Materials scince & engineering class
I have 3 homeworks with extra cridet in materials scince & engineering class!!
I have attached the homework and extra cridet. please look at them and chat with me.
I need it within 12 hours
Describe the attributes of the musical selection
describe the attributes of the musical selection, according to the following critical criteria: 1. RECOGNIZE AND DESCRIBE: At least one example of each of the following musical elements : Rhythm, tempo, melody, harmony, timbre, texture, and form that are present in this particular composition, using specific musical terms learnt in the course and descriptive adjectives. Examples of descriptive adjectives might include: a “menacing” melody, “triumphant” dynamics, or a “racing” tempo. Use your imagination! 2. DEVELOP: A conclusion about what the composer was trying to represent. [Might a “racing” tempo represent an attempt to escape from danger or dancing at a celebration?] 3. INTERPRET: The composition’s emotional value, using language that describes emotional states. Does the music express joy, fear, pleasure, optimism, sadness? 4. EVALUATE: The composition’s creative quality: What makes this composition a valuable work of art? 5. ANALYZE: Its personal effect on you. How does this work express aspects of the human condition? Does the music suggest a philosophy for living?
Airspace capacity challenges
For this assignment, conduct research and consider airspace capacity challenges currently facing the aviation industry. You will select one specific topic that is leading to an airspace capacity challenge to address in your paper (e.g. unmanned systems operations, an increase in commercial air traffic, etc.).
Your paper must include:
- The impact of capacity on the current structure of the national airspace
- An evaluation of the FAA’s National Airspace Systems Plan on current air traffic control systems
- An assessment of the impact of equipment capacity on national airspace system availability
- A proposed recommendation to increase the capacity of the national airspace
Your paper must be supported by a minimum of three scholarly references, should be grammatically sound, and free of spelling errors. You must include a properly formatted title page, in-text citations where appropriate, and a reference page formatted according to current APA guidelines. If you have any questions regarding APA requirements, please refer to the current APA manual or ask your instructor.
advantages and disadvantages of one-way ANOVA
Below are general types of ANOVA designs we will be reading about in this module. The differences in methodology are based on experimental design:
- One-Way Between-Subjects or Within-Subjects Design
- Two-Way Between-Subjects Factorial Design
We discussed the pros and cons of one-way between-subjects ANOVA and one-way within-subjects ANOVA in Module 6. Use some of those facts discussed in that last discussion and debate the advantages and disadvantages of one-way ANOVA designs vs two-way factorial ANOVA designs with your classmates. Summarize the advantages and disadvantages of each from a statistical and practical perspective, and provide a real-world example of an experiment and design for the two-way factorial ANOVA.
Use your real-world example to explain in detail, how the example you provided fits the design selected for that example (two-way between-subjects factorial design). Make sure to discuss your:
- Experimental design
- Sample size
- Number of variables
- Number of levels for each variable
- Possible interactions between variable
Differential Diagnosis for Skin Conditions
Differential Diagnosis for Skin Conditions
Properly identifying the cause and type of a patient’s skin condition involves a process of elimination known as differential diagnosis. Using this process, a health professional can take a given set of physical abnormalities, vital signs, health assessment findings, and patient descriptions of symptoms, and incrementally narrow them down until one diagnosis is determined as the most likely cause.
In this Discussion, you will examine several visual representations of various skin conditions, describe your observations, and use the techniques of differential diagnosis to determine the most likely condition.
Note: Your Discussion post should be in the SOAP (Subjective, Objective, Assessment, and Plan) note format, rather than the traditional narrative style Discussion posting format. Refer to Chapter 2 of the Sullivan text and the Comprehensive SOAP Template in this week’s Learning Resources for guidance.Remember that not all comprehensive SOAP data are included in every patient case.
To prepare:
· Review the Skin Conditions document provided in this week’s Learning Resources, and select two conditions to closely examine for this Discussion.
· Consider the abnormal physical characteristics you observe in the graphics you selected. How would you describe the characteristics using clinical terminologies?
· Explore different conditions that could be the cause of the skin abnormalities in the graphics you selected.
· Consider which of the conditions is most likely to be the correct diagnosis, and why.
A description of the two graphics you selected (identify each graphic by number). Use clinical terminologies to explain the physical characteristics featured in each graphic. Formulate a differential diagnosis of three to five possible conditions for each. Determine which is most likely to be the correct diagnosis, and explain your reasoning.
REMINDERS:
Please follow the Note above. Do SOAP note format and check it out on the uploaded file the SOAP template as your outline for your writings… No traditional essay on this assignment, again use SOAP note. Thank you.
Required Resources
| Note: Because the information in this course is so vital, a large number of resources are provided in various formats to facilitate your competence in diagnosing a wide variety of health conditions. When multiple resources are available on the same topic, select those that best meet your personal learning needs to prepare you to accurately diagnose patient health problems. |
| Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus. |
Readings
· Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2015). Seidel’s guide to physical examination (8th ed.). St. Louis, MO: Elsevier Mosby.
o Chapter 8, “Skin, Hair, and Nails” (pp. 114-165)
This chapter reviews the basic anatomy and physiology of skin, hair, and nails. The chapter also describes guidelines for proper skin, hair, and nails assessments.
· Dains, J. E., Baumann, L. C., & Scheibel, P. (2016). Advanced health assessment and clinical diagnosis in primary care (5th ed.). St. Louis, MO: Elsevier Mosby.
o Chapter 28, “Rashes and Skin Lesions” (pp. 325-343)
This chapter explains the steps in an initial examination of someone with dermatological problems, including the type of information that needs to be gathered and assessed.
Note: Download and use the Adult Examination Checklist and the Physical Exam Summary when you conduct your video assessment of the skin, hair, and nails.
Make a SOAP Note: Assessing Ear, Nose, and Throat
Make a SOAP Note: Assessing Ear, Nose, and Throat
Most ear, nose, and throat conditions that arise in non-critical care settings are minor in nature. However, subtle symptoms can sometimes escalate into life-threatening conditions that require prompt assessment and treatment. Nurses conducting assessments of the ears, nose, and throat must be able to identify the small differences between life-threatening conditions and benign ones. For instance, if a patient with a sore throat and a runny nose also has inflamed lymph nodes, the inflammation is probably due to the pathogen causing the sore throat rather than a case of throat cancer. With this knowledge and a sufficient patient health history, a nurse would not need to escalate the assessment to a biopsy or an MRI of the lymph nodes, but would probably perform a simple strep test.
In this Discussion, you consider case studies of abnormal findings from patients in a clinical setting. You determine what history should be collected from the patients, what physical exams and diagnostic tests should be conducted, and formulate a differential diagnosis with several possible conditions.
Note: By Day 1 of this week, your instructor will have assigned you to one of the following case studies to review for this Discussion. Also, your Discussion post should be in the SOAP Note format, rather than the traditional narrative style Discussion posting format. Refer to Chapter 2 of the Sullivan text and the Comprehensive SOAP Template in the Week 4 Learning Resources for guidance. Remember that not all comprehensive SOAP data are included in every patient case.
Case 1: Nose Focused Exam
Richard is a 50-year-old male with nasal congestion, sneezing, rhinorrhea, and postnasal drainage. Richard has struggled with an itchy nose, eyes, palate, and ears for 5 days. As you check his ears and throat for redness and inflammation, you notice him touch his fingers to the bridge of his nose to press and rub there. He says he’s taken Mucinex OTC the past two nights to help him breathe while he sleeps. When you ask if the Mucinex has helped at all, he sneers slightly and gestures that the improvement is only minimal. Richard is alert and oriented. He has pale, boggy nasal mucosa with clear thin secretions and enlarged nasal turbinates, which obstruct airway flow but his lungs are clear. His tonsils are not enlarged but his throat is mildly erythematous.
Case 2: Focused Throat Exam
Lily is a 20-year-old student at the local community college. When some of her friends and classmates told her about an outbreak of flu-like symptoms sweeping her campus over the past two weeks, Lily figured she shouldn’t take her three-day sore throat lightly. Your clinic has treated a few cases similar to Lily’s. All the patients reported decreased appetite, headaches, and pain with swallowing. As Lily recounts these symptoms to you, you notice that she has a runny nose and a slight hoarseness in her voice but doesn’t sound congested.
Case 3: Focused Ear Exam
Martha brings her 11-year old grandson, James, to your clinic to have his right ear checked. He has complained to her about a mild earache for the past two days. His grandmother believes that he feels warm but did not verify this with a thermometer. James states that the pain was worse while he was falling asleep and that it was harder for him to hear. When you begin basic assessments, you notice that James has a prominent tan. When you ask him how he’s been spending his summer, James responds that he’s been spending a lot of time in the pool.
To prepare:
With regard to the case study you were assigned:
· Review this week’s Learning Resources and consider the insights they provide.
· Consider what history would be necessary to collect from the patient.
· Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis?
· Identify at least 10 possible conditions that may be considered in a differential diagnosis for the patient.
Note: Before you submit your initial post, replace the subject line (“Week 5 Discussion”) with “Review of Case Study ___,” identifying the number of the case study you were assigned.
Address the following in the SOAP Note:
1. A description of the health history you would need to collect from the patient in the case study to which you were assigned.
2. Explain what physical exams and diagnostic tests would be appropriate and how the results would be used to make a diagnosis.
3. List five different possible conditions for the patient’s differential diagnosis and justify why you selected each.
REFERENCES:
Readings
· Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2015). Seidel’s guide to physical examination (8th ed.). St. Louis, MO: Elsevier Mosby.
o Chapter 10, “Head and Neck” (pp. 184-203)
This chapter reviews the anatomy and physiology of the head and neck. The authors also describe the procedures for conducting a physical examination of the head and neck.
o Chapter 11, “Eyes” (pp. 204-230)
In this chapter, the authors describe the anatomy and function of the eyes. In addition, the authors explain the steps involved in conducting a physical examination of the eyes.
o Chapter 12, “Ears, Nose, and Throat” (pp. 231-259)
The authors of this chapter detail the proper procedures for conducting a physical exam of the ears, nose, and throat. The chapter also provides pictures and descriptions of common abnormalities in the ears, nose, and throat.
· Dains, J. E., Baumann, L. C., & Scheibel, P. (2016). Advanced health assessment and clinical diagnosis in primary care (5th ed.). St. Louis, MO: Elsevier Mosby.
o Chapter 15, “Earache” (pp. 174–183)
This chapter covers the main questions that need to be asked about the patient’s condition prior to the physical examination, as well as how these questions lead to a focused physical examination.
o Chapter 21, “Hoarseness” (pp. 248-255)
This chapter focuses on the most common causes of hoarseness. It provides strategies for evaluating the patient both through questions and through physical exams.
o Chapter 25, “Nasal Symptoms and Sinus Congestion” (pp.301-309)
In this chapter, the authors highlight the key questions to ask about the patients symptoms, the key parts of the physical examination, and potential laboratory work that might be needed to provide an accurate diagnosis of nasal and sinus conditions.
o Chapter 30, “Red Eye” (pp. 357-368)
The focus of this chapter is on how to determine the cause of red eyes in a patient, including key symptoms to consider and possible diagnoses.
o Chapter 32, “Sore Throat” (pp. 381-389)
A sore throat is one most common concerns patients describe. This chapter includes questions to ask when taking the patient’s history, things to look for while conducting the physical exam, and possible causes for the sore throat.
o Chapter 38, “Vision Loss” (pp. 446-457)
This chapter highlights the causes of vision loss and how the causes of the condition can be diagnosed.
· Sullivan, D. D. (2012). Guide to clinical documentation (2nd ed.). Philadelphia, PA: F. A. Davis.
o Chapter 5, “SOAP Notes” (pp. 91–118)
Note: Download the seven documents (Adult Examination Checklists and Physical Exam Summaries) below, and use them as you practice conducting assessments of the head, neck, eyes, ears, nose, and throat.