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As nurses, you encounter situations each day that demand you to think critically and explore a variety of options that were not considered previously. In this assignment, you have the opportunity to choose an area in which you would like to gain more knowledge and/or skills in interpreting abnormal and emergent assessment findings. In addition, identifying salient interventions as well as including any pertinent examples from your experience may enrich this discussion for you and your classmates.

Task:

Select one of the physical assessment areas given below and choose one area in which you would like to develop additional knowledge and skills. Identify 3–4 abnormal as well as 1–2 emergent assessment findings related to the area chosen and describe appropriate actions that can be taken to provide safe and quality patient care. Incorporate any pertinent patient care experiences that are appropriate to this assignment.

• Skin, hair, and nails
• Head, neck, and regional lymph nodes
• Eyes
• Ears, nose, mouth, and throat
• Breasts and regional lymph nodes
• Thorax and lungs

Submission Details:

• Complete the assignment by constructing a chart to address the initial part of the assignment or provide a narrative response of 2–3 pages.
• Your response should be thorough and address all components of the assignment in detail. Include citations of all sources, where needed, according to the APA style. Demonstrate accurate spelling, grammar, and punctuation. Use this APA Citation Helper as a convenient reference for properly citing resources.

By the due date assigned, copy your response from your document and paste it in the Discussion Area. In addition, post your Microsoft Word document as an attachment. Through the end of the module, review and comment on at least two classmates’ responses.

Do the following when responding to your classmates:

• Read your classmates’ responses.
• Provide substantive comments by doing some or all of the following:
  • Contribute new, relevant information from course readings, websites, or other sources
  • Build on the remarks or questions of others
  • Share practical examples of key concepts from your professional or personal experiences
• Respond to feedback on your posting and provide feedback to your classmates on their ideas.
• Make sure your writing:
  • Is clear, concise, and organized
  • Demonstrates ethical scholarship in the accurate representation and attribution of sources
  • Displays accurate spelling, grammar, and punctuation

This is a multi question paper,I may need to put more questions on here for you to answer.

Using the topic early retirement and using observation as a data collection tool , complete your proposal by including the following four sections, clearly labeled in your proposal:

Data collection tool definition: Observation

Choose any social setting or specific variable that you want to observe. Define the behaviors that you will use to indicate this specific variable as clearly as possible, and create a “checklist” that will allow you to remain consistent across observations. See the Observation Guide in the Resources for an example of data collected using this method. If you choose this method, describe in your proposal how and where you will observe, including how you defined your key variables as a researcher, so that the reader knows exactly how you collected your data. Include a draft of your checklist in an appendix (following the reference list) with your proposal.

1.Introduction: Write a paragraph that explains what your topic will be, why you have chosen it, and why it is important and relevant to the sociological study of diversity.

2.Data Collection: Discuss in detail (in 2–3 paragraphs) how you plan to collect data on your topic. Describe the observation tool or the questionnaire you will use to collect your data. A more detailed explanation of this component can be found below, or in the Measuring Diversity in a Social Environment course project description, located in the Resources section.

3.Resources: Locate three sources you plan to use for your project. Briefly describe each source and why it will be helpful for your understanding your topic. You may use up to two chapters from the course texts or two of our assigned articles. At least one source should be a scholarly article or book from the Capella library. One source can be a popular media source, such as a newspaper article, radio, program, or television news segment found online. Do not use Wikipedia, Buzzle, About, or other encyclopedia-style Web sites, as these are often incorrect and are not considered academically valid.

4.Theories: Identify at least three sociological concepts or theories that you plan to use to interpret and analyze your findings. Include a sentence or two describing how you will apply these concepts or theories. These concepts or theories should come from the assigned course readings. Examples of concepts include prejudice, stereotypes, minority groups, sexism, cultural pluralism, assimilation, structural mobility, modern racism, social distance, et cetera. Examples of theories include Marx’s and Weber’s theories of inequality, Park’s race relations cycle, Gordon’s theory of assimilation, human capital theory, the scapegoat hypothesis, and the theory of authoritarian personality.

Laboratory 1 – Mendelian Genetics – Introduction to Drosophila and Genetic

basis of the Principle of Segregation in F2 progeny of a monohybrid cross.

In this lab we will become familiar with the fruit fly Drosophila melanogaster that is

used for conducting various genetic crosses in the laboratory. We will examine some of the

morphological features of Drosophila that show variation and set up a monohybrid cross to show

Mendel’s principal of segregation. We will also set up a cross involving a sex-linked trait.

Because the Drosophila experiment will take 10 days per generation.

Introduction to Drosophila

We will practice handling and examining Drosophila fruit flies. We will follow the

procedures from Mertens and Hammersmith – Investigation 1, with some important

modifications. We will use the Carolina Formula 4-24 Instant Drosophila Medium. We will

anesthetize flies by cooling 2 (to 2.5) minutes in freezer (no longer or else they die or become

sterile) in a vial without food and keep them cool on ice packs rather than using a chemical

anesthetic such as ether. Flies are cultured at 20-25°C in the incubators provided (these are preset

at the required temperature and require no adjustment).

Techniques for handling Drosophila

Anesthetization of flies:

Flies must be anesthetized in order to keep them inactive during examination or while

they are being transferred into culture vials for mating. You have been provided with plastic

dishes with ice, plastic containers for ice water baths, plastic petri dishes and white filter paper.

Use the following procedure to anesthetize the flies:

1. Obtain a plastic dish with ice and place a petri dish with one piece of filter paper in it on the

ice surface.

2. Shake the flies down into the bottom of the culture vial by tapping the vial, then remove the

plug and quickly transfer the flies into an empty vial.

3. Insert the vial with the transferred flies into the freezer.

4. When the flies in the vial have stopped moving about 2 minutes (check them every 15 sec

after 2 minutes), and then pour a few of them out onto the filter paper in the petri dish.

2

Do not leave flies in a freezer for more than a 2.5 minutes because they may die or become

sterile!!!

5. Flies will normally remain anesthetized if kept on an ice bath or block.

Culture vial preparation:

1. Obtain clean culture vial and foam plug.

2. Add 1 small scoop of dry food to vial.

3. Add 1 small scoop of tap water to vial.

4. Add two or three (2 or 3) grains of dry yeast to the vial.

5. Dry off any water on inside exposed walls of vial with a Kim-wipe.

6. Place foam plug in the vial to keep wandering Drosophila out.

Setting up cultures:

1. Anesthetize flies.

2. Transfer flies to an empty vial with brush.

3. After the flies wake up they can then be added to the food vials.

4. Label vial with date and types of male and female flies used.

5. Subculture the mutant and wild stocks every one to two weeks; never keep the vials with

cultures longer than 3 weeks.

Setting up reciprocal crosses:

1. Clear adults from vials once pupal cases form. (Subculture if needed)

2. Collect virgin females within six to seven hours of clearing vials.

3. Place virgin females in vial with food. (Up to 8 per vial, based on availability)

4. Add males of other stock; try to wait before adding males so the females will be strong; use

slightly less males than females.

5. Label vials properly. Two vials for each reciprocal cross are recommended.

6. Clear adults when pupal cases appear. (Set up in another vial if desired.)

7. Wait for F1 to emerge and score.

8. Collect data on the first 100 Fl’s flies to emerge from each reciprocal cross.

9. Tabulate information on the Fl generation flies with regard to sex and phenotype for each

reciprocal cross.

10. If conducting testcrosses, then F1 virgin females need to be collected.

11. When setting up the F1 flies for the F2 generation set up a new labelled vial then add an equal

number of F1 males and females. The female flies do not need to be virgins, because it does not

matter if mating occurred before or after the flies are put into the new vials as this is a sibmating.

12. Once again, clear the adults when the pupal cases appear.

13. Collect data on the first 100 F2 generation flies to emerge from each reciprocal cross.

(14) Tabulate information on the F2 generation flies with regard to sex and phenotype for each

reciprocal cross.

Keep records of your crosses in Table 1.2 on (page 9-new book) (page 8 old book), or you can

set up the information for in a MS Word file. Keep your records on the methods and data for

your crosses for the F1 and F2 generation to write up later on.

Fly Lab report is worth a 100 points. It should be made into a word document which you will need to upload to a Turn-it in link on Canvas. The link only takes one document, so make sure everything you need to include in the report is one single document.

We are using ether not freeze！！！

We are using ether not freeze！！！

We are using ether not freeze！！！

Website link: https://gssdataexplorer.norc.org/

Click “register” and make an account. Once that is complete, “sign-in” with your account.

Once you are signed-in, go to the home page of GSS Data Explorer. Now, click “Search GSS Variables”. Here we are going to add variables to our crosstab.

For this assignment, you will need to a total of 8 variables: years, id, ballot, sex, race, nateduc, nataid, and natenvir. Year, id, and ballet should be automatically added to your cart. If not, search for them and add them to the cart.

Year represents to year the data was collected. For this discussion board, we are going to focus on 2014. ID represents the identification number for each respondent of the survey. Ballot represents the ballot number. You need ballot and id in your variable cart, however we will not use these variables.

Sex, race, nateduc, nataid, and natenvir must be added to your cart by searching. You can do this by clicking “Search GSS Variables”. You can search variables by name or keywords. For example, below I added the gender variable by typing variable name “sex”. I choose the “sex” variable and added it to the cart.

Do the same to add race, nateduc, nataid, and natenvir.

Now, that you those variables, we can use the “Analyze Data” feature. Click “Actions” and choose “Analyze Data” .

Then, choose the “Cross Tabulation” and click “Next”

Give your cross tab a title in the Name field. In the right-hand side, there is a dark gray menu with the variables. Drag “nateduc” to the Column Variable field. (Note: Before dragging any variables to the column variable field, you must click “x” or new variables wont be added.)

Then, drag the “sex” to the Row Variable. (Note: Before dragging any variables to the row variable field, you must click “x” or new variables wont be added.)

Then, drag “year” to the “case selection” field. And put for the range 2014 and 2014. See below

Then, scroll down. Click “none” for weights field. Click “exclude missing values” and click “Create Analysis”

A cross tab will appear. The cross tab shows the frequency count of the numbers. Remember in the module, we discussed percentages are more meaningful.

Click “Display options” and choose “row percentages”

Now that you are familiar with GSS Data Explorer tool, answer the following questions.

Throughout these exercise, we will be making cross tabs with independent and dependent variables. Generally, demographic variables are independent variables (such as race, gender, party affiliation, age, educational attainment, etc…). When making cross-tabs, generally independent variables go in the rows. Also, in cross tabs, it is most meaningful with row percentages.

Independent variables (IV): sex (Male or Female); race (White, Black, or other)

Dependent variables (DV): Attitudes on spending for:

-Improving the nation’s education system (NATEDUC)

-Foreign aid (NATAID)

-The environment (NATENVIR)

Closed-ended answers for all three attitude questions: Too little; About right; Too much (“don’t know” and “refused” were also answers, but are marked as “missing values”)

1) Make a cross-tab with race (IV) and nateduc (DV). Write 1-2 sentences of your findings. Make sure to use the row percentages.

2) Make a cross-tab with gender (IV) and natenvir (DV). Write 1-2 sentences of your findings. Make sure to use the row percentages.

3) Make a cross-tab with gender (IV) and nataid (DV). Write 1-2 sentences of your findings. Make sure to use the row percentages.

4) Pick one of the following IV: Political party affiliation (partyid), religious affiliation (relig), martial status (martial), educational attainment (degree).

Pick one of the following DV: Attitudes on spending for:

-space exploration program (natspac)

-mass transportation (natmass)

-military spending (natarms)

5) Make a hypothesis from your IV and DV from #4.

6) Make a cross-tab with row percentages in the GSS data explorer. Then, use the table feature (the icon looks like a grid) to make a cross-tab in your discussion post.

7) Read a peer’s #4-#6. Evaluate their hypothesis with the crosstab.