for this lab, writing down the data shown. For Part A: Density of pre- and post- 1982 pennies, Trial 1 fo ...
Highline Community College Mass of Cylinder Chemistry Question
Watch the videos for this lab, writing down the data shown. For Part A: Density of pre- and post- 1982 pennies, Trial 1 for each set of pennies is shown in the first video [+], and Trial 2 for each set us shown in the second video [+]. Watch each video and record the data into your data table. Then, enter the data into the questions in this assessment. This will give you feedback on the accuracy of your measurements.For Part B: Density of an Unknown Liquid, watch the third video [+], and record data into Data Table B. Instead of Trial 2, we will calculate the density of a 50/50 mixture of the Unknown liquid with water. You can cross out "Trial 2" and write: Mixture. Then record the data in the same data table. We will NOT calculate an average of these values, since they are different liquids.Part A Trial 1: Density of Pennies Trial 1 for pre- and post-1982 pennies [+]Part A Trial 2: Density of Pennies Trial 2 for pre- and post-1982 pennies [+]Part B: Density of an Unknown Liquid, and a 50/50 mixture of Unknown with water. [+]After recording data from the videos into your data table, enter the following values in the table below: Pre-1981 PenniesPost-1983 Pennies Trial 1Trial 2Trial 1Trial 2Total Mass of pennies g g g gVolume of water before pennies added (Vinitial) mL mL mL mLVolume of water after pennies added (Vfinal) mL mL mL mLAfter recording data from the videos into your data table, enter the following values in the table below: Unknown LiquidMixtureMass of empty graduated cylinder gMass of graduated cylinder with 10.0 mL liquid g gFor Part C, enter the following values in your data table and use these values to complete the calculations for Part C, below.Mass of dry, empty 125-mL flask with stopper95.439 gMass of 125-mL flask with CO2 and stopper95.519 gActual volume for gas inside the flask149.8 mLFirst, calculate the mass of air inside the empty flask. This air gets pushed out when the dry ice sublimes into CO2(g). When you weigh an “empty” flask, it is not really empty; the flask is filled with air. The mass of this air is generally insignificant when compared to the masses of solids and liquids, but it is significant compared to the mass of other gases, like CO2. When the CO2 sublimates, it displaces the air. To calculate the correct mass for CO2, the mass of the air must be subtracted from the mass of the “empty flask”.Use the measured volume of the flask (above) and the density of air (1.2 g/L) to calculate mass. Note the units! Mass of air in flask: g airCalculate the mass of flask if it were truly empty using the equation below:masstruly empty flask = massempty flask — massair in flask = g truly empty flaskCalculate the mass of CO2 in the flask using the equation below:massCO2 = massflask with CO2 — masstruly empty flask = g CO2Finally, calculate the density (in g/L) of CO2 gas (note units!): Density of CO2 gas: g/L CO2
SIMPATH 436 American Sentinel Health Assessment Tool for Tobacco Smokers PPT
Activity 5Health Assessment ToolCreate an audio/visual presentation that will describe a healthcare education tool for a s ...
SIMPATH 436 American Sentinel Health Assessment Tool for Tobacco Smokers PPT
Activity 5Health Assessment ToolCreate an audio/visual presentation that will describe a healthcare education tool for a specific health need of a specific population that is different than your own.The presentation should:Identify the population and how it is different than your own.Discuss the importance of the health need.Identify special learning challenges this population faces.Include a description of the tool to teach the information and explain how it works.Discuss how the literature supports the use of the technology you have chosen.Explain how the tool contributes to critical thinking.Explain how the tool contributes to nursing practice and patient outcomes.Guidelines:1. Choose a population that is different than your own. For example: if you are a 25-year-old woman, who is a U.S citizen and only speak English, choose an older male patient who is from another race, culture, or ethnicity and who speaks limited English). Identify the population and how it is different than your own.Discuss the importance of the health need. For this population. For example: there is an increased incidence of type 2 diabetes mellitus in the teen population so there a need for a tool to address this population’s special needs.Identify special learning challenges this population faces. For example: income, sensory impairment, or language.2. Develop a teaching tool: Incorporate technology/multimedia into your tool. For example: texts, twitter, blogs, email, YouTube video, video-conferencing, Skype, computer or cell phone app, electronic brochures, and electronic booklets.Include a description of the tool to teach the information. Explain how the tool works but you do not have to actually create the tool. For example: your tool may be a website, but you do not have to actually create the site.3. Discussion:Discuss how the literature supports the use of the technology you have chosen.Explain how the tool contributes to critical thinking – what skills does it develops.Explain how the tool contributes to nursing practice and patient outcomes.Important note: Develop education materials at the sixth-grade reading level to ensure the general population will understand the information. Use this simple readability index calculator to check any text that you may incorporate into your teaching materials. Just click on the link, and when it opens, copy and paste an example from your written text to reveal the reading level. You can also use Microsoft Word to assess the reading level of your written content by selecting review, spelling and grammar, readability statistics. Do not include:A description of the disease processWhat the client can expect from the diseaseExtraneous information; For example: if you are creating a tool for patients who have lung cancer do not include statistics about lung cancer unless it is part of your tool. Reading and ResourcesRead Chapter 9 In Rubenfeld, M. G., & Scheffer, B.K. (2015). Critical thinking TACTICS for nurses: Achieving the IOM competencies (3rd ed.). Sudbury, MA: Jones and Bartlett.Read Ainsley, B., & Brown, A. (2009). The impact of informatics on nursing education: A review of the literature. Journal of Continuing Education in Nursing 40(5) 228-32. Play VideoAdditional Instructions:All submissions should have a title page and reference page.Utilize a minimum of two scholarly resources.Adhere to grammar, spelling and punctuation criteria.Adhere to APA compliance guidelines.Adhere to the chosen Submission Option for Delivery of Activity guidelines.Submission Options:Choose One:Instructions:Other media (Prezi, etc.) presentation8 to 12 slides with speaker notes. Add title and reference slides.Follow Rules of 7.Video Presentation8 to 12-minute video presentation.Attach reference page or include in video.Professional appearance and background.Video submissions must include a script in Word format, submitted through Turnitin for an Originality Report.TableTable with appropriate columns and headers.Include title and reference pages.Graphs or other illustrationsGraphs or illustrations with appropriate labels. Include title and reference pages.Note: Title and reference pages/slides do not count towards the count requirements. RUBRIC:Interprofessional Communication: Health Assessment Tool
Description: The baccalaureate nurse will ensure that patient education is developed and shared
in a manner that meets the needs of the individuals.
Course Competencies: 1) Apply the concepts of critical thinking to patient assessment. 5) Link
complete and comprehensive quality nursing assessment to expected patient outcomes. 7)
Discuss the impact of health care technology on nursing practice.
QSEN Competencies: 2) Teamwork and Collaboration 4) Quality Improvement
BSN Essential II
Area
Gold
Mastery
Silver
Proficient
Bronze
Acceptable
Acceptable
Mastery not
Demonstrated
Discuss the target
population for the
health tool, using
an audio/visual
format
Fully details the
population, how it
differs from your own,
the importance of the
health need for this
population and any
special learning
challenges, specific to
this population
Includes 2 of the
3 elements for this
requirement
Include only 1 of
the elements of
this requirement
Includes
elements from
the “do not
include” list
How the tool
contributes to
critical thinking.
Fully details how the
literature supports the
use of the technology
you have chosen, how
the tool contributes to
critical thinking and
how the tool contributes
to nursing practice and
patient outcomes
Includes 3 of the
4 elements for this
requirement
Includes 2 of the
4 elements of this
requirement Includes 1 of
the 4 elements
of this
requirement
Develops a health
tool
Fully details the health
tool, which includes the
use of technology and
demonstrates how the
tool is appropriate for
this population
Describes the
health tool but
does not use
technology or it is
not appropriate
for the population
Discusses a health
tool but it is not
an original tool Does not
discuss a health
tool
Describe the
impact of
technology on
nursing practice
and patient
outcomes
Describe the impact of
technology on nursing
practice and patient
outcomes
Minimally
describes the
impact of
technology on
nursing practice
and patient
outcomes
Discusses the
impact of
technology on
nursing practice
or patient
outcomes, not
both
Does not
describe the
impact of
technology on
nursing practice
and patient
outcomesAPA, Grammar,
Spelling, and
Punctuation
No errors in
APA, Spelling,
and Punctuation.
One to three
errors in APA,
Spelling, and
Punctuation.
Four to six errors
in APA,
Spelling, and
Punctuation.
Seven or more
errors in APA,
Spelling, and
Punctuation.
References Provides two or
more references.
Provides two
references.
Provides one
references.
Provides no
references.
(Elastic and Inelastic Collisions) Experiment
3.1 Draw a diagram of all forces acting on each cart when they coll ...
(Elastic and Inelastic Collisions) Experiment
3.1 Draw a diagram of all forces acting on each cart when they collide. Which forces will
influence the total P and KE most?
3.2 In our experiment, can we achieve a completely elastic collision? a completely inelastic
collision?
3.3 In an inelastic collision in a closed system, can some of the total momentum be lost?
Some of the kinetic energy?
3.4 In an elastic collision in a closed system, can some of the total momentum be lost? Some
of the kinetic energy be lost?
3.5 If kinetic energy is lost, where does it go? Does conservation of energy apply?
exp5.pdf
7 pages
Practice Worksheet 10
Practice worksheet for Unit 10 – Acids and Bases and Equilibrium. 1. Indicate whether each of the following statements i ...
Practice Worksheet 10
Practice worksheet for Unit 10 – Acids and Bases and Equilibrium. 1. Indicate whether each of the following statements is characteristic of an acid, ...
7 pages
Attachment 1 4
Activity 1: Determining the Reaction Rate in the Presence or Absence of Cellobiase Data Table 1: Comparison of Reaction Cu ...
Attachment 1 4
Activity 1: Determining the Reaction Rate in the Presence or Absence of Cellobiase Data Table 1: Comparison of Reaction Cuvettes to Standard Cuvettes.
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